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Institutions, level and models of training

In Austria, the training of teachers for pre-primary and primary/secondary level takes place in different institutions:

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ECEC teachers

Training opportunities at Training Institutes for Early Childhood Education and Care (BAfEP)

Teachers in the pre-primary education field (ISCED 0) are traditionally trained in Training Institutes for Early Childhood Education and Care (BAfEP). These are five-year colleges for higher vocational education (Berufsbildende Höhere Schulen, BHS) at upper secondary level (years 1 to 3: ISCED 3; years 4 and 5: ISCED 5).

In addition to pre-primary educational training content, general educational content is taught throughout the entire training course. Specialisation in the area of after-school care is possible during the training. The qualification includes in-depth and competence based practical training in various ECEC institutions.

Beside the five-year BAfEP, there are four-semester post-secondary BAfEP VET courses and five/six-semester part-time BAfEP VET courses as on-the-job programmes, which lead to the same qualification.

Based on the three-year Colleges for Teaching Assistant Careers, which have been offered since the 2019/20 school year (or based on other qualifications from schools for intermediate vocational education with a pedagogical focus), three-year add-on courses are offered since the 2023/24 school year, which also lead to the matriculation and diploma examination for ECEC. These add-on courses can also be run as programmes for those in employment, with the duration of the courses being extended if necessary. 

Graduates of a Training Institute for Social Pedagogy (BASOP; five-year course or post-secondary VET college) who wish to enter the field of ECEC can take a two-semester ECEC course for BASOP graduates Lat a Training Institute for Early Childhood Education and Care (BAfEP) since the 2023/24 school year. This course can also be run as a part-time programme for those in employment, with its duration being extended to three or four semesters.

The training of assistants, who support the children group leading ECEC teachers in their work, is not regulated uniformly throughout Austria. It takes place either in continuing education and training institutions or within the framework of school-based training in the form of the above-mentioned three-year College for Teaching Assistant Careers, which is concluded with the qualification of pedagogical assistant.

Training opportunities at university colleges of teacher education

In recent years, several forms of tertiary education have been established in the field of ECEC.

Since the 2021/22 academic year, the university course "Elementary Education" (2 semesters, 60 ECTS) has been offered at the university colleges of teacher education, which serves as a lateral entry opportunity for graduates with relevant degrees, e.g. primary education, special education, educational science or pedagogy (180 ECTS). 

Since the 2023/24 academic year, a further university course "Lateral Entry in Elementary Education" (4 semesters, 120 ECTS) has been offered at the university colleges of teacher education, which serves as a lateral entry opportunity for graduates with non-relevant degrees (180 ECTS).

In the 2022/23 academic year, the university course "Inclusive Elementary Education" (4 semesters, 90 ECTS credits) has been established at the university colleges of teacher education, offering a professional, scientific and practice-oriented qualification as "Inclusive ECEC teacher" based on relevant training as an ECEC teacher.

Training opportunities at universities

Since the 2023/24 academic year, the university course "Elementar+/ Early childhood education and care+" (6 semesters, 120 ECTS) is available nationwide, which serves as a lateral entry opportunity for people with an interest in ECEC as well as people who already work with children in ECEC settings (e.g. as assistants) but do not yet have comprehensive training. Applicants must be at least 20 years old and have access to ECEC practice.

The master's degree programme in Elementary Education (4 semesters, 120 ECTS) is a lateral entry opportunity for groups of people with relevant qualifications (180 ECTS).

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Teachers at primary and secondary level

The training of teachers in Austria changed when the Federal Act on the New Teacher Training Scheme came into force in July 2013. Since then, all teachers have been trained through tertiary bachelor’s and master’s programmes (ISCED 6 and 7) at universities and university colleges of teacher education.

These cooperate as part of four regional development alliances throughout Austria to ensure that students can choose from the respective regional, jointly established study offers within an alliance.

The study offer comprises the following fields:

• teacher training programme for primary level (ISCED 1): this programme qualifies graduates to teach pupils aged between six and ten years old. It is offered solely at university colleges of teacher education.
• teacher training programme for secondary-level general education (ISCED 2 to 5): this programme qualifies graduates to teach pupils aged between ten and 19 years old in the general education subjects at secondary level chosen in the study programme. This programme is held by universities and university colleges of teacher education in cooperation.
• teacher training programme for secondary-level vocational education and training (ISCED 3 to 5): this programme qualifies graduates to teach students aged between 14 and 19 years old in the VET subjects or packages of subjects of secondary-level VET chosen in the study programme. It is offered by university colleges of teacher education.

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For the teaching in certain subjects, specific (university) establishments have to be attended or corresponding cooperation ventures exist between university colleges of teacher education and the institutions in question. These include the following:

• artistic universities for teaching in the fields of art, artistic design, textile/technical work, design, fashion, music, instrumental music,
• universities of economics for teaching in the fields of accounting and business administration,
• University College for Agrarian and Environmental Pedagogy for teaching in agrarian and environmental pedagogy-related subjects.

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All study programmes (eight-semester bachelor’s programmes with 240 ECTS and at least two- to three-semester master’s programmes with at least 60/at least 90 ECTS) contain a joint “pedagogical core” (scope: at least 60 ECTS) of general educational fundamentals.

In addition, the practical aspects of the teaching position are covered by practical teaching experience (including in-service courses). After this, according to the different branches of study, there are special focuses or specialisations.

For all teacher training programmes, a one-semester introductory and orientation period (Studieneingangs- und Orientierungsphase or StEOP) is obligatory.

The master’s programme can be continued immediately after the bachelor’s programme or on a part-time basis. In any case, new teachers are accompanied by a personal mentor in their first year of service (one-year induction year). 

New draft law

Ten years after the implementation of the New Teacher training ("Pädagog:innenausbildung NEU" 2013), the BMBWF has submitted a draft law to make the teaching profession more attractive. The core of the reform is the shortening of the bachelor's degree program for teaching at primary and secondary level from eight semesters (240 ECTS) to six semesters (180 ECTS).

The change in the study structure of teacher training programs to a 180 ECTS Bachelor's and a 120 ECTS Master's program is expected to 

• increase national and international comparability and permeability,
• enhance the attractiveness of the degree program,
• lead to curricula revised accordingly as part of the further development (student-centered, practice-oriented and relevant/accompanying the teaching profession; with better consideration of the principles of constructive alignment, etc.),
• generate as many teachers as possible who are already equipped with all necessary basic skills and available to the school system after completing the bachelor's degree course (180 ECTS/3 study years). The consecutive master's degree course (120 ECTS/2 study years) parallel to the teaching profession provides the necessary academic specialization.

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Admission requirements

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ECEC teachers

Admission requirements at Training Institute for Early Childhood Education and Care (BAfEP)

Admission to a Training Institute for Early Childhood Education and Care (BAfEP) requires successful completion of lower secondary education (ISCED 2) and positive completion of an aptitude test at the respective school (focusing on contact and communication skills).

If the final grades of the last class of lower secondary level fall below a certain level, an entrance examination is obligatory in the three subjects German, mathematics and a modern foreign language.

The timing of the practical aptitude test depends on the educational provider, as well as the entrance examination.

Access requirements for the BAfEP VET course are the HE entrance qualification (the Reifeprüfung/matriculation exam, the Berufsreifeprüfung/general higher education entrance exam providing university access for skilled workers, the Studienberechtigungsprüfung/limited higher education entrance exam providing university entrance) and passing an aptitude test.

For the add-on course the completion of a three-year College for Teaching Assistant Careers or of another school for intermediate vocational education with a pedagogical focus is obligatory.

The two-semester ECEC course for BASOP graduates presupposes the graduation of a Training Institute for Social Pedagogy.

Admission requirements at university colleges of teacher education / universities

A general admission for all tertiary courses is a kind of HE entrance qualification as described above.

The above-mentioned two training courses at a university college for teacher education require the completion of a bachelor's degree programme (180 ECTS) either of a relevant study (for the university course "Elementary education") or of non-subject-relevant studies (for the university course "Lateral entry in elementary education"). For both courses, the evidence of at least language skills at reference level C1 and the completion of a self-evaluation tool are additional admission requirements. 

For the university course "Inclusive elementary education“ the completion of a training as an ECEC teacher is mandatory.

The university course "Elementar+ - Early childhood education and care+ (ECEC+)" presupposes a minimum age of 20 years, the evidence of at least language skills at reference level B2 and a successful completion of the selection procedure in oral or written form. A kind of HE entrance qualification as described above, is binding only from the third semester onwards.

For the master's programme in Elementary Education a relevant degree of at least 180 ECTS and a proof of German language skills are essential requirements.

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Teachers at primary and secondary level

After proving the general HE entrance qualification, all applicants for teacher training programmes at universities and university colleges of teacher education (PHs) need to successfully pass an aptitude and admission procedure in several stages.  This comprises the following dimensions:

• proof of general personal suitability for the teacher training programme and for later professional practice
• proof of specific suitability for certain subjects or certain study programmes (e.g. artistic suitability for the subject music education). 

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In order to prove general suitability prospective students have to register for a standardised procedure for the allocation of study places:

1. The first step is an online self-assessment to clarify if the teaching profession is the right career choice. 
2. A positive result in the self-assessment is the prerequisite to the admission test at the selected study location. The standardised computer test reviews individual resources (linked to cognitive, language, and personal skills). 
3. A face-to-face interview (15 minutes informal talk) with two assessors (teaching and managing staff) is the final step of the general admission procedure to explore on a personal level e.g. communicative, decision making and reflection skills. 
4. On the basis of the points achieved in the computer test and the face-to-face assessment, a ranking is drawn up for the allocation of study places.

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Deadlines and dates for the aptitude and admission procedure are fixed by the university colleges of teacher education/universities autonomously. The information and materials required must be provided on the websites of the respective institutions at least six months before starting the admission process. 

All teacher training programmes include a study introductory and orientation period (StEOP) as starting point of the bachelor’s programme. It provides study beginners with an objective basis for the personal judgement of their study choice. The StEOP exams have to be completed after the first semester. The StEOP must comprise at least eight and as maximum 20 ECTS points as result of at least two exams. Only positive completion of the StEOP exams entitles prospective teachers to attend further courses and to write a bachelor thesis.

The lateral entry model to secondary level general education implemented in the 2023/24 school year foresees the following (application) steps:

1. Registration via the Portal Get your teacher  for the aptitude assessment procedure for lateral entry (EV-QE) 
2. If the formal requirements are met, the applicant will be invited to an online assessment.
3. In case of a successful online assessment, a personal interview will take place.
4. The positive completion of the 3-stage aptitude assessment procedure is confirmed with a certificate from the Certification Commission for Lateral Entry (ZKQ).
5. The certificate is the basis for applying for an advertised position at the education directorate of the respective province.
6. Within eight years from the date of employment, the university course (HLG) for lateral entry to teaching at secondary level (general education) must be completed in a teaching subject at a public university college of teacher education or at a private university college of teacher education. These study programmes will only be established.

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Persons with vocational qualification (e.g. master craftsperson exam, licence exam, a certificate from a college for higher vocational education) and at least three years – under conditions auf teacher personal shortages at least 1.5 years – of relevant professional experience may enter to bachelor’s programmes in secondary-level vocational education and training also on a part-time basis.

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Curriculum, level of specialisation and learning outcomes

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ECEC teachers

Curricula for Training Institutes for Early Childhood Education and Care (BAfEP)

In their five-year form, the Training Institutes for Early Childhood Education and Care  (BAfEP) impart comprehensive general education as well as a professional attitude, specialist knowledge and skills which are required to fulfil the educational tasks in ECEC institutions for children before they enter school. This includes contents in the subject areas religion, languages and communication, general education, early childhood education and care (0 to 6 years) – in theory and practice, expression, design and physical education as well as subjects within the school’s autonomy. Intercultural learning, diversity and inclusive education as well as business organisation and management are part of the curricula of Training Institutes for Early Childhood Education and Care.

The general educational objective, didactic principles, educational and teaching tasks and subject matters are laid down by the ordinance on the curricula of the Training Institute for Early Childhood Education and Care and Training Institute for Social Pedagogy. They are also laid down by the ordinance on the curricula of the VET course of the Training Institute for Early Childhood Education and Care, the VET course of the Training Institute for Early Childhood Education and Care including the qualification for after-school care and the VET course of the Training Institute for Social Pedagogy. Within the framework of school autonomy, educational institutions can make location-specific adjustments to the curriculum.

In contrast to the content just described, the curriculum for a VET course of the Training Institute for Early Childhood Education and Care focuses exclusively on the vocationally specific content, as the general education subjects are already fulfilled by the HE-entrance qualification requirement.

The subjects of the curriculum for the three-year add-on course are comparable with the subjects of the five-year form of the Training Institute for Early Childhood Education (BAfEP).

The curriculum for the two-semester ECEC course for BASOP graduates takes into account the training already completed in the field of social pedagogy and supplements the qualification with ECEC related content.

Curricula of university colleges of teacher education

Framework curricula have been developed for all above-mentioned training opportunities at universitiy colleges of teacher education. These curricula follow the structure of tertiary institutions and focus as well only on the professional content.

Curricula of universities

Curricula of universities differ from one another, but there are only a few universities offering courses for ECEC.

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Teachers at primary and secondary level

Teacher training is integrated in a professional career-oriented overall concept. The aim is to guarantee high-quality academic training with scientifically founded theory and practice which follows the recommendations of national and international education experts and fulfils the requirements of internationally competitive training in pedagogical and specialist terms. The areas of inclusive and intercultural competence are incorporated in all bachelor’s teacher training programmes.

Teachers at primary level:

The specialist areas of the study programmes for the primary level comprise the following:

• general educational fundamentals;
• primary level pedagogy and primary level didactics;
• as well as practical teaching experience.

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Students enrolled in teacher training programmes for primary level are obliged to select at least one special focus (e.g. inclusive teaching, social pedagogy, early childhood education, multilingualism, or focus on a specialist educational area).

Teachers of secondary-level general education or vocational education and training

Both in general education and also in vocational education and training the specialist areas of the study programmes for secondary level comprise:

• general educational fundamentals;
• subject-specific academic theory and subject-specific didactics;
• as well as practical teaching experience.

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Teachers of secondary-level general education choose two fields of study or one field of study and one specialisation (e.g. inclusive teaching, social pedagogy; multilingualism, media education).

The educational objectives and training areas are set out in the respective federal laws (Universities Act 2002, Act on the Organisation of University Colleges of Teacher Education, Act on Quality Assurance in Higher Education) by means of framework specifications (according to Federal Act on the New Teacher Training Scheme). The detailed design of the curricula is the responsibility of the educational establishments, and with joint educational offers the coordination of the curricula must be ensured. Jointly established study programmes, e.g. those for teaching secondary-level general education, have an identical curriculum in any case.

For the bachelor’s programme for the primary level (240 ECTS, at least one focus):

• general educational fundamentals (40-50 ECTS)
• early childhood and primary level pedagogy and didactics (120-130 ECTS)
• special focus (60-80 ECTS)
• practical teaching experience must be integrated

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For the master’s programme for primary level (at least 60 ECTS, at least one focus):

• connection to the teaching activity and with academic/scientific foundation
• general educational fundamentals so that, together with the bachelor’s programme, at least 60 ECTS are contained in the overall course
• for graduates of primary level with specialisation in a specialist educational area another master’s programme (at least 90 ECTS) can be offered for secondary-level general education.

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For the bachelor’s programme for secondary-level general education (240 ECTS, one field of study and one specialisation or two fields of study):

• general educational fundamentals (40-50 ECTS)
• field of study-related subject-specific didactics and subject-specific academic theory per field of study (95-100 ECTS) and for more than two subjects with overlapping contents (so-called “coherent package of subjects”, 190-200 ECTS)
• or specialisation (95-100 ECTS)
• practical teaching experience

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For the master’s programme for secondary-level general education (at least 90 ECTS, one field of study and one specialisation or two fields of study):

• connection to the teaching activity and with academic/scientific foundation
• general educational fundamentals so that, together with the bachelor’s programme, at least 60 ECTS are contained in the overall course
• field of study-related parts per study course have to be included to the extent of at least 115 ECTS in the overall course
• for students of secondary-level general education a further master’s programme (120 ECTS) can be offered for primary level.

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For the bachelor’s programme for secondary-level vocational education and training:

• general educational fundamentals (60 ECTS)
• occupation-specific fundamentals (120 ECTS)
• subject-specific didactics (60 ECTS)
• practical teaching experience

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For the master’s programme for secondary-level vocational education and training (at least 60 ECTS, one field of study and one specialisation or two fields of study):

• connection to the teaching activity and with academic/scientific foundation
• pedagogical specialisations

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Teacher educators

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Teachers at Training Institutes for Early Childhood Education and Care (BAfEP)

In order to be able to teach theoretical and practical subjects (practice and didactics in ECEC services / institutions or after-school care) at teacher training colleges for early childhood education (BAfEPs), since the academic year 2019/20, as part of the teacher training for secondary level (vocational training or general education), the bachelor’s programme “Secondary Level Vocational Training in the Field of Education and Development Support” with a total of 240 ECTS at a university college of teacher education has been necessary. A prerequisite for the completion of this programme is employment as a teacher at a teacher training college for early childhood education and relevant professional experience of at least two years.

In addition to their already completed higher education studies (master’s programme in the field of educational sciences or a comparable programme), teachers in the new Service Code for the theoretical subjects pedagogy or inclusive pedagogy must complete the bachelor’s programme “Secondary Level Vocational Training - Relevant Studies/Complementary Studies” with a total of 60 ECTS at a university college of teacher education.

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Teachers at university colleges of teacher education

Teachers at university colleges of teacher education have completed

• a teacher training programme at a university college of teacher education or university or
• are lecturers temporarily assigned by the rectorate.

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Depending on their allocation to different salary or pay groups, they need to fulfil additional prerequisites.

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Teachers at universities

The general provisions for teaching staff in the training of teachers do not differ from those of other university staff. The usual appointment procedures apply to university professors. Scientific and artistic employees in the fields of research, art and teaching have to proof a qualification that is appropriate for their scheduled workplace position (including lecturers temporarily assigned by the rectorate).

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Practical teaching experience

While completing the practical teaching experience in a bachelor’s programme, the students are supervised by teachers from practice schools and instructors from their training establishments (university and/or university college of teacher education).

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Mentors in the induction period

In the one-year induction period, graduates are accompanied by mentors. These must have at least five years of professional experience and prove they have completed a mentoring course (60 ECTS).

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Qualifications, evaluation and certificates

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ECEC teachers

All of the above-mentioned trainings for ECEC teachers allow the leading of a group of children in an ECEC institution.

Qualifications, evaluation and certificates at Training Institutes for Early Childhood Education and Care (BAfEP)

Training Institutes for Early Childhood Education and Care (BAfEP) are completed with the matriculation and diploma exam. The final examinations comprise:

• a diploma thesis (including presentation and discussion)
• three or four written tests
• two or three oral exams.

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The examination field of the diploma thesis contains one or two compulsory subjects or the optional subject “Ethnic Language” at the candidate’s choice. In addition to subjects from the field of general education (German, English, applied mathematics), the written examinations cover a further subject from the field of subject-specific theory (pedagogy or didactics).

The oral examination comprises subjects from general education as well as vocational theory and practical subjects. In the case of specialisation in the field of after-school care, the exam subject is extended by the field of “didactics of after-school care and assisted learning”.

General examination and qualification requirements are regulated by the School Organisation Act and the School Education Act. The specific examination regulation is stipulated in the Ordinance of the Federal Ministry of Education, Science and Research on Final Exams at Schools for Intermediate Vocational Education and Colleges for Higher Vocational Education (BMHS Examination Regulation, Federal Law Gazette II no. 177/2012 - as amended).

The VET course of a Training Institute for Early Childhood Education and Care is concluded with a diploma exam. This exam comprises:

• a diploma thesis (including presentation and discussion)
• a written examination
• two oral exams.

 

At the candidate’s choice, the examination field “diploma thesis” contains one or two compulsory subjects or the optional subject “Ethnic Language” or a compulsory exercise. The written examination includes an examination paper from the field of subject-specific theory (pedagogy or didactics).

The oral examination comprises the compulsory subject pedagogy or didactics and an elective subject. In the case of specialisation in the field of day-care education, the oral exam is extended by the examination field of “didactics of day-care education and assisted learning”.

The examination conditions are laid down in the Examination Regulation for VET Courses and Special Forms for People in Employment at BMHS (Federal Law Gazette II No. 36/2017 - as amended).

The three-year add-on course is concluded with the same matriculation and diploma exam as the five-year form of the Training Institute for Early Childhood Education and Care (BAfEP).

The two-semester ECEC course for BASOP graduates is finalized with a diploma exam.

Qualifications, evaluation and certificates at university colleges

The university courses "Elementary education", "Lateral entry in elementary education" and "Inclusive elementary education" comprise oral and written examinations throughout the course. A central element of the action-orientated examination culture is a theory- and practice-oriented student portfolio, which is kept during the higher education programme from which selected contributions are presented as part of the practical lecture towards the end of the programme.

Upon successful completion of the university course, students receive a professional certificate as an inclusive ECEC teacher.

Qualifications, evaluation and certificates at universities

The university course "Elementar+ - Early childhood education and care+ (ECEC+)" comprises oral and written exams as well as a final oral examination in the last semester. 

The master's programme in Elementary Education consists of oral and written exams as well as a master's thesis. Its topic must be taken from or must have a meaningful connection with “Elementary Education” or “General pedagogy”. The course graduates with a Master of Science (MSc).

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Teachers at primary and secondary level

The university college of teacher education and university programmes are concluded with a Bachelor of Education (BEd) or Master of Education (MEd). The requirements for bachelor’s and master’s theses in teacher training correspond with the general requirements for obtaining these degrees and are set out in the Universities Act and the Higher Education Act:

• to obtain the BEd degree, one or more bachelor’s theses have to be written as part of courses.
• to obtain the MEd degree, a master’s thesis has to be written, and here for artistic subjects there is the possibility of submitting artistic works to obtain the MEd degree.

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General exam and qualification requirements are set out in the 2005 Act on the Organisation of University Colleges of Teacher Education and the 2002 Universities Act, more detailed provisions are specified in the respective curricula of the universities and university colleges of teacher education.

The following two bodies are essential for the quality assurance of teacher training:

• Quality assurance council for teacher training (QSR): the QSR was set up to ensure external quality assurance in terms of quality- and needs-oriented academic support for the development of teacher training programmes.
• AQ Austria – Agency for Quality Assurance and Accreditation Austria: AQ Austria is the quality assurance agency for the entire higher education sector.

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Alternative training pathways

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ECEC teachers

Lateral entry opportunities are provided for courses at university colleges of teacher education.

A job-related qualification is offered in Vienna by the private ECEC and after-school care provider “Kinder in Wien” (KIWI) in cooperation with the Koblenz University of Applied Sciences and the Public Employment Service (AMS).

The concept of the dual study programme involves a combination of practical training/work as a pedagogical assistant in a KIWI institution, employed for about 20 to 25 hours a week, and theoretical instruction at university level in the KIWI Academy in Vienna. The students are supported by the AMS in covering the costs of living and can count on a job guarantee at KIWI.

This seven-semester degree and joint working programme “Bachelor of Arts: Education and Upbringing +” (BABE+) comprises 210 ECTS. The next programme start is projected for 2025. 

The prerequisite is either a

• matriculation exam,
• matriculation and diploma examination,
• general higher education entrance exam 
• limited higher education entrance exam 
• vocational qualification or
• a certificate of a vocational education with “good success”

 

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Teachers at primary and secondary level

In the event of short-term bottlenecks in certain federal provinces, schools or subjects, corresponding legal options are established to enable teachers in training to start their careers earlier or, at short notice, to train specialist staff for VET subjects with the required pedagogical foundations.

Lateral entry opportunities are provided for secondary level general education as well as VET.

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