‘How’ and ‘why’ cannot be separated: Em...

In Austria, binding training objectives are defined for thecompany-based part of dual training (approximately 70–80 per cent of totaltraining time), but there are scarcely any normative specifications on howthese are to be achieved and there is no systematic quality assurance of thepractice. The conditions under which vocational training occurs in the companyhave also scarcely been studied scientifically. Against this background, twosurveys (of training companies and apprentices) were used to empiricallyinvestigate how vocational learning is specifically designed in Austriantraining companies. The results show that the Austrian dual apprenticeshiptraining model can be described primarily as a model of youth employment andsecondarily as a training model. But it addresses the two goals of socialparticipation and skill acquisition in an interlocked way. The variance ofdesigns of the company practice is closely linked to the differing motives ofthe training companies. Based on these results, conclusions are drawn forvocational training policy, educational practice and relevant research, whichtake up the empirical connection found between a work design conducive tolearning and the concrete company design of apprenticeship.