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Research in Comparative and International Education | 2011

Monitoring of Qualifications and Employment in Austria: An Empirical Approach Based on the Labour Force Survey

Lorenz Lassnigg; Stefan Vogtenhuber

The empirical approach referred to in this article describes the relationship between education and training (ET) supply and employment in Austria; the use of the new ISCED (International Standard Classification of Education) fields of study variable makes this approach applicable abroad. The purpose is to explore a system that produces timely information on how the specialised and layered supply of initial vocational education and training (VET) is reflected in employment structures. This is done by ‘screening’ potential risks and opportunities related to ET specialisations, and by comparing a set of indicators across the whole ET supply (from simple occupations to higher education). The approach is based on theory of ‘constructivist’ knowledge management, and its intent is to provide input for reflection and learning among stakeholders regarding the empirical relationship between ET supply and demand. Consequently, the results do not aspire to offer ‘hard evidence’, but should instead draw attention to those areas of risk which merit further inquiry. The monitoring system comprises two parts: (1) a comprehensive classification of VET supply; and (2) a multifaceted set of indicators and measurement procedures. The latter is split into three sections: (a) demographics and gender; (b) employment, unemployment and income; and (c) competences, occupations and trades. In each section a number of indicators is defined to compare the risks and opportunities for the 44 programme categories of VET and higher education in several dimensions – for example, the relation of new entrants to potential replacement demand; specific aspects of employment and unemployment measures; relative incomes; and skills utilisation and projections of future demand. The results show interesting patterns of corresponding and contrasting relations between ET and employment for VET programmes. There are limitations, given the small sample size of the Labour Force Survey, while there is also room for greater methodological sophistication.


Archive | 2005

Understanding Change, Adapting to Change, Shaping the Future. Change Drivers, Trends & Core Tensions for European Learning Systems & Educational Policies

Jose Alfaro; Claudio Delrio; Gabriel Dirna; Claudio Dondi; Thomas Fischer; Nikitas Kastis; Tapio Kostinen; Thomas Kretschmer; Walter F. Kugemann; Lorenz Lassnigg; Josep M. Rodger; András Szûcs; Martin Unger; Areti Vasiloglou; Stefan Vogtenhuber; Terhi Wermundsen; Dénes Zarka; Ana Zuheros


Archive | 2007

Finanzierung und Förderung von lebensbegleitendem Lernen in Österreich

Lorenz Lassnigg; Stefan Vogtenhuber; Peter M. Steiner


Archive | 2015

OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools: Country Background Report for Austria

Michael Bruneforth; Bernhard Chabera; Stefan Vogtenhuber; Lorenz Lassnigg


Archive | 2014

Das österreichische Modell der Formation von Kompetenzen im Vergleich

Lorenz Lassnigg; Stefan Vogtenhuber


Archive | 2014

Vision Österreich 2050. Vorsprung durch Bildung, Forschung und Innovation.

Christian Keuschnigg; Richard Sellner; Brigitte Ecker; Helmut Gassler; Helmut Hofer; Sebastian Koch; Hermann Kuschej; Lorenz Lassnigg; Christian Reiner; Edith Skriner; Stefan Vogtenhuber


Archive | 2013

Neuere Schätzungen zur öffentlichen und privaten Finanzierung der Erwachsenenbildung in Österreich

Lorenz Lassnigg; Stefan Vogtenhuber


Archive | 2012

Inputs - Personelle und finanzielle Ressourcen

Stefan Vogtenhuber; Lorenz Lassnigg; Michael Bruneforth; Barbara Herzog-Punzenberger; Christian Auer; Harald Gumpoldsberger; Juliane Schmich


Archive | 2012

Outcome - Wirkungen des Schulsystems

Stefan Vogtenhuber; Lorenz Lassnigg; Regina Radinger; Saya Maria Gurtner-Reinthaler


Archive | 2009

Governance-Faktoren, Schülerleistungen und Selektivität der Schulen

Lorenz Lassnigg; Stefan Vogtenhuber

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Peter M. Steiner

University of Wisconsin-Madison

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Ada Pellert

Humboldt University of Berlin

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