School Development by Evaluation

Competences Individual Treatment to Ensure Final Degree
  • Monika Grasser
  • Florian Mayer
  • Silke Bergmoser
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 716)


Successfully reaching the final degree is an essential topic in education at the Higher Technical College EUREGIO HTBLVA Ferlach. This aspect is measured by “school achievement” which represents the proportion between the young people who have been trained in the first years and the pupils who finally graduate. This figure is, however, in practice dependent on many different factors. Factors such as the class climate, school climate, but also the handling of diversity and language sensitivity play an important role in classroom. For the development of these factors, social learning and problem based learning was implemented by projects. The evaluation shows, that the class climate felt by the students is getting better and project based learning is implemented and accepted by pupils and teachers. The value of “school achievement” was varying between 70% and 100% during the last 10 years. As preconditions of the pupils arriving at the Higher Technical College are decisive factors, there are actions planned and set to support pupils especially during the first year. To move on further to Industry 4.0 students competences in Information Technology are evaluated and simulation as well as data management is integrated in lecturing.


Evaluation Vocational education and training college  School development 


  1. 1.
    Bundesministerium für Bildung: QIBB – initiative professional education.
  2. 2.
    EUREGIO HTBLVA Ferlach: Quality Management (Qualitätsmanagement).
  3. 3.
    Fritz, U.: Kompetenzorientiertes Unterrichten, Grundlagenpapier. Bundesministerium für Unterricht, Kunst und Kultur, Wien, p. 10 (2012)Google Scholar
  4. 4.
    Winkler-Rigler, G.: Individualisierung im Unterricht. Bm:ukk BT: ii7, Wien, p. 2 (2013)Google Scholar
  5. 5.
    Bundesministerium für Bildung und Frauen: Kompetenzorientierter Lehrplan.
  6. 6.
    Neuweg, G.H.: Was ist Qualität in der Leistungsbeurteilung? Presentation at the PH Kärnten, Klagenfurt, 11 June 2011Google Scholar
  7. 7.
    Schwandtner, U., Schreiner, C.: PISA 2012. Leykam Buchverlagsgesellschaft mbH, Graz (2013)Google Scholar
  8. 8.
    Zumbach, J., Weber, A., Olsowski, G.: Problem-based learning. In: Zumbach, J., Weber, A., Olsowski, G. (eds.) Problembasiertes Lernen (256). h.e.p. Verlag, Bern (2007)Google Scholar
  9. 9.
    Auchmann, M., Bauer, L., Doppelbauer, A.H.: Grundsatzerlass zum Projektunterricht. bm:bwk, Wien (2001)Google Scholar
  10. 10.
    Grasser, M., Mayer, F., Gaber, V.: Development of a concept for assessment of performance for individualistic teaching. IUS, IMST, Klagenfurt (2011)Google Scholar
  11. 11.
    Grasser, M., Mayer, F., Gaber, V.: Deepening and broadening of a concept for assessment of performance for individualistic teaching. IUS, IMST, Klagenfurt (2011)Google Scholar
  12. 12.
    Grasser, M., Türk, C., Lindsberger, A., Mayer, F., Mörtlitz, P., Glas, G.: Grasping Simulation. IUS, IMST, Klagenfurt (2013)Google Scholar
  13. 13.
    Grasser, M., Mayer, F., Biller L.: Capably validating simulation results. IUS, IMST, Klagenfurt (2014)Google Scholar
  14. 14.
    Grasser, M., Mayer, F., Poklukar, F.: Preparation of documents for interdisciplinary lecturing in simulation, calculation and measuring. IUS, IMST, Klagenfurt (2015)Google Scholar
  15. 15.
    Grasser, M., Jesenko-Landerl, H.: Experiments in natural sciences. IUS, IMST, Klagenfurt (2015)Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Monika Grasser
    • 1
    • 2
  • Florian Mayer
    • 1
  • Silke Bergmoser
    • 1
  1. 1.EUREGIO HTBLVA FerlachFerlachAustria
  2. 2.PH KärntenKlagenfurtAustria

Personalised recommendations