495. Regulation of the Federal Minister for Education, Science and Culture on the principles for the detailed design of the curricula, including the examination regulations (Hochschul-Curriculaverordnung-HCV)

On the basis of § § 40 to 43 of the Higher Education Act 2005, BGBl. I No 30/2006, shall be ordered:

table of contents

1. Main item General provisions
§ 1.	Scope
§ 2.	Definitions
§ 3.	General education objectives
§ 4.	General provision on the design of the curricula
§ 5.	Modular design of the curricula
§ 6.	Curricula involving forms of distance learning and of electronic learning environments
§ 7.	Studies based on teacher training studies (to obtain an additional teaching qualification)
2. Main piece Specific provisions for the various studies
Section 1 Courses of study for the teaching profession for primary schools, for secondary schools, for special schools or for polytechnic schools
§ 8.	Breakdown in study sections
§ 9.	Study entry phase
§ 10.	Study subject areas, Bachelor thesis
§ 11.	Study subjects
§ 12.	Bachelor thesis
Section 2 Study programmes for the development of vocational education and training
§ 13.	Degree programmes and teaching posts in the field of vocational education and training
§ 14.	Breakdown in study sections
§ 15.	Study entry phase
§ 16.	Study subject areas, Bachelor thesis
§ 17.	Subject groups, study subjects
§ 18.	Bachelor thesis
Section 3 University courses and courses from 30 ECTS credits
§ 19.	Objectives and quality requirements
3. Main piece Special provisions
§ 20.	Studies based on diploma teaching studies (in order to obtain an additional teaching qualification)
§ 21.	(Individual) Curricula for students of teacher training diploma studies
§ 22.	References
§ 23.	In-force pedals

1. Main item

General provisions

Scope

§ 1. (1) This Regulation lays down the principles for the detailed design of the by the study commissions in accordance with § 42 of the Higher Education Act 2005, BGBl. I n ° 30/2006 (including the examination regulations) at public pedagogical universities in accordance with § 1 (1) (1) (1) to (9) of the Higher Education Act 2005).

(2) The curricula for the six-semester studies for the teaching of religion in compulsory schools are within the scope of private pedagogical universities or colleges. private courses of study must comply with the provisions of this Regulation in their principles and in their quality.

Definitions

§ 2. The scope of this Regulation shall be understood as:

1.		under "Lehramt", the basic qualification for the exercise of the teaching profession (restricted to school types or subject areas or teaching subjects) associated with the successful completion of six-semester teacher training studies;
2.		"Teaching qualification" means the authority associated with the corresponding teaching profession to exercise the teaching profession in certain
a)			Teaching subjects at primary schools and in polytechnic schools, as well as
b)			Specialist groups or Specialist areas in vocational schools and vocational training centres and higher education institutions;
3.		under the "Bachelor of Education (BEd)", the academic degree to be awarded on the occasion of the first successful completion of a teaching degree program in accordance with § 65 (1) of the University Act 2005.

General education objectives

§ 3. (1) The studies within the meaning of the Higher Education Act 2005 are to be designed in accordance with the tasks, the guiding principles and the obligation to cooperate in accordance with § § 8 to 10 of the Higher Education Act 2005 in such a way that they become occupational competences and the basic professional knowledge corresponds to the respective state of science. For studies leading to a teaching profession, it is particularly appropriate to take care of the curricula of the respective school type.

(2) The studies shall be carried out in accordance with the social, pedagogical, economic, technological and educational developments as scientifically based and occupational field-related higher education, with the following: Requirements such as, in particular, lifelong learning, integrative pedagogy, living foreign languages, German as a second language, individualisation and differentiation of teaching, funding didactics, media pedagogics, use of modern information and Communication technologies, competence acquisition in the field of e-learning, the production of international, European and intercultural references, gender mainstreaming, strengthening of social skills, integration of people with disabilities and the promotion of talent, including the promotion of the promotion of the gifted of gifted children is taken.

General provision on the design of the curricula

§ 4. (1) The curricula for degree programmes, university courses and courses must be in line with current European and international study structures and must take into account European and international developments.

(2) The curricula for the individual studies have to meet the following requirements:

1.		The comparability of the financial statements and the core competences to be mediated shall be ensured,
2.		The character of the individual study programmes in the fields of education, training and further education is to be striving for the cross-study (study-related and cross-study) character of the individual courses of study,
3.		Possibilities of recognition of studies and/or Parts of studies must be taken into account (eg by integrating national and international study models).

(3) The curricula of the six-semester studies for the teaching degree for polytechnic schools should be credited with a maximum of 120 ECTS credits in relation to the respective teaching degree for primary schools.

(4) The curricula in the field of vocational education and training have on the special framework conditions, in particular the high differentiation of the theoretical and practical training, further education and further training as well as the special approaches of vocational education and training To take care.

(5) For students with disabilities, the requirements of the curricula with regard to the disability, as well as on deviating methods of examination applied in accordance with § 63 (1) Z 7 of the University Act 2005, are to be modified, with the The training goal of the chosen course of study must be achievable.

Modular design of the curricula

§ 5. (1) The curricula of all studies have a modular design and have modules that cross the course of study and study courses. All modules are in accordance with the Annex to this Regulation.

(2) A module is a study unit which is limited in terms of content and time and which aims to achieve certifiable sub-competencies (partial qualifications). A module has

1.		can be described qualitatively by means of the content
2.		can be written quantitatively with ECTS credits and semester week hours
3.		Assessable with a certificate of competence
to be.

(3) The contents of the modules are based on existing basic competencies and control defined target competencies.

(4) The quantitative description of the learning-oriented course of study for the successful completion of a module is carried out in employment and ECTS credits in accordance with the requirements of § 42 (6) of the Higher Education Act 2005. In any case, these ECTS credits include periods for the fulfillment of study orders, for attendance at study events, for the pre-and/or pre-university degree programs. Follow-up, for self-study as well as for exam periods.

(5) Performance evidence on the contents of modules should be carried out in parallel with the course of studies in which the relevant contents have been developed.

(6) Building modules are to be identified as such in the curriculum and will require the successful completion of the respective course of study in the previous module for the continuation of study events.

Curricula involving forms of distance learning and of electronic learning environments

§ 6. Provided that the curricula are used for the implementation of individual appropriate studies or In any case, modules with predominantly didactic and school-practical content should be provided for study parts including forms of distance learning and taking into account and inclusion of electronic learning environments. are offered and run as a classroom course.

Studies based on teacher training studies (to obtain an additional teaching qualification)

§ 7. Studies based on teaching studies to obtain an additional teaching qualification include at least 30 ECTS credits and are to be designed with the acceptance and inclusion of professional experience.

2. Main piece

Specific provisions for the various studies

Section 1

Courses of study for the teaching profession for primary schools, for secondary schools, for special schools or for polytechnic schools

Breakdown in study sections

§ 8. (1) The 1. Study section of the six-semester studies to obtain the teaching profession for primary schools, for primary schools, for special schools or for polytechnic schools takes two semesters and has 60 ECTS credits to include. The second part of the course lasts four semesters and has 120 ECTS credits.

(2) The successful completion of the 1. Study section is a prerequisite for the enrolment of the second section of the study.

Study entry phase

§ 9. (1) The study entry phase starts with the 1. Semester of 1. Study section and lasts four weeks. It has six ECTS credits to be included in the presence of the student.

(2) In the course of the study entry phase, courses from all fields of study provided for in § 10 are to be provided. The educational content of these courses should be determined in such a way that the students receive an introduction to the above-mentioned subject areas and through measures of aptitude guidance for self-assessment regarding their suitability for further education and training. Studies and the exercise of the teaching profession are conducted.

Study subject areas, Bachelor thesis

§ 10. (1) The curricula of the six-semester studies of the teaching profession for primary schools, for primary schools, for special schools or for polytechnic schools have taught courses in the following fields of study in the extent of ECTS credits allocated to:

Compulsory subject areas for study	ECTS-Credits
Human sciences	39
Specialist and specialist didactics	84
School-practical studies or School and professional language studies in the teaching profession for polytechnic schools	36
Complementary studies	12

Bachelor thesis

9

(2) The curricula of the study courses regulated in this section may provide that, to the extent of not more than 30 ECTS credits, study courses from all fields of study or-within the framework of an extraordinary degree programme-also include: It is possible to choose the course of teacher training and further education.

(3) A exceeding of the quota of 30 ECTS credits provided for in paragraph 2 is within the framework of the additional offers in minority languages according to the Minorities-School Act for Carinthia, BGBl. No. 101/1959, and the Minorities School Act for Burgenland, BGBl. No 641/1994.

Study subjects

§ 11. (1) The curricula of the six-semester studies to obtain the teaching profession for primary schools, for primary schools, for special schools or for polytechnic schools have courses in the study subject "Religious Education" in the extent of 7 ECTS credits . Within the scope of the subject area "Complementary Studies", the curricula also have courses in the area of the basic principles of school law as well as the obligation to successfully complete these courses as a prerequisite for the a successful completion of the teaching degree programme.

(2) The curricula of the six-semester studies on the teaching of primary schools and for the teaching of polytechnic schools have to provide courses in subjects which are subject to compulsory subjects at primary schools and/or secondary schools. in polytechnic schools. It should also be provided that the students

1.		a compulsory subject matter "German", "Living foreign language" or "Mathematics" of the primary school or the study subject corresponding to the Polytechnic School;
2.		a further, not of Z 1, a compulsory subject matter of the primary school or One or more compulsory subject areas or a subject area of the Polytechnic School
to choose and to make a mandatory visit. Additional subjects may be selected and attended during the course of the regular course of study, with the 30 ECTS credits provided for in § 10 paragraph 2.

(3) Paragraph 2 (2) (2) does not apply to students of courses of study for the teaching profession of religion at private universities of teacher education.

Bachelor thesis

§ 12. (1) The curricula have

1.		the modules, the successful completion of which is a prerequisite for the submission of the topic for the Bachelor thesis, and
2.		The workload of nine ECTS credits required for the preparation of the Bachelor thesis
.

(2) The topic of the Bachelor thesis has to correspond to the modular structure of the curricula, so that it is possible to process over the course of the course of studies.

(3) Bachelor theses are individual works. A number of bachelor theses can be related to one another in a professional context, but the processing and the assessment can be carried out independently of each other in a context of a related bachelor's thesis.

(4) The supervision of the Bachelor's thesis has to be done by scientifically trained and professionally qualified teaching staff.

(5) The curricula shall be subject to a deadline for submission of the bachelor's thesis, which shall give an appropriate period of assessment.

Section 2

Study programmes for the development of vocational education and training

Degree programmes and teaching posts in the field of vocational education and training

§ 13. The following six-semester study programmes lead to the following training offices in the field of vocational education and training:

Degree course	Lehramt
Vocational education and training	for vocational schools
Technical and commercial pedagogy	for the technical and commercial department at vocational middle and higher schools
Fashion and design pedagogy	for the department of fashion and design at vocational middle and higher schools
Nutrition Education	For the Department of Nutrition at vocational middle and higher schools
Information and communication pedagogy	for the Department of Information and Communication at vocational middle and higher schools
Agricultural and environmental pedagogy	for agricultural and forestry vocational and technical schools, as well as for the Department of Agrar and the Environment at higher agricultural and forestry schools
Environmental pedagogy	for subject-specific teaching subjects of the Department of Environment at vocational middle and higher schools

Breakdown in study sections

§ 14. § 8 shall apply with the proviso that other ECTS credits may be established in the extent necessary for the design of the studies. The total workload of the two sections of study has to include 180 ECTS credits.

Study entry phase

§ 15. (1) § 9 shall apply with the proviso that the existence of professional experience has to be taken into consideration and that the courses provided for in the course of the initial phase of the course of study are in addition to the tasks referred to in § 9 (2) and The aim is also to prepare targets for the particularities of the vocational school system and the consequent requirements of the teaching profession in vocational schools as well as in vocational middle and higher education schools.

(2) In accordance with § 16 (2) for contract teachers and teachers in service, the study entry phase should be designed as a comprehensive first-time introduction to teaching activities.

Study subject areas, Bachelor thesis

§ 16. (1) The curricula of the six-semester studies to obtain the teaching profession for vocational schools, for the technical and commercial department, the department of fashion and design, the Department of Food or the Department of Information and Communication Courses in the following fields of study are to be provided on the level of the ECTS credits allocated to each of the vocational education and training schools:

Compulsory subject areas for study	ECTS-Credits
Human sciences	39
Subject Science	54
Specialist didactics	26
School-practical studies	33
Complementary studies	16
Professional practice	3

Bachelor thesis

9

(2) The curricula of the six-semester studies for contract teachers in the service; and
By way of derogation from paragraph 1, teachers have to provide courses in the following subject areas to the extent of the assigned ECTS credits:

Compulsory subject areas for study	ECTS-Credits
Human sciences	39
Subject Science	28
Specialist didactics	26
School-practical studies	18
Complementary studies	18
Accompanied School Service	24
Professional practice	18

Bachelor thesis

9

The 1. and 2nd semester as well as the 5. and 6. Semesters are to be provided in part-time work. The 3. and 4. Semester is to be considered as full course.

(3) The curricula of the six-semester studies on the teaching of the teaching profession for agricultural and forestry vocational and technical schools, respectively For the Department of Agrar and the Environment at higher agricultural and forestry schools, courses must be provided in the following subject areas to the extent of the assigned ECTS credits:

Compulsory subject areas for study	ECTS-Credits
Human sciences	39
Subject Science	50
Specialist didactics	26
School-practical studies	36
Complementary studies	20

Bachelor thesis

9

The curricula are to be designed in all fields of study in such a way that the "competence for the agricultural and forestry advisory and support service" can be obtained in accordance with § 38 (4) of the German Higher Education Act 2005.

(4) The curricula of the six-semester studies on the teaching of subject-specific teaching subjects in the Department of the Environment at vocational middle and higher schools have taught courses in the following To provide study areas in the extent of the ECTS credits allocated:

Compulsory subject areas for study	ECTS-Credits
Human sciences	39
Subject Science	54
Specialist didactics	23
School-practical studies	36
Complementary studies	16
Professional practice	3

Bachelor thesis

9

The curricula are to be designed in all fields of study in such a way that the "competence for the agricultural and forestry advisory and support service" can be obtained in accordance with § 38 (4) of the German Higher Education Act 2005.

(5) The curricula of the study courses regulated in this section may provide that, to the extent of not more than 30 ECTS credits, study courses from all fields of study or-within the framework of an extraordinary degree programme-also include: It is possible to choose the course of teacher training and further education.

(6) The contingent of 30 ECTS credits provided for in paragraph 5 is exceeded in the context of the additional offers in minority languages according to the Minority School Act for Carinthia, BGBl. No. 101/1959, and the Minorities School Act for Burgenland, BGBl. No 641/1994.

Subject groups, study subjects

§ 17. (1) In the course of study for the teaching profession for vocational schools, the following specialist groups should be provided:

1.		Group I for general education and business-related subjects (where three subjects are to be found as priorities),
2.		Group II for subject-related theoretical subjects,
3.		Specialist Group III for subject-specific teaching subjects.

(2) In the course of study for the teaching profession for the technical and commercial department at vocational middle and higher schools, the following groups must be provided:

1.		Expert group A for subject-related theoretical subjects at vocational middle schools,
2.		Specialist group B for practical teaching subjects at vocational middle and higher schools.

(3) In the course of study for the teaching degree for agricultural and forestry vocational and technical schools and for the Department of Agrar and the Environment at higher agricultural and forestry schools, provision should be made for the students to study

1.		a study subject which corresponds to a general teaching subject in these schools; and
2.		An expert group in the field of agricultural and environmental
to choose from.

(4) The curricula of the six-semester courses for obtaining a teacher training in the field of vocational education and training referred to in § 13 have to provide courses in the study subject "Religious Education" to the extent of 7 ECTS credits. Within the scope of the subject area "Complementary Studies", the curricula also have courses in the area of the basic principles of school law as well as the obligation to successfully complete these courses as a prerequisite for the a successful completion of the teaching degree programme.

Bachelor thesis

§ 18. The provisions of § 12 shall also apply in the context of the courses of study for the obtaining of training offices in the field of vocational training.

Section 3

University courses and courses from 30 ECTS credits

Objectives and quality requirements

§ 19. (1) The curricula for higher education courses and courses for further education and in general pedagogical matters relating to the care of children and young people pursuant to § 39 (1) of the University Act 2005 build on a completed Initial training. You have to take into account the current developments in the field of education through appropriate offers.

(2) The curricula of the offers of continuing education and further education are to be adapted to each other and with regard to the curricula of the training in the sense of a postgraduate professionalization continuum.

(3) All curricula must take into account the professional, didactic, social and educational scientific developments as well as the methodological developments required for the professional-related professionalization.

(4) The curricula of those courses offered to support the activities of teachers during the first years of the year have been designed to reflect the experience of professional experience, including those acquired in the course of training. theoretical and school-practical knowledge.

3. Main piece

Special provisions

Studies based on diploma teaching studies (in order to obtain an additional teaching qualification)

§ 20. (1) Studies to obtain an additional teaching degree based on diploma teaching studies are courses of study which are conducted with the recognition of successfully completed diploma teacher training studies and with the academic degree "Bachelor of Science and Business Studies". Education " (BEd).

(2) In the design of the curricula, it should be taken into consideration that the invoices in accordance with paragraph 1 can only take place to the extent that the contents and requirements cover the difference between the completed studies and the Bachelor course of study .

(Individual) Curricula for students of teacher training diploma studies

§ 21. (1) The curricula of six-semester studies to obtain a teacher's certificate have, in the event that students continue their teaching diploma course in accordance with Section 82 (1) (1) and (2) of the Higher Education Act 2005, those educational contents and objectives , whose graduation is required for the successful completion of the teaching diploma course.

(2) If it is appropriate with regard to the number and the training of students, individual curricula may also be issued for the continuation of teaching diploma studies. In the course of the courses offered by the Bachelor's degree program or from (higher education) courses, it is necessary to identify the educational content and to determine the forms of examinations which are connected with the courses originally to be enrolled and connected with these courses. Audit provisions. It is important to note that the implementation of own courses is not required.

(3) The design of the curricula in accordance with paragraph 1 and of the individual curricula in accordance with paragraph 2 has to be taken into consideration that the conclusion of the teacher's diploma studies can be carried out without any time delay.

References

§ 22. To the extent that federal laws are referred to in this Regulation, they shall be applied in the version valid with the entry into force of this Regulation.

In-force pedals

§ 23. This Regulation shall enter into force 1. October 2007, in force.

Gehrer