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of their function and are assisted by a secretariat. The Council, which is chaired by Prof. Andreas Schnider, a former
parliamentarian (ÖVP), accompanies the implementation of the new teacher training, comments on curricula and
reviews staff prerequisites. It issued its first report at the beginning of 2015.
INNOVATION
With the newly developed curricula, the reform of primary teacher training becomes a milestone of Austrian education
policy and is an important step towards the implementation of the CRPD. The Law’s innovative aspects include that all
teacher trainees will acquire fundamental knowledge in special needs education (Königsberger-Ludwig) - even though
this could go even further, thus new curricula should only receive approval if they adequately include inclusive
pedagogy (Jarmer), that now also teacher training colleges are to be inclusive and teacher trainees with disabilities can
be trained there (like at the universities, Huainigg), that there will be an unified entrance exam, an external quality
management, a qualitatively better training for all compulsory school teachers and a better accompaniment of young
teachers during their mandatory internship (Cortolezis-Schlager), that it eases the training of people with different
qualifications and improves the societal recognition of teachers (Franz), and that it will be easier for future teachers to
change school type (Lohfeyer).
FACTS ON O UTPUT (WITH ADDITIONS FROM THE ZERO PROJECT TEAM)
 To develop the concept for the new teacher training, the Ministry formed an expert group, held a national
stakeholder conference, established a development council and held over 100 intense discussions. To elaborate
recommendations for the teacher training colleges and universities on how to develop, and for the Quality
Management Council on how to assess, new curricula, the BZIB held three nationwide congresses and several
working group meetings.
 By September 2015, the Quality Management Council (QSR) had examined 17 newly developed curricula, of which
nine concerned primary school teacher training at teacher training colleges (six curricula for Bachelor and Master)
and eight concerned secondary school teacher training at universities (five curricula for both Bachelor and Master).
The assessments included whether curricula adequately included the training of the diversity competences,
including special needs, and a specialization inclusive pedagogy with focus disability.
 To support the implementation of the newly developed teacher training the BZIB informs thoroughly on its website:
and produced a number of information materials and publications, for instance:
PädagogInnenbildung NEU: Die Zukunft der pädagogischen Berufe unter besonderer Berücksichtigung
marginalisierter und vulnerabler Gruppen. Empfehlungen der ExpertInnengruppe „Inklusive Pädagogik“;
Pädagog_innenbildung NEU: Die Zukunft der pädagogischen Berufe unter besonderer Berücksichtigung der
Diversität und Inklusion. Empfehlungen der Expert_innengruppe „Inklusive Pädagogik“ (Results of a expert meeting
in Wals/Salzburg, 23. - 25.1.2014).
FACTS ON O UTCOME, IMPACT AND EFFECTIVENESS
 As a result, in autumn 2015, training with new curricula for primary school teachers is starting in whole Austria.