We are a party-politically independent student representation and speak out against any party politics in the Austrian Students’ Union (ÖH).
The interests of the students are our top priority! Representing them is best done independently of party politics. Financial and ideological independence – without a parliamentary party in the background – enables us to act in an independent and self-determined way.
A good student representation must be critical and must not lose sight of its actual task due to a dependency on parliamentary parties – party interests must not take the place of students’ interests!
Education is a human right!
We believe that access to education must not be restricted – neither by financial, nor by real access restrictions. That is why we are against any financial barriers, in and before studies, be it tuition fees, deposits or admission procedures. It is the task of the state to ensure a corresponding expansion of capacities at existing universities as well as the necessary resources for this. By creating the appropriate framework conditions at higher education institutions, free and open access to higher education should be made possible for all who aspire to study.
All students should have the opportunity to help shape their university through their representative work. We are an association of independent university parties and for us the involvement of all students in all decision-making processes at the universities and in the ÖH work is of central importance. Through low-threshold participation opportunities, all students have a place with us.
It is important to us that non-party student representatives, organisations and institutions also have a contact person with us and that their concerns are heard, as voluntary commitment must not depend on party affiliation.
Students are the largest group of people at universities. We see ourselves neither as their customers nor as products, but as co-responsible members. As such, we see student participation in all possible university processes and the underlying legislative developments as essential. Universities thrive on the interplay between research and teaching, which would not be possible without students. Therefore, students must be included in all decision-making processes at universities, for example, through a three-way parity in the composition of committees and the expansion of democratic structures.
We are committed to inclusive, diverse and barrier-free higher education institutions, want to break down discriminatory structures and actively advocate for more diversity among personnel and students.
Therefore, we firmly reject any form of discrimination. Racist, sexist, queer-hostile, dismissive and discriminatory ideologies must not find a place at any university. We actively stand up against discriminatory actions and statements.
The climate crisis endangers all life on our planet and is therefore THE challenge of our time. Due to the urgency, acute action is required, whereby structural causes of the climate crisis must be critically questioned and actively changed.
Universities must act as role models towards society in general by contributing to a socio-ecological transformation through their research, teaching and actions. In doing so, it is important to understand and address the impacts and interrelations of the climate crisis as an ecological, social and interdisciplinary problem. This content must also be anchored in teaching in order to impart the necessary knowledge for tackling the climate crisis. As students, we have the social responsibility to advocate for measures at and outside the university and take the right to demand their implementation.
We advocate comprehensive support for students and strive in particular for the expansion of a system of grants and scholarships adapted to the reality of students’ lives. We are also concerned about affordable housing, affordable, high-quality food in the refectory and reduced-price tickets for public transport.
We are committed to reducing financial barriers in the higher education landscape. Neither the financial position of students nor the income of their parents should determine whether they start or successfully complete their studies.
Studying must be made possible regardless of financial background!
For us, education is one of the highest goods in society. Universities are centres of discourse and important starting points for social progress. That is why universities must be financed by public funds. If universities are dependent on money from the economy, free research and teaching is impossible. Third-party funding should only be additional income and not essential for the operation of universities. Access to studies should not be limited by a lack of financial resources.
In order to make the work of the ÖH freely accessible to students, it is important to us to communicate it transparently. We stand for the ÖH to publish decisions taken and the reasoning behind them, as well as its financial and personnel decisions.
As FLÖ, we disclose our election campaign costs every period in order to take a step towards transparent ÖH and call on other parliamentary groups to do the same!
The reality of students does not end at the doors of the universities. The life of students has many facets and is determined by a wide variety of influences. Society also has a direct impact on us students. Students are a section of society that is not heard enough in politics anyway – therefore it is important that the ÖH represents their interests loudly in all matters.
That is why the FLÖ is committed to the active exercise of the general political mandate.
We criticise the transformation of universities into pure training institutions and speak out clearly against the economisation of education.
For us, students are the centre of attention. We do not see the mere consumption and reproduction of knowledge, but the imparting of current and relevant teaching content as well as the promotion of critical and independent thinking as the central task of higher education. Contemporary and high-quality teaching should enable students to critically engage with current topics and research areas. Teaching should be constantly developed on the basis of current didactic and subject knowledge and realised as research- and art-led teaching.
A central goal of higher education institutions should be to promote and ensure the quality of established studies. This includes aspects such as studyability, appropriate supervision ratios in immanent courses, ECTS equity, and compatibility with work and care obligations.
We welcome the autonomy of universities and the freedom of teaching, but we see uniform minimum standards in study law as a prerequisite for qualitative studying.
Study law is designed to give students legal certainty during their studies – it is our tool to demand the legal obligation of the university towards the students.
Study law must remain public law and must not migrate into private law. We criticise contractual ties to the university.
We advocate for students to be able to organise their studies flexibly, as individual focus points contribute significantly to the quality of studies. This includes the dismantling of prerequisite chains, as well as a sufficiently large number of freely selectable ECTS in curricula, and time flexibility in the organisation of studies, which should enable students to adapt their studies to their life realities and interests.
Alternative study models such as individual studies or part-time studies should enable individual education as well as studying with professional or care obligations.
We are particularly committed to promoting and supporting FLINTA* (female, lesbian, inter‑, non-binary, trans and agender) students, First Generation Students, (students who do not have academics in their family background), migrant students, and any students from marginalised groups. These students often find it more difficult to start, progress and complete their studies, especially at the pace expected by society. Therefore, there should be offers of support and orientation, such as individual counselling, for these students and prospective students. The educational level and country of origin of the parents must not be decisive for the educational path of the next generation.
In our networked world, international mobility is absolutely necessary. This is accompanied by life-enriching experiences through cultural and linguistic exchange beyond the field of study. This should also be made possible for students. For this reason, we advocate facilitating participation in exchange programmes – both for outgoing students and incoming students – and better recognition of achievements abroad.
Furthermore, students from third countries must no longer be discriminated against by having to pay significantly higher tuition fees.
Teachers and students should be subject to the same language level requirements. For international students, it must be possible to obtain the required language certificates without additional costs or to learn the required languages at the beginning of their studies at the university. Courses and language examinations must be offered free of charge by the higher education institutions.
In order to ensure a responsible approach to research, we advocate the establishment of independent staff positions at the university to evaluate research projects with regard to ethical issues. These should also be a counselling centre for researchers, students and teachers on the topic of ethical research. The origin of third-party funding should be disclosed wherever possible to ensure transparency. Furthermore, we demand impact assessments for research projects at universities, which should be disclosed.
Teachers should also be aware of their responsibility and deal with ethical issues in their teaching content and encourage students to consider topics holistically and to question them critically.