Fachhochschulen in
Germany
BMBF PUBLIK
Imprint
Published by:
Federal Ministery of Education and Research (BMBF)
Public Relations Division 53170 Bonn Fax: ++49 (0) 228/57-3917 E-mail: [email protected] Internet: http://www.bmbf.de 3rd revised edition, January 2002 Design:
Weber Shandwick Detschland
Printing:
Druckerei Plump, Rheinbreitbach
Pictures:
Title:
FH Erfurt, FH Konstanz, FH Osnabrück, FH Wedel,
Inside:
FH Wedel (p. 8, 21); FH Erfurt (p.11,14, 17, 19, 27); FH Konstanz (p. 11, 27);
BROCHURE 2/97 (p. 25) Printed on recycled paper
Fachhochschulen in
Germany
Foreword
Fachhochschulen (universities of applied sciences) occupy an established posi-tion in the modern German university system. Since their establishment, they have received praise from both the political and public arena for the practical orientation that has become their trademark. Within the German system, the educational mission and profile of the Fachhochschulen are especially adapted to the requirements and needs of professional life.
An increasing number of young people interested in receiving higher educa-tion are choosing this type of university. The Fachhochschulen are gaining in popularity. This is why the federal government and the federal states – support-ed by recommendations from the Science Council – decidsupport-ed to gradually increase the admission capacity of the universities of applied sciences to 35 % and later 40 % of all first-year students.
In addition to practice-oriented instruction, other hallmarks of the
Fachhochschulen are applied research and development, the quality and quan-tity of which have risen perceptibly since the mid-1980s. Supported by pro-grammes from the Federal Ministry of Education and Research, willingness and qualifications for applied research and development have been increased, which has been of great benefit to small-scale industry and trade.
The Fachhochschulen have established partnerships with universities in other European countries. European degree programmes in which universities from various EU member countries work together were first developed at
Fachhochschulen. Young people need forms of education which consistently and purposefully both provide professional qualifications and take into account the types of qualifications needed by the economy. The Fachhochschulen have made great progress toward this goal.
This brochure provides a comprehensive overview of the Fachhochschulen and their wide range of offers in Germany.
Edelgard Bulmahn
Table of Contents
I. The Fachhochschulen in the German System of Higher Education ... 1. Origin and Development ... 2. Mission and Profile ... 3. Number of Students ... 4. Fachhochschulen Staff...
II. Teaching and Study ... 1. Admission Requirements ... 2. Application and Admission Procedures ... 3. The Basic Structure of Studies ... 4. Degree Programmes ... 5. Practical Semesters ... 6. The Diplom Degree from a Fachochschule... 7. Bachelor’s and Master’s Degrees... 8. Opportunities for Graduates of Fachhochschulen to obtain Doctoral Degrees... 9. The Job Market for Graduates of Fachhochschulen...
III. Applied Research and Development ...
IV. International Aspects ... 1. Developments in Europe ... 2. Recognition of FH Degrees throughout the entire EU ... 3. Foreign Ties of the Fachhochschulen ... 4. International Degree Programmes ...
V. Perspectives ... Appendix ... Statistical Data ... Addresses ...46 29 29 27 26 25 23 22 22 21 20 19 19 17 17 15 15 14 13 13 12 11 10 8 8
1. Origin and
Development
The system of higher education in the Federal Republic of Germany currently includes some 340 institutes of higher edu-cation. These can be divided into the fol-lowing types:
■ Universities ■ Fachhochschulen ■ Teacher training colleges ■ Kunsthochschulen
The largest groups are the Fachhochschulen and the universities.
The Fachhochschulen – of which there are 152 in Germany, 25 of that number in eastern Germany (status: April 1999) – are the newest type of institution in the German system of higher education.
This number also encompasses non-state Fachhochschulen, including those run by churches. These institutions of higher edu-cation are state-accredited. In addition, there are some 30 administration Fachhoch-schulen, which can be attended only by students who are civil service employees.
The Fachhochschule, as a type of institu-tion of higher educainstitu-tion, was founded with a policy statement for the establishment of
Fachhochschulen, issued by the minister presidents of the federal states on 5 July 1968. A second important date is 31 October of the same year. The signing of the “Agreement between the Federal States and the Federal Republic on Standardisation in the Area of Fachhochschulen” established the Fachhochschulen as a new type of insti-tution of higher education with an individual mission and profile.
The establishment of the Fachhochschulen by the states was a reaction to the increas-ing demands of professional life – caused by scientific and technical advances – and the corresponding new qualitative require-ments placed on education.
The Fachhochschulen in western Germany, most of which were established between 1969 and 1971, grew from former engineer-ing schools, academies and higher-level Fachschulen for design, for social work or for economy. The process of establishing Fachhochschulen in the new German states has been taking place since 1991. The new states have from the very start been able to build on the experience and developments gleaned from the then 20-year history of Fachhochschulen in the old federal states of western Germany.
Engineering studies oriented to these new requirements, for example, needed to pro-vide considerably greater methodological
I. The Fachhochschulen in the
German System of Higher
Locations of Fachhochschulen 1997
9
and scientific depth than existing education-al facilities were able to offer.
The growing demand for education, especially the increasing number of those interested in receiving higher education offering direct professional qualifications, was also an important factor.
2. Mission and Profile
Just like all types of institutions of high-er learning, the Fachschulen have the fol-lowing mission:
■ Supporting the maintenance and develop-ment of sciences and the arts through research, instruction, studies and continuing education.
■ Preparing students for occupations which require the application of scientific findings and methods or artistic design abilities.
■ Promoting the international cooperation, especially on a European level, in the higher educational system, as well as exchanges between German institutions of higher learn-ing and those in other countries.
■ Encouraging the transfer of knowledge and technology.
Fachhochschulen also have their own special educational mission within the German sys-tem of higher education:
■ Studies at Fachhochschulen are strongly oriented to the requirements and needs of professional occupations. This practical ori-entation has been one of the hallmarks of the Fachhochschulen since their founding.
■ In addition to instruction, the tasks of the Fachhochschulen include applied research and development. They are pro-moted by a special programme for research and development at Fachhochschulen from the Federal Ministry for Education and Research. The programme “Applied Research and Development at
Fachhochschulen” (aFuE) is designed to improve the capability of third-party fund-ing, i.e. the successful attraction of funding from third parties for applied research and development projects.
A number of federal states are also capa-ble of promoting applied research projects at Fachhochschulen. These institutions of higher learning are also entitled to apply for all other support programmes from the Federal Ministry for Education and Research (BMBF).
The Fachhochschulen do not have a stan-dardised profile. They vary greatly in regard to number of students and the respective degree programmes offered. This is attrib-utable to the different regional back-grounds of the individual Fachhochschulen and the respective areas from which stu-dents come. The Fachhochschulen are especially attentive to the needs of the regional economy.
The Fachhochschule have expanded their range of offerings since the early 1980s. Special emphasis has now been placed on activities in the field of technology and knowledge transfer. This commitment makes the Fachhochschulen all the more important for regional economies. Thanks to their active pursuit of applied research and
devel-11
■ applied research and development.
3. Number of Students
Approximately 403,700 students were enlisted in Fachhochschulen (excluding administration Fachhochschulen) in the winter semester of 1998/99.
A total of 36 % of every age group mean-while have a qualification for higher educa-tion; 25 to 29 % pursue this opportunity. For the Fachhochschulen, this means that the number of available study places is far lower than the number of applicants. The number of first-year students at schulen (excluding administration Fachhoch-schulen) is approximately 27 %, while some 22 % of all German students enrolled in higher education institutions attend Fach-hochschulen. In concrete figures this trans-lates into a ratio of some 210,000 study opment, professors are far more
likely to keep their classroom instruction up to date with cur-rent knowledge standards.
The Fachhochschulen rapidly became committed to cooperation in the sphere of higher education, on a European as well as an international level. They were able to achieve a marked internationalisation of the range of courses offered through expansion and intensification of their inter-national ties.
In summary, the educational mission and profile of the Fachhochschulen in the German system of higher education can be characterised by the following features:
■ a close link between science and prac-tice in classroom instruction and studies;
■ efficient organisation of studies and examinations;
■ briefer periods of study;
Left:: Fachhochschulen have a striking profile Below: Teamwork is important
places for 403,700 students and 74,000 first-year students in the 1998 academic year. Openings for personnel, university teachers and other staff have not kept pace with this development.
4. Fachhochschulen Staff
In 1998 the Fachhochschulen in Germany had 14,500 job positions for academic per-sonnel and 13,500 job positions for non-academic personnel.
The personnel structure at Fachhochschu-len differs from that seen in other types of institutions for higher education. Teaching work at Fachhochschulen is, with few exceptions, carried out by professors; their work is supported and augmented by a number of additional assistant professors (some of which have a limited work contract).
Professors at Fachhochschulen must show evidence of a specific qualification profile when appointed.
The list of requirements includes a university degree in connection with proof of special aptitude for scientific work, usually in the form of a doctoral degree, or special artistic aptitude. Also required are an ability to teach and at least five years of practical occupational experience, at least three of those years spent outside the realm of high-er education. These special job specifica-tions for professors, stipulated by the Framework Act for Higher Education and implemented in the laws of the states per-taining to institutions of higher education, take into account the special teaching needs at Fachhochschulen. It is precisely
the professional experience required of pro-fessors, in close conjunction with their expert qualifications, that is intended to ensure Fachhochschulen are able to fulfil their educational aims. Fachhochschulen in some of the federal states employ research associates (wissenschaftliche Mitarbeiter).
Professors at Fachhochschulen are cur-rently required to spend 16 to 18 hours per week each semester teaching. This number can be reduced for professors who are active in research.
In some of the federal states, it is also possible for Fachhochschulen professors to take a six-month sabbatical from teaching and research activies at regular intervals (usually every four years) in order to main-tain up-to-date knowledge of the practical aspects of their field.
13 general education system, in conjunction with a completed apprenticeship or practi-cal internship.
An alternative qualification for admission to a Fachhochschule is the general higher education entrance qualification (allgemeine Hochschulreife or Abitur). Before being accepted at a Fachhochschule, applicants with an Abitur must usually – depending on the requirements of the individual course of study – complete practical training or a practical internship. The percentage of first-year students with an Abitur at Fachhoch-schulen has increased significantly since the mid-1970s. It is now at over 50 % (and steadily rising), whereby most of those stu-dents with an Abitur have also attained vocational training. The share of first-semester students with an Abitur at Fach-hochschulen was still below 20 % in 1975. In addition, nearly all of the federal states offer the possibility to be admitted to a Fachhochschule based on professional qualifications. Additional facilities for acquiring Fachhochschulreife are available for those who work. In the majority of feder-al states there are currently specifeder-al regula-tions in effect for admitting especially tal-ented applicants who are already working, even if they do not have the prerequisites for attending a Fachhochschule. The Ministry of Education, Ministry of Science, or education and science senate administration of the federal states can provide information on this topic (see appendix for addresses).
II. Teaching and Study
1. Admission Requirements
Fachhochschulreife (the entrance qualifi-cation for attending a Fachhochschule), or a degree officially recognised as being equiv-alent to Fachhochschulreife, are prerequi-sites for enrollment in a Fachhochschule. Those with a general higher education entrance qualification also meet admission requirements. Fachhochschulreife can be attained in different ways – according to the respective laws of the federal states. It is usually obtained in conjunction with the degree from a Fachoberschule (specialised upper secondary school), requiring twelve years of schooling.
Graduation from a Realschule (intermedi-ate school) or an educational degree offi-cially recognised as its equivalent is a pre-requisite for admission to the Fachoberschu-le. There are two kinds of Fachoberschulen: one-year programmes for applicants who have already completed vocational training and two-year programmes for applicants who have not. In addition to the general curriculum, the Fachoberschulen focus on vocation-oriented training, e.g. for econom-ic and techneconom-ical subjects, and are also offered as part-time programmes in some federal states.
Fachhochschulreife can also be attained in nearly all federal states upon graduation from class 12 of a school belonging to the
The same admission requirements apply to international applicants to Fachhochschulen, i.e., they are qualified for admission if they have attained Fachhochschulreife in the Federal Republic of Germany or if they have an equivalent foreign degree and can pro-vide epro-vidence of sufficient knowledge of German. If their previous level of education is not recognised as being at least equiva-lent to Fachhochschulreife, the applicants must take an assessment examination, which serves primarily to test knowledge of their chosen subject. This examination is usu-ally taken after two semesters of preparation spent attending a preparatory course (Studienkolleg). If the applicant holds a German-language diploma (Sprachdiplom, level II), he or she is exempt from the German-language examination. The foreign student offices (akademische Auslandsämter) and admission offices (Studentensekreta-riate) of the individual Fachhochschulen can
provide information on additional details and application and admission requirements (see addresses in appendix).
2. Application and
Admission Procedures
Application for studying at a Fachhoch-schule should usually be submitted to the respective institution. The study places for a number of degree programmes at Fachhoch-schulen in North-Rhine Westphalia are allot-ted by the Central Office for the Granting of Study Places (Zentralstelle für die Vergabe von Studienplätzen - ZVS). The placement procedures used by the institutions of higher education vary. In the case of admission restrictions, which are now in effect for many subjects, the study places are allotted on a basis similar to the so-called general selection procedure used by the ZVS in con-junction with admission restrictions. Additional information on application and admission procedures is available from the ZVS and the Fachhochschulen (addresses in appendix).
15 Stage I studies (Grundstudium) range
between two and four semesters, followed by an intermediate examination. Examinations at Fachhochschulen usually take place during the regular course of studies. In the stage II of studies (Hauptstudium), students can nor-mally choose between various areas of spe-cialisation and optional required subjects.
The courses at Fachhochschulen are organised in the form of lectures, seminars, practical courses and practical training. The preferred form of classes is small groups of 15 to 30 participants each. This ensures that direct personal contact between teachers and students is encouraged and maintained.
4. Degree Programmes
The degree programmes offered at Fach-hochschulen, established in the majority of German federal states, are based on the “Agreement of the Conference of Ministers of Education and Cultural Affairs of the Federal States concerning branches of study and Diplom degrees at Fachhochschulen”1of
14 November 1980, in the version from 26 January 1996. Particular emphasis is placed on the engineering sciences. The range extends from classical degree programmes in engineering, such as civil engineering, electrical engineering and mechanical engi-neering – with its total of 18 subject areas – over economics and computer science all the way to social affairs and design (see Overview 1, page 16)2. The actual range of
subjects offered by the Fachhochschulen is more extensive and varied than can be pre-sented in this overview.
3. The Basic Structure of
Studies
The institutions which preceded the Fachhochschulen, a number of which could look back on a long and successful tradi-tion, influenced the range of subjects and the basic structure of teaching and devel-opment at Fachhochschulen. This is espe-cially evident in the seminar style of teach-ing, the streamlined and efficient organisa-tion of the studies, briefer periods of study and the emphasis placed on practical appli-cation. In contrast to the universities, the Fachhochschulen offer an educational style that is more interdisciplinary and focuses more closely on problem solving. The theo-retical-analytical style of education orient-ed to the academic aspects of the respec-tive discipline takes second place to the communication of a broad knowledge of the contents and work methods relevant in practical occupational work.
Since the amendments made to the Framework Act for Higher Education (HRG), the standard period of study, including time spent acquiring practical experience and preparing for and taking examinations, is eight semesters for all subjects. The actual length of time spent studying at Fachhoch-schulen averages out to be 4.7 years (1996), according to subject-related semesters.
Studies at Fachhochschulen are divided into semesters of up to 19 weeks a piece; the non-lecture period totals three to four months each year and is thus shorter than that found in other types of higher education institutions.
1There is also a list of of 5 unique subject areas/degree programmes (see Overview 1a, page 16) and Diplom degrees (see Overview 2a, page 18)
2Further information is available in the annual update of the brochure “Studien- und Berufswahl“ (Study and Occupational Options), published by the Bund-Länder Commission for Educational Planning and Research Promotion and the Federal Labour Office, Verlag BW, Bildung und Wissen, Nuremberg
Overview 1
Overview 1a
Unusual degree programmes in specific subject areas
*When the framework regulations for the diploma examination in the field of social work have been established correspond-ing adaptations will be made.
Source: KMK 1. Engineering 1.1 Architecture 1.2 Civil engineering 1.3 Interior design 1.4 Mechanical engineering 1.5 Process engineering/ Chemical engineering 1.6 Supply engineering 1.7 Media engineering 1.8 Printing technology 1.9 Operations engineering 1.10 Materials technology 1.11 Physical engineering 1.12 Precision technology and
microtechnology 1.13 Electrical engineering 1.14 Biotechnology
1.15 Surveying, transport and traffic technology and navigation 1.16 Agriculture/forest manage-ment/ horticulture/wine growing 1.17 Landscape planning 1.18 Food technology 2. Economics Business administration 3. Administration and administration of justice 3.1 Administration 3.2 Police 3.3 Finances 3.4 Administration of justice 4. Social affairs* Social work/ Social education 5. Health and therapy 5.1 Therapeutical education 5.2 Music therapy 5.3 Art therapy 5.4 Care management 6. Religious education 7. Mathematics 8. Computer science 9. Information and communication science 9.1 Archive management 9.2 Library administration 9.3 Documentation 9.4 Translation 9.5 Interpreting 9.6 Museum studies 10. Nutritional and domestic sciences Oecotrophology
11. Art, design and restoration
11.1 Fine arts (painting, graphic arts, sculpture) 11.2 Design
11.3 Restoration
I. Engineering
Mining
II. Information and com-munication technology Media economics Technical editing Information and documentation, Applied international business languages Book trade/ Publishing III. Economics Economic law Tourism
IV. Health and therapy
Nursing education Preventive health care/ management
V. Art, design and restoration
17 According to the ruling handed down by the European Court of Justice on 21 January 1992, an integrated practical semester under the supervision of an institution of higher edu-cation is regarded as time spent in the higher education system and thus also fulfils all cri-teria stipulated by the EU directive for the recognition of diploma from institutions of higher education. A practical semester at the end of studies, however, is not recognized as a part of those studies by any EU country.
6. The Diplom Degree from
a Fachhochschule
The procedure applicable to final examina-tions at Fachhochschulen varies among the individual federal states. It usually consists of a Diplom thesis, which the student is given three months to write, as well as writ-ten and oral examinations. The Diplom thesis usually focuses on a practical problem in the student’s chosen field; in some degree pro-grammes, especially the engineering sciences, the share of Diplom theses written in coop-eration with industry is 60 to 70 %.
After successful completion of final exam-inations, the Fachhochschulen award the Diplom degree with the additional denota-tion “FH”. The subject areas listed in Overview 1 are paired with the Diplom degrees listed in Overview 2 (see p. 18) according to the “Agreement of the Con-ference of Ministers of Education and Cultural Affairs of the Federal States concerning branches of study and Diplom degrees at Fachhochschulen” from 14 November 1980 in the version from 26 January 1996.3
5. Practical Semesters
Practical semesters are in planning or have already been introduced at Fachhochschulen in nearly all of the federal states. Integrated into the studies, students spend these prac-tical semesters working in companies, administrative offices, etc. in their chosen vocational field or writing their Diplom the-ses in connection with this work. Two practi-cal semesters are required at the
Fachhoch-schulen in Bavaria and Baden-Württemberg; one of the practical semesters can be waived for students who already possess an adequate professional education or have performed a comparable occupation activity for a corresponding length of time. Until now, one practical semester has been planned or introduced in the majority of degree pro-grammes at Fachhochschulen in the other fed-eral states. If applicable, it is also possible to write the Diplom thesis during this semester.
3
Additional degrees are granted in some states due to the particular state law in effect Practical exercises as vocational preparation
Overview 2
ad 11. Diplom-Künstler (FH)/ Diplom-Künstlerin (FH) (artist) Diplom-Designer (FH)/ Diplom-Designerin (FH) (designer) Diplom-Restaurator (FH)/ Diplom-Restauratorin (FH) (restorator) ad I. Diplom-Ingenieur (FH)/ Diplom-Ingenieurin (FH) (engineer) ad II. Diplom-Medienwirt (FH)/Diplom-Medienwirtin (FH) (media economist) Diplom-Redakteur (FH)/
Diplom-Redakteurin (FH) (editor) Diplom-Informationswirt (FH)/
Diplom-Informationswirtin (FH) (computer scientist) Diplom-Wirtschaftsarabist (FH)/
Diplom-Wirtschaftsarabistin (FH) (specialist in business Arabic) Diplom-Wirtschaftsjapanologe (FH)/ Diplom-Wirtschaftsjapanologin (FH) (specialist in business Japanese) Diplom-Wirtschaftssinologe (FH)/ Diplom-Wirtschaftssinologin (FH) (specialist in business Chinese) Diplom-Buchhandelswirt (FH)/ Diplom-Buchhandelswirtin (FH) (book trade specialist) ad III. Diplom-Wirtschaftsjurist (FH)/
Diplom-Wirtschaftsjuristin (FH) (specialist in business law) Diplom-Rechtswirt (FH)/ Diplom-Rechtswirtin (FH)
(specialist in legal and business issues) Diplom-Kaufmann (FH)/
Diplom-Kauffrau (FH) (commercial specialist) ad IV. Diplom-Pflegepädagoge (FH)/
Diplom-Pflegepädagogin (FH) (health care educator) Diplom-Gesundheitswirt (FH)/
Diplom-Gesundheitswirtin (FH) (health specialist) ad V. Diplom für freie bildende Kunst (FH)
(Diplom for pure fine arts)
Overview 2a
Source: KMK
ad 1. Diplom-Ingenieur (FH)/ Diplom-Ingenieurin (FH) (engineer) ad 2. Diplom-Betriebswirt (FH)/
Diplom-Betriebswirtin (FH) (business administrator) ad 3. Diplom-Verwaltungswirt (FH)/ Diplom-Verwaltungswirtin (FH) (administrator) Diplom-Verwaltungswirt-Polizei (FH)/ Diplom-Verwaltungswirtin-Polizei (FH) (administrator-police) Diplom-Finanzwirt (FH)/
Diplom-Finanzwirtin (FH)(financial administrator) Diplom-Rechtspfleger (FH)/
Diplom-Rechtspflegerin (FH) (administrator of justice) ad 4. Diplom-Sozialarbeiter (FH) or
Diplom-Sozialpädagoge (FH)/ Diplom-Sozialarbeiterin (FH) or Diplom-Sozialpädagogin (FH) (social worker or social educator) ad 5. Diplom-Heilpädagoge (FH)/
Diplom-Heilpädagogin (FH) (therapeutical educator) Diplom-Musiktherapeut (FH)/
Diplom-Musiktherapeutin (FH) (music therapist) Diplom-Kunsttherapeut (FH)/
Diplom-Kunsttherapeutin (FH)(art therapist) Diplom-Pflegewirt (FH)/
Diplom-Pflegewirtin (FH)(care manager) ad 6. Diplom-Religionspädagoge (FH)/
Diplom-Religionspädagogin (FH)(religious educator) ad 7. Diplom-Mathematiker (FH)/
Diplom-Mathematikerin (FH) (mathematician) ad 8. Diplom-Informatiker (FH)/
Diplom-Informatikerin (FH) (computer scientist) ad 9. Diplom-Archivar (FH)/
Diplom-Archivarin (FH) (archive manager) Diplom-Bibliothekar (FH)/ Diplom-Bibliothekarin (FH)(librarian) Diplom-Dokumentar (FH)/ Diplom-Dokumentarin (FH) (documentalist) Diplom-Übersetzer (FH)/ Diplom-Übersetzerin (FH) (translator) Diplom-Dolmetscher (FH)/ Diplom-Dolmetscherin (FH) (interpreter) Diplom-Museologe (FH)/
Diplom-Museologin (FH) (museum specialist) ad 10. Diplom-Ökotrophologe (FH)/
Diplom-Ökotrophologin (FH) (specialist in oecotrophology)
19
7. Bachelor’s and Master’s
Degrees
While the usefulness and extent to which the German Diplom is known is limit-ed, especially in countries outside of Europe, the Anglo-Saxon graduate model (Bachelor’s, Master’s) is generally accepted. The amendments to the Framework Act for Higher Education (HRG) in 1998 give German institutions of higher education the opportu-nity to award a Bachelor’s degree for the completion of first-level higher education
studies and a Master’s degree for completion of post-graduate degree programmes. This is equally applicable to universities, Fachhoch-schulen and other institutions of higher edu-cation. The final degrees may also be refer-red to as “Bakkalaureus” and “Magister”. The structural standards were adopted with the resolution from the Standing Conference of Ministers of Education and Cultural Affairs (KMK) of 5 March 19994.
The standard period of study in the Bachelor’s degree programmes is at least three and at most four years, and at least one year and at most two for Master’s degree programmes. The respective minimum standard period of study is intended to ensure quality assurance.
Bachelor’s and Master’s degree pro-grammes that have been tailored to match one another and are completed in succes-sion should not, however, exceed a standard period of study of five years. The Fachhoch-schulen have meanwhile established numerous degree programmes offering pri-marily Master’s degrees as well as Bachelor’s degrees.
8. Opportunities for
Grad-uates of Fachhochschulen
to obtain Doctoral Degrees
Fachhochschulen do not have an institu-tional right to confer doctoral degrees. This right is one of the core elements of the uni-versities’ autonomy. Until now, doctoral degree regulations from universities stipu-lated a university degree as prerequisite for being admitted to a doctoral pro-gramme. Especially well qualified gradu-ates of Fachhochschulen – in keeping with a resolution from the Standing Conference of Ministers of Education and Cultural Affairs (KMK) of 3/4 December 1992, in the version from 16 December 1994 – may be able to enroll in a doctoral degree pro-gramme without first having to spend addi-tional time attaining a Diplom degree from a university. According to a KMK survey from March 1998, the higher education 4Structural standards for the introduction of Bachelor’s/Bakkalaureus and Master’s/Magister degree
programmes, Bonn, 5 March 1999 Learning new things with new media
acts of all federal states are now open to this possibility. Some of them include regu-lations which permit professors from Fach-hochschulen to supervise doctoral work and take part in the examination.
The amendments to the Framework Act for Higher Education (HRG) also create new possibilities for switching between Fach-hochschulen and universities. Fachhoch-schulen are also entitled to offer Master’s degree programmes, and students with Bachelor’s degrees fundamentally have the opportunity to switch into Master’s degree programmes at universities. On principle, this makes it possible for the student to afterwards acquire a doctorate.
9. The Job Market for
Graduates of
Fachhochschulen
Fachhochschulen currently educate near-ly all social workers/social educators and some two-thirds of all engineers, as well as half of all business administrators and computer scientists. This makes evident the special position they hold within the higher education and employment systems.
The technical and scientific areas of spe-cialisation in the range of courses offered by the Fachhochschule are more strongly oriented to occupations in private sector companies.
The special qualifications which gradu-ates of Fachhochschulen offer correspond to the economy’s need for specialists with higher education degrees who have received practice-oriented education and thus bring
with them good skills for mastering the ever more complex tasks demanded in the industrial and service society.
In keeping with this trend, the economy has in the past repeatedly advocated a more differentiated system of higher educa-tion with a strong Fachhochschulen sector. The demand for employees with a degree from a Fachhochschule has, according to the trade associates, continued to remain strong. Many companies make no distinction between degrees from a Fachhochschule or a univer-sity when hiring. Top and highest level exec-utive positions are open to graduates of Fachhochschulen. The lowest level of unem-ployment for all educational groups is found among graduates of Fachhochschulen.
In trade and industry, the starting salaries of Fachhochschulen and university graduates have become largely compatible.
Civil service positions are still an excep-tion. The various types of degrees from institutions of higher education are still closely linked with certain career groups in this field. The introduction of Bachelor’s and Master’s degrees at institutions of high-er education has made a fundamental re-assessment of the degrees offered by uni-versities and Fachhochschulen in regard to the access they provide to senior civil ser-vice positions all the more necessary.
21
III. Applied Research and
Development
The BMBF programme for Applied Research and Development at Fachhochschulen (aFuE) began in 1992 and was instrumental in encouraging practice-oriented research and development work at Fachhochschulen.
After getting off to a modest financial start, the funding for this programme has been steadily expanded. The last increase came in 1999, when funds were increased to DM 14.5 million from the DM 11 million seen in the previous year.
A total of some 3,800 applications were submitted to BMBF during the eight subsidy rounds between 1992 and 1999, approxi-mately 500 of these were subsidised with a project sum of more than DM 75 million.
These figures prove that the commitment of the Fachhochschulen to research has been stimulated far beyond the financial limits of the programme itself. and extends to the entire range of subjects offered.
An increasing number of cooperations and pledges of third-party funding from the business community are evidence that the Fachhochschulen are an accepted research and development partner of trade and industry, especially among small and mid-sized companies.
Austria
In May 1993, the Austrian National Council adopted the “Federal Law on Degree Programmes at Fachhochschulen”, intended to provide a broader basis for hig-her education in Austria. Applications for degree programmes at the Fachhochschu-len are submitted by legal entities under private or public law. Following approval from the Fachhochschulen Council, these legal entities then implement the program-mes. The Fachhochschulen Council is an independent body of 16 experts – similar to the German Science Council. The members of the Fachhochschulen Council are appoin-ted for a three-year term of office by the Austrian Federal Minister of Science and Transport after consultation with the Austrian Federal Minister of Education and Cultural Affairs. A total of 40 Fachhoch-schulen degree programmes have been approved in Austria since 1994, e.g. in the fields of tourism, economics, technology, information technology and multimedia. These 40 degree programmes were atten-ded by 6,500 young people in Austria during the1997/98 academic year. The develop-ment plan laid down by the Austrian federal government calls for 10,000 study places in the year 2000, while the number of degree programmes could rise to 50 by that time.
IV. International Aspects
1. Developments in Europe
Within Europe, Fachhochschulen and similar institutions can be found primarily in the Netherlands and in Flanders, in Austria and in Switzerland. Reform in the higher education systems of other Central and Eastern European countries has led to institutions similar to Fachhochschulen, e.g. in Hungary and Poland.
Netherlands
The non-university-sector in the Nether-lands was newly organised in the mid-1980s with the founding of some 80 “Hoge-scholen”. These institutions of higher edu-cation offer a broad range of subjects with emphasis on teacher education, social edu-cation, business administration, enginee-ring sciences and the artistic fields. They also offer programmes in journalism or medical assistant professions. Two-thirds of all Dutch students are enrolled at the “Hogescholen”, 26% of them as part-time students.
The “Hogescholen” are in the process of becoming an independent part of the higher education sector with clear-cut differences to the universities. Qualified graduates have the opportunity to transfer directly into post-graduate degree programmes at universities and thus have the right to attain doctoral degrees.
Switzerland
Switzerland made the decision to establish Fachhochschulen in 1995, conferring on them the task of education as well as applied research and development. In Switzerland, as in Germany, it is possible to obtain a doctoral degree through education at a Fachhochschule. In contrast to Germany, Switzerland has no admission restrictions to its civil service. No distinction is made between applicants from Fachhochschulen and those from universities. Switzerland
introduced the first Fachhochschulen degree programmes in the fields of tech-nology, economics and design in 1997. Educational programmes in health care, social affairs, art and music are in the planning. The reforms are scheduled to be completed by 2003. Switzerland foresees the establishment of seven to ten Fachhoch-schulen offering degrees recognised in all of Europe.
Education at Fachhochschulen is (nearly) boundless
23
Poland
On 9 May 1997, the Parliment of Poland passed a law to provide the legal backdrop for establishing public Fachhochschulen. Similar to the situation in Germany, the Fachhochschulen are different, independent institutions within the higher education system. The Polish Fachhochschulen offer interdisciplinary subject areas oriented to the needs of the local employment market. In principle, Fachhochschulen degree pro-grammes are offered on a compulsory attendance basis. The institutions of higher education can, however, also organise distance or evening studies, as well as post-graduate study or continuing educati-on courses. The course of study at a Polish Fachhochschule takes six semesters and includes a 15-week period of practical trai-ning. Courses of study with compulsory attendance require 2,200 lecture hours. Distance and evening studies require 1,500. The first Fachhochschulen in Poland opened their doors to students in 1998.
2. Recognition of FH
Degrees throughout the
entire EU
The basis for international recognition of the Diplom degrees awarded by German Fachhochschulen are the directives issued by the European Community. The architect directive was issued in 1985, followed in 1989 by the “General Directive on the Recognition of Degrees from Institutions of Higher Education for Admission to Professions”. It is applicable to all professions not sub-ject to individual directives and dispenses
with all previous standardisation of degree programmes in EU member states. The recognition of “Diplom degrees, test certifi-cates or other certificertifi-cates of qualification” attained after a minimum three-year educa-tional programme at an institution of higher education and intended for entry into a pro-fession or occupational training within the EU is carried out according to the stipula-tions of this general regulation.
The recognition directive is based on the member states’ mutual trust in the educa-tional programmes of the other member states. The basic principle behind the direc-tive is that a member of a profession who has acquired the necessary education for entry into the profession in his or her native country or country of origin is also capable of satis-factorily practising this profession in other EU member states. It applies only to the so-called “regulated” professions, i.e. those which require a diploma for entry into the profession or the exercising of the profes-sion. The directive is not effective in fields in which such regulation does not exist.
Due to the directive’s extensive area of application, it provides certain “instruments of adaptation” for balancing out significant differences in the educational programmes of the member states. The member states can use these instruments, but are not required to.
The potential additional requirements are detailed in the following:
■ When the duration of the immigrant’s documented education is at least one year less than the required length of the educa-tional programme in the host country, the
host country may require occupational expe-rience from the immigrant as well as a diploma. This occupation experience – with a maximum of four years – may not exceed twice the length of the lacking educational period. The normal exercising of the occupa-tion, under conditions typical for entry-level workers in the profession, is fully sufficient for meeting this requirement.
■ When the immigrant’s education encom-passes elements that vary greatly from the content of the education required in the host country, or the occupational profile in the country of origin and the host country are significantly different, the host country may require a maximum three-year adaptation course from the immigrant or require him or her to take an aptitude test. Such “signifi-cant differences” exist only when, after addi-tional clarification, the immigrant’s education is found to be lacking in subject areas with-out which it would be impossible to satisfac-torily exercise the profession in the host country. If this is the case, the applicant may decide if he or she prefers the adaptation course or the test. The host country may stipulate which of the two is required for legal occupations. A member state may apply this option to other occupations only within the framework of a Community proce-dure, i.e. with the approval of the European Commission.
The adaptation mechanisms are the same for all member states and all education pro-grammes from institutions of higher learn-ing. The directive does not contain special provisions for degrees from specific types of higher education institutions, e.g. Diplom degrees from German
25 have rapidly adjusted to students’ needs as well as reacted to the requirements of the employment market. The Fachhochschulen were accepted as a member of the German Academic Exchange Service (DAAD) in 1987 as a result of their intensive and successful international ties.
Since 1998, the Fachhochschulen have referred to themselves internationally as “universities of applied sciences” – after the appropriate rulings from the Standing Conference of Ministers of Education and Cultural Affairs (KMK) and the Association of Universities and other Higher Education Institutions (HRK) – and thus make it easi-er for English-speaking partneasi-er countries to adequately classify the Fachhochschule as an institution.
The integration of the Fachhochschulen in the activities of the DAAD, both within the framework of the scholarship programmes as well as on an institutional basis, was successfully strengthened as part of the University Special Programme III (HSP III). The DAAD presented the results of a study on the “Position of the Fachhochschulen in the DAAD Grant Offer” in April 1998. Among Fachhochschulen. The host country must
in all cases determine whether an immi-grant’s degree can be recognised without additional requirements or if one of the designated adaptation mechanisms must first be applied by means of comparing the immigrant’s education with the education necessary for the corresponding profession.
3. Foreign Ties at the
Fachhochschulen
The Fachhochschulen maintain diverse bi-and multi-national cooperation bi-and exchange relationships with institutions of higher edu-cation in other countries. These relationships have revealed that it is precisely the Fach-hochschulen, with their practice-oriented degree programmes and emphasis on applied research and development, that are of spe-cial interest for students and institutions of higher education from foreign countries in the East and West. There are a total of some 3,450 cooperations between Fachhochschulen and foreign partner institutions of higher education in 92 countries5.
Over the course of the past few years, the underlying conditions for foreign ties at the Fachhochschulen have improved signifi-cantly. In this process the Fachhochschulen
5
Source: Higher Education Compass of the Association of Universities and other Higher Education Institutions (HRK) International exchange – everyday life at German Fachhochschulen
other things, this study reveals that students at Fachhochschulen are proportionally under-represented in terms of scholarships, but that the chances of being granted a DAAD schol-arship are just as high for applicants from Fachhochschulen as they are for university applicants. Several programmes in the DAAD scholarship offer are of special interest to German students at Fachhochschulen. These include the programme “Short-term Study Visits for Finishing Work”, stipends for travelling costs, and scholarships for summer courses and special courses. Starting in the 2000/ 2001 academic year, the DAAD will also offer subsidising of combined study and practice projects in the form of annual scholarship programme for students at Fachhochschulen. This also includes semester stays at a foreign institution of higher education. European Union support programmes play a significant role in terms of aiding student mobility (e.g. SOKRATES) and increasingly as a means of promoting cross-border cooperation in the fields of applied research, transfer of technol-ogy and knowledge, and continuing education (LEONARDO).
The Fachhochschulen furthermore take part in the Fulbright Commission scholarship pro-gramme. The programme “Practice Semester Abroad” from the Carl Duisberg Gesellschaft (CDG) is oriented specifically to Fachhoch-schulen students in technical and economic degree programmes.
4. International Degree
Programmes
Approximately one-third of German Fachhochschulen offer international degree programmes in which some portion of the
studies are to be spent at an institution of higher education or company in a foreign country. It is becoming increasingly possi-ble to attain degrees from both participat-ing institutions of higher education in these degree programmes. There are also a num-ber of international degree programmes available at Fachhochschulen.
The demonstration programme “Interna-tional Degree Programmes”, initiated by BMBF, promotes the establishment of inter-national degree programmes. It is implemen-ted by DAAD and the HRK. This programme helps to create new first-level higher edu-cation studies and post-graduate degree programmes at German institutions of high-er education which offhigh-er efficient specialis-ed qualification, multiple languages, experi-ence abroad and special supervision, in par-ticular for students from abroad. These are Bachelor’s and Master’s degree programmes, especially in the fields of economics, natural and engineering sciences as well as cultural and social sciences.
A total of 20 international model degree courses from the BMBF model programme are currently being tested at German insti-tutions of higher education, seven of these at Fachhochschulen. An additional twelve model degree courses (five of these at Fach-hochschulen) are to be initiated in the 1999/ 2000 winter semester. The programme has been exceptionally well received by German and foreign students and is initially sched-uled to run until 2003. BMBF is providing DM 65 million in funding for this programme. Further information can be requested from the institutions of higher education and from DAAD (see addresses in appendix).
27
■ The established task of the Fachhoch-schulen is to further develop their range of degree programmes and adapt to changing requirements. This applies to the contents, the presentation and the organisation of teaching and studies.
The federal government faces the special challenge of internationalising content. The programme “Internationally Oriented Degree Programmes” is helping to do just that. The goal is to improve the individual support provided to Fachhochschulen stu-dents by the DAAD and CDG. In addition, the preconditions for international coopera-tions must be further improved. The expan-sion of foreign student offices begun under the University Special Programme III (HSP III) must be continued.
■ In terms of the implementation of studies, general measures for improving teaching and instruction have been under discussion for years now. Goals here include the in-creased use of media, the augmentation of conventional teaching through distance studies, PC and Internet. The new concep-tion of virtual degree programmes also plays a role here. Corresponding projects are already being supported. The project “Virtual Fachhochschule,” a network of sev-eral (northern) German Fachhochschulen under the leadership of the Fachhochschule Lübeck is worthy of particular note. This pro-ject began in 1998.
V. Perspectives
The German system of higher education is unique in terms of the structure, breadth and differentiation of its subject areas, which should prove to be a location advantage within the European economic region. The Fachhochschulen play an important role in this system of higher education.
There are still a number of problems to be solved, however:
■ The Fachhochschulen currently take in less than 30 % of first-year students. The mutual goal of the federal government and the states is to increase this figure to 40% over the long term. Of prime importance in accomplishing this goal is the expansion of the Fachhochschulen, which must be reflected in the registrations of the states in accordance with the Law for Promotion of Construction of Higher Education Institutions (HBFG). This expansion goal must be linked with a broadening of the range of the subjects offered to include degree programmes which hold great promise for the future.
■ The 40%-goal cannot be reached with the creation of additional capacity alone. Underlying financial conditions will likely hinder a corresponding spatial expansion of the Fachhochschulen sector in the future as well. Nor does the current level of demand permit expansion of this dimension. For this reason, degree programmes that were pre-viously reserved for universities should also be offered at Fachhochschulen.
■ The Framework Act for Higher Education (HRG) created the legal basis for Fachhoch-schulen to also be able to offer Bachelor’s and Master’s degree programmes. The Fachhochschulen must be enabled to estab-lish courses which correspond to occupa-tional profiles and can hold their own with competing degree programmes from univer-sities. The establishment of an accredita-tion system plays an important role here, both in terms of how well graduates are received on the employment market as well as the transition between the differ-ent types of institutions of higher educa-tion. This even includes making it easier for graduates of Fachhochschulen to enroll in doctoral programmes.
■ The BMBF programme “Applied Research and Development at Fachhochschulen” (aFuE), which has been running since 1992, has been one of the instrumental projects in setting the course. Its structural goal is to improve the ability of the capability of the Fachhochschulen to acquire third-party funding. The Fachhochschulen are increas-ingly implementing important, practice-ori-ented aFuE projects. They still have diffi-culties, however, in attracting sufficient project funding. The availability of support for applied research and development at Fachhochschulen must be further improved. New specialist programmes must also be established that take into account the practical relevance and the rapid imple-mentation of application-oriented projects at Fachhochschulen.
■ In principle, Fachhochschulen graduates have very good chances in the employment system but still encounter restrictions and
limitations in civil service. The foremost example is access to senior civil service positions. The German FH Diplom is often undervalued on the international
employ-ment market as well, however. The intro-duction of the term “university of applied sciences” as the international label for the Fachhochschule as an institution and the establishment of Bachelor’s and Master’s degrees have created an important basis for continuing improved acceptance. Wherever unjust entry restrictions are in force, however, the goal is to make valid the political principle of institutions of higher education: “different yet equivalent”.
Increasing personnel and funding for higher education cannot be effective, nor could responsibility be taken for such a move, without a far-reaching reform of higher education structures.
29
Statistical data
Fachhochschulen according to states, from 1990 to 1998 ...
Students and first-year students at Fachhochschulen
(without administrative Fachhochschulen), from 1990 to 1998 ...
German and foreign students according to countries and gender
and type of higher educational institution, from 1990 to 1998 ...
Student and first-year students at Fachhochschulen according
to subject groups and gender, from 1992 to 1998 ...
German first-year students in 1st semester of higher education according to manner in which qualification for admission to higher
education (HZB) was acquired in Germany, from 1994 to 1996 ...
German first-year students at Fachhochschulen with completed vocational training, according to type of qualification for admission
to higher education, in percentages, from 1990 to 1996 ...
Successfully passed Diplom examinations (FH) by students at
Fachhochschulen in Germany, from 1993 to 1997 ...
Length of studies for first-time German graduates at the time of successfully passed Diplom examination (FH), according to subject
group or selected areas of study, in 1996 examination year ...
Forecast numbers of those qualified for higher education, first-year students, students and successfully passed Diplom examinations (FH) for Fachhochschulen
in Germany, from 1997 to 2015, in thousands ...
Personnel at Fachhochschulen, according to title and salary level
or pay grade, 1996, in Germany ...
Running costs (basic needs) for teaching and research at institutions of higher education per student, according to subject groups and type of
institution in Germany in DM, from 1993 to 1996 ...44
43 42 41 40 39 38 36 32 31 30
Appendix
State Baden-Württemberg Bavaria Berlin Brandenburg Bremen Hamburg Hesse Mecklenburg-Pomerania Lower Saxony North-Rhine Westphalia Rheinland-Palatinate Saarland Saxony Saxony-Anhalt Schleswig-Holstein Thuringia Germany 1990 31 12 5 -2 2 8 -11 16 3 3 -5 -98 1991 31 12 6 3 2 2 9 2 11 16 3 3 2 3 5 3 113 1992 31 12 7 5 2 2 9 3 11 17 3 3 8 4 5 3 125 1993 31 12 7 5 2 2 9 3 11 18 3 3 9 4 5 3 127 1994 32 15 7 5 2 2 9 3 11 20 3 3 9 4 8 3 136 1995 31 16 7 5 2 2 10 3 11 20 3 3 10 4 8 3 138 1996 32 17 7 5 2 2 10 3 11 20 9 3 10 4 8 3 146 1997 32 17 6 5 2 2 11 3 13 20 9 2 10 4 8 3 147 1998 32 18 6 5 2 3 12 3 13 20 9 2 11 4 8 4 152 Fachhochschulen
Fachhochschulen according to states
31 Year Students 1990 1991 1992 1993 1994 1995 1996 1997 1998 First-year students 1990 1991 1992 1993 1994 1995 1996 1997 1998 Number of men 242700 255617 266433 277142 275964 275596 270242 266892 263535 48712 50899 50859 53395 48810 44094 43890 43549 44775 Number of women 90324 97583 105834 113148 116428 122346 127265 132925 140138 18808 21024 23286 25333 24356 24510 25743 27641 29230 Percent of women 27.1 27.6 28.4 29.0 29.7 30.7 32.0 33.2 34.7 27.9 29.2 31.4 32.2 33.3 35.7 37.0 38.8 39.5 Total number 333024 353200 372267 390290 392392 397942 397507 399817 403673 67520 71923 74145 78728 73166 68604 69633 71190 74005 Percent of foreigners 5.4 5.6 6.1 6.0 6.3 6.8 7.1 7.5 7.9 5.3 6.0 6.5 6.6 7.3 7.9 8.4 8.8 9.6
Germans and foreigners
Students and first-year students at Fachhochschulen
(without administrative Fachhochschulen)
Year
General Fachhochschulen (without administrative Fachhochschulen)
Baden-Württemberg Bavaria Berlin Brandenburg Winter semester 1990 1991 1992 1993 1994 1995 1996 1997 1998 1990 1991 1992 1993 1994 1995 1996 1997 1998 1991 1992 1993 1994 1995 1996 1997 1998 1991 1992 1993 1994 1995 1996 1997 1998 Number of men 32680 33565 35238 37057 35182 38151 38015 36684 35808 41771 42049 41372 40845 39461 37583 36117 34698 33829 11671 10897 12186 12244 11922 11818 11870 12163 161 665 1503 2001 2455 3089 3871 4594 Number of women 11133 11454 12325 13237 12238 13351 13574 13936 14251 15802 15879 16154 16439 16724 17147 17661 17874 18769 5053 5299 5835 6322 6665 6825 7274 7521 252 510 1052 1472 1973 2518 3043 3513 Total number 43813 45019 47563 50294 47420 51502 51589 50620 50059 57573 57928 57526 57284 56185 54730 53778 52572 52598 16724 16196 18021 18566 18587 18643 19144 19684 413 1175 2555 3473 4428 5607 6914 8107 Percent 5.1 5.3 5.5 5.8 5.6 6.5 7.1 8.0 8.6 3.3 3.6 4.3 4.6 5.0 5.4 5.9 6.3 6.6 8.5 8.2 8.0 8.5 9.0 9.2 9.2 9.3 0.7 0.9 0.7 0.9 1.0 1.1 1.5 1.8
German and international students, according to country and
gender and type of institution of higher education
Germans and international students International students
33 Year Bremen Hamburg Hesse Mecklenburg-Vorpommern Winter semester 1990 1991 1992 1993 1994 1995 1996 1997 1998 1990 1991 1992 1993 1994 1995 1996 1997 1998 1990 1991 1992 1993 1994 1995 1996 1997 1998 1991 1992 1993 1994 1995 1996 1997 1998 Number of men 5158 5676 5802 5968 5915 5598 5257 5181 4916 10569 11009 10867 11118 11118 10960 10067 9974 9906 30028 31700 32659 31843 30809 29538 27733 26650 25509 265 858 1567 2133 2591 3115 3530 3850 Number of women 1768 1974 2172 2350 2368 2446 2464 2458 2557 3581 3745 4070 4305 4305 4454 4379 4381 4811 9086 9810 10323 10585 10505 10607 10527 10780 11270 188 464 870 1371 1653 2087 2609 2985 Total number 6926 7650 7974 8318 8283 8044 7721 7639 7473 14150 14754 14937 15423 15423 15414 14446 14355 14717 39114 41510 42982 42428 41314 40145 38260 37430 36779 453 1322 2437 3504 4244 5202 6139 6835 Percent 6.8 6.8 7.5 7.5 8.3 8.4 8.9 9.4 10.1 8.2 8.9 14.5 8.2 8.2 11.0 10.3 10.4 12.0 7.1 7.3 8.5 8.4 9.1 10.0 10.9 11.9 12.6 0.0 2.0 2.5 2.1 1.7 1.7 1.7 1.7
German and international students, according to country and
gender and type of institution of higher education
Germans and international students International students
Year Lower Saxony North Rhine-Westphalia Rhineland-Palatinate Saarland Winter semester 1990 1991 1992 1993 1994 1995 1996 1997 1998 1990 1991 1992 1993 1994 1995 1996 1997 1998 1990 1991 1992 1993 1994 1995 1996 1997 1998 1990 1991 1992 1993 1994 1995 1996 1997 1998 Number of men 18737 19420 19983 21075 21889 22472 22617 22798 22902 67120 68215 68324 69013 66394 65744 63707 61864 60345 13549 13846 14267 14683 14834 14458 14506 14335 13897 2830 2985 2984 2998 2861 2530 2278 2139 2049 Number of women 7335 7624 8153 8764 9318 10066 10650 11560 12241 28562 30242 30617 30270 30219 30276 30307 30797 31925 5894 6241 6566 6881 7130 7346 7713 7913 8179 759 808 833 784 807 708 707 744 789 Total number 26072 27044 28136 29839 31207 32538 33267 34358 35143 95682 98457 98941 99283 96613 96020 94014 92661 92270 19443 20087 20833 21564 21964 21804 22219 22248 22076 3589 3793 3817 3782 3668 3238 2985 2883 2838 Percent 3.4 3.5 3.6 3.5 3.8 4.1 3.9 4.5 5.0 6.3 6.4 7.0 7.5 8.1 8.7 9.3 9.8 10.3 3.9 4.1 4.8 5.4 5.9 6.0 6.6 7.2 7.4 9.8 10.4 11.4 12.1 12.2 12.2 12.9 12.6 12.1
German and international students, according to country and
gender and type of institution of higher education
Germans and international students International students
35 Year Saxony Saxony Anhalt Schleswig-Holstein Thuringia Winter semester 1991 1992 1993 1994 1995 1996 1997 1998 1991 1992 1993 1994 1995 1996 1997 1998 1990 1991 1992 1993 1994 1995 1996 1997 1998 1991 1992 1993 1994 1995 1996 1997 1998 Number of men 207 6061 8217 10182 11004 10946 11505 12174 475 1495 2546 3204 3953 4722 5313 5937 12179 13633 13752 14064 14308 12813 12388 12101 10976 740 1609 2459 3429 3824 3967 4379 4680 Number of women 56 2632 4203 4881 5722 6467 7225 7729 215 957 1844 2606 3627 4737 5332 6154 3221 3706 3818 3922 3988 3790 3780 3929 4009 336 941 1807 2174 2515 2869 3070 3435 Total number 263 8693 12420 15063 16726 17413 18730 19903 690 2452 4390 5810 7580 9459 10645 12091 15400 17339 17570 17986 18296 16603 16168 16030 14985 1076 2550 4266 5603 6339 6836 7449 8115 Percent 4.6 1.7 1.6 1.7 1.9 2.0 2.5 2.8 0.3 1.7 1.8 2.4 2.4 2.1 2.1 2.1 3.7 3.5 3.6 3.6 3.5 4.0 4.1 4.5 5.0 0.3 0.3 0.7 1.2 1.1 1.2 1.1 1.0
German and international students, according to country and
gender and type of institution of higher education
Germans and international students International students
Wintersemester or year of studies
Fachhochschulen (without admin. Fachhochschulen) linguistics and civilisation studies
1992 1993 1994 1995 1996 1997 1998
Law, economics and social sciences
1992 1993 1994 1995 1996 1997 1998
Mathematics, natural sciences
1992 1993 1994 1995 1996 1997 1998
Agricultural science, forestry and nutritional sciences
1992 1993 1994 1995 1996 1997 1998 Total number 5504 5939 5617 6117 6980 7142 7601 111894 122519 130274 141088 147139 155292 162833 27691 31345 29250 28685 29882 31900 33022 12289 11849 12575 13934 14277 14488 14597 Percent of women 77.7 77.4 75.0 72.3 71.1 71.9 71.2 48.3 48.1 48.1 47.8 48.2 48.4 49.6 21.2 20.2 18.8 17.8 17.8 17.9 18.2 47.1 48.8 48.0 47.3 50.0 49.9 50.2 Total number 1130 1426 1200 1273 1534 1558 1436 23578 26330 27360 28324 29558 31098 32829 5189 6270 5333 4660 5226 6162 6992 3001 3020 2739 2829 3211 3310 2915 Percent of women 80.8 76.8 75.5 75.3 77.2 74.8 73.7 53.8 52.7 51.8 52.8 52.5 53.9 55.1 22.4 21.0 19.2 19.7 20.5 21.2 21.4 43.2 47.5 47.2 47.7 53.6 53.1 51.8 Students
of which first-year students
Students and first-year students acoording to subject groups
and gender at Fachhochschulen
37
Students and first-year students acoording to subject groups
and gender at Fachhochschulen
Wintersemester or year of studies Engineering 1992 1993 1994 1995 1996 1997 1998
Art, art studies
1992 1993 1994 1995 1996 1997 1998
All subject groups
1992 1993 1994 1995 1996 1997 1998 Total number 202510 203958 200140 194165 185255 176369 170447 13224 13458 13665 13900 13974 14584 15111 419656 440961 443790 448993 442018 438386 437319 Percent of women 13.9 14.4 14.8 15.6 16.5 17.4 18.4 60.0 58.6 60.3 60.1 59.9 61.3 61.6 30.4 31.0 31.6 32.4 33.2 34.2 35.4 Total number 39253 39433 34352 29635 28240 27060 27721 1990 2091 1996 1883 1864 1983 2047 92254 97324 88324 83283 82575 81976 84138 Percent of women 15.5 16.1 16.5 17.4 17.9 19.7 20.7 61.1 59.3 61.3 62.0 63.1 65.0 64.8 34.5 35.1 35.1 37.1 38.2 39.5 40.2 Students
Attainment of qualification for admission to higher education (HZB) through/at
In federal territori
Gymnasien (upper secondary schools) Gesamtschulen (comprehensive schools) Fachgymnasien2)
Fachoberschulen3)
Evening upper sec. schools, Kollegs4)
Fach- und Berufsfachschulen, Fachakademien5)
Gifted students examination
Other qual. for adm. to higher edu. (HZB) Total
Outside of federal territory No information Total number 1994 34.5 0.7 6.4 30.0 5.2 9.4 0.5 7.7 94.4 0.6 5.0 100.0 1995 38.7 0.9 6.5 31.9 4.8 6.7 0.4 8.7 98.6 0.6 0.8 100.0 1996 42.8 1.0 6.6 29.7 4.4 6.4 0.9 7.1 98.8 0.6 0.6 100.0
German first-year students1)
New, first-semester German students according to how
qualifi-cation for admission to higher eduqualifi-cation (HZB) was attained in
Germany
1 Wintersemester
2 (specialised vocational upper secondary schools) 3 (specialized upper secondary schools) 4 (preparatory courses before studies)
5 Fachschulen (specialised schools), Berufsfachschulen (specialised vocational schools), Fachakademien (specialised academies)
39
Year1)
General entrance qualification for students at Fachhochschulen
1990 1992 1993 1994 1995 1996
Entrance qualification for studies at Fachhochschulen
1990 1992 1993 1994 1995 1996
Higher education entrance qualification, in total
1990 1992 1993 1994 1995 1996 Total number 45 53 56 48 45 46 81 79 82 78 78 78 66 68 70 63 62 62 Men 43 57 60 52 47 49 83 80 83 80 78 80 68 72 73 68 65 65 Women 48 48 49 42 43 42 73 74 79 72 76 73 60 60 63 55 56 55
First-year German students with vocational training, as percent of all first-year students
Fachhochschulen2)
First-year German students at Fachhochschulen who have
com-pleted vocational training, according to how qualification for
admission to higher education (HZB) was attained, in percent
1Winter semester 2
Without administrative Fachhochschulen
Subject groups
Linguistics and civilisation studies
Law, economics and social sciences
Mathematics, natural sciences
Agricultural science, forestry and nutritional sciences
Engineering
Art, art studies
Total Gender Men Women Total Men Women Total Men Women Total Men Women Total Men Women Total Men Women Total Men Women Total 1993 237 1042 1279 14070 13152 27222 2592 770 3362 1259 1017 2276 23465 3571 27036 810 1070 1880 42433 20622 63055 1994 268 1119 1387 16686 16206 32892 2931 716 3647 1668 1201 2869 24691 3947 28638 763 1171 1934 47007 24360 71367 1995 240 748 988 18121 17775 35896 2956 865 3821 1455 1082 2537 25823 4281 30104 673 1063 1736 49268 25814 75082 1996 236 876 1112 18385 18032 36417 2822 724 3546 1419 998 2417 25508 4516 30024 687 1123 1810 49057 26269 75326 1997 235 726 961 19433 18213 37646 3185 676 3861 1403 1044 2447 24312 4487 28799 734 1189 1923 49302 26335 75637
Successfully passed Diplom examinations (FH)
Successfully passed Diplom examinations (FH) by students at
Fachhochschulen in Germany
41
Subjects group/area of studies
Linguistics and civilisation studies
Evangel. theology, religious education Cath. theology, religious education
Law, economics and social sciences
Economics
Industrial engineering Administrative sciences Social affairs
Mathematics, natural sciences
Mathematics Physics, astronomy Chemistry Biology Informatics Engineering
Mech. engineering/proc. engineering Electrical engineering
Architecture, interior design Civil engineering
Agricultural science, forestry and nutritional sciences Art, art studies
Total
As compared with figures from 1995
From first enrolment to completion of examination proce-dure 5.1 4.4 4.2 4.2 5.1 4.8 3.1 4.9 5.0 5.5 6.1 5.0 5.1 4.9 5.2 5.0 5.0 6.2 5.0 4.9 5.9 4.7 4.6 According to semesters at institution of hig-her education 4.7 4.1 3.9 3.9 4.9 4.6 2.9 4.5 4.9 5.2 6.1 4.9 4.7 4.8 5.1 4.9 4.9 5.9 4.9 4.6 5.6 4.5 4.4 According to subject-related semesters 4.0 3.7 3.7 3.7 4.5 4.4 2.9 4.1 4.7 5.0 5.2 4.6 4.6 4.7 4.9 4.9 4.8 5.5 4.7 4.4 4.9 4.3 4.2
Length of studies in years (average) at the time examination was taken
