Aside from these quantitative differences, German TNE is qualitatively distinct in that it is part of a long-term, government-subsidized internationalization strategy, while initiatives in other TNE hubs are often privately led and commercially oriented. Transnational partnerships are not only viewed as beneficial for the global competitiveness of German universities, but also as a tool of development aid, designed to support academic capacity building in other countries. More commercially oriented modes of TNE, such as distance education, validation, and franchising models, remain uncommon in Germany. In fact, the best practices for TNE set forth by the Rector’s Conference, Germany’s university association, stipulate that TNE ventures must be not-for-profit, and that fees can only be charged to cover operating costs. Whereas other TNE qualifications are not necessarily recognized in the countries where students enroll, the “academic qualifications offered by German higher education projects abroad” must be “recognized by both the host country and the participating German universities.” It should be noted that while the Abitur or a subject-specific maturity certificate are the most common entrance qualifications, applicants with a vocational Meister or Fachwirt qualification are eligible for admission as well. Depending on the state, applicants who completed an upper-secondary vocational program and worked for a few years after graduation may also be admitted, if usually contingent upon special entrance examinations or completion of a probationary period. To boost tertiary enrollments, most German states have eased admissions restrictions in recent years. A record number of 65,000 students without the Abitur were enrolled in universities in 2018.

These states vary considerably in size; they range from the smaller city-states of Berlin, Hamburg, and Bremen to the large state of North Rhine-Westphalia which has a population of about 18 million. Berlin and Hamburg are simultaneously Germany’s biggest cities with 3.8 million and 1.9 million inhabitants, respectively. That said, the vast majority of German students are now enrolled in bachelor and master programs, whereas other programs, including state-examined professional programs and non-Bologna compliant programs in artistic fields, make up a comparatively small percentage: In 2018, 49.6 percent of students were enrolled in bachelor programs, 28.3 percent in master programs, 5.6 percent in doctoral programs, and 16.5 percent in other types of programs. Short-cycle tertiary programs below the bachelor’s level are very uncommon in Germany. Less than 1 percent of students enroll in these types of programs compared with an average of 17 percent in other OECD countries. Credit System and Grading Scale Master degrees have the same names as bachelor degrees (Master of Arts, Master of Science, Master of Engineering, and so on). The length of the programs can vary between one year (60 ECTS), one and a half years (90 ECTS), and two years (120 ECTS), but it should be noted that a combined credit load of at least 300 ECTS in both cycles is required in the case of consecutive programs in which the master program builds directly on the bachelor program. Admission generally requires a bachelor degree in a related discipline with sufficiently high grades, but students with bachelor degrees in unrelated disciplines may sometimes be able to be admitted via entrance examinations. Some programs may also require work experience for admission. Like bachelor programs, master programs are offered by both universities and FHs. They are modularized and conclude with a thesis typically worth 15 to 30 ECTS. Doktor/PhD As noted before, programs in licensed professions like medicine, dentistry, veterinary medicine, or law are long, single-tier programs entered after upper-secondary school. These programs are taught at universities but conclude with government-administered examinations. Instead of earning an academic degree, graduates earn a government-issued certificate of completion of state examination. Medical programs, for instance, conclude with the award of the Certificate of Physician Examination ( Zeugnis der Ärztlichen Pr üfung). Splitting this program into bachelor and master cycles is presently not deemed feasible in Germany, because of concerns about educational quality and questions regarding the employability of graduates with a first-cycle Bachelor of Medicine degree.Elementary education begins at the age of six and lasts four years (grades one to four), except in a small number of states where it lasts six years. Most pupils learn at the Grundschule (foundation school), where they largely study the same general subjects. While there are some variations between state curricula, they usually include German, mathematics, social studies, physical education, technology, music, and religion or ethics. One noticeable difference is the age at which English is introduced. While English classes don’t begin before grade three in some jurisdictions, pupils in some states begin to study English as early as grade one. One state, Saarland, does not offer English in der Grundschule at all. Student assessment and promotion are generally school-based—there are no final graduation exams, nor is a formal final graduation certificate awarded.

The format of the test will be the same for each tier and will consist of three parts. Role-play (10 marks)Germany did not exist as a modern nation state until 1871, but education in the German realm has a long tradition. The Kingdom of Prussia is said to be the first country in the world that introduced free and compulsory state-run elementary education in the early 18th century. The first German university, the University of Heidelberg, was established much earlier, in 1386. On the other hand, the Bologna reforms call for structured third cycle programs and have led to the introduction of more “schoolified” doctoral programs in Germany in recent years. These structured programs most commonly require at least one year of compulsory coursework and interim assessments in addition to dissertation research. Most have a set length of three or four years (180 to 240 ECTS) and are taught in English, which means that they are more accessible for international students. Admission requires a master’s degree or equivalent qualification (Diplom, Magister, state exam), although exceptionally qualified candidates who hold a bachelor’s degree may occasionally be admitted as well. Most structured programs lead to the Doctor of Philosophy degree, or PhD ( Philosophiae Doktor ). While current comprehensive data on these programs are unavailable, it’s clear that they’re growing in popularity in Germany. By some estimates, 23 percent of doctoral candidates were enrolled in structured programs in 2015. Habilitation Given their autonomy, there can be considerable variation in education from state to state. The length of the secondary school cycle, for instance, varies between 12 and 13 years, depending on the jurisdiction. There are also differences between curricula, types of schools, and so on. However, a coordinating body, the Standing Conference of the Ministers of Education and Culture, facilitates the harmonization of education policies between states. In the U.S., Germany has historically been among the top 20 sending countries of international students after German students started to head Stateside in large numbers beginning in the 1980s and 1990s. But while the number of U.S.-bound students from other sending countries like China and India has surged exponentially since the start of the new millennium, student inflows from Germany have since leveled off and remained mostly flat over the past two decades, ranging from 9,800 in the 1999/2000 academic year to 10,193 in 2014/15, according to IIE. IIE data show that 9,242 Germans studied in the U.S. in 2019/2020—a number that does not yet reflect the fallout from COVID-19. Most Germans were enrolled at the undergraduate level with business and social sciences being the most popular disciplines.

For completed doctoral programs, a written statement indicating degree conferral – sent by the institution attended Until the 1960s, university education in Germany was a privilege of small upper-class segments of society; women were not allowed to matriculate at universities at all until the late 19th century. The two World Wars and purges at universities during the regime of the National Socialists (1933 to 1945) were detrimental to the development and expansion of the German higher education system. After World War II, factors like swift economic development, rising incomes, the abolishment of tuition fees, and the introduction of federal financial aid eventually led to a rapid expansion of university education. Between 1947 and 2010, the number of tertiary students jumped from just 80,644 to 2.2 million. Over the past decade, the number of students grew by an additional 32 percent, to 2.9 million in the 2019/20 academic year. It should be noted that these numbers include students from the German Democratic Republic—about 284,000 in 1989—that were incorporated after reunification, as well as the growing number of international students.Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE German specifications and all exam boards. About two-thirds of the curricula at vocational schools consists of theoretical instruction in the chosen field, whereas the other third is made up of general education subjects, such as German, social studies, or English. Programs last two to three and a half years, depending on the specialization. Upon completion of the school component, students receive a certificate of completion of vocational school ( Abschlusszeugnis der Berufsschule). When analyzing German education, it’s important to understand that the country has a federal system of government that grants its member states a high degree of autonomy in education policy—a structure that’s not unlike the federal system of the United States. The German Federal Ministry of Education and Research in Berlin ( BMBF) has an important role in areas like funding, financial aid, and the regulation of vocational education and entry requirements in the professions. But most other aspects of education fall under the direct authority of the education ministries of the 16 individual states, called Bundesländer in German.

Of note, Germany suffers from a shortage of teachers, notably in the eastern part of the country. While there’s currently an ample supply of upper-secondary teachers, particularly in western states, the country will face a shortfall of between 10,000 and 26,000 elementary teachers by 2025, depending on the estimate. Growing nationwide teacher shortages are also expected in lower-secondary education, as well as in vocational schools, where some estimates forecast a gap of 60,000 teachers by 2030. In higher education, similarly, digitalization is now increasingly viewed as a means of academic modernization, as well as a way of boosting the already surging mobility of international students to Germany. While the COVID-19 emergency led to a sharp drop in the number of international students in the country—an estimated 80,000 of them left during the early stages of the pandemic—Germany has emerged as a growing international education hub in recent years. It draws increasing numbers of students from countries like China and India, notably to its English-taught master programs.

WES Documentation Requirements

Universities have a high degree of autonomy and can independently award academic degrees within federal guidelines. That said, final graduation examinations in professional fields like medicine or law are conducted by government authorities of the individual states. The same holds generally true for vocational education, even though the final examinations in this sector are often conducted by government-authorized private industry associations, such as regional Chambers of Industry and Commerce. ( Industrie und Handelskammern). Vocational schools fall under the purview of the states, but the federal government oversees on-the-job practical training, which is an integral part of most vocational programs. Important regulations in this sector are codified in a federal law on vocational education ( Berufsbildungsgesetz). Academic Calendar and Language of Instruction Compulsory education in Germany generally begins at the age of six, but almost all children— 95 percent in 2017—attend early childhood education (ECE) between the ages of three and five. This stage is intended to socialize and prepare children for formal education. Bachelor programs are offered by both universities and FHs and are either three years (180 ECTS credits), three and a half years (210 ECTS), or four years (240 ECTS) in length. The curricula are specialized within the major—there are usually no general education subjects or minor specializations as found in the United States. The programs are divided into subject modules, each comprising several related courses. At the end of the program, students write a thesis, typically worth 6 to 12 ECTS credits. A study abroad period or industry internship may be required, depending on the program. The degree names that have been approved by German authorities are Bachelor of Arts, Bachelor of Science, Bachelor of Engineering, Bachelor of Laws, Bachelor of Fine Arts, Bachelor of Music, and Bachelor of Education. Master’s Degree