Universities of Applied Sciences in Germany

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and development The Federal Republic of Germany 9s higher education system currently comprises some 350 higher education institutions, including the following different types of institutions: x Universities x Universities of applied sciences (Fach- hochschulen) x Colleges of education (pädagogische Hochschulen) x Academies of fine arts The largest groups are the universities of applied sciences (Fachhochschulen) and the universities. The universities of applied sciences 3 of which there are now 156 nation-wide, including 27 in eastern Germany (as of January 2003) 3 are the youngest elem- ent of the German higher education sector. The above figure includes non-state Fachhochschulen, including church- sponsored Fachhochschulen. All of these higher education institutions are state-accredited. And the sector also includes some 30 Fachhochschulen that are operated by public administrations and are open only to persons employed in the public civil service sector. Establishment of universities of applied sciences (Fachhochschulen), represent- ing a new type of higher education institution, was initiated via a Basic Declaration of Minister-Presidents of the Länder of 5 July 1968 on establish- ment of Fachhochschulen. Another important date in the history of Fach- hochschulen is 31 October of the same year: The cAgreement between the Länder of the Federal Republic of Germany on standardisation in the area of univer- sities of applied sciences d established the university of applied sciences as a new type of higher education insti- tution with its own tasks and profile. In establishing Fachhochschulen, the Länder responded to new challenges in the workplace 3 resulting from scien- tific and technical progress 3 and per- tinent new training requirements. The Fachhochschulen in western Ger- many, most of which were established between 1969 and 1971, have their roots in the area 9s former engineering schools, academies and higher tech- nical schools for design, social work and economics. The new Länder began establishing Fachhochschulen in 1991. From the out- set, they profited from experience gained throughout the 20-year history (at the time) of Fachhochschulen in the old Länder. In the area of new engineering pro- grammes, for example, such experience I. Universities of applied sciences within the German higher education system Locations of Fachhochschulen in 2000 7 (Source: Basic and structural data 2001/2002) Munich Land capitals General Fachhochschulen Administrations 9 own Fachhochschulen 8 showed that teaching methods and scientific standards would have to be substantially improved 3 to a degree not possible in existing training facil- ities. A growing demand for education also played a role 3 especially the growing numbers of potential students inter- ested in higher education programmes leading directly to vocational qualifi- cations. 2. Mission and profile Fachhochschulen 3 like all types of higher education institutions 3 have the tasks of x Cultivating and developing the arts and sciences by means of research, teaching, studies and continuing education, x Preparing students for occupations that require application of scientific findings and methods or artistic skills, x Promoting international co-oper- ation and, especially, European co- operation in the higher education sector and promoting exchanges between German and foreign higher education institutions, x Promoting transfer of knowledge and technology. Within the German higher education sector, Fachhochschulen also have their own special educational tasks: x Fachhochschulen 9 study courses are particularly strongly oriented to the requirements and needs of the work- place. This practical orientation has been one of the characteristic features of Fachhochschulen since their inception. x In addition to teaching, the tasks of Fachhochschulen include applica- tion-oriented research and develop- ment. The Federal Ministry of Edu- cation and Research (BMBF) assists Fachhochschulen in these areas with a separate programme for research and development at Fachhochschu- len. The programme cApplication- oriented research and development at Fachhochschulen d (aFuE) is aimed at enhancing external funding at Fachhochschulen, i.e. the success of such institutions in obtaining third- party funding for application-ori- ented research and development projects. Several Länder also have means of pro- moting application-oriented research projects at Fachhochschulen. Further- more, Fachhochschulen are entitled to apply for participation in all other support programmes of the BMBF. On the whole, Fachhochschulen do not have a standardised profile. They vary considerably in terms of enrolments and the study courses they offer. This variation results from the differences in the regional environments of Fachhoch- schulen and the areas from which the institutions draw their students. Fach- hochschulen focus strongly on the needs of regional industry and com- merce in their areas. Fachhochschulen have enlarged their spectrum of tasks since the early 1980s. Among the new tasks and activities 9 x Efficient organisation of studies and examinations, x Shorter total durations of study, x Application-oriented research and development. 3. Enrolments In the winter semester 2000/2001, some 425,600 students were enrolled in Germany 9s Fachhochschulen (not including students at administrations 9 own internal Fachhochschulen). Currently, some 36% of each single- year age group obtain a higher edu- cation qualification, and some 25% to 29% of each single-year age group actually go on to higher education studies. As a consequence of the re- they have introduced, efforts in the areas of tech- nology and knowledge transfer are especially important. This orientation also defines the importance of Fach- hochschulen with regard to regional industry in their areas. Furthermore, involvement in application-oriented research and development helps pro- fessors at Fachhochschulen to keep their instruction in line with the latest standards and state of the art. Fachhochschulen were very quick to become involved in European and extra-European co-operation in the higher education sector. By expanding and intensifying their international relationships, they have been able to internationalise their study courses markedly. In sum, the educational mission and profile of Fachhochschulen, within the German higher education system, can be characterised as follows: x Close connections between theory and practice, in teaching and studies, Left: Fachhochschulen are coming into their own Below: Teamwork is centrally important 10 sulting application levels, Fachhoch- schulen now have considerable shorta- ges of available study places. First-year students now account for some 28% of all students at Fachhochschulen (not in- cluding administrations 9 Fachhochschu- len), and enrolments at Fachhochschu- len account for nearly 24% of all higher education enrolments in Germany. The actual figures behind these percent- ages are as follows: 210,000 study places, 425,600 students and 89,000 first-year students in the 2000 academ- ic year. Growth in numbers of in- structors and other staff at Fachhoch- schulen have not kept pace with this development of enrolments. 4. Staff In 1998, Fachhochschulen in Germany had a total of 16,600 positions for aca- demic staff and 15,600 positions for non-academic staff. Personnel structures at Fachhochschu- len differ from those at other types of higher education institutions. Apart from just a few exceptions, professors do the teaching at Fachhochschulen. In their teaching duties, they are support- ed and complemented by additional instructors (some of whom have temporary appointments). In order to be able to work at Fachhoch- schulen, professors require specific qualification profiles. These qualifications include completed higher education studies, along with proof of special competence in scien- tific / academic work (this is normally demonstrated via a doctorate) or of special artistic abilities. Professors must also have pedagogical aptitude and a total of at least five years of career experience, including at least three years outside of the higher education sector. This special group of required qualifications, which is set forth by the Framework Act for Higher Education and implemented by the higher edu- cation acts of the Länder, reflects the special requirements pertaining to teaching at Fachhochschulen. The close links between career-experience and scientific-qualification requirements are considered to be especially con- ducive to the fulfilment of the educa- tional mission of Fachhochschulen. In some Länder, Fachhochschulen also have scientific/research assistants. Currently, Fachhochschule professors 9 teaching obligations amount to 16 to 18 semester hours. Professors active in research have the option of reducing their teaching loads. In some Länder, Fachhochschule pro- fessors also have the option of taking six-month leaves of absence from teaching and research, at regular inter- vals (usually, every four years), to carry out work aimed at bringing their know- ledge up to the latest standards in their field. In 2001, laws pertaining to employ- ment of higher education teaching staff were amended in order to reform salary systems for professors. As a re- sult, the salary system for Fachhoch- schule professors is now basically the same as that for university professors. 11 11 In nearly all Länder, an entrance quali- fication for studies at Fachhochschulen may also be earned via completion of grade 12 at a general-education school, in combination with completion of a vocational training programme or rele- vant practical course. The general higher education entrance qualification (Abitur) also provides access to studies at a Fachhochschule. As a rule, before beginning studies at a Fachhochschule, holders of an Abitur normally complete a practical training course or internship 3 with the specific choice of such courses depending on the requirements of the relevant planned study course. Since the mid- 1970s, the percentage of first-year Fach- hochschule students who hold general higher education entrance qualifi- cations has grown markedly. This percentage is now over 50% (and is still increasing), and most of the students in this category (i.e. holders of the Abitur) now also complete vocational training before they begin their studies. In 1975, less than 20 % of all first-semester stu- dents at Fachhochschulen held general higher education entrance qualifica- tions. Furthermore, nearly all Länder offer ways by which persons with vocational qualifications can become eligible for Fachhochschule studies. In addition, a number of other types of institutions offer programmes via II. Teaching and studies 1. Prerequisites for admission To be eligible for studies at a Fachhoch- schule, applicants require at least an entrance qualification for studies at Fachhochschulen (Fachhochschulreife) or a qualification recognised as equiv- alent. Applicants with general higher education entrance qualifications (all- gemeine Hochschulreife) are also eligible. An entrance qualification for studies at Fachhochschulen can be earned in various ways, in keeping with the relevant Land laws. As a rule, it is earned through graduation from a senior technical school (Fachoberschule), which is possible after a total of twelve years of school. The prerequisite for admission to a senior technical school is a secondary school (Realschule) qualification or other qualification recognised as equivalent. There are two forms of senior technical schools: one-year schools for applicants with completed vocational training and two-year schools for applicants without complet- ed vocational training. Senior technical schools 9 curricula include both general- education subjects and vocationally ori- ented coursework 3 for example, in areas such as economics or technology. In some Länder, students may attend such schools on either a full-time or part-time basis. 12 which employed persons can earn an entrance qualification for studies at Fachhochschulen. Most Länder now have special regula- tions under which especially qualified employed persons can begin Fachhoch- schule studies even if they lack an en- trance qualification for studies at Fach- hochschulen. The Länder ministries (or senate departments) of education and cultural affairs and of science provide further information about this aspect (see annex for relevant addresses). Foreign applicants to Fachhochschulen are subject to the same admission requirements 3 i.e., they are eligible for admission if they have obtained an en- trance qualification for studies at Fach- hochschulen in the Federal Republic of Germany or if they have earned a com- parable foreign school qualification and can prove that they have an ad- equate knowledge of German. An appli- cant whose preparatory education is not recognised as being at least equiv- alent to the entrance qualification for studies at Fachhochschulen must take a placement examination (Feststellungs- prüfung) that primarily tests knowledge of the subject area the applicant plans to study. As a rule, such examinations are taken following a two-semester period at preparatory institutions known as Studienkollegs . Foreign appli- cants who hold a level-two German- language diploma ( Sprachdiplom, Stufe II ) are exempted from the German examination. The international offices ( akademische Auslandsämter ) and stu- dent secretariats ( Studentensekretariate ) at individual Fachhochschulen are happy to provide information about further details and prerequisites for Theory and practice go hand-in-hand 13 13 This is particularly apparent in the seminar-oriented teaching styles of Fachhochschulen and in their tight, effective organisation of studies, short average duration of study and pro- nounced practical orientation. In com- parison with universities 9 teaching, the education offered by Fachhochschulen is more interdisciplinary and more oriented to solution of specific prob- lems. Rather than theoretical and analytical instruction in scientific and academic subjects, Fachhochschulen tend to emphasise broad development of skills and methods oriented to occu- pational practice. Following the amendment of the Framework Act for Higher Education, the standard period of study at Fach- hochschulen amounts to a total of eight semesters, including phases of practical instruction and examinations. On the average, students normally attend Fachhochschulen for a total of five years (2000), measured in terms of subject-related semesters. Studies at Fachhochschulen are divided into semesters lasting up to 19 weeks; instruction-free periods total three to four months per year and thus are shorter than those at other types of higher education institutions. After completing stage I of a study course ( Grundstudium ), which lasts for two to four semesters, students take intermediate examinations. In general, examinations at Fachhochschulen are administered during studies. During stage II of their study course ( Hauptstu- dium ), students normally are permitted to choose between various study fo- cuses and compulsory options. application and admission (relevant addresses are provided in the Annex). 2. Application and admission procedures Normally, applications for studies at Fachhochschulen are to be directed to the relevant Fachhochschulen. Places for studies in a number of subject areas at Fachhochschulen in North Rhine- Westphalia are allocated by the Central Office for the Allocation of Study Places (CAS; German abbreviation: ZVS). The relevant allocation procedures differ from Fachhochschule to Fachhochschu- le. In the case of the admission restric- tions that now apply in many subject areas, study places are allocated via a procedure similar to the cGeneral Selec- tion Procedure d used by the CAS in connection with many admission restrictions. Further information about application and admission procedures is available from the CAS and the Fachhochschulen themselves (addresses are provided in the Annex). 3. Basic structure of studies In terms of the spectrum of subjects that they teach, and of the basic struc- ture of their instruction and develop- ment, Fachhochschulen reflect the insti- tutions that preceded them, some of which had long, successful traditions. 14 With these study emphases, Fachhoch- schulen are thus oriented primarily to occupations in private industry (apart from social work). Acting on recom- mendations of the Science Council, Fachhochschulen have introduced many new course offerings within their existing curricular spectrum, as well as new emphases in traditional subject areas. Most of these new additions consist of study courses that combine emphases of different disciplines, with orientations to specific careers and occupations. Among the many new interdisciplinary programmes that Fachhochschulen have created, drawing on traditional subject areas, are programmes such as business ad- ministration and engineering, business administration and mathematics, bio- technology, and chemical engineering. In addition, Fachhochschulen offer a large number of programmes in non- medical occupations in the health-care and care sectors 3 for example, in the area of care science. 5. Practical semesters All Länder have either introduced cprac- tical semesters d at Fachhochschulen or are planning to introduce them. In practical semesters, which are inte- grated within study courses, students work in companies, administrations, etc. in their chosen occupational fields 3 or work with such organisations in order to prepare their diploma theses. Fachhochschulen in Bavaria and Baden- Württemberg normally require stu- dents to complete two practical semes- Teaching at Fachhochschulen takes place in the form of lectures, seminars, practical courses and practical training. The preferred class size is relatively small, 15 to 30 students. Small classes provide the best opportunity for direct personal contact between teachers and students. 4. Study courses Fachhochschulen offer a broad, highly diverse range of subjects. Study courses in technical and economic sciences, and in social work, still predominate, however. Fachhochschulen currently train nearly all of Germany 9s social workers / social educators, two-thirds of its engineers and about half of its economists and computer scientists. Practical exercises help career preparation 15 15 ters during their studies; students who have completed adequate (with respect to their study courses) occupational training prior to their studies, or have comparable practical occupational experience of adequate duration, may be exempted from one of the practical semesters. Most study courses at Fach- hochschulen of other Länder currently require, or will require, one practical semester and permit students to use such semesters to produce their dip- loma theses as necessary. Pursuant to a decision of the European Court of Justice of 21 January 1992, a coursework-integrated practical se- mester during which a student is super- vised by his or her higher education institution counts as part of the stu- dent 9s higher education period and thus also fulfils all criteria of the EU Directive on a general system for the recognition of higher-education dip- lomas. On the other hand, throughout the entire EU, practical semesters com- pleted at the end of studies are not recognised as part of the higher edu- cation period. 6. Degrees a) FH Diploma Regulations pertaining to final exam- inations at Fachhochschulen differ from Land to Land. In most cases, such examinations consist of a diploma thesis, for which a period of three months is allowed, and tests and oral examinations. The topics for diploma theses usually have to do with current practical problems in the relevant field; in some study courses, especially the engineering sciences, 60 to 70% of all diploma theses are prepared in co- operation with industry. Upon passing their final examinations, students at Fachhochschulen receive a diploma that bears the abbreviation cFH d (Fachhochschule). b) Bachelor 9s and Master 9s degrees In its 1998 amendment of the Frame- work Act for Higher Education (HRG), the Federal Government established options for development and testing of bachelor 9s and master 9s degree pro- grammes at Fachhochschulen, thereby introducing in Germany the inter- nationally popular American-British system of consecutive study courses and relevant degrees. Fachhochschulen are permitted to award bachelor 9s degrees for lower-division study courses and master 9s degrees for post-graduate studies. The relevant structural require- ments were adopted via a decision of Learning new things with new media 16 the Conference of the Länder Ministers of Education and Cultural Affairs (KMK) of 5 March 1999. 1 The standard period of study in bachelor 9s-degree pro- grammes is at least three years, and no more than four years; in master 9s degree programmes, it is at least one year and no more than two years. The primary purposes of the minimum standard periods of study in such pro- grammes are to help shorten average durations of studies and to protect quality standards. Where bachelor 9s and master 9s degree programmes are co-ordinated and taken consecutively, the total duration of studies is normally expected not to exceed a five-year standard period of study. To date, Fachhochschulen have estab- lished numerous bachelor 9s and master 9s degree programmes 3 especially the latter. As of the 6th Act for Amendment of the Framework Act for Higher Education, higher education institutions may move bachelor 9s- degree and master 9s-degree pro grammes from trial status to full-fled- ged status as part of their regular offe- rings. Pursuant to an overview of the Univer- sity Rectors 9 Conference (HRK), some 1,500 such study courses are now in place. 7. Doctoral programmes for Fachhochschule graduates Fachhochschulen have no institutional laws pertaining to earning of doctor- ates. Such laws are part of the core area of universities 9 autonomy. Universities 9 doctoral regulations have traditionally included completion of a university study course among the prerequisites for admission to a doctoral programme. Pursuant to a decision of the Confer- ence of the Länder Ministers of Edu- cation and Cultural Affairs (KMK) of 3-4 December 1992, in the version of 16 December 1994, especially qualified Fachhochschule graduates may be admitted to doctoral studies even if they have not earned a university dip- loma, an effort that (for such graduates) amounts to a time-consuming detour. Pursuant to a KMK survey of March 1998, the higher education laws of all Länder no longer rule out this possibility. Some contain regulations that permit Fachhochschule professors to participate in guiding doctoral studies and in administering relevant examinations, even though Fachhoch- schulen have no institutional laws per- taining to earning of doctorates. The amendment of the Framework Act for Higher Education also provides new possibilities for transfers between Fach- hochschulen and universities. On the one hand, Fachhochschulen may also offer master 9s-degree programmes; on the other, students with bachelor 9s degrees have the basic possibility of transferring to master 9s programmes at 1 Structural requirements for introduction of bachelor 9s/baccalaureate and masters 9s degree programmes, Bonn, 5 March 1999. 17 universities. Such transfers open up the general option of taking up doctoral studies. 8. Fachhochschule graduates in the employ- ment market Fachhochschulen currently train nearly all of Germany 9s social workers / social educators, some two-thirds of all of its engineers and about half of its econo- mists and computer scientists. These figures highlight the special import- ance of Fachhochschulen within the higher education and employment system. With the technical and economic- science emphases of their study courses, Fachhochschulen tend to be oriented to occupations found primar- ily in private industrial companies. Fachhochschule graduates meet in- dustry 9s needs for specialists with higher education qualifications and practically oriented training 3 i.e. for people with a good basis for mastering the more and more complex tasks found in the industrial and services society. As a result, industry has repeatedly called for a differentiated higher edu- cation system with a strong Fachhoch- schulen sector. According to industry associations, industry demand for per- sons with Fachhochschule qualifi- cations continues. At the same time, many companies, in recruiting higher education graduates, do not differen- tiate between Fachhochschule quali- fications and university qualifications. As a result, Fachhochschule graduates have access to high-level and top-level management positions. In the subject areas with the largest numbers of stu- dents, employment opportunities for Fachhochschule graduates are actually better than those of university graduates. On the other hand, initial salary levels for Fachhochschule graduates working in industry are largely the same as those for university graduates. In the civil-service sector, an agree- ment was reached in 2002, following many years of discussion, that now gives graduates of accredited master 9s degree programmes at Fachhochschu- len access to career tracks in higher- level civil service. The BMBF 9s programme for support of application-oriented research and devel- opment at Fachhochschulen (aFuE), which was launched in 1992, is the most impor- tant instrument for promoting implemen- tation-oriented research and devel- opment at Fachhochschulen. It covers the entire range of subjects taught at Fach- hochschulen. As of 2003, support within this programme is being provided on the basis of a framework agreement with the Länder pursuant to Article 91b of Germany 9s Basic Law. Although the programme began with a rather modest level of financing, it is now funded with 11 million euros annually. In ten rounds of support, from 1992 through 2002, the BMBF received a total of some 5,250 applications. Of these, about 830 received support, with total project funding of 68.90 million euros. The programme 9s impacts in stimulating research at Fachhochschulen reach far beyond its immediate financial effects, since industry 3 especially small and medium-sized enterprises 3 contributes additional funding to many of its projects. Fachhochschulen are accepted as part- ners in research and development. This is evidenced, for example, in that Fachhochschulen provide the highest numbers of spin-offs in the higher educa- tion sector 3 measured in terms of the numbers of scientists involved 3 followed by technical universities and (general- education) universities. Always a focus of attention: Partners in (regional) industry III. Applied research and development 18 Fachhochschulen are eligible to apply for all of the BMBF 9s support programmes, and they make successful use of this eligi- bility. 19 2. EU-wide recognition of FH degrees European Community directives provide the basis for international recognition of diplomas awarded by German Fachhoch- schulen. A directive on architects was issued in 1985, while in 1989 a Directive con a general system for the recognition of higher-education diplomas d was adopt- ed. This directive applies to all occupa- tions that are not regulated by individual directives, and it does not require any prior harmonisation of study courses in the EU Member States. Recognition, with regard to access to occupations or voca- tional training within the EU, of cdiplo- mas, certificates or other evidence of for- mal qualifications d earned by students in at least three years of higher education studies, is governed by the provisions of this general directive. The crecognition directive d is based on the concept that Member States have confi- dence in each others 9 training pro- grammes. It applies the principle that a person working in a given occupation, and who has obtained the necessary training for his or her occupation in his or her coun- try of origin, will be able to practice his or her occupation satisfactorily in other EU Member States. It applies only to eregulat- ed professions c, i.e. to professions that can be entered into and practised in a Member State only by persons who hold relevant diplomas. The directive does not apply to areas in which no such regulations exist. 1. Developments in Europe / Bologna Process In the framework of the so-called cBol- ogna Process d, education ministers of 33 European countries reached agreement on a common architecture for Europe 9s higher education systems and on the cre- ation of a European higher education area by 2010. The Bologna Process is an important, central component of the Federal Government 9s strategy of Europ- eanisation and internationalisation in the higher education sector. In this process, Germany, and most of the parties to the process, are promoting introduction of two-level bachelor 9s and master 9s degree programmes, are enhancing accreditation procedures and are establishing joint- study courses (programmes that provide for co-ordinated, identical curricula at different European higher education insti- tutions, at different European locations, via contractual agreements between the relevant higher education institutions), thereby promoting mobility and exchan- ges between higher education institutions in Germany and other European countries. Other European countries and regions 3 especially the Netherlands, Flanders, Aus- tria and Switzerland 3 also have Fachhoch- schulen or similar institutions. And higher education reforms have led to the estab- lishment of Fachhochschule-like institu- tions in a range of central and eastern European countries, including Hungary and Poland. IV. International aspects 20 Education at Fachhochschulen 3 highly international clarification, csubstantial differences d exist only if the applicant 9s training has omitted subjects that are absolutely necessary for satisfactory practice of the occupation in the host Member State. If this is the case, the applicant is free to choose between the training course or the examination. Only for legal professions may the host country take this choice completely out of the applicant 9s hands (i.e. make the decision for him or her). Where Member States wish to claim this right of state determination for other occupations, they may do so only in the framework of a Community procedure, i.e. with the consent of the European Commission. x These adaptation mechanisms are the same for all Member States and for all types of higher education. The dir- ective does not contain special provi- sions for qualifications awarded by cer- tain types of higher education institut- ions 3 for example, for diplomas of Ger- man Fachhochschulen. In any case, the host Member State must compare the Currently, the possibility of combining the various relevant individual directives, into an overarching directive, is being de- liberated. In keeping with the comprehensive nature of the recognition directive, the directive provides for certain cadapta- tion d instruments that Member States may use 3 but are not required to use 3 to compensate for any major differ- ences between different Member States 9 training programmes. Specifically, the following possible additional requirements may be im- posed: x When the documented duration of the applicant 9s training is at least one year shorter than the training duration required by the host Member State, the host Member State may require pro- fessional experience, in addition to a diploma. Such an additional-experience requirement may not exceed twice the duration of the clacking d training period, and it may not exceed a total of four years. The experience concerned consists of normal professional ex- perience under the same conditions under which persons just starting out in the relevant profession would normally work. x When the applicant 9s training con- tains elements that differ significantly in content from the elements required by the host Member State, or when the country of origin 9s definition of the relevant occupational profile differs significantly from the host Member State 9s definition, the host Member State may require the applicant to undergo an adaptation course, lasting no longer than three years, or an apti- tude test. Pursuant to an additional 21 As a result of decisions of the Confer- ence of the Länder Ministers of Edu- cation and Cultural Affairs (KMK) and of the University Rectors 9 Conference (HRK), Fachhochschulen are now referred to internationally as cuniversi- ties of applied sciences d. This term makes it easier for English-speaking partner countries to understand what sort of institutions Fachhochschulen are. Within the framework of the 3 rd special funding programme for higher edu- cation and research III (HSP III), inte- gration of Fachhochschulen within the DAAD 9s activities has been successfully intensified, in support programmes as well as institutionally. In April 1998, the DAAD presented the result of a study on the cPosition of Fachhochschulen within the DAAD 9s Support Pro- grammes d. According to this study, while students at Fachhochschulen are underrepresented in the DAAD 9s support measures, applicants from Fachhochschulen have the same sta- tistical chances of receiving DAAD grants as university applicants. Some programmes within the DAAD 9s range of grants are of special importance for German students at Fachhochschulen. Among these are the programme cShort-term stays for final theses d, travel-cost subsidies and grants for summer courses and special courses. As of the 2000/ 2001 academic year, the DAAD also offers support, via a year- grant programme for Fachhochschule students, for combined projects in- volving both studies and practical work experience. Semesters spent at foreign higher education institutions also may be included. 21 applicant 9s training with the training it requires for the relevant profession, in order to determine whether it can rec- ognise the applicant 9s training without imposing additional conditions or whether it must first apply one of the available adaptation mechanisms. 3. International relations of Fachhochschulen Germany 9s Fachhochschulen engage in a wide range of bilateral and multi- national co-operation and exchanges with foreign higher education institu- tions. Experience has shown that Fach- hochschulen 3 with their practically ori- ented study courses and their emphasis on application-oriented research and development 3 are especially attractive co-operation partners for students and higher education institutions abroad, including both Western and Eastern countries. Currently, some 3,450 co- operation arrangements are in place between Fachhochschulen and foreign higher education partner institutions, in a total of 92 countries. 2 In recent years, the framework for inter- national relationships of Fachhochschu- len has improved considerably. Fach- hochschulen have adapted rapidly to students 9 needs 3 and to the demands of the job market. As a result of their intensive and successful international relations, in 1987 Fachhochschulen were accepted as members in the Ger- man Academic Exchange Service (DAAD). 2 Source: Hochschulkompass (higher education compass) of the University Rector 9s Conference (HRK). 22 International dialog 3 part of everyday life at Fachhochschulen European Union support programmes are available in the areas of mobility support (for example, SOCRATES) and, to an increasing extent, in support of cross-boundary co-operation in applied research, technology and knowledge transfer and further training and con- tinuing education (LEONARDO). Fachhochschulen also participate in the Fulbright Commission 9s grant pro- gramme. The programme cPractical Semester Abroad d of Internationale Weiterbildungs- und Entwicklung gGmbH (InWent) is aimed especially at Fachhochschule students in study cour- ses in technical and economic sciences. 4. International study courses About one-third of all German Fach- hochschulen have international pro- grammes in which students carry out parts of their studies at higher edu- cation institutions (or companies) in other countries. Increasingly, such pro- grammes also provide students with the option of earning qualifications from both of the involved higher edu- cation institutions. In addition, Fach- hochschulen themselves have a range of internationally oriented study courses. Establishment of international study courses is being promoted via the demonstration programme cInter- nationally oriented study courses d, which was initiated by the BMBF. With the help of this programme, a total of 62 internationally oriented model study courses are being tested, or have already been established, at German higher education institutions (22 at Fachhochschulen, 42 at univer- 23 23 sities, and two co-operation pro- grammes). The programmes involved consist of bachelor 9s-degree and master 9s-degree study courses, primar- ily in the economic sciences, natural and engineering sciences and cultural and social sciences. They feature par- ticularly efficient qualification tracks, use of multiple languages, opportun- ities to obtain practical experience abroad and special counselling, es- pecially for foreign students. An es- pecially important aspect of the pro- grammes is that they are conducted in English, at least in their initial semes- ters. Pursuant to the terms for appli- cation, each such study course may re- ceive support of up to 510,000 ¬. In most cases, higher education insti- tutions may attract half of their pro- gramme participants from Germany and half from abroad. The last call for applications for this programme, which has met with a high- ly positive response among both higher education institutions and students (both German and foreign), was issued in 2001. Through 2006, the BMBF is providing programme financing of some 41 million ¬. The DAAD, in co- operation with the University Rectors 9 Conference (HRK), has been entrusted with execution of the programme. (See the Annex for relevant addresses). 24 x The Federal Government must take a role in curricular development, es- pecially with regard to necessary internationalisation. Graduated bachelor 9s-degree and master 9s-degree programmes must become well-known and accepted in the industrial sector. In master 9s-degree programmes in par- ticular, mobility between Fachhoch- schulen and universities must be further improved. The accreditation system plays an important role in this connection, in terms of the job market 9s acceptance of Fachhochschule gradu- ates and of transitions between differ- ent types of higher education insti- tutions. Efforts in this area must also include facilitating Fachhochschule graduates 9 access to doctoral pro- grammes. x General measures to improve instruc- tion at Fachhochschulen have been dis- cussed for years. The measures in question include intensified use of new media, use of long-distance and online (via Internet) instruction to comple- ment conventional instruction and de- sign of new programmes of cvirtual studies d. A number of relevant projects are already being supported. One of these, which began in 1998, is the pro- ject cVirtual Fachhochschule d, which involves an association of several (north) German Fachhochschulen, under the leadership of the Fachhoch- schule Lübeck. V. Outlook Germany has developed a unique higher education sector 3 in terms of structure, breadth and subject-area differentiation 3 that has proven to be a great national asset in the European Economic Area. Fachhochschulen play an important role, as indispensable, unique elements, within this sector. Nonetheless, a number of relevant problems remain to be solved: x The role of Fachhochschulen as insti- tutions within the tertiary educational sector must be expanded. This process is also of key importance for the re- gions in which Fachhochschulen are located. Curricula and programmes at Fachhochschulen must continue to be tailored in keeping with students 9 strong demand for practically oriented education and regional industry 9s re- quirements for co-operation partners. x For this reason, major Fachhochschu- len must be able to offer certain pro- grammes of studies that have tradition- ally been the exclusive province of uni- versities. x Fachhochschulen face the ongoing task of enhancing their programmes and adapting to changing require- ments. They must continue to develop competitive, application-oriented and occupation-oriented curricula, in co- operation with industry. And such efforts must go hand-in-hand with re- forms in organisation of teaching and studies at Fachhochschulen. 25 occur, the principle of cequivalent, even if different d, which applies throughout the higher education sector, must be upheld. Germany 9s higher education structures require comprehensive reform. Without such reform, expansion of higher edu- cation institutions 9 staffs and funding levels cannot be effective or respon- sible. x An important policy step has been taken with the BMBF 9s programme, which has been underway since 1992, on application-oriented research and development at Fachhochschulen (aFuE). The structural aim of this pro- gramme is to improve the ability of Fachhochschulen to obtain funding from external sources. Increasingly, Fachhochschulen carry out important, implementation-oriented R&D. None- theless, they still have difficulties in attracting adequate amounts of project funding. Options for support of appli- cation-oriented research and develop- ment at Fachhochschulen need to be further improved. And new, specialised programmes must be established that take account of the practical orien- tation of Fachhochschulen and their need for rapid implementation of their application-oriented projects. x In general, Fachhochschule gradu- ates have excellent chances within the employment system. On the other hand, they still face a number of re- strictions in the civil-service sector 3 especially with regard to access to higher levels of civil service. Further- more, the international job market often classifies diplomas from German Fachhochschulen in ways that do not reflect their real value. The term cuni- versity of applied sciences d has become internationally established for Fach- hochschulen. This development, in combination with establishment of bachelor 9s-degree and master 9s-degree programmes at Fachhochschulen, has provided an important basis for further improvement of the acceptance and standing of Fachhochschulen. Where unjustified access restrictions still Learning on location 26 Annex Statistical data Page Fachhochschulen by Länder, 1990 to 2000 Students and first-year students at Fachhochschulen (not including administrative Fachhochschulen), 1990 to 2000 German and foreign students, by Länder, sex and type of higher education institution, 1990 to 2000 Students and first-year students at Fachhochschulen, by subject groups and sex, 1992 to 2000 German students in their 1 st semester of higher education, by route to higher education entrance qualification (HZB) and in Germany, 1994 to 2000 German first-year students at Fachhochschulen with completed vocational training, by type of higher education entrance qualification and in percent, 1990 to 2000 Numbers of diploma examinations (FH) taken and passed by students at Fachhochschulen in Germany, 1993 to 2000 Duration of studies of German graduates (first higher education graduation) with diploma examinations (FH), by subject groups and selected areas of study, in the 2000 examination year Forecast numbers of persons with higher education entrance qualification destined for Fachhochschulen, and forecast numbers of first-year students, other students and passed diploma examinations (FH) at Fachhochschulen, in Germany, 2000 to 2015 (in thousands) Staff at Fachhochschulen, by general name of position and salary/ remuneration group, in 2000 in Germany Ongoing per-student expenditures (basic funding) for teaching and research at higher education institutions, by subject groups and type of higher education institution, in Germany, 1997 to 1999 (in euros) 48 46 45 43 42 41 40 37 29 28 27 27 Fachhochschulen by Länder, 1990 to 2000 L and Fachhochschulen 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 Baden- Württemberg 31 31 31 31 32 31 32 32 32 31 32 Bavaria 12 12 12 12 15 16 17 17 18 18 20 Berlin 5 6 7 7 7 7 7 6 6 7 7 Brandenburg 3 3 5 5 5 5 5 5 5 5 5 Bremen 2 2 2 2 2 2 2 2 2 2 2 Hamburg 2 2 2 2 2 2 2 2 3 3 3 Hesse 8 9 9 9 9 10 10 11 12 12 12 Mecklenburg- West Pomerania 3 2 3 3 3 3 3 3 3 3 3 Lower Saxony 11 11 11 11 11 11 11 13 13 13 11 North Rhine- Westphalia 16 16 17 18 20 20 20 20 20 20 22 Rhineland- Palatinate 3 3 3 3 3 3 9 9 9 9 9 Saarland 3 3 3 3 3 3 3 2 2 2 2 Saxony 3 2 8 9 9 10 10 10 11 11 11 Saxony-Anhalt 3 3 4 4 4 4 4 4 4 4 4 Schleswig- Holstein 5 5 5 5 8 8 8 8 8 8 8 Thuringia 3 3 3 3 3 3 3 3 4 4 4 Germany 98 113 125 127 136 138 146 147 152 152 154 28 Year Germans and foreigners Foreigners Male Female Female Total Number Number Percent Number Percent Students 1990 241298 90198 27.2 331496 5.4 1991 254717 97570 27.7 352287 5.6 1992 266707 105717 28.4 372424 6.1 1993 274887 112130 29.0 387017 6.0 1994 278074 117370 29.7 395444 6.3 1995 276221 122619 30.7 398840 6.8 1996 269884 127308 32.1 397192 7.1 1997 266519 132763 33.3 399282 7.5 1998 263099 140076 34.7 403175 7.9 1999 263684 147752 35.9 411436 8.4 2000 268856 156729 36.8 425585 8.7 First-year students 1990 48426 19049 28,2 67475 5,3 1991 51005 21255 29,4 72260 6,0 1992 50119 23647 32,1 73766 6,5 1993 49352 24281 33,0 73633 6,6 1994 47208 24207 33,9 71415 7,3 1995 43563 24752 36,2 68315 7,9 1996 43952 26033 37,2 69985 8,4 1997 43484 27982 39,2 71466 8,8 1998 45814 30077 39,6 75891 9,6 1999 49384 32633 39,8 82017 10,9 2000 53854 35142 39,5 88996 11,5 Students and first-year students at Fachhochschulen (not including administrative Fachhochschulen) 1990 to 2000 29 German and foreign students, by Länder, sex and type of higher education institution, 1990 to 2000 Land Winter Germans and foreigners Foreigners semester Male Female Total Number Number Number Percent General Fachhochschulen (not including administrative Fachhochschulen) Baden- 1990 32680 11133 43813 5.1 Württemberg 1991 33565 11454 45019 5.3 1992 35238 12325 47563 5.5 1993 37057 13237 50294 5.8 1994 35182 12238 47420 5.6 1995 38151 13351 51502 6.5 1996 37563 13588 51151 7.3 1997 36554 14016 50570 8.2 1998 35279 14522 49801 8.9 1999 35302 15763 51065 10.0 2000 36345 17094 53439 10.9 Bavaria 1990 41771 15802 57573 3.3 1991 42049 15879 57928 3.6 1992 41372 16154 57526 4.3 1993 40845 16439 57284 4.6 1994 39461 16724 56185 5.0 1995 37583 17147 54730 5.4 1996 36117 17661 53778 5.9 1997 34698 17874 52572 6.3 1998 33829 18755 52584 6.6 1999 33599 19298 52897 6.9 2000 34540 20299 54839 7.2 30 German and foreign students, by Länder, sex and type of higher education institution, 1990 to 2000 Land Winter Germans and foreigners Foreigners semester Male Female Total Number Number Number Percent Berlin 1991 11671 5053 16724 8.5 1992 10897 5299 16196 8.2 1993 12186 5835 18021 8.0 1994 12244 6322 18566 8.5 1995 11922 6665 18587 9.0 1996 11985 6723 18708 9.3 1997 12580 7270 19850 9.8 1998 12289 7596 19885 10.1 1999 13307 8165 21472 9.8 2000 11348 7709 19057 8.1 Brandenburg 1991 161 252 413 0.7 1992 665 510 1175 0.9 1993 1503 1052 2555 0.7 1994 2001 1472 3473 0.9 1995 2455 1973 4428 1.0 1996 3055 2529 5584 1.2 1997 3890 3034 6924 1.6 1998 4596 3481 8077 1.7 1999 5166 3930 9096 2.0 2000 5818 4351 10169 2.4 31 German and foreign students, by Länder, sex and type of higher education institution, 1990 to 2000 Land Winter Germans and foreigners Foreigners semester Male Female Total Number Number Number Percent Bremen 1990 5158 1768 6926 6.8 1991 5676 1974 7650 6.8 1992 5802 2172 7974 7.5 1993 5968 2350 8318 7.5 1994 5915 2368 8283 8.3 1995 5598 2446 8044 8.4 1996 5279 2406 7685 7.8 1997 5187 2460 7647 8.8 1998 5073 2484 7557 9.0 1999 4835 2470 7305 9.0 2000 5015 2868 7883 10.6 Hamburg 1990 10569 3581 14150 8.2 1991 11009 3745 14754 8.9 1992 10867 4070 14937 14.5 1993 11118 4305 15423 8.2 1994 11118 4305 15423 8,2 1995 10960 4454 15414 11.0 1996 9974 4381 14355 10.4 1997 9586 4488 14074 11.8 1998 9950 4840 14790 12.2 1999 10036 5104 15140 12.7 2000 9982 5304 15286 12.8 32 German and foreign students, by Länder, sex and type of higher education institution, 1990 to 2000 Land Winter Germans and foreigners Foreigners semester Male Female Total Number Number Number Percent Hesse 1990 30028 9086 39114 7.1 1991 31700 9810 41510 7.3 1992 32659 10323 42982 8.5 1993 31843 10585 42428 8.4 1994 30809 10505 41314 9.1 1995 29538 10607 40145 10.0 1996 27487 10698 38185 11.1 1997 26243 10710 36953 12.3 1998 25401 11187 36588 12.9 1999 25519 11894 37413 13.5 2000 26127 12913 39040 14.5 Mecklenburg- 1991 265 188 453 0.0 West Pomerania 1992 858 464 1322 2.0 1993 1567 870 2437 2.5 1994 2133 1371 3504 2.1 1995 2591 1653 4244 1.7 1996 3232 2125 5357 1.7 1997 3540 2609 6149 1.7 1998 3864 2982 6846 1.7 1999 4244 3318 7562 2.3 2000 4578 3638 8216 2.3 33 German and foreign students, by Länder, sex and type of higher education institution, 1990 to 2000 Land Winter Germans and foreigners Foreigners semester Male Female Total Number Number Number Percent Lower Saxony 1990 18737 7335 26072 3.4 1991 19420 7624 27044 3.5 1992 19983 8153 28136 3.6 1993 21075 8764 29839 3.5 1994 21889 9318 31207 3.8 1995 22472 10066 32538 4.1 1996 22414 10604 33018 4.3 1997 22756 11332 34088 4.5 1998 22711 12065 34776 5.1 1999 22158 12587 34745 5.5 2000 22575 13435 36010 5.8 North Rhine- 1990 67120 28562 95682 6.3 Westphalia 1991 68215 30242 98457 6.4 1992 68324 30617 98941 7.0 1993 69013 30270 99283 7.5 1994 66394 30219 96613 8.1 1995 65744 30276 96020 8.7 1996 63708 30307 94015 9.3 1997 61828 30794 92622 9.8 1998 60344 31924 92268 10.3 1999 58707 32894 91601 10.7 2000 59599 34387 93986 11.1 34 German and foreign students, by Länder, sex and type of higher education institution, 1990 to 2000 Land Winter Germans and foreigners Foreigners semester Male Female Total Number Number Number Percent Rhineland- 1990 13549 5894 19443 3.9 Palatinate 1991 13846 6241 20087 4.1 1992 14267 6566 20833 4.8 1993 14683 6881 21564 5.4 1994 14834 7130 21964 5.9 1995 14458 7346 21804 6.0 1996 14615 7663 22278 6.7 1997 14362 7927 22289 7.2 1998 13893 8157 22050 7.5 1999 13732 8610 22342 8.3 2000 14155 9173 23328 8.5 Saarland 1990 2830 759 3589 9.8 1991 2985 808 3793 10.4 1992 2984 833 3817 11.4 1993 2998 784 3782 12.1 1994 2861 807 3668 12.2 1995 2530 708 3238 12.2 1996 2277 705 2982 12.9 1997 2135 740 2875 12.5 1998 2051 787 2838 12.1 1999 1968 785 2753 11.7 2000 1979 840 2819 13.3 35 German and foreign students, by Länder, sex and type of higher education institution, 1990 to 2000 Land Winter Germans and foreigners Foreigners semester Male Female Total Number Number Number Percent Saxony 1991 207 56 263 4.6 1992 6061 2632 8693 1.7 1993 8217 4203 12420 1.6 1994 10182 4881 15063 1.7 1995 11004 5722 16726 1.9 1996 10934 6477 17411 2.3 1997 11515 7130 18645 2.6 1998 12203 7738 19941 2.9 1999 12876 8137 21013 3.0 2000 13482 8415 21897 3.3 Saxony-Anhalt 1991 475 215 690 0.3 1992 1495 957 2452 1.7 1993 2546 1844 4390 1.8 1994 3204 2606 5810 2.4 1995 3953 3627 7580 2.4 1996 4720 4736 9456 2.1 1997 5314 5315 10629 2.1 1998 5945 6143 12088 2.1 1999 6495 6810 13305 2.4 2000 7011 7472 14483 2.7 36 German and foreign students, by Länder, sex and type of higher education institution, 1990 to 2000 Land Winter Germans and foreigners Foreigners semester Male Female Total Number Number Number Percent Schleswig- 1990 12179 3221 15400 3.7 Holstein 1991 13633 3706 17339 3.5 1992 13752 3818 17570 3.6 1993 14064 3922 17986 3.6 1994 14308 3988 18296 3.5 1995 12813 3790 16603 4.0 1996 12391 3891 16282 4.1 1997 11939 3967 15906 4.5 1998 10986 3973 14959 4.8 1999 10829 4160 14989 5.1 2000 10897 4520 15417 5.1 Thuringia 1991 740 336 1076 0.3 1992 1609 941 2550 0.3 1993 2459 1807 4266 0.7 1994 3429 2174 5603 1.2 1995 3824 2515 6339 1.1 1996 4133 2814 6947 1.2 1997 4392 3097 7489 1.1 1998 4685 3442 8127 1.0 1999 4911 3827 8738 1.1 2000 5405 4311 9716 1.2 37 Students and first-year students at Fachhochschulen, by subject groups and sex, 1992 to 2000 Students Of these, first-year students Total Female Total Female Number Percent Number Percent F a c h h o c h s c h u l e n ( n o t i n c l u d i n g a d m i n i s t r a t i v e F a c h h o c h s c h u l e n ) ; l i n g u i s t i c a n d c u l t u r a l s c i e n c e s 1992 5504 77.7 1130 80.8 1993 5939 77.4 1426 76.8 1994 5617 75.0 1200 75.5 1995 6117 72.3 1273 75.3 1996 6980 71.1 1534 77.2 1997 7142 71.9 1558 74.8 1998 7601 71.2 1436 73.7 1999 8473 71.0 1914 70.5 2000 9282 70.6 2124 69.9 Legal, economic and social sciences 1992 111894 48.3 23578 53.8 1993 122519 48.1 26330 52.7 1994 130274 48.1 27360 51.8 1995 141088 47.8 28324 52.8 1996 147139 48.2 29558 52.5 1997 155292 48.4 31098 53.9 1998 162833 49.6 32829 55.1 1999 170310 50.3 36346 54.8 2000 179762 51.0 38241 55.5 Mathematics, natural sciences 1992 27691 21.2 5189 22.4 1993 31345 20.2 6270 21.0 1994 29250 18.8 5333 19.2 1995 28685 17.8 4660 19.7 1996 29882 17.8 5226 20.5 1997 31900 17.9 6162 21.2 1998 33022 18.2 6992 21.4 1999 36592 18.6 9118 23.5 2000 44284 19.5 11904 22.8 Winter semester or academic year 38 Students and first-year students at Fachhochschulen, by subject groups and sex, 1992 to 2000 Students Of these, first-year students Total Female Total Female Number Percent Number Percent Agriculture, forestry and nutrition sciences 1992 12289 47.1 3001 43.2 1993 11849 48.8 3020 47.5 1994 12575 48.0 2739 47.2 1995 13934 47.3 2829 47.7 1996 14277 50.0 3211 53.6 1997 14488 49.9 3310 53.1 1998 14597 50.2 2915 51.8 1999 14445 52.1 2866 53.2 2000 14355 52.6 2777 54.2 Engineering sciences 1992 202510 13.9 39253 15.5 1993 203958 14.4 39433 16.1 1994 200140 14.8 34352 16.5 1995 194165 15.6 29635 17.4 1996 185255 16.5 28240 17.9 1997 176369 17.4 27060 19.7 1998 170447 18.4 27721 20.7 1999 163490 19.4 29292 21.1 2000 162388 20.1 31616 21.2 Art, art history 1992 13224 60.0 1990 61.1 1993 13458 58.6 2091 59.3 1994 13665 60.3 1996 61.3 1995 13900 60.1 1883 62.0 1996 13974 59.9 1864 63.1 1997 14584 61.3 1983 65.0 1998 15111 61.6 2047 64.8 1999 15135 61.7 2166 66.1 2000 15481 61.7 2321 64.9 Winter semester or academic year 39 Students and first-year students at Fachhochschulen, by subject groups and sex, 1992 to 2000 Students Of these, first-year students Total Female Total Female Number Percent Number Percent All subject groups 1992 419656 30.4 92254 34.5 1993 440961 31.0 97324 35.1 1994 443790 31.6 88324 35.1 1995 448993 32.4 83283 37.1 1996 442018 33.2 82575 38.2 1997 438386 34.2 81976 39.5 1998 437319 35.4 84138 40.2 1999 408459 36.0 81702 39.8 2000 425585 36.8 88996 39.5 Winter semester or academic year 40 Route taken to earn higher education entrance qualification 1994 1995 1996 1997 1998 1999 2000 In Germany Grammar school 34.5 38.7 42.8 45.9 48.1 49.2 48.9 Comprehensive school 0.7 0.9 1.0 1.2 1.3 1.4 1.6 Specialised grammar school 6.4 6.5 6.6 6.4 6.8 6.8 7.0 Senior technical school 30.0 31.9 29.7 28.2 26.5 26.2 25.8 Evening classes. special preparatory courses 5.2 4.8 4.4 4.0 4.1 3.8 4.0 Vocational schools (including full-time schools). vocational academies 9.4 6.7 6.4 5.3 4.9 5.2 5.6 Examination for gifted persons 0.5 0.4 0.9 0.8 1.3 1.0 1.0 Other HZB 7.7 8.7 7.1 6.6 4.9 4.3 4.3 Total 94.4 98.6 98.8 98.5 97.9 97.8 98.3 Outside of Germany 0.6 0.6 0.6 0.7 0.6 0.6 0.5 No classification 5.0 0.8 0.6 0.7 1.5 1.6 1.2 Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 German students in their 1 st semester of higher education, by route to higher education entrance qualification (HZB) earned in Germany, 1994 to 2000 German first-year students 1) Winter semester 41 German first-year students at Fachhochschulen with completed vocational training, by type of higher education entrance qualification and in percent, 1990 to 2000 1) Winter semester 2) Not including administrative Fachhochschulen Souce: Hochschul-Informations-System GmbH, Hannover Year 1) German first-year students with completed vocational training, as a percentage of all first-year students Fachhochschulen 2) Total Male Female General higher education entrance qualification 1990 45 43 48 1992 53 57 48 1993 56 60 49 1994 48 52 42 1995 45 47 43 1996 46 49 42 1998 36 37 34 2000 37 39 35 Entrance qualification for studies at Fachhochschulen 1990 81 83 73 1992 79 80 74 1993 82 83 79 1994 78 80 72 1995 78 78 76 1996 78 80 73 1998 70 73 64 2000 69 72 63 All higher education entrance qualifications 1990 66 68 60 1992 68 72 60 1993 70 73 63 1994 63 68 55 1995 62 65 56 1996 62 65 55 1998 52 55 46 2000 51 55 46 42 Numbers of diploma examinations (FH) taken and passed by stu- dents at Fachhochschulen in Germany, 1993 to 2000 Subject group Passed diploma examinations (FH) Sex 1993 1994 1995 1996 1997 1998 1999 2000 Linguistic and Male 237 268 240 236 235 260 298 339 cultural sciences Female 1042 1119 748 876 726 698 795 859 Total 1279 1387 988 1112 961 958 1093 1198 Legal, Male 14070 16686 18121 18385 19433 18518 18136 16865 economic Female 13152 16206 17775 18032 18213 17736 17150 16904 and social Total 27222 32892 35896 36417 37646 36254 35286 33769 sciences Mathematics, Male 2592 2931 2956 2822 3185 2803 2888 2544 natural Female 770 716 865 724 676 616 623 486 sciences Total 3362 3647 3821 3546 3861 3419 3511 3030 Agriculture, Male 1259 1668 1455 1419 1403 1309 1296 1204 forestry and Female 1017 1201 1082 998 1044 1061 1176 1194 nutrition sciences Total 2276 2869 2537 2417 2447 2370 2472 2398 Engineering Male 23465 24691 25823 25508 24312 22006 21183 19226 sciences Female 3571 3947 4281 4516 4487 4404 4482 4553 Total 27036 28638 30104 30024 28799 26410 25665 23779 Art, Male 810 763 673 687 734 661 747 761 art history Female 1070 1171 1063 1123 1189 1229 1348 1325 Total 1880 1934 1736 1810 1923 1890 2095 2086 Total Male 42433 47007 49268 49057 49302 45560 44548 40939 Female 20622 24360 25814 26269 26339 25747 25578 25321 Total 63055 71367 75082 75326 75641 71307 70126 66260 43 Duration of studies of German graduates (first higher education graduation) with diploma examinations (FH), by subject groups and selected areas of study, in the 2000 examination year Subject group Duration of studies, in years (average), Area of study upon passing of... examination From initial enrolment In higher In subject- to completion of education related the examination semesters semesters procedure Linguistic and cultural sciences 5.1 4.7 4.1 Protestant theology, 5.4 4.3 3.5 religious studies Catholic theology, 4.0 3.9 3.7 religious studies English language and literature 4.4 3.3 4.3 Education 4.6 4.6 4.0 Legal, economic and Social sciences 4.6 4.3 4.0 Social sciences 4.9 4.4 4.5 Social work 5.1 4.7 4.3 Economics 3.1 2.9 2.9 Administrative science 5.2 5.0 4.6 Business administration and 5.4 5.1 4.6 engineering Mathematics, natural sciences 5.7 5.5 4.9 Mathematics 5.5 5.5 5.1 Computer science 5.8 5.7 4.9 Physics, astronomy 6.7 6.5 6.2 Chemistry 4.7 4.6 4.4 Biology 5.3 5.1 4.9 Geography 4.3 4.4 4.4 Subject group Duration of studies, in years (average), Area of study upon passing of ... examination From initial enrolment In higher In subject- to completion of the education related examination semesters semesters procedure Engineering sciences 5.6 5.5 5.1 Mechanical engineering/ process technology 5.6 5.5 5.1 Electrical engineering 5.5 5.5 5.1 Architecture, interior design 6.2 6.0 5.6 Civil engineering 5.4 5.3 4.9 Agriculture, forestry and nutrition sciences 5.2 5.1 4.8 Art, art history 6.2 6.0 5.2 Total 5.1 4.9 4.5 1999 figure for comparison 4.9 4.7 4.4 44 Duration of studies of German graduates (first higher education graduation) with diploma examinations (FH), by subject groups and selected areas of study, in the 2000 examination year Forecast numbers of persons with higher education entrance quali- fications destined for Fachhochschulen, and forecast numbers of first- year students, other students and passed diploma examinations (FH) at Fachhochschulen, in Germany, 2000 to 2015 (in thousands) 45 Year Persons with en- First-year students 1 ) Students 2 ) Passed diploma trance qualification at Fachhochschulen at Fachhoch- examinations 3 ) for studies at Fach- schulen (FH) hochschulen Forecast data (KMK documentation no. 154, dForecast with regard to first-year students, students and higher education graduates, through 2015 c) 3 Status-quo ca

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