ERIC ED353932: Higher Education and Employment: The Changing Relationship. Recent Developments in Continuing Professional Education. Country Study: Germany.

50 Pages·1991·0.7 MB·English

by  ERIC

DOCUMENT RESUME
ED 353 932
HE 026 193
AUTHOR
Lullies, Stefan; Berning, Ewald
TITLE
Higher Education and Employment: The Changing
Relationship. Recent Developments in Continuing
Professional Education. Country Study: Germany.
INSTITUTION
Organisation for Economic Cooperation and
Development, Paris (France).
REPORT NO
OCDE/GD(91)125
PUB DATE
91
NOTE
50p.; For related documents, see HE 026 190-201.
PUB TYPE
Reports
Descriptive (141)
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
Access to Education; *Continuing Education;
Educational Change; Educational Demand; *Educational
Trends; *Education Work Relationship; Employment
Qualifications; Enrollment; Foreign Countries;
Government Role; Higher Education; *Professional
Continuing Education; Program Administration;
*Universities
IDENTIFIERS
*Germany
ABSTRACT
This report, one of a series of country studies on
higher education and employment particularly in continuing
professional education, looks at recent developments in Germany. The
first of six chapters offers a series of definitions of central
concepts and focuses the paper's discussion on continuing education
offered by higher education institutions and on their own
responsibility. Chapter II looks at the development and importance of
continuing education describing the traditional role of continuing
education, the current state of these services as demand and
employment has changed, and comparison with other industrialized
nations. Chapter III describes in detail the continuing education
offered by higher education institutions from types of programs,
teaching techniques, and integration into the structure of
universities to career-orientation and further education provided by
connected institutions. Chapter IV briefly describes non-university
programs. Chapter V discusses the challenges and problems facing
continuing professional education including admission and
qualification of participants, certification and record keeping,
finance, teaching staff and teaching methods, and competition and
collaboration with other providers. Chapter VI concludes by
evaluating the current status of university services and suggesting
future directions. Includes 58 references and a 25-item bibliography.
(a)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
GENERAL DISTRIBUTION
OCDEIGD(91)125
HIGHER EDUCATION AND EMPLOYMENT:
THE CHANGING RELATIONSHIP
RECENT DEVELOPMENTS IN CONTINUING
PROFESSIONAL EDUCATION
COUNTRY REPORT
GERMANY
-
"PERMISSION TO REPRODUCE THIS
BY
U.S. DEPARTMENT OF EDUCATION
MATERIAL HAS BEEN GRANTED
Once of Educationat Research
and improvement
EDUCATIONAL RESOURCES INFORMATION
CZt.
OECD
CENTER (ERIC)
N.,
E11-:tiS
document has been reproduced as
received from the person or organization
originating IL
C Minor changes have been made to improve
reproduction quality
TO THE EDUCATIONAL RESOURCES
Points of new or opinions stated in this docu-
INFORMATION CENTER (ERIC)."
ment do not necessarily represent official
OE RI position or policy
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT
Paris 1991
BEST COPT NUE
2
GENERAL DISTRIBUTION
OCDE/GD(91)125
HIGHER EDUCATION AND EMPLOYMENT:
THE CHANGING RELATIONSHIP
Recent Developments in Continuing Professional Education
GERMANY
COUNTRY STUDY:
ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT
Paris 1991
36110
FOR TECHNICAL REASONS, THIS DOCUMENT IS NOT AVAILABLE ON OLIS
English text only
THE CHANGING RELATIONSHIP
HIGHER EDUCATION AND EMPLOYMENT:
Professional Education
Recent Developments in Continuing
Project iii):
GERMANY
COUNTRY STUDY:
in the
studies prepared
of country
a series
one of
report
is
This
and
on Higher Education
Education Committee activity
OECD
of the
framework
the three main
deals with one of
It
The Chan3ing Relationship.
Employment:
Professional
Recent Developments in Continuing
topics covered by this activity,
this topic, it provides the
Together with other country studies on
Education.
that
of a Secretariat general report
background information for the preparation
1992.
will be published by the OECD in
available for
are also being made
studies and general reports
Country
Flows of Graduates
The
under this activity:
other two projects included
the
Working Life; Higher Education and
Higher Education and their Entry into
from
Sciences.
The Case of the Humanities and Social
Employment:
by
written
been
has
Germany
on
study
country
present
The
The views expressed are those of the
Berning.
Dr. Stefan Lullies and Dr. Ewald
the
commit the national authorities concerned or
authors and do not necessarily
Organisation.
Copyright OECD, 1991.
ii
COUNTRY REPORT OF THE FEDERAL REPUBLIC OF GERMANY
ON FURTHER EDUCATION
TABLE OF CONTENTS
CHAPTER I:
DEFINITIONS
1
CHAPTER II:
Development and present importance of
further education
5
Traditional role
1
5
Current state of the art
2
9
Further education
3
in the international perspective
10
CHAPTER III: Further education provided
by higher education institutions
11
Structure and organization of programmes
1
11
Types of programmes and teaching techniques
1.1
11
1.2
Integraticn into the structure of
higher education institutions
12
Quantitative and qualitative aspects
2
14
Quantitative aspects
2.1
14
Career-orientation and target groups of
2.2
further education programmes
15
Timing of further education programmes
2.3
16
2.4
Further education provided by connected
institutions and participation
in programmes of other providers
17
CHAPTER IV:
Non-university programmes in further
education
19
General aspects
1
19
Various aspects for selected professions
2
19
CHAPTER V:
Problems
23
Admission and status of participants
1
23
Admission
1.1
23
Status
1.2
24
Record of participation and certificates
2
25
Costs and funding
3
27
Teaching staff
4
30
Didactics
5
32
Influence on initial study courses
6
33
Competition/collaboration with other
7
providers of further education
35
Perplexity of programmes, lack of
8
information, insufficient collaboration
37
CHAPTER VI:
Evaluation and outlook
39
REFERENCES
41
BIBLIOGRAPHY
44
iii
5
1
CHAPTER I
Definitionsl
Further education in the Federal Republic
of Germany is
offered on the one hand by higher education
institutions (mainly
universities, technical universities,
Fachhochschulen), on the
other hand by chambers of
commerce, professional and commer-
cial associations, the industrial
and the services sector, Fe-
deral, Lander (Federal States) and
local authorities, colleges
for adult evening classes and by
educational and training in-
stitutions run by firms, trade
unions and the Churches. The
programmes offered by higher education institutions
are partly
carried out on their
own responsibility, partly in collabora-
tion with other providers.
With the enactment in 1976 of
the Hochschulrahmengesetz
(HRG = Framework Act for Higher Education)2
higher education
institutions were assigned the
legal task of providing further
education, an additional task
to research, first degree and
post-graduate course teaching.
In para 4 of section 2 of the HRG
as well as in the respective regulations
of the laws on higher
education of the Lander the following
three tasks in this field
of activity are defined for
higher education institutions:
- - The institutions of higher education shall
offer academic
further education
programmes;
- - they shall contribute to other
courses of further education,
offered by other organizations;
-- they shall encourage the further education
of their own
staff.
In the Federal Republic of
Germany responsibility for
2
while
in general
with the Lander
sector rests
the education
declaration of
to the
applies only
responsibility
federal
Educa-
for Higher
Framework Act
such as the
general principles
study
regulations for
examination
study and
tion. As far as
are con-
academic examination
in an
which culminate
courses
responsibi-
doctoral degree),
degree, Diplom,
cerned (master
education in-
individual higher
rests with the
lity actually
and
upon the types
free to decide
is, they are
stitutions, that
limits
within the
courses
respective degree
contents of the
Lander concerning
laws of the
HRG and the
stipulated in the
regulations for
examination
institutions. Only
higher education
subject to federal
and pharmacy are
in medicine
degree courses
the
to
apply
also
regulations
Respective
responsibility.
further
institutions in the
higher education
programmes of
Government has
the Federal
a result,
As
education sector.
of fur-
the encouragement
for influencing
limited possibilities
instance, can be
projects, for
activities. Pilot
ther education
authorities, which can
federal
financed by the
encouraged and
further education
resolutions on
passing basic
participate in
For-
Bildungspianung und
fur
Bund-Lander-Kommission
via the
Educational
Commission for
Bund-Lander
schungsforderung (BLK =
Lander
includes Bund and
Promotion) which
Planning and Research
can,
further education
activities in
representatives. Concrete
institutions of
individual
launched by the
however, only be
higher education.
by
education offered
of further
Specific programmes
other
collaboration with
institutions or in
higher education
corresponding to other
standards
comply with
providers must
research and
institutions in
higher' education
activities of
Thus neither
academic in nature.
they must be
teaching, that is,
populariza-
programmes3 nor the
of propaedeutic
the development
tasks ;n
the range of
disciplines belong to
tion of academic
have to
education institutions
which higher
further education
fulfil.
acti-
from similar
education differs
Moreover further
3
vities at other levels of education by addressing,
as a rule,
participants who either have a degree in higher education and
have worked in their profession for a while or those who did not
graduate but have achieved comparable qualifications in their
career and thus have proved their aptitude in a certain field.
Further education comprises
and foremost continuing
first
professional education but also programmes of mainly
or exclu-
sively liberal education.
The following report is basically confined to further
education offered by higher education institutions
on their own
responsibility. But it also deals with
programmes carried out
in collaboration with other providers. In chapter IV
a survey
is presented by giving examples of non-university
further
education. Further education for university and Fachhochschul
staff, in particular of junior academic staff, is not dealt with
in this report.
The task of further education for higher education in-
stitutions has been left rather vague in section 21 of the
HRG
according to which such institutions are to "develop and
offer
opportunities in further education". Under the term "weiter-
bildendes Studium" (further education studies) two different
kinds of further education
programmes are subsumed:
further education study in the narrow definition: it includes
a structured curriculum, the possibility of being divided
into several sections and is basically projected
for a
certain period;
other programmes of further education: they
are designed to
meet a current and often rather specialized demand in
further
education.
From the further education study defined in section
21
of the HRG as mentioned above, the "Zusatz-,
Erganzungs- and
Aufbaustudium" (various kinds of post-graduate
courses) are to
4
defined in para 5 of
These types of study,
be differentiated.
prerequisite,
make a degree a compulsory
section 10 of the HRG,
courses and are
linkages to initial degree
often have curricular
of these cour-
immediately after completion
generally taken up
assignment of these types
there is no consistent
ses. However,
referred to as
post-graduate courses are
of study. Occasionally
frequently
because their participants
further education study
education.4
to further
regard them as belonging
mentioned above
post-graduate courses
In this report the
will
education and therefore
part of further
are not considered
applies to events which
not be dealt with. The same
ideas and experience among
the purpose of exchanging
-- serve
academic staff and experts,
studium generale,
the framework of the
-- within
education insi-Atution to a
the work of the higher
-- present
wider public.
following examples can be men-
In this context the
Tage
Hochschultage, Hochschulwochen,
tioned: "Dies academicus,
lectures,
series of interdisciplinary
der offenen Universitat",
colloquies,
conferences, symposia and
one-off lectures, academic
with authorities
experience, for example
exchange of ideas and
organizations.
or professional
5
CHAPTER II
Development and present importance
of further education
Traditional role
1
The first examples of further education
activities car-
ried out by higher education
institutions can be traced back
to the 19th century.5 Until
the recent past, however, the
con-
tributions of the higher education
sector in this field
were
rather scarce and confined to
few individual cases. Initiatives
for collaboration with other
providers of further education
generally did not last long.
However, members of higher edu-
cation
institutions
have
always
been
involved
further
in
education,
but
in most cases outside the
higher education
institution
as
secondary
a
and
frequently well-paid
job.
Participation varied considerably
as to the respective academic
disciplines.
Though the higher education sector
was given the legal
duty of further education
as an equally important task besides
research and first degree and
post-graduate courses by the
Framework Act for Higher Education
as recently as 1976, the new
significance of further education
has been discussed by educa-
tion policy-makers for
some time. Since 1968 the Arbeitskreis
Universitare Erwachsenenbildung
(AUE = Working Group for Further
Education) has shown great
commitment to this topic.
More often
than not since 1970
institutions of higher education
have been
reminded of their responsibility
for further education by
va-
rious educational bodies.6
The Deutscher Bildungsrat
(German
Council of Education),
the Wissenschaftsrat (Science
Council),
various political and
social groups emphasize its
importance.
In 1983 the WissenschaftErat
published "Empfehlungen
zur Wei-
terbildung an den Hochschulen"7
(Recommendations on Further
10