Overview
Overview
Quality
Quality Assurance
Assurance System
SystemininHigherHigher Education
Education

Germany
Germany
NIAD-UE
NIAD-UE
National
National Institution
Institutionfor
forAcademic
AcademicDegrees
Degreesandand
University
University
Evaluation
Evaluation© National Institution for Academic Degrees and University Evaluation 2014

Contact:
International Affairs Division
National Institution for Academic Degrees and University Evaluation
1-29-1 Gakuen-Nishimachi, Kodaira, Tokyo 187-8587 Japan
http://www.niad.ac.jp2Introduction
In addition to its core activities of university evaluation, awarding of degrees and research activities,
the National Institution for Academic Degrees and University Evaluation (NIAD-UE) is working
closely with overseas quality assurance organizations, particularly those having advanced higher
education systems and close ties with Japan, to gain the trust of the international community inJapanese higher education and promote international collaboration among higher education
institutions (HEIs).
As each country possesses different political, societal, cultural and language element, the structure ofits quality assurance system for higher education also differs. In building relationships and realizing
effective cooperation that transcend these barriers, ‘mutual understanding’ must first be enhanced
among cooperating organizations by exchanging accurate information on their respective quality
assurance systems and the higher education systems that underlie them. Amidst growing
globalization of higher education and increase of educational collaboration in the international
dimension, it has also become important for HEIs to share information on their activities of quality
assurance with their partners in order to provide an effective and quality-assured collaborative
program.
In this context, NIAD-UE has developed the ‘Information Package’ as a means for publishing basic
information on higher education and its quality assurance system in Japan as well as some othercountries. In addition to these of Japan, U.S., U.K., Australia, Netherlands, France, Korea and China,
we have presently produced an “Overview of the Quality Assurance System in Higher
Education: Germany” in both English and Japanese. We hope that these information would help
for development of cooperation between Germany and Japan.
In Germany, higher education legislation and administration has been developed in remit of each state(Länder) with a principle of autonomy of HEIs. There are multiple quality assurance organizations
for higher education with an overarching principle of external quality assurance across the nation andown evaluation programs provided by organizations. German relevant organizations are also taking
active initiatives in the field of internationalization of quality assurance particularly inGerman-cultural and European areas.
This ‘Overview’ document is produced based on public information concerning German higher
education system and quality assurance system in Germany. We have also collected updated
information by visiting the Embassy of the Federal Republic of Germany in Japan, organizations which
responsible for the higher education policy, quality assurance (accreditation) agencies, and university
in Germany. A desk research were mainly made during 2013 and this document is compiled withcollected information by study visits to those German authorities. We would like to thank the people
who gave us useful comments and suggestions to produce the document. We would also like toexpress our special thanks to Dr. Christian Tauch of the German Rectors' Conference (HRK) and Dr.
Jürgen Petersen of the Central Evaluation and Accreditation Agency Hannover (ZEvA), for theircontributions to the production of this document.
This ‘Overview’ document is also available from our website.
http://www.niad.ac.jp/english/unive/publications/information_package.htm.

December 2014
National Institution for Academic Degrees and University Evaluation

IndexI. Basic information on the country ·········································· 1
II. The higher education system ······································ 2
1. Education system ················································· 21-1) History ························································ 21-2) Specific legislative framework ······································ 3
1-2-1) Legislation ··················································· 41-3) Responsibilities of the Federal Government ··························· 41-4) Higher education institutions governing structure ······················ 41-5) Higher education institutions funding······························· 51-6) Bologna Process ······················································· 5

2. German education system ·········································· 7
3. Higher education institutions ······································· 83-1) Types of higher education institutions ······························· 83-2) State-recognized institutions in the tertiary sector······················83-3) Statistics ······························································ 9

4. Enrollment ······················································ 114-1) Admission requirements to University ································ 11
4-1-1) Abitur examination ············································ 11
4-1-2) Admission restrictions········································ 124-2) Admission requirements for international students ························ 13

5. Courses and qualifications·········································· 135-1) Award of credits ················································· 135-2) Curriculum ······················································ 145-3) Student assessment ··············································· 155-4) Certification ····················································· 15
5-4-1) Qualifications framework ······································· 17
5-4-2) Degrees ····················································· 18
5-4-3) State examination (Staatsprüfung) ···································· 19

6. Responsible authorities and higher education related bodies ··············· 20
7. Student organizations ············································· 23
8. Tuition fees and student aid ········································ 24
8-1) Tuition fees ····················································· 24
8-2) Student finance ·················································· 24

9. Information for students ··········································· 26
10. Ongoing debates in German higher education ·························· 27

iiIII. The quality assurance system ····································· 29
1. Summary of the German quality assurance system ······················· 29
2. Development of the German quality assurance system ···················· 30
3. Quality assurance system in German higher education ···················· 313-1) Accreditation ···················································· 31
3-1-1) Program accreditation ········································· 31
3-1-2) System accreditation ·········································· 34
3-1-3) Accreditation of private higher education institutions··············· 363-2) Evaluation ······················································ 36
3-2-1) Internal quality assurance ······································ 37
3-2-2) External quality assurance framework ····························· 373-3) Internationalization and Quality assurance ···························· 38
3-3-1) HRK-Audit “Internationalization of Universities” ····················· 38
3-3-2) Recognition of qualifications ········································ 40

4. Specific legislative framework for quality assurance······················ 41
5. Other issues about quality assurance ································· 41
5-1) Ranking ························································· 41

IV. An introduction to a quality assurance organization ·············· 43
1. Accreditation Council ················································· 43
1-1) Overview of the organization ······································· 43
1-2) Mission and role ················································· 441-3) The legal framework ·············································· 441-4) Main area of activity ·············································· 45
1-4-1) Accreditation of Agencies ······································· 45
1-4-2) Accreditation Agencies ·············································· 47

Appendix: Abbreviations·························································· 50

Sources and references ····························································· 52

ii ii

Map

Source: http://www.freemap.jp/download.php?a=europe&c=euro_germany_kouiki_1

iii
iii

Overview of the Quality Assurance System in Higher Education: Germany

I. Basic information on the country
Name of country

Federal Republic of Germany

Capital city

BerlinSeats of government

BerlinNational language

GermanPopulation*

81,844,000 (2011)

Nominal GDP**

3,713,000 million USD (2010)

Nominal GDP per capita**

37,567USD (2010)

Public spending on education
as a percentage of the total
government spending***

All levels of education(OECD average 13.0%)

10.5%

Public spending on
education as a percentage of
GDP***All levels of education(OECD average 5.4%)

4.5%

Annual expenditure per
student by educational
institutions at higher
education level***

15,711USD (2009)

Annual public expenditure
per student at higher
education level***--Higher education entry rates***

42% (2010)

Organisation of education
systemPlease refer to II-2. German education system, page 9.

Language of instruction****As a rule, the language of instruction in higher education is German.

HE level 2.8%
(OECD average 3.1%)(2009)HE level 1.1%
(OECD average 1.1%)(2009)

The winter semester is from October to February.
Cycle of academic year*****The summer semester is from March to August.

Source:*The Federal Statistical Office (2013) Statistisches Jahrbuch (Statistical Yearbook).

**

OECD Country statistical profile: Germany 2011-2012.

***

OECD Education at a Glance 2012.

****

The Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal
Republic of Germany (KMK) The Education System in Federal Republic of Germany 2010/2011.

*****

European Commission Eurydice - The Organisation of the Academic Year in Higher Education 2011/12.

11

II. The higher education system
1. Education system
1-1) History
German universities have their roots in the development of the European university during themedieval ages.

The oldest German university is Heidelberg University, which was founded in thelate 14th century.
The tradition of higher education in Germany today is marked by a number of basic principles thatdate back to the university reform of the early 19th century, particularly to the efforts of Wilhelmvon Humboldt.

These principles include the internal autonomy of institutions of higher education

despite their being maintained by the state, freedom of teaching and research, and the unity ofteaching and research. These principles were abrogated during the National Socialist era, butreinstated during the reconstruction of higher education in the Federal Republic of Germany
founded in 1949.
As a result of World War II, the separation of East and West Germany led to the development of twomarkedly different systems of higher education. In the West German Länder (States), there was a
growing need for an overall coordination of the educational policy.

For this reason, the Standing

Conference of the Ministers of Culture 1 in the Western Allied zones of Germany had been
established in 1948.

A federal ministry for educational and science was established in 1955, butwith limited competency in education.

Its task was to assure a certain degree of homogeneity in

the West German system of education, including higher education.

The Council of Science andHumanities 2 , an intermediary body between the federal government and universities, wasestablished in 1957 to advise and recommended on the quantitative, structural and functional
development of the West German higher education system.

By amendment to the Basic Law of theFederal Republic of Germany3 in 1969, the Federal Government was empowered to enact framework
legislation concerning the general principles of higher education.
Framework Act for Higher Education (HRG) in 1976.
4

This led to the passing of the

For the first time, a uniform nationwide legal

framework had been created for higher education, which the Länder (States) subsequently fleshedout with their own legislation.
Higher education in the German Democratic Republic (GDR) evolved under completely different
conditions.

It was based on a unitary and centrally controlled concept in the service ofMarxist-Leninist party ideology.

Marxism-Leninism became an obligatory part of all degree

programs in higher education.

Responsibility for higher education planning as well as theleadership of all higher education institutions became part of the State Secretariat.
Education institutions lost their traditional institutional autonomy in all academic matters.

1 The Standing Conference of the Ministers of Culture: Konferenz der deutschen Erziehungsminister2 Council of Science and Humanities: Wissenschaftsrat (WR)3 Basic Law for the Federal Republic of Germany: Grundgesetz für die Bundesrepublik Deutschland
4 Framework Act for Higher Education: Hochschulrahmengesetz (HRG)

22

HigherAs a result of German Unification in 1990, political, economic and social conditions in the five newfederal states of East Germany were adapted to West German conditions.

The West German higher

education framework act served as the legal basis for the restructuring and transforming of the East
German system. Within higher education institutions, academic self-governance in internal affairs
and freedom of teaching and research were reinstated.

1-2) Specific legislative framework
In the Federal Republic of Germany, responsibility for the education system is determined by thefederal structure of the state.

According to the Basic Law (Grundgesetz), educational legislation

and administration are primarily the responsibility of the Länder.
a higher education institution is determined by the Länder.

Approval of the establishment of

Detailed regulations are laid down inthe constitutions of the Länder and especially in separate laws of the Länder on higher education.
The Länder cooperate with each other within the framework of the Standing Conference of the
Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (KMK)5
on matters of importance for all Länder.
The legal basis of higher education in Germany is provided by the Framework Act for Higher
Education (HRG) of the Federation and the legislation on higher education of the Länder
(Hochschulgesetze), as well as the legislation regarding colleges of art and music and the legislation
regarding universities of applied sciences6 of the Länder.

In accordance with its purpose, the HRG

describes the general objectives of higher education institutions as well as the general principles
underlying the system of higher education, study, teaching and research, admission andmembership, as well as the staff of institutions of higher education. Based on the general provisionsof the HRG, the laws on higher education passed by the Länder cover the above-mentioned areas indetail.

As a rule, the regulations apply to all institutions of higher education, including

privately-maintained establishments, and provide a systematic foundation for the higher education
system.
In the course of the 2006 reform for the modernization of the federal system (Föderalismusreform I),
the relationships between the Federation and the Länder as regards legislation in the field of
education have changed as well.

Amongst other things, the Federation’s framework responsibility

in the field of higher education has ceased to exist. As part of concurrent legislation (Article 72 of
the Basic Law – R1), the Federation is still responsible for the fields of admission to higher education
institutions and degrees from higher education institutions. However, the Länder have been granted
the power to enact their own provisions in deviation from the relevant federal laws.

5 Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of

Germany: Ständige Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (KMK)

6 Universities of applied sciences: Fachhochschulen

Overview of the Quality Assurance System in Higher Education: Germany331-2-1) Legislation

Basic Law for the Federal Republic of Germany (Grundgesetz für die Bundesrepublik Deutschland)
Under the Basic Law, the freedom of art and scholarship, research and teaching is guaranteed(Article 5, Paragraph 3). The entire school system is under the supervision of the state (Article 7,
Paragraph 1).

Framework Act for Higher Education (Hochschulrahmengesetz :HRG)
The general principles of higher education as defined by the Federation in 1976.

After the newfederal system was established in 2006, the Act has virtually lost its effect.
Higher education acts of the Länder (Hochschulgesetze)1-3) Responsibilities of the Federal Government
The scope of the Federal Government’s responsibilities in the field of education is defined in the
Basic Law, according to which the Federation bears responsibility particularly for the regulations
governing the following domains of education, science and research:

In-company vocational training and vocational further education;

Admission to higher education institutions and higher education degrees (here the Länder
may enact laws at variance with the legislation of the Federation);

Financial assistance for pupils and students;

Promotion of scientific and academic research and technological development, including
the promotion of up-and-coming academics;

Youth welfare;Legal protection of participants of correspondence courses;

Regulations on entry to the legal profession;Regulations on entry to medical and paramedical professions;

Employment promotion measures; occupational and labour market research.

1-4) Higher education institutions governing structure
Institutions of higher education have the status of a public-law corporation and they are public
institutions under the authority of the Länder.

Basically, higher education institutions areorganized and administered as follows:
Higher education institutions are governed either by a rector (or rector's body) or else by a president(or presidential body).

The rector is elected from among the group of professors belonging to that

institution, or selected from among external applicants.
To support the governing board of the higher education institutions with external expertise,councils7 or boards of trustees8 have been established in almost all of the Länder; these include
personalities from industry or academics from other institutions. Depending on the law of the

7 Council: Hochschulrat
8 Boards of trustees: Kuratorium

44

respective Land, these bodies can exercise a right of veto or participation in, for example, basic
budgetary issues or decisions regarding the development plans of the higher education institution.
As a rule, they also have an advisory function and make recommendations.
The basic organizational unit at higher education institutions is the department or faculty9.
performs the duties of the higher education institution that fall within its remit.

It

The

department/faculty is responsible for ensuring that its members and scientific establishments areable to carry out the functions entrusted to them.

This cover aspects like applications forthird-party funding, organization of teaching and learning, internal cooperation of member
institutes etc. – and increasingly budgetary discretion within given limits.

1-5) Higher education institutions funding
Public higher education institutions are maintained by the Länder, and therefore receive themajority of their financial backing from the Land concerned, which essentially also decides on the
allocation of resources.

The Länder supply these institutions with the funds they need to carry out

their work from the budget of the Ministry of Education and Cultural Affairs or the Ministry of
Science and Research.

However, members of the institutions engaged in research are also entitledto carry out research projects which are not financed through the Land budget, but by third parties,
e.g. organizations concerned with the promotion of research.

The most important institution

involved in promoting research in higher education, particularly in the basic research, is the German
Research Foundation (DFG) 10 .

It promotes research by, for example, providing individuals or

institutions with financial assistance.

Other important third-party funding’s come from thegovernment, private endowments like the Volkswagen-Stiftung or – increasingly – from EU funds.
As part of the Excellence Initiative of the Federation and the Länder for the Promotion of Science andResearch in German Higher Education Institutions adopted in 2005, the Federation and the Länder
support scientific activities of universities and their cooperation partners in the higher education
sector.

1-6) Bologna Process
The Bologna Process was introduced in 1999 with the aim of creating a European Higher Education
Area by 2010, characterized by a free mobility to be achieved through the transparency andcompatibility of consecutive study structures, networked quality assurance systems and the mutual
recognition of academic achievements and qualifications. In implementing the requirements of the
Bologna Process, Germany's Federal Government, Länder, and institutions of higher education are
conducting the largest higher education reform in decades.

In Germany, the legal framework for

Bachelor’s and Master’s degree was first introduced by an amendment to the Framework Act forHigher Education (HRG) in 1998.

The transition to the two-tier structure of Bachelor’s and Master’squalifications is well under way. By winter semester 2011/2012, 85% of all German study programs
9

Department or Faculty: Fachbereich, Fakultät

10 The German Research Foundation: Deutsche Forschungsgemeinschaft (DFG)

Overview of the Quality Assurance System in Higher Education: Germany

55led to a Bachelor’s or a Master’s degree.
virtually completed the reform.

The universities of applied sciences in particular haveOn the other hand, there remains some fields like law andmedicine which still require the traditional type of degree (5 to 6 years), i.e. the state examination 11.
Furthermore, the reforms have clearly enhanced the international mobility of German students andthe attractiveness of German institutions of higher education for students and young researchers
from abroad. In 2010 almost one third of the Master’s degrees were awarded to foreign students.
The implementation of the reform in Germany is supported by Federal Government and Länder.
The German Bologna Follow-Up Group which consists of representatives of the Federation, theLänder, the German Rectors’ Conference (HRK)12, the German Academic Exchange Service (DAAD)13,
students, the Accreditation Council14, the social partners and the German National Association forStudent Affairs (DSW)15, advises on the current developments and practical problems associatedwith the implementation of the Bologna Process.

Source:Barbara M. Kehm (University of Kassel) (2006) International Handbook of Higher Education.
European Commission Eurydice -Organisation of the education system in Germany 2009/10.
European Commission Eurydice -National system overview on education systems in Europe and ongoing reforms
2011 Edition.
The Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republicof Germany (KMK) The Education System in the Federal Republic of Germany 2010/2011.
HRK Website http://www.hrk.de/activities/bologna-process/
BMBF Website http://www.bmbf.de/en/3336.php

11 State examination: Staatsprüfung
12 German Rectors’ Conference: Hochschulrektorenkonferenz (HRK)
13 German Academic Exchange Service: Deutscher Akademischer Austausch Dienst (DAAD)
14 Accreditation Council: Akkreditierungsrat
15 German Student Services Association: Deutsches Studentenwerk (DSW)66

2. German education system

Tertiary Education

PROFESSIONAL
ACADEMIES(BERUFSAKADEMIE)

Diplom, Bachelor

Further Ed.

CONTINUING EDUCATION(various forms of general and vocational further education)

Qualification of vocational
further education

FACHSCHULE(Vocational school offering continuing
vocational training courses)

Doctorate(Promotion)
Degree or examination after a first course of study(Diplom, Magister, State examination;
Bachelor, Master)

UNIVERSITY (UNIVERSITÄT)UNIVERSITY OF TECHNOLOGY/
COLLEGE OF TECHNOLOGYCOLLEGE OF EDUCATION(PÄDAGOGISCHE HOCHSCHULE)
COLLEGE OF ART
COLLEGE OF MUSIC
UNIVERSITY OF APPLIED SCIENCES(FACHHOCHSCHULE)
VERWALTUNGSFACHHOCHSCHULE(Fachhochschulen for public administration)

Allgemeine Hochschulreife

ABENDGYMNASIUM/
KOLLEG (refer to page13)
Fachgebundene
Hochschulreife
Fachhochschulreife

Berufsqualifizierender Abschuluss

13

11

Secondary level II

12(Vocational training certificate)

BERUFSSCHULE (Vocational
school ) and ON-THE-JOB-

TRAINING(Dual System of vocational
education)(University of applied sciences
entrance qualification)

BERUFSFACHSCHULE(full-time
vocational
schools)

FACHOBERSCHULE

BERUFSOBERSCHULE(Vocational school providing
two years of full-timeeducation)

Allgemeine Hochschulreife(General higher education entrance
qualification)

19

GYMNASIALE OBERSTUFE(Upper level of the
GYMNASIUM)
in the different school types:
Gymnasium,
Berufliches Gymunasium/
Fachgymnasium, Gesamtschule(Vocational school
providing two-year
courｓes in various
subject areas)

10

18

17

16

15
Mittlerer Schulabschluss (Realschule leaving certificate) after 10 years,
First general education qualification (Hauptschule leaving certificate) after 9 years
16

10
10th grade

REALSCHULE

6

4
3
2
1

Primary Education

5

SPECIAL SCHOOL

7

SPECIAL PRIMARYSCHOOL

8

Secondary level I

9

HAUPTSCHULE(Type of school at lower
secondary level providing abasic general education)

GESAMTSCHULE(Type of school at lower
secondary level leading tovocational or higher education
entrance qualification)

GYMNASIUM(Type of school at lower(Type of school covering both lower andsecondary level offering
upper secondary level and providing an inseveral coueses ofdepth general education aimed at theeducation leading to different
general higher education entrance
qualifications.)
qualification)

Orientation phase

15
14
13
12
11
10
9

PRIMARY SCHOOL

8
7

SPECIALPRESCHOOL

Pre-school educ.

6
5

PRESCHOOL(optional)

4
3

age

grade
Source: KMK (2012) Basic Structure of the Education System in the Federal Republic of Germany.

Overview of the Quality Assurance System in Higher Education: Germany77

3. Higher education institutions
3-1) Types of higher education institutions
The Federal Republic of Germany has the following types of higher education institutions. The
overwhelming majority of higher education institutions are state-run institutions maintained by the
Länder.

Universities (Universität) and equivalent institutions of higher education


University (Universität)

University of Technology/College of Technology (Technische Universität/Technische
Hochschule): Type of higher education institution equivalent in status to university.

Focus

traditionally lies in natural science and engineering.
College of education (Pädagogische Hochschule): exist only in Baden-Württemberg



Theological colleges (Theologische Hochschulen)

Universities and equivalent institutions of higher education hold the right to award Doctorates.
Academic and scientific research – particularly basic research – and the training of the next
generation of academics are also distinctive features of universities and equivalent institutions ofhigher education.

Colleges of art and music (Kunsthochschule/Musikhochschule)Colleges of art and music offer courses of studies in the visual, design and performing arts as wellas in the area of film, television and media, and in various music subjects.

They teach the entire

gamut of artistic subjects or only certain branches of study, in some cases also the pertaining
theoretical disciplines.

Universities of applied sciences (Fachhochschulen)
Universities of applied sciences were introduced in 1970/71 as a new type of institution in thesystem of higher education in the Federal Republic of Germany.

They have the particular functionof providing application-oriented teaching and research, particularly in engineering, business,
administration, social services and design. It is not possible to obtain a doctoral degree from a
Fachhochschule.
A Fachhochschule for public administration (Verwaltungsfachhochschule) is a Fachhochschulemaintained by the Federation or a Land which trains civil servants in a particular sector of public
administration for careers in the so-called higher level of the civil service.

3-2) State-recognized institutions in the tertiary sector
The Basic Law (Grundgesetz) does not expressly regulate the establishment of non-public higher
education institutions.

However, their establishment is permitted in principle pursuant to thegeneral guarantee of the freedom of art and scholarship, research and teaching enshrined in the
Basic Law (Art. 5, Paragraph 3).

88

The Länder alone are responsible for awarding recognition tonon-public institutions. The Framework Act for Higher Education (HRG) of the Federation and the
Länder laws governing higher education stipulate what minimum requirements have to be satisfied
if non-public institutions are to be recognized as institutions of higher education by the state.
Official recognition by the respective Land is dependent on proof of that the non-public higher
education institution is of equivalent status (not identical in form) to state higher education
institutions.

Therefore there is a whole list of points where a non-public institution must provethat it satisfies the demands, the standards and the performance of a comparable state institution.
Furthermore, it must also be ensured that those belonging to the institution of higher education
have at least a minimum level of co-determination in teaching and research matters.

Recognition

involves establishing the designation and organization of the higher education institution, as well as
the courses of study and examinations it plans to offer and the award of higher education degrees.
The Federation and the Länder have agreed that non-public institutions are to be accredited by theCouncil of Science and Humanities (WR) (please see page 20).

This institutional accreditation is aprocedure of quality assurance which is to determine whether an institution is capable of providing
study courses which according to legislation belong to the sector of higher education.

Within theframework of the accreditation procedure, thus is to be examined and established whether
standards of quality are fulfilled and if the institution fulfills basic norms of corporate governance,
independence of teaching and research etc.

Source:European Commission Eurydice - Organisation of the education system in Germany 2009/10.
KMK The Education System in the Federal Republic of Germany 2010/2011.
KMK (2012) Basic Structure of the Education System in the Federal Republic of Germany.
TU9 Website http://www.tu9.de/studies/3-3) Statistics
Number of institutions (as per the 2009/2010 winter semester)
Universities and equivalent institutions

127

Colleges of art and music

51

Universities of applied sciences(including Verwaltungsfachhochschulen)
Total

232
410

Number of students (as per the 2009/2010 winter semester)
Universities and equivalent institutions
Colleges of art and music
Universities of applied sciences(including Verwaltungsfachhochschulen)
Total

1,415,503
32,296
671,686
2,119,485

Overview of the Quality Assurance System in Higher Education: Germany

99

Number of students by subject (as per the 2009/2010 winter semester)
Language, the humanities

415,534

Sport

26,679Law, Economics and Social sciences

679,478

Mathematics, Natural sciences

373,306

Human medicine/Health science

118,675

Veterinary medicine

8,046

Agronomy, Forestry, Nutritional science

41,992Engineering sciences

369,548

Fine arts, Art studies

81,325

Other subjects and unclear

4,902

Total

2,119,485

Source: The Federal Statistical Office Statistical Yearbook 2010.

Number of international students by countries of origin (as per the 2011)
China

22,828Russia10,077

Bulgaria

7,537

Poland7,463

Austria

7,072

Turkey6,575

Source:DAAD and HIS-Institute for Higher Education Research (HIS-HF) Facts and Figures on the International Nature ofStudies and Research in Germany 2012.

Final examinations (as per the 2009)
Diplom[Univ.] and corresponding final examinations

111,853

Teaching examinations

36,120Bachelor’s degree

71,989Master’s degree

20,802Degree at Universities of applied sciences

72,808Doctoral degree

25,084

Source: KMK The Education System in the Federal Republic of Germany 2010/2011.

1010

4. Enrollment
4-1) Admission requirements to University
Admission to any course of study at universities and equivalent higher education institutions as arule requires the general higher education entrance qualification (Allgemeine Hochschulreife) or thehigher education entrance qualification restricted to a specified field of study (Fachgebundene
Hochschulreife).

Allgemeine Hochschulreife
The general higher education entrance qualification entitles its holder to admission to all subjects at
all higher education institutions and is usually obtained at Gymnasiale Oberstufe* (upper
Gymnasium level) by passing the Abitur examination.

The certificate of Allgemeine Hochschulreife

incorporates examination marks as well as continuous assessment of pupil's performance in the last
two years of upper Gymnasium level (Qualifikationsphase).

The Allgemeine Hochschulreife can also

be acquired at Abendgymnasien*, i.e. evening schools for working people, and Kollegs*, i.e. full-timeschools for those who have completed vocational training.

Fachgebundene Hochschulreife
Qualification entitling holder to study particular subjects at a higher education institution.

May beobtained through certain courses of vocational education at upper secondary level.

*GymnasiumType of school covering both lower and upper secondary level (grades 5-13 or 5-12) and providing an in-depth
general education aimed at the general higher education entrance qualification. At present, in almost all Länder,
there is a change from the nine-year to the eight-year Gymnasium in which the Allgemeine Hochschulreife isacquired after grade 12.

*Gymnasiale Oberstufe
The upper level of the Gymnasium, which can however be established at other types of school such as theGesamtschule.

It comprises grades 11-13 (or 10-12, 11-12, depending on the Land).

Course of general

education concluded by the Abitur examination, which leads to the general higher education entrance
qualification (Allgemeine Hochschulreife).

*Abendgymnasium
Establishment of the so-called continuation education (Zweiter Bildungsweg) at which adults can attend eveningclasses to obtain the general higher education entrance qualification.

*Kolleg
Establishment of the so-called continuation education (Zweiter Bildungsweg) where adults attend full-timeclasses to obtain the general higher education entrance qualification.

4-1-1) Abitur examination
The Abitur examination covers four or five examination subjects, which must include at least two
subjects at a level of increased academic standards and two of the following three subjects: German,

Overview of the Quality Assurance System in Higher Education: Germany

1111

foreign language and mathematics.

Additionally, all three subject areas (languages, literature andthe arts; social sciences; mathematics, natural sciences and technology) must be included in theexamination.
The required minimum three written examinations must cover at least two subjects at an increased
level of academic standards, which must include at least one of the following subjects:
foreign language, mathematics or a natural science.

German,The oral Abitur examination is taken in a

subject which has not been examined in written form.

The general higher education entrance

qualification entitle, Allgemeine Hochschulreife, is awarded if the total marks attained are at least aminimum of 300 points.

The Länder have to ensure teaching of a total of at least 265 weekly

periods in the Gymnasiale oberstufe.
The questions are either set on a uniform basis by the Ministry of Education and Cultural Affairs ofa Land or drawn up by the teachers of the individual schools and approved by the responsible
school supervisory authority.
in almost all Länder.

In the future, there will be central Abitur examinations at Land level

The comparability of the examination procedures and examination

requirements is guaranteed for all Länder by the Uniform Examination Standards in the Abitur
Examination.

4-1-2）Admission restrictions
In some courses, in which the total number of applicants exceeds the number of places available at
all higher education institutions, there are nationwide quotas. In the 2010/2011 winter semester
these are medicine, veterinary medicine, dentistry and pharmacy.
awarded by the Foundation for Higher Education Admission
the basis of a central allocation procedure.

16

Places on these courses are

and higher education institutions on

The legal basis for this procedure is the State Treaty of

the Länder on the establishment of a joint Foundation for Higher Education Admission of June 2008.
The State Treaty entered into force on 1 May 2010 following ratification by all Länder.
Up to 20 per cent of the available places are awarded beforehand (e.g. to foreigners from countries
outside the European Union, applicants for an additional course of study, hardship cases).

The

criteria for the selection of applicants for the remaining places are the applicant's degree of
qualification for the chosen course of study (as a rule the applicant’s average mark in the Abitur,school-leaving examination constituting higher education entrance qualification – 20 per cent), thewaiting period between acquiring the entrance qualification for the chosen course of study andapplying (20 per cent) and the result of a selection procedure carried out by the institution of higher
education itself (60 per cent).
In selection procedures carried out by the institution of higher education, places are awarded
especially on the basis of either the applicant’s degree of qualification, weighted individual marks inthe entrance qualification for the chosen course of study which provide information on theapplicant’s capability to study a specific subject, the result of a test to determine the applicant’s
16 Foundation for Higher Education Admission: Stiftung für Hochschulzulassung

1212

capability to study a specific subject, the type of vocational training or occupation or the result ofan selection interview regarding the motivation for the chosen course of study, or a combination ofthese five criteria.

In the selection decision, the degree of qualification for the course of study inquestion is of overriding importance.

Details of the procedure and the applicable content criteria

are laid down by the Länder in ordinances.
Source:European Commission Eurydice - Organisation of the education system in Germany 2009/10.
KMK The Education System in the Federal Republic of Germany 2010/2011.
KMK (2012) Basic Structure of the Education System in the Federal Republic of Germany.

4-2) Admission requirements for international students
Applicants who do not have German higher education entrance qualifications have to submit asecondary school certificate that qualifies them to attend higher education in their country oforigin.

If necessary, they also have to provide proof that they havepassed an entrance

examination at a university in their native country or proof of enrolment at the university.
Foreign applicants for study places must prove that they have a sufficient command of the German
language.

This can be done, for example, by taking the German Language Proficiency Examination

for Admission to Higher Education for Foreign Applicants (DSH)17, which is taken at the institution ofhigher education in Germany itself, by taking an equivalent examination (e.g. Test of German as a
Foreign Language for foreign applicants (TestDaF) 18).
Source: KMK The Education System in the Federal Republic of Germany 2010/2011.

5. Courses and qualifications
5-1) Award of credits
Credits are a quantitative measure of student workloads. They cover instruction itself, the timerequired for preparation and follow-up, (i.e. class time and private study), examinations andpreparation for examinations, including final and other papers, and in some cases practical work
placements.
As a rule 60 credits are awarded per academic year, or 30 per semester.

One credit assumes anaverage workload (class time and private study) of 25 to 30 hours maximum, giving full-timestudents a total workload at lectures and outside class of 750 – 900 hours per semester.

This

equates to 32 – 39 hours per week for 46 weeks of the year. Bachelor’s and Master’s study courses
are provided with a credit point system which is based upon the European Credit Transfer andAccumulation System (ECTS).
17 German Language Proficiency Examination for Admission to Higher Education for Foreign Applicants:

Deutsche Sprachprüfung für den Hochschulzugang ausländischer Studienbewerber (DSH)

18 Test of German as a Foreign Language for foreign applicants: Test Deutsch als Fremdsprache für ausländischeStudienbewerber (TestDaF)
Overview of the Quality Assurance System in Higher Education: Germany

13135-2) Curriculum
The structure and contents of the courses of studies are specified in the study regulations(Studienordnungen)

or

study

plans

(Studienplänen)andexamination

regulations(Prüfungsordnungen).

As a rule, the study regulations list the individual module and its classes –including the number of hours – required for successful completion of a course of study, and show
which subjects are compulsory, elective and optional.

The regulations, on the other hand, specify

the standard period of study, requirements for entry to examinations, crediting of specific courses
and examinations taken, time allowed for completion of a dissertation, examination standards,
procedures and examination subjects.

Standard period of education
The standard period of study for full-time study amounts to six, seven or eight semesters for
Bachelor’s study courses and four, three or two semesters respectively for Master’s study courses.
For consecutive study courses the total standard period of full-time study comprises five years (tensemesters).

Profile of the study courses
Bachelor’s study courses lay academic foundations, provide methodological skills and lead toqualifications related to the professional field corresponding to the profile of the higher education
institution and the study course.

This ensures a broad academic qualification in Bachelor’s study

courses.
Master’s study courses serve subject and academic specialization and may be differentiated by the
profile types “practice-oriented” and “research-oriented.”

Teaching Methods
Classes take the form of lectures, seminars, practical exercises, work placements and study trips.
The main function of the lectures is to impart general and basic knowledge about the various fieldsof study.

The seminars afford an opportunity to deal in depth with a more narrowly defined topic;

students often give presentations and students and lecturer discuss topics, texts or presentations.
Practical exercises, meanwhile, provide the opportunity to develop the theoretical knowledge
gained in a practical manner.
The Federation and Länder are promoting the use of new media (multimedia and teleteaching) in
the teaching offered.

From 2000 to 2004, as part of the New Media in Education program, theFederation promoted joint projects for the development and improvement of the use of new media
in teaching at higher education institutions.

From 2005 to 2008, the Federation promoted

eLearning Services for Science, which should give the institutions of higher education theopportunity to make greater and more professional use of new media for teaching, learning andexaminations.

14145-3) Student assessment[University]
As a rule, depending on the standard period of study, 180–240 ECTS credits must be submitted for a
Bachelor’s degree.

A Master’s degree requires normally 300 ECTS credits , including the precedingcourse of study for the first qualification for entry into a profession.

For quality assurance, bothBachelor’s and Master’s study courses require a thesis (Bachelor’s/Master’s thesis).

The scope of

the work for the Bachelor’s thesis comprises a minimum of 6 ECTS credits and must not exceed 12
ECTS credits; for the Master’s dissertation it should range from 15 - 30 ECTS credits.

A doctorate isconferred on the strength of a doctoral thesis, which must be based on independent research, andoral examinations called Rigorosum.
Source:Resolution of KMK (2010) Common structural guidelines of the Länder for the accreditation of Bachelor’s andMaster’s study courses.
KMK The Education System in the Federal Republic of Germany 2010/2011.
European Commission Eurydice - Organisation of the education system in Germany 2009/10.

5-4) Certification
With regard to higher education degrees, a distinction is drawn between academic, state andecclesiastical examinations. As a rule, a higher education qualification for a profession is conferredon the basis of these examinations.

Higher education degrees are not awarded on the basis ofintermediate examinations in Germany.
Institutions of higher education are authorized by law to administer academic examinations(Hochschulprüfungen).

A first academic degree is conferred on the basis of the following kinds ofacademic examinations:

Bachelorprüfung (leading to the award of the Bachelorgrad),

Diplomprüfung (leading to the award of the Diplomgrad) and

Magisterprüfung (leading to the award of the Magistergrad).19 (Please refer to page 18.)

In the course of the Bologna Process to establish a European Higher Education Area, the transition to
the consecutive structure of study with Bachelor’s and Master’s qualifications is advanced.

19 By the progress of the Bologna process, there are few courses left that lead to a Magister, mostly in theology.

Overview of the Quality Assurance System in Higher Education: Germany

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Designation of qualifications/degrees
The following designations will be used for Bachelor’s and consecutive Master’s degrees:
Subject groups

Designation of qualifications

Language and cultural studies

Bachelor of Arts (B.A.)

Sport, sport science

Master of Arts (M.A.)

Social sciences
Fine arts
Mathematics,

Bachelor of Science (B.Sc.)

Natural sciences

Master of Science (M.Sc.)

Medicine*
Agriculture, forestry and food sciences*
Engineering

Depending on the content of the study course:
Bachelor of Science (B.Sc.)
Master of Science (M.Sc.)
or
Bachelor of Engineering (B.Eng.)
Master of Engineering (M.Eng.)

Economics

Depending on the content of the study course:
Bachelor of Arts (B.A.)
Master of Arts (M.A.)
or
Bachelor of Science (B.Sc.)
Master of Science (M.Sc.)

Law*

Bachelor of Laws (LL.B.)
Master of Laws (LL.M.)*Does not apply to state-regulated study courses.
Source:Resolution of KMK (2010) Common structural guidelines of the Länder for the accreditation of Bachelor’s andMaster’s study courses.

In interdisciplinary study courses, the designation of the final qualification is determined by the
subject area which is the major subject in the study course; in engineering and economics it isdetermined by the content of the study course. Subject additions to the final qualification are
excluded.

For the designation of final qualifications the German language may also be used (e.g.

Bakkalaureus der Wissenschaften).

Designations comprising more than one language (e.g.

Bachelor der Wissenschaften) may not be used.
Detailed information about the studies underlying the qualification is contained in each case in the“Diploma Supplement”, which is part of each degree certificate.
The conversion of degree designations will be effected as part of accreditation andre-accreditation.

1616

5-4-1) Qualifications framework
Degree levels

Formal aspects

Qualifications conferred by higher
education institutions, Higher
education degrees and State
examinations (Staatsprüfungen)1
B.A.; B.Sc.; B.Eng.; B.F.A., B.Mus, LLB

1st level:

Degrees at Bachelor’s level:

Bachelor’s

3, 3.5 or 4 years’ full-time study orlevel

180, 210 or 240 ECTS credits;

Diplom (FH) [Diplom degree awarded by

All degrees qualify graduates to apply

a university of applied sciences], State

for Master’s degrees

examination (Staatsprüfung)2nd level:

Degrees at Master’s level:

M.A., M.Sc., M.Eng., M.F.A., M.Mus.,

Master’s

normally 5 years’ full-time study or

LLM, etc.

level

300 ECTS credits;in multi-cycle degree programs 1, 1.5

Diplom (Univ.) [Diplom degree awardedor 2 years or 60, 90 or 120 ECTS credits

by a university], Magister, Stateat Master's level;

examination (Staatsprüfung)

types

of

Master’s

degrees:more

practice-oriented,

more

research-

Non-consecutive Master’s and Master’soriented,

profile,teaching

programs which are designed for

artistic

career profile;continuing education 3

all degrees qualify graduates to apply
for a doctorate2
3rd level:(Degrees

generally

build

on

a

Doctoral

Master’s-level degree, i.e. 300 ECTS

level

credits or more)4Dr., Ph.D.

Source:Produced by the German Rectors’ Conference, the Standing Conference of the Ministers of Education andCultural Affairs of the Länder in the Federal Republic of Germany and the Federal Ministry of Education andResearch, and adopted by the Standing Conference (2005) Qualifications Framework for German Higher
Education Qualifications.

1State examinations [Staatsprüfungen] are as a rule assigned to the second level of study; however thefollowing special rules apply: degree programs leading to a Staatsprüfung cover a standard study period of 3
years (primary school or primary level and lower secondary level teaching careers, which may be assigned to
the 1st level of study) to 6.5 years (medicine); this is equivalent to 180 - 390 ECTS credits.

2 For artistic degree programs at Universities of Art/Music (Kunst- und Musikhochschulen) this entitlement
applies only under certain conditions.
3

The degree designations for non-consecutive Master’s and Master’s programs which are designed forcontinuing education are not prescribed and are not limited to the given degree designations, e.g. MBA.

4 Particularly qualified holders of a Bachelor’s degree or a Diplom (FH) degree [Diplom degree awarded by auniversity of applied sciences (Fachhochschulen)] may also be admitted directly to doctoral studies.

Overview of the Quality Assurance System in Higher Education: Germany

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5-4-2) Degrees
Diplom, Magister
The Diplom degree as a higher education qualification provides qualification for a profession.

It

may be obtained either at universities and equivalent institutions of higher education (particularly
in social or economic sciences and in natural and engineering sciences), at colleges of art and music,
and at Fachhochschulen (in all subjects, with the specification Fachhochschule or FH added to thedegree title).
The Magister degree as a higher education qualification providing qualification for a profession
may be obtained at universities and equivalent institutions of higher education (particularly in arts
subjects and theology).

Bachelor, Master
The Bachelor’s degree as a first higher education degree provides basic qualification in a given
discipline and should make the graduate employable, i.e. prepared for the labour market. It can beobtained after a standard period of study of at least three and at most four years at universities andequivalent institutions of higher education, at colleges of art and music, and at Fachhochschulen.
Together with the Master's degree, the Bachelor's degree is part of a graduation system ofconsecutive degrees (two-cycle degree system).

The Bachelor’s degree provides the same rights as

Diplom qualifications obtained at a Fachhochschule.

The Bachelor’s degree may also be obtained asa tertiary education qualification providing qualification for a profession at Berufsakademien20.
The Master’s degree as a further higher education degree provides an advanced qualification for aprofession and can be obtained after a standard period of study of one to two years at a university orequivalent institution of higher education, at colleges of art and music, as well as at
Fachhochschulen.

Master ’ s study courses can be differentiated by the profile types “ morepractice-oriented ”

and “more research-oriented.”

Diplom[FH]) for entry.

They require a first degree (Bachelor,

Consecutive Master’s study courses build on a preceding Bachelor’s study

course in terms of content and are part of a graduation system of consecutive degrees (two-cycle
degree system).

Master’s qualifications provide the same rights as Diplom and Magister

qualifications of universities and equivalent higher education institutions.

Non-consecutive

Master’s study courses and Master’s courses providing further education correspond to therequirements of consecutive Master’s study courses and lead to the same level of qualifications andthe same rights as consecutive Master’s study courses, but require at least one year of working
experience.

20 Berufsakademien: Tertiary education institution in some Länder, offering courses of academic training at astudy institution combined with practical in-company professional training in keeping with the principle ofthe dual system.

1818

DoctorA doctoral degree is awarded on the basis of a doctoral thesis and an oral examination or thesis
defense.

As a rule, the doctorate is embarked on after obtaining a Master’s qualification 21, and thepromotion serves as proof of ability to undertake in-depth and independent academic research.

5-4-3) State examination (Staatsprüfung)State examination (Staatsprüfung) concludes a course of study in certain subjects (e.g. medical
subjects, teaching, law).

It also refers to examination taken by law students and teaching students

at the end of their preparatory service (known as the Second State Examination).

The examinations

are administered by examination committees staffed not only by professors from the institutions ofhigher education but also by representatives of the state examination offices of the Länder.

Study courses

Standard period

Primary school or primary level teaching careers(6-7 semesters)

General teaching careers at primary level and at all or individual lower(7-9 semesters)

secondary level school types
Teaching careers at all or individual lower secondary level school types(7-9 semesters)

Upper secondary level (general education subjects) or Gymnasium teaching(9 semesters)

careers
Upper secondary level (vocational subjects) or vocational school teaching(9 semesters)

careers
Special educational teaching careers(8-9 semesters)

Law(9 semesters)

Medicine(13 semesters)

Dentistry(11 semesters)

Veterinary medicine(11 semesters)

Pharmacy(8 (-9) semesters)

Food chemistry((8-) 9 semesters)

Source:KMK The Education System in the Federal Republic of Germany 2010/2011
Resolution of KMK (2010) Common structural guidelines of the Länder for the accreditation of Bachelor’s andMaster’s study courses.
Produced by the German Rectors’ Conference, the Standing Conference of the Ministers of Education andCultural Affairs of the Länder in the Federal Republic of Germany and the Federal Ministry of Education andResearch, and adopted by the Standing Conference (2005) Qualifications Framework for German Higher
Education Qualifications.
KMK (2012) Basic Structure of the Education System in the Federal Republic of Germany.

21 There are few courses left that lead to a Magister, Diplom or Staatsprüfung.

A Master’s qualification is a
general progression route to a doctoral program except a few areas which requires State examinations.
Overview of the Quality Assurance System in Higher Education: Germany

1919

6. Responsible authorities and higher education related bodies
Government departments§

Federal Ministry of Education and Research(Bundesministerium für Bildung und Forschung: BMBF)

http://www.bmbf.de/This ministry was created as the Federal Ministry of Education and Science in 1969.

It was thenmerged in 1994 with the Federal Ministry of Research and Technology.
The BMBF performs a variety of tasks within the scope of its constitutional responsibilities:
Legislation governing non-school vocational training and continuing education

Research funding in all fields of scienceSupport for young researchersPromotion of international exchanges in initial and continuing training, in higher
education and in research§Legislation governing training assistance and its funding (together with the Länder)Promotion of the gifted and talented

The Standing Conference of the Ministers of Education and Cultural Affairs(Ständige Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland: KMK)
http://www.kmk.org/home.html
Under the Basic Law and the constitutions of the Länder, the entire school system is under thesupervision of the state.

Every state has its Ministry of education, and each Ministry has

education policies according to the situation of each state.

However, as there was a basic public

need for education to be coordinated and harmonized throughout the country, the Standing
Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal
Republic of Germany was founded in 1948.
The Standing Conference unites the ministers and senators of the Länder responsible foreducation, higher education and research, as well as cultural affairs.

The Standing Conference

deals with "issues relating to educational policy at school and university level and researchpolicy, as well as cultural policy of superregional importance, with the aim of achieving joint
opinion and decision-making and of representing joint concerns".

§

The Council of Science and Humanities (Wissenschaftsrat: WR)
http://www.wissenschaftsrat.de/home.html
Under an administrative agreement between the Federation and the Länder, the Council of
Science and Humanities (Wissenschaftsrat: WR) was established in 1957.

The WR is made up of

scientists, recognized public figures and representatives from the Federal and Länder
governments. Its tasks include the drawing up of recommendations on the content and structuraldevelopment of higher education, science and research for the Federal Government and thegovernments of the Länder, as well as the joint promotion of the construction of facilities at20
20

institutions of higher education, including large scientific installations. Furthermore, the WR
implements the institutional accreditation of private institutions of higher education.

§

Joint Science Conference (Gemeinsame Wissenschaftskonferenz：GWK)
http://www.gwk-bonn.de/
In June 2007 the Federal Government and the Heads of Government of the Länder agreed on the
Establishment of a Joint Science Conference (Gemeinsame Wissenschaftskonferenz : GWK).
Members of the GWK are the Ministers and Senators of the Federation and Länder responsible forscience and research as well as for finance.

The GWK deals with all questions of researchfunding, science and research policy strategies and the science system which jointly affect theFederal Government and the Länder. Whilst preserving their own competences, the members of
the GWK strive for close coordination on questions of common interest in the field of national,
European and international science and research policy with the aim of strengthening Germany’s
position as a location for science and research in the international competition.

Representative organisations§

German Rectors' Conference(Hochschulrektorenkonferenz: HRK)

http://www.hrk.de/startseite/
The German Rectors' Conference (Hochschulrektorenkonferenz: HRK) is a voluntary associationof government-funded or -accredited universities and higher education institutions in Germany.
It currently has 267 member institutions.
The HRK is the political and public voice of universities and other higher education institutions
and provides a forum for the process of forming joint policies and practices.

The HRK

addresses all manner of topics related to higher education institutions: research, teaching andlearning, continuing professional education for academics, knowledge and technology transfer,international cooperation, and administrative self-management.
The HRK also manages a database regarding information on all educational programs called"HECompass (Higher Education Compass)".

The HECompass provides extensive information on

Germany's higher education institutions, on the range of studies and programs that they offer, on
who to contact locally, and on who the higher education institutions cooperate with around theworld.

§

German Academic Exchange Service(Deutscher Akademischer Austausch Dienst: DAAD)

http://www.daad.de/de/index.html
The German Academic Exchange Service (Deutscher Akademischer Austausch Dienst: DAAD) is thefunding organization supporting the international exchange of students and scholars. It is a
registered association and its members are German institutions of higher education and student
bodies.

It has the task of promoting international exchange, especially through the exchange ofOverview of the Quality Assurance System in Higher Education: Germany

2121

students and scholars.

DAAD’s funding programs are open to scholars from all disciplines andcountries in the world for either visits to or from Germany.

Research funding organizations§ German Research Foundation (Deutsche Forschungsgemeinschaft: DFG)
http://www.dfg.de/index.jsp
The German Research Foundation (Deutsche Forschungsgemeinschaft: DFG) is the largest
research funding organization in Germany.

It is a central self-governing body that brings

together higher education institutions and research organizations. It provides financial support
for research in higher education and public research institutions.
disciplines using a bottom-up approach.

The DFG funds research in all

That means any researcher can submit an application

without any subject restrictions.

§Alexander von Humboldt Foundation (Alexander von Humboldt-Stiftung)
http://www.humboldt-foundation.de/web/start.html
The Alexander von Humboldt Foundation promote academic cooperation between excellent
scientists and scholars from abroad and from Germany.

Its research scholarships and prizes

enable outstanding researchers from abroad to complete long-term research stays in Germany.
There are no quotas for specific countries or subjects; only personal academic achievement
counts.

Research councils§

Fraunhofer-Gesellschaft: FhG

http://www.fraunhofer.de/

The Fraunhofer-Gesellschaft is the largest organisation for applied research in Europe.

The

Fraunhofer-Gesellschaft conduct research for the general benefit of the public: health, security,communication, energy and the environment.

§

Helmholtz Association of German Research Centres (Helmholtz-Gemeinschaft)
http://www.helmholtz.de/
The Helmholtz Association integrates 18 scientific-technical and biological-medical research
centers.

The Helmholtz Association carries out top-level research to identify and explore themajor challenges facing society, science and the economy.

Its work is divided into six strategic

research fields: Energy; Earth and Environment; Health; Key Technologies; Structure of Matter;and Aeronautics, Space and Transport.

§

Max Planck Society (Max-Planck-Gesellschaft) http://www.mpg.de/de
The Max Planck Society is an independent, non-profit research organization.
Max Planck Society include 80 research institutes.

22
22

Members of the

The fields of research are natural sciences,

life sciences, social sciences and the humanities.

Max Planck Institutes focus on research fields

that are particularly innovative, or that are especially demanding in terms of funding or timerequirements.

§

Leibniz Association (Leibniz-Gemeinschaft) http://www.wgl.de/
Leibniz Association is the umbrella organization for 87 research institutions which addressscientific issues of importance to society as a whole.

The research centers focus on thehumanities and social sciences, economics, spatial and life sciences, mathematics, naturalsciences, engineering and environmental research.
Source:KMK The Education System in the Federal Republic of Germany 2010/2011.
German Research and Innovation Forum Tokyo (DWIH Tokyo) http://www.dwih-tokyo.jp/ja/research-germany/

7. Student organizations§

Freier Zusammenschluss von StudentInnenschaften (fzs)
The Freier Zusammenschluss von StudentInnenschaften (fzs) is the non-partisan federation of
student councils in Germany.

The fzs has approximately 80 member institutions, andrepresents around one million students in Germany.

The fzs represents nationwide social,

cultural, political and economic interests of students towards higher education, politics and the
public.
The activities of the fzs concern the following:a legally- and financially- secured student representation in higher education

a student participation in all higher education policy decisions in higher education
institutions, at the state and the federal levelfree access to educationa needs-covering protection of students regardless of parental incomethe abolition of discrimination in education and society

exchange of critical views on science and societycooperation with national/international students’ union networks

The fzs is the main organization of the student accreditation pool.

The office of the pool islocated within the fzs and the fzs is responsible for training and sending members of the pools
to accreditation processes.
§

German National Association for Student Affairs (Deutsches Studentenwerk: DSW)The German National Association for Student Affairs (DSW) is the umbrella organization of the 58
local student service organizations (Studentenwerke) in Germany. The Studentenwerke arepartner organizations of the universities and support the ca. two million students with help andservices around their studies.

Overview of the Quality Assurance System in Higher Education: Germany2323

Source:fzs Website http://www.fzs.de/en/ueber_uns/geschaeftsstelle/index
DSW Website http://www.internationale-studierende.de/en/home/

8. Tuition fees and student aid
8-1) Tuition fees
The Länder may, at their own discretion, impose study fees on students. In recent years, some
Länder have experimented with fees, charging up to Euro 500 per semester, but currently all ofthem have abolished fees again.

In most Länder, however, fees for long-term students and for an

additional course of study, occasionally also for non-EU students, are now being charged.

8-2) Student financeFederal Training Assistance Act (Bundesausbildungsförderungsgesetz: BAföG)
The purpose of the Federal Training Assistance Act (BAföG) is to provide training assistance and theestablishment of equal opportunities in education.
accordance with the Act.

Students have received grants and loans in

BAföG is dependent on family circumstances; the incomes of the student,

his/her spouse, and his/her parents are all taken into consideration.

The budget split between theFederal Government (65%) and the Länder (35%) in 2010.

§ Eligibility
German nationals and students from EU or EEA Member States may be eligible for training assistanceif they meet certain conditions: generally, applicants must live in Germany, and EU/EEA citizens
must either as children have freedom of movement within the EU, or have themselves been gainfully
employed in Germany.

Other foreign nationals with certain legal statuses (for example, apermanent residency status) may also be eligible. Overseas students coming to study in Germany
and not meeting any of the above criteria are generally not entitled to BAföG support. In principle,
a student can receive financial assistance for a specific program if he or she begins that program
prior to turning 30 years of age, or 35 years of age for a master program.

§ Duration and calculation of amount
As a rule, BAföG grants and loans are awarded for a period of one year at a time (paid out on amonthly basis).

The duration for which such assistance is payable largely depends on the course of

study chosen.
The amount of training assistance awarded to students is calculated according to basic needs, which
include general living expenses and training costs. The maximum rate of financial assistance for a
student living away from home is currently €670 per month.

The exact amount depends on various

factors including the housing and health insurance situation of the applicant, as well as the income,savings, and assets of the applicant, and those of his/her spouse or parents.

Students at institutesof higher education receive 50 per cent in the form of a grant and 50 per cent in the form of a loan.

24
24§ Repayment
The obligation to repay begins five years after the standard period of study in the first training
program financed by loan.

BAföG loans are interest-free. At the moment, the minimum monthly

rate for repayment amounts to €105 and they are repayable within 20 years.

Other financial support for students§ German Income Tax and Child Benefit Acts:
All students under the age of 25 benefit through the tax allowances to which their families areentitled and which are laid down in the Acts.

§ Educational Credit Program (Bildungskreditprogramm):
It was introduced in 2001.

With a maximum credit amount of Euro 7,200 per training segment,

trainees can choose up to 24 equal monthly payments of Euro 100, 200 or 300 per month.

Ithelps students who are not in receipt of Federal Training Assistance (BAföG).

§ Student loan program of the Reconstruction Loan Corporation(Kreditanstalt für Wiederaufbau: KfW):
Since 2006, students of any study course are offered a loan in order to finance cost of living to
the amount of Euro 100 up to 650 per month, irrespective of their income or assets.

§ DAAD scholarships:
Generalindividual

scholarships

forGermanstudents,

student

trainees

andinterns,(post)graduates, researchers, artists and administrators§ National scholarship program (Deutschlandstipendium):
In July 2010 the Federal Government adopted the scholarship program for particularly gifted
students at German higher education institutions.

The funding is Euro 300 per month and isprovided by private sponsors (companies, foundations, private individuals, etc.) and by theFederation together.
Particularly gifted students may also receive a grant from several relevant foundations.

The

German National Scholarship Foundationis Germany's largest foundation of its kind.

The

Federation supports the work of these foundations by providing substantial funding.

The

22

Länder contribute to the funding of the German National Scholarship Foundation.

Source:KMK The Education System in the Federal Republic of Germany 2010/2011.
BMBF Website

http://www.bmbf.de/en/18228.php

DAAD Website http://www.daad.de/deutschland/stipendium/en/

22 German National Scholarship Foundation: Studienstiftung des deutschen Volkes

Overview of the Quality Assurance System in Higher Education: Germany2525

9. Information for students
Study[Higher education-related website]§ Higher Education Compass (HECompass) http://www.hochschulkompass.de/ (English andGerman)
The website provides extensive information on Germany's higher education institutions,offered by German Rectors’ Conference (HRK).

You can search higher education institutions,degree programs, doctoral studies and international partnerships.

§ Research Map http://www.hrk.de/activities/research-map/ (English and German)
The 'Research Map' enables you to search for the 'institutional research priorities' of German
universities.

A certain field of research is considered an 'institutional research priority' if at

least 25 professors collaborate closely in a specific field of research which constitutes adistinctive part of the respective university’s institutional profile.

Each university can enter up

to eight main areas of research into the database. Eligibility for inclusion in the database isrestricted to the HRK member institutions.

A similar research map for the Fachhochschulen isunderway.

§ German Education server http://www.eduserver.de/ (English and German)
Web portal to the education system in Germany.

§ uni-assist

http://www.uni-assist.de/ (English, German, Spanish, French and Russian)

University application service for international students[Higher education-related body]§ Goethe-Institut

http://www.goethe.de/enindex.htm (English and German)

The Goethe-Institut is the Federal Republic of Germany’s cultural institution.

They promote thestudy of German abroad and encourage international cultural exchange.

They provide

information on its culture, society and politics.

§ German Research and Innovation Forum Tokyo(Deutsche Wissenschafts- und Innovationshaus Tokyo: DWIH Tokyo)
http://www.dwih-tokyo.jp/de/home/ (English, German and Japanese)
The website provide information related to the research (research organizations, researchfunding etc.)

Life and practical matters§ Facts about Germany

http://www.tatsachen-ueber-deutschland.de/de/ (Japanese, English,

German and others)
Handbook which gives various information about Germany

26
26

§ Deutschland.dehttps://www.deutschland.de/de (English, German and others)

Deutschland.de is the web portal of “DE magazine Deutschland.”provided in cooperation with the Federal Foreign Office.

The portal is a service

The portal offer Information onpolitics, economics, culture, environment, knowledge and life.

§ Study in Germany

http://www.study-in.de/de/ (English and German)

Informative website about study and life in Germany§ Studienwahl.de

http://www.studienwahl.de/de/index.htm (English, German, Spanish andFrench)Website which is operated jointly by KMK and the Federal Employment Agency.

This website

provides comprehensive information in order to prepare for studying at higher education
institutions in Germany.

§ Young Germany http://www.young-germany.de/ (English)
The website provides information on trends and lifestyle in Germany, vocational training andcareer development, innovation and design.

10. Ongoing debates in German higher education§

Higher Education Pact 2020 (Hochschulpakt 2020)

In 2007, in order to enable institutions of higher education to cope with an increasing number of
new entrants and to maintain the efficiency of research at higher education institutions, theFederation and the Länder adopted the Higher Education Pact 2020 (Hochschulpakt 2020).

The

main aim of the Pact is to distribute funds to institutions so that they can improve their learning
environment.
First program phase 2007 to 2010:
On 14 June 2007, the Federal Government and the Länder concluded the administrative agreementon the Higher Education Pact 2020.

The first phase of the Higher Education Pact 2020 aimed toadmit a total of 91,370 additional new university entrants in universities by 2010 (compared to thenumber in 2005).

It clearly surpassed the goal of creating 91,370 additional study opportunities

at German universities, reaching a total of 185,024. In addition, one-off payments were provided tosupport research at universities.
Second program phase from 2011 to 2015:
On 4 June 2009, in order to maintain the performance of institutions of higher education and give
more new entrants access to university, the Federal Government and the Länder agreed on acontinuation of the Higher Education Pact.

The Pact is being extended for a second phase until theend of 2015. It includes a program for the admission of new university entrants and a program forthe provision of one-off payments for research projects supported by the DFG (overhead).

Overview of the Quality Assurance System in Higher Education: Germany

2727

For the expansion of study opportunities during the second program phase, the Federal Governmentis investing around 5 billion euros.

§

Excellence Initiative (Exzellenzinitiative)

The German federal and state governments passed the Excellence Initiative on 23 June 2005.

They

support scientific activities of universities and their cooperation partners in the higher education
sector, in non-university research as well as in the economy.

The DFG has responsibility forrunning the initiative together with the Council of Science and Humanities (WR).
The funding period is five years (First phase from 2006 to 2011).

The precise conditions forreceiving funding were defined in accordance with the criteria specified by the federal and state
governments.
In June 2009 the federal and state governments approved continuing the Excellence Initiative foranother five years (2012 through 2017), allocating 2.7 billion euros in funding.

§

Quality Pact for Teaching (Qualitätspakt Lehre)

The Quality Pact for Teaching offers institutions of higher education a broad spectrum of effective
support in improving the conditions of study and teaching quality which is tailored to specificlocal needs.

The basis for the Quality Pact for Teaching is a joint agreement between the heads ofgovernment of the Federal Government and the Länder, which was adopted on 10 June 2010.

The

Federal Government has earmarked about 2 billion euros for this campaign from 2011 to 2020 for
better study conditions at German institutions of higher education.

Funding is limited to a

maximum of five years.
Since the 2011-2012 winter semester, there are now 111 institutions of higher education receiving
federal support to improve conditions for study - from the research-intensive university that offersa full range of subjects to the university of applied sciences with a regional focus.
A second round of selection allocated funding to many additional institutions of higher education
as of the summer semester 2012.

The Quality Pact for Teaching is providing funding to a total of

186 institutions of higher education in all 16 Länder, or 77 per cent of all public institutions ofhigher education.

This figure includes 78 universities, 78 universities of applied sciences, and 30

colleges of art and music.

Source:European Commission Eurydice - Organisation of the education system in Germany 2009/10.

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28

BMBF Website

http://www.bmbf.de/en/1321.php
http://www.bmbf.de/en/6142.php
http://www.bmbf.de/en/15375.php

DFG Website

http://www.dfg.de/en/research_funding/programmes/excellence_initiative/
general_information/index.html

III. The quality assurance system
1. Summary of the German quality assurance system
Under Section 59 of the Framework Act for Higher Education (Hochschulrahmengesetz) and thehigher education legislation in place in the Länder higher education institutions are subject to statesupervision which is exercised by the Länder.

Responsibility for the contents and organization ofstudies and examinations as well as for the quality of higher education lies with the Länder.
However, the systematic assessment of organizational structures, teaching and learning processes
and performance criteria with a view to improving quality, did not start in Germany until the end of
the1980s. Although the actual concept of evaluation may not yet have been institutionalized, thisdoes not mean that no control mechanisms existed.
Traditionally the establishment of new degree programs at German higher education institutions,
including their study and examination regulations, needed the approval of the responsible Ministryof the respective State.

This has been finally implemented by a system of approving programs anddefining exam requirements.

These were made for a long time through framework regulations on

studies and examinations (Rahmenprüfungsordnungen), which had to be jointly adopted by the
Länder and the HRK.

This was typically a long and extraordinarily ponderous process which lasted

two and often more years.
Whereas quality assurance in teaching in Germany was primarily carried out through such ex-antecontrol, other countries increasingly pursued it as ex-post control on the basis of evaluation results.
Following the international development (Bologna reforms) and with growing quality assurance
awareness, evaluation procedures and accreditation procedures were introduced in German.
Currently, German quality assurance system concerns only the teaching and learning at higher
education institutions.

As for research part, the assessment for competitive third-party funding byfunding organizations, such as DFG, takes a role of quality assurance.

Accreditation
The objective of the accreditation is to guarantee (minimal) standards in terms of academic goals
and content, the adherence to structural guidelines, and to determine the professional relevance ofthe degrees and the feasibility of study programs.

Individual Länder legislation determines towhich extent accreditation is a pre-requisite for the state approval of a new study course.
The structure of the German accreditation system consists of two levels: an Accreditation Council
and several Accreditation Agencies.

The Accreditation Council defines standards, procedures, andcriteria for the accreditation, partly by adopting regulations from the KMK.

The Council also

accredits individual accreditation agencies, which perform the accreditation in higher education
institutions. Only agencies accredited by the Accreditation Council are allowed to accredit degree
programs.

There are currently altogether ten accredited agencies for Germany (situated inGermany, Austria and Switzerland), partly specialized either by geographical regions or by
disciplines.

Overview of the Quality Assurance System in Higher Education: Germany

2929

Evaluation
The aim of the evaluation procedures is to highlight the particular strengths and weaknesses of theevaluated institutions and thus lead to more systematic strategies of quality assurance and quality
improvement.

Evaluation as a general task of higher education institutions has been introduced byhigher education laws in all the Länder, mostly before accreditation was introduced as another
instrument of external quality assurance.

The results of the evaluation are increasingly being

taken into account in the Länder as a basis for allocating resources to higher education institutions.
In Germany a two-tiered system of evaluation is widely applied which combines internal andexternal evaluation.

The internal evaluation consists of a systematic inventory and analysis ofteaching and studying, taking account of research, performed by the individual department or thefaculty.

External evaluations take the form of peer reviews.

There is no national institution toco-ordinate evaluation activities. But various structures have been established for supporting bothinternal and external evaluation and these now cover the institutions of higher education in all
sixteen Länder.

Source:KMK The Education System in the Federal Republic of Germany 2010/2011.
Kulwer Academic Publishers (2004) Accreditation and Evaluation in the European Higher Education Area.
Barbara M. Kehm (2004) The German System of Accreditation.

2. Development of the German quality assurance system
Mid-nineties
Obligation for internal quality assurance in teaching and learning in most of the 16 higher
education acts (also stipulations regarding research and other action field of HEI).

1995

The first evaluation agency was founded1997

HRK and KMK decide to stop the system of subject-specific common framework regulations

1998

HRK and KMK decisions: Introduction of an accreditation procedure for Bachelor’s andMaster’s degree courses

1999

Beginning of the three year pilot period of the Accreditation Council

2000

Accreditations of the first agencies and Bachelor’s and Master’s degree courses

2001

Evaluation of the Accreditation Council by an international group of experts

2002

KMK resolution: statute concerning the further accreditation procedure in Germany
The system of accreditation is to be extended to all courses of study.

2004

Consecutive study courses at colleges of art and music, Bachelor’s study courses at
Berufsakademien and Bachelor’s and Master’s study courses conveying the educational
prerequisites for a teaching position were included in the accreditation system.

2005

KMK passed a comprehensive quality assurance framework concept for teaching.
Accreditation Council as a Foundation under public law

30
30

2007 KMK resolved to enhance the accreditation of study programs through the implementationof a system accreditation scheme by which the internal quality assurance system of an
entire higher education institution is assessed for the quality of its learning and teaching.
Accreditation Council decided on Criteria for System Accreditation and General Rules forcarrying out System Accreditation Procedures.
2008

Implementation of System Accreditation

Source:Accreditation Council The German Accreditation System. Presentation material, 29th March 2012, Bonn,
Germany.
KMK The Education System in the Federal Republic of Germany 2010/2011.
Andrea Bernhard (2011) Quality Assurance in an International Higher Education Area - A Case Study Approachand Comparative Analysis.

3. Quality assurance system in German higher education
3-1) Accreditation
In the accreditation system, the state is assuming its responsibility for higher education studies
through structural requirements for study offers, which guarantee the equivalence of qualifications
and the possibility of changing to another higher education institution.

Observance of thestructural requirements is a pre-requisite for the accreditation of a study course.

Land legislation

determines to which extent accreditation is a pre-requisite for the state approval of a new study
course.
Accreditation is performed by external peer review.
re-accredited.

Periodically, the study courses are

There are program accreditation and system accreditation in Germany and each

institution can choose between these two types of accreditation.
The legal basis of the accreditation system is set out in the Law for the establishment of theFoundation for the Accreditation of Study Programmes in Germany.

Source:Accreditation Council website http://www.akkreditierungsrat.de/
KMK The Education System in the Federal Republic of Germany 2010/2011.
Andrea Bernhard (2011) Quality Assurance in an International Higher Education Area - A Case Study Approach andComparative Analysis.

3-1-1) Program accreditation
The objects of the Accreditation process are study programs for Bachelor and Master Degrees fromstate, or state recognized, Higher Education Institutions in Germany.

If a study program has

successfully undergone an accreditation process, then it is awarded accreditation for a limited
period, with or without conditions, and carries the Quality Seal of the Foundation for the duration ofthis period.

Overview of the Quality Assurance System in Higher Education: Germany

3131

Process
The accreditation process is made up of several stages and is based on an independent the peer
review principle.
I. Application:


A higher education institution contacts one or several accreditation agencies.



The agency then estimates the costs for the accreditation and proposes a schedule for theaccreditation procedure.

The institution and agency conclude a contract (the costs are generally

a matter of negotiation, but as agencies are established as endowments or non-profit
associations, they are obliged to work cost-covering).
The higher education institution submits a self-report and associated material for theaccreditation of a study program to the agency that they have chosen.

II. Evaluation Procedure:

The Agency appoints an expert group (representatives of higher education in the specificacademic field, students and practitioners from the profession).

The expert panel analyses the self-report and prepares – with the help of agency staff – for thesite visit.

During a one- or two-day on-site visit, panels members have talks with several stakeholder
groups from the HEI, including the management of the Higher Education Institution, program
heads, teaching staff and students.

III. Decision:Supported by the agency, the expert group prepares an evaluation report, which documents theassessment of the study program(s) under consideration of the “Criteria for the Accreditation of
Study Programmes”.

Before the decision, the Higher Education Institution receives the evaluation report without theexperts’ recommendation for the decision for comment.



The Accreditation Agency takes a decision on the basis of the evaluation report, therecommendations of the expert panel and the comment of the Higher Education Institution.

Itdenies or gives the accreditation, the latter with or without conditions and most of the time withadditional recommendations. For the most part, the agency/its commission follows theconclusions of the expert panel.


The accreditation shall be granted with conditions if there are defects, which can most likely be
remedied within nine months.

The accreditation shall be rejected if there are defects, whichmost likely cannot be remedied within nine months.
A one-time suspension of the procedure is possible for 18 months.

The HEI then has to hand ina revised self-report to take up the procedure again.
Following the procedure the Agency publishes the decision, the expert report and the names ofthe experts. In case of negative decisions instead of a publication according information is sent
to the Accreditation Council.

32
32



The Agency always has to substantiate its accreditation decisions.

This includes also

accreditation decisions limited by conditions or negative decisions, decisions on the suspensionof a procedure and accreditation decisions differing from the experts’ assessment.

Criteria for the Accreditation of Study Programmes

Established qualification objectives of the study programConceptual Integration of the study program in the systemic structures.
The study program hereby has to comply with:(1) the requirements of the Framework of Qualification for German Degrees(Qualifikationsrahmen)(2) the requirements of the Common Structural Guidelines of the Länder (KMK) for the
Accreditation of Bachelor and Master's Study Programs(3) Länder-specific structural guidelines for the accreditation for Bachelor’s and Master's
study programs(4) the binding interpretation and summary of (1) to (3) by the Accreditation Council.

Quality of the study program conceptAcademic feasibility

Examination systemProgram-related co-operations



Infrastructure and academic staffTransparency and documentationQuality assurance and further development

Special profile of the study program (e-learning, distance learning, part-time,
extra-occupational etc.)

Gender justice and equal opportunities

Time Limitation


The accreditation has to be limited to a duration of seven years, five years in case of a firstaccreditation.



The period starts with the day of the accreditation decision.

Should an accreditation be granted with conditions, then the accreditation period can belimited to a shorter period.

A study program which has been awarded accreditation carries the Quality Seal of theFoundation for the duration of this period.

Source:Resolution of the Accreditation Council (2013) Rules for the Accreditation of Study Programmes and for System
Accreditation.
Accreditation Council The German Accreditation System. Presentation material, 29th March 2012, Bonn,
Germany.
Accreditation Council website http://www.akkreditierungsrat.de/
Barbara M. Kehm (2004) The German System of Accreditation.

Overview of the Quality Assurance System in Higher Education: Germany3333

3-1-2) System accreditation
System Accreditation was introduced in 2008 as an alternative to mandatory program accreditation.
The System Accreditation is not intended to assess a HEI in all its aspects, but assesses the reliabilityof internal quality assurance processes of a HEI regarding the study programs offered.

Keyobjectives of System Accreditation are to support the further development of the internal quality
assurance of a Higher Education Institution (HEI), while reducing cost and effort for theaccreditation of individual study programs.
An awarded System Accreditation leads to the accreditation of all Bachelor’s-/Master’s degree
programs on offer or introduced by the HEI / the faculty during the accreditation period. No further
individual accreditation of the each study program is required.
Before being allowed into a System Accreditation process, HEIs have to show that they meet thefollowing requirements:
The Higher Education Institution demonstrates plausibly that it is using a quality assurancesystem covering the whole Higher Education Institution, and can prove that at least one study
program has already been the subject matter of the system.
No negative decision has been filed against the Higher Education Institution in a systemaccreditation procedure during the last two years.

Process for System Accreditation
I. Application:


The Accreditation Agency conducts a preparatory conversation with the applying Higher
Education Institution and informs it about essential contents, steps and criteria of the procedure.

The Higher Education Institution submits an application, including brief descriptions of theinstitution and its internal management and quality assurance systems in the field of teaching
and learning.



The Agency conducts a preliminary assessment whether the prerequisites for Higher Education
Institutions for the admittance to system accreditation are met.



The Higher Education Institution submits a documentation to the Agency which particularly
specifies internal management and decision making structures, the Higher Education
Institution's overall mission and profile, its offer of study programs, defined quality objectives
and the system of internal quality assurance in the field of teaching and learning.

II. Assessment Procedure:For the assessment procedure, the Accreditation Agency appoints an expert group, consisting ofat least the following persons:three members having experience in the fields of managing Higher Education Institutions,and of internal quality assurance of Higher Education Institutions,a student member having experience in the fields of self-administration of Higher
Education Institutions and of accreditation,



34
34

one practitioner from the profession.



1st on-site visit (collecting information, checking completeness of documents)

2nd on-site visit (critical analysis, conversations with the presidency of the Higher Education
Institution, the administrative staff, the equal opportunity commissioners, the persons in chargeof quality assurance as well as professor and student representatives)



Assessment of relevant features of the design of study programs, the conduct of study programs
and quality assurance on a sample basis (samples)*.

The accreditation agency defines thenumber of programs and criteria which are checked in the sample.

*Assessment on a sample basis
In the samples it is by means of relevant features of the design of study programs, the conduct ofstudy programs and quality assurance examined, whether the effects strived for by the quality
assurance system are actually given at the level of the study programs, which hence comply with thecriteria for the accreditation of study programs, and with the guidelines specified by the Standing
Conference of the Ministers of Education and Cultural Affairs (KMK) as well as state-specificguidelines.

III. Decision:
The expert group for system accreditation prepares a final report.



The Accreditation Agency forwards the experts' report to the Higher Education Institution
without their decision recommendation for comment.



The Accreditation Agency's decision is based on the experts' report and the decision
recommendation, taking into account the Higher Education Institution's comment.

The Agency

either grants accreditation with or without conditions or denies accreditation.

The

accreditation shall be granted with conditions if there are defects, which can most likely be
remedied within nine months.

The accreditation shall be rejected if there are defects, whichmost likely cannot be remedied within nine months.
A one-time suspension of the procedure by the Agency for normally 12 months, but no longer
than 24 months is possible.



The Accreditation Agency publishes the decision, the experts' report and the names of theexperts involved.

IV. Follow up:
After expiry of half of the accreditation term, the Higher Education Institution submits aself-evaluation report to the Agency (midterm evaluation).

This self-evaluation report basicallycovers an overview of the quality assurance procedures conducted during the accreditation period
so far.

The Agency prepares a report on the results of the midterm evaluation, which, whereappropriate, contains recommendations regarding the remedy of deficiencies, makes it available to
the Higher Education Institution and publishes it.

Overview of the Quality Assurance System in Higher Education: Germany3535

Criteria

Qualification Objectives

Internal Management System in Teaching and LearningInternal Quality AssuranceReporting System and Data Collection

Responsibilities

Documentation

Cooperation

Time Limitation


System accreditation shall be limited to a period of eight years, six years in case of a firstaccreditation.

The period starts with the day of coming into effect of the accreditation

decision.


As a system, when an approval is refused by an accreditation agency, institution cannot
re-apply to other accreditation agency.

It is necessary to receive accreditation from thesame agency.
Source:Resolution of the Accreditation Council (2013) Rules for the Accreditation of Study Programmes and for System
Accreditation.
KMK The Education System in the Federal Republic of Germany 2010/2011.
Accreditation Council The German Accreditation System. Presentation material, 29th March 2012, Bonn,
Germany.
Foundation for International Business Administration Accreditation (FIBAA) The Quality Seal for Higher
Education Institutions. Presentation material, 30th March 2012, Bonn, German.

3-1-3) Accreditation of private higher education institutions
State approval of private higher education institutions is based on a review (institutional
accreditation) carried out by the Council of Science and Humanities (WR).

Institutional

accreditation refers to institutional aspects (resources, management sustainability) and research
not to teaching and learning.
In addition to this, private higher education institutions are subject to compulsory accreditationaccording to regulations of the Accreditation Council, either in the form of program or of systemaccreditation.
Source:Accreditation Council The German Accreditation System. Presentation material, 29th March 2012, Bonn,
Germany.

3-2) Evaluation
Based on recommendations of the HRK and Council of Science and Humanities (WR), evaluation
procedures for teaching were introduced in the mid-1990s.

36
36

The aim of the evaluation procedures

is to highlight the particular strengths and weaknesses of the evaluated institutions and thus lead tomore systematic strategies of quality assurance and quality improvement.

Evaluation as a generaltask of higher education institutions has meanwhile been introduced by higher education laws in all
the Länder, but has become less prominent due to the rise of obligatory accreditation.
In Germany a two-tiered system of evaluation is widely applied which combines internal andexternal evaluation.

The main elements of the evaluation procedures (a cycle of five to eight years)

are internal self-evaluation, external peer review and follow up.
The findings can then be used to identify possible measures for improving courses and teaching.
Furthermore, it is also necessary for higher education institutions to account to the public for theirachievements in teaching and research.

The results of the evaluation are increasingly being taken

into account in the Länder as a basis for allocating resources to higher education institutions.

3-2-1) Internal quality assurance
The internal evaluation consists of a systematic inventory and analysis of teaching and studying,taking account of research, performed by the individual department or the faculty and concludes
with a written report.

On this foundation, an assessment by external experts takes place who also

lay down their findings and recommendations in a written final report.
Content and focus on self-evaluation are primarily in the following fields:structure and organization of the respective department,teaching and learning objectives,

programs of study,

academic staff and resources,

students and course of study,teaching and learning,

opinion of staff and students on teaching and learning, and

situation in the job market and graduate employment.

Student criticism of classes, in some cases involving graduates, has now also become a widespreadmethod of evaluating teaching in the sector of higher education. The aim is for higher educationteaching staff to listen to criticism so that they can assess themselves better and rectify
shortcomings.

3-2-2) External quality assurance framework
External evaluation is performed by regional evaluation agencies at Land level or by networks or
associations of higher education institutions covering all Länder.

But there is no national

institution to co-ordinate evaluation activities.
External evaluations generally take the form of peer reviews, i.e. they are performed by competentexperts from other institutions of higher education, research establishments or from the business

Overview of the Quality Assurance System in Higher Education: Germany

3737

community.
The regional agencies are responsible for the preparation and administration of the entire
evaluation procedure, including keeping of the time schedules and checking completeness of data
provided by the departments under review, organization of site visits, publication of final reports,
etc.

At first, the higher education institution must carry out a self-evaluation and write acorresponding self-report.

The agency then distributes this report to the peer group members.

The site visit by the peers that follows includes interviews with different status groups in theinstitution.

The report written by the peers includes a critical review of the internal evaluation, adefinition of problems and an outline of possible solutions.
Agencies and networks are for example:


Association of Northern German UniversitiesCentral Evaluation and Accreditation Agency(Zentrale Evaluations- und Akkreditierungsagentur Hannover :ZEvA)

Evaluation Office of the Universities Applied Sciences in North Rhine – Westphalia

Evaluation Office of the Universities in North Rhine – Westphalia

Evaluation Network of the Universities of Darmstadt, Kaiserslautern and Karlsruhe, with the
ETH Zurich acting as an external moderator



Evaluation Network of the Universities of Halle, Jena, Leipzig

Evaluation agency Baden-Württemberg (Evaluationsagentur Baden-Württemberg :evalag)

Source:KMK The Education System in the Federal Republic of Germany 2010/2011.
Kulwer Academic Publishers (2004) Accreditation and Evaluation in the European Higher Education Area.

3-3) Internationalization and Quality assurance
3-3-1) HRK-Audit “Internationalization of Universities”
In its internationalization strategy, the HRK has stated its conviction that only an internationalized
university can actively shape the globalization process and guarantee its own competitiveness.

On

the basis of this conviction, the HRK launched the HRK-Audit “Internationalization of Universities”
in 2009 to help German universities — according to their own self-defined needs — to approach theinternationalization process strategically and anchor it firmly within the institution.

The Audit

offers advisory services that are independent, comprehensive, and tailored to the profile of each
respective university.

The HRK-Audit “Internationalization of Universities” is funded by the BMBF

and is available at no cost to HRK member institutions.

Since its beginning, the HRK-Audit“Internationalization of Universities” has aroused great interest among German universities.

Over

120 universities applied to participate in the project.
Including the six completed during the pilot phase (2009-2010), a total of 42 Audits will have takenplace by the end of 2013.

38
38

The Audit offers universities the following benefits:

assessment of the university’s current degree of internationalism,

identification or definition of the university’s internationalization goals,(further) development of an institutional internationalization strategy, and

recommendations for concrete measures in defined areas of internationalization.

Audit process
Each university participating in the Audit enters into a process of approximately 12 months.

The

key milestones of this process are the university’s self-evaluation and, based on this report, the visit
to the university by a group of consultants.

The Audit “Internationalization of Universities” comprises the following stages:
Start: Receipt of HRK-Audit documents
At the beginning of the Audit, the university receives general guidelines for the process and atemplate for the self-evaluation report.

The university’s first task is to appoint an internal projectgroup responsible for carrying out the Audit.
Month 2: Preparatory meeting
During the second month, two HRK members attend a one-day meeting at the university in order todiscuss the process with the project group members and to clarify any questions.
Up to Month 4: Production of self-evaluation report
The report includes information about the university’s unique institutional characteristics and thestatus quo of various aspects of their internationalization process.

Furthermore, it seeks to define

the institution’s motives and goals for internationalization, identify the university’s strengths andweaknesses

in

terms

of

internationalization,andassesstheuniversity’s

potential

forinternationalization.
Month 5: Preparation for the Audit visit
In preparation for the Audit visit, the university sends their completed self-evaluation to the HRK,
from where it is forwarded to the consultants.

The consultants analyze the report and identify theindividuals they would like to speak with during the visit.

The university and HRK organize

appointments for the individual and group discussions to be held during the visit.
Month 6: Audit visit
Alongside the self-evaluation report, the three-day Audit visit is one of the most important steps inthe process.

The university’s internal project group and the Audit team (consisting of threeexternal consultants and two HRK members) meet and, based on the self-evaluation, develop
recommendations for the university’s further internationalization.
Months 9: Receipt of final report and recommendations
Following the visit to the university, recommendations from the consultants are compiled in a
detailed report.

This report takes into consideration the data submitted in the self-evaluation

Overview of the Quality Assurance System in Higher Education: Germany3939

report, and presents recommendations in a structured way that they can be easily used to optimize
the university’s internationalization processes.

The finished report is sent to the university.

Up to Month 12: Development of implementation strategy
Upon receipt of the final report, the university’s internal project group discusses an implementation
strategy for the various recommendations.

In order to support the development of a strategy thatworks with the specific goals of the respective university the Audit team also offers a workshop forthe institution.

Following the Audit workshop, the project group sends the HRK an implementation

plan that has been approved by the university management.

The “Re-Audit”
The HRK plans to further develop the concept of the Audit by offering a “Re-Audit” to universities
that have already undergone through the Audit process.

This Re-Audit is intended to supplement

the initial process and help ensure the sustainability of results.

Two to three years after theoriginal Audit, universities will be able to get an outside perspective on the effectiveness of theinternationalization structures and initiatives that were put into place as an outcome of the Audit.
Source:HRK Website http://www.hrk.de/hrk-international/audit-internationalisation/

3-3-2) Recognition of qualifications
Germany ratified the Convention on the Recognition of Qualifications concerning Higher Educationin the European Region (Lisbon Convention) on 1 October 2007.

Pursuant to this Convention

holders of foreign higher education qualifications can apply to the Central Office for Foreign
Education (ZAB)23, based in the Secretariat of the KMK, for an assessment of their degree.
The ZAB is the information and expert body for the rating and ranking of foreign school anduniversity certificates in the Federal Republic of Germany.

On an international level the ZAB

cooperates closely with the national centers of equivalence in the countries of the European Union(NARICs), the European Council and UNESCO (ENIC) and is the national information point designatedby the Federation for questions of recognition.
Through the Anabin database the ZAB provides information on the education systems of around 180
countries.

The data ranks almost 25,000 foreign education certificates and is open to the public.

ZAB website:

http://www.kmk.org/zab.html(German only)

Source:KMK The Education System in the Federal Republic of Germany 2010/2011

23 Central Office for Foreign Education: Zentralstelle für ausländisches Bildungswesen (ZAB)40
40

4. Specific legislative framework for quality assurance

Framework Act for Higher Education (Hochschulrahmengesetz :HRG), Article 9 Clause 2individual State Higher Education Acts



Rules for the Accreditation of Study Programmes and for System Accreditation(Resolution of the Accreditation Council (2009), as amended in 2013)

Common structural guidelines of the Länder for the accreditation of Bachelor’s and Master’s
study courses(Resolution of the Standing Conference of the Ministers of Education andCultural Affairs of the Länder in the Federal Republic of Germany (2003), as amended in2010)
Rules of the Accreditation Council for the Accreditation of Agencies (Resolution of theAccreditation Council,2009, as amended in 2010)

5. Other issues about quality assurance5-1) Ranking
In Germany, university rankings came to be taken up in the paper since the early 1990s. In thesecircumstances, in 1998, the CHE* published its first ranking.

In addition to facts about study

programs, teaching, equipment, and research, the ranking also includes the assessments of 250,000
students on the study conditions at their HEI as well as an evaluation of the reputation of thedepartments by professors of the individual subjects.
Since 2005 it has been published by the German weekly newspaper DIE ZEIT. The CHE's isresponsible for conception, data collection and analysis. The co-operation partner DIE ZEIT is incharge of publication, sales and marketing.

* Centrum für Hochschulentwicklung: CHE (Center for Higher Education)
The CHE was founded by the Bertelsmann Foundation and the HRK as a non-profit limited company
in 1994.
The CHE Ranking brand covers the various rankings initiatives of the Centre for Higher Education
Development (CHE). Each initiative has a different focus:§

The CHE University Ranking

It is a comprehensive and detailed ranking of higher education institutions (HEIs) in
German-speaking countries.

It was designed primarily to address the needs of first-year

students.
§ The CHE Research Ranking
It analyses HEIs in Germany on the basis of their research performance.
§

The CHE Excellence Ranking

It identifies outstanding academic departments across Europe and presents detailed information
about program offerings and academic qualities to assist prospective graduate students in their
Overview of the Quality Assurance System in Higher Education: Germany

4141

search for the most suitable institution to pursue a Master's or doctorate degree.
§ The CHE/dapm Employability Rating
It assesses bachelor programs in Germany on the basis of how well they promote qualifications
and competencies that contribute to the professional capability of their graduates. To evaluate
programs, four competency areas were assessed: methodological skills, soft skills, practicalexperience, and internationality.

Source:CHE website http://www.che-ranking.de/cms/?getObject=613&getLang=en

42
42

IV. An introduction to a quality assurance organization
1. Accreditation Council
1-1) Overview of the organization
Accreditation Council (Akkreditierungsrat)
Name of the organization

Official name “Foundation for the Accreditation of Study Programmes inGermany (Stiftung zur Akkreditierung von Studiengängen in
Deutschland)”Character of theFoundation under public laworganization

The Accreditation Council was first established as pilot organization inYear of establishment

1999. In 2005, Accreditation Council was established as Foundation
under public law.

Location

Adenauerallee 73, 53113 Bonn, Germany

Representative

Dr. Olaf Bartz (Managing Director)

Finance

An annual budget of 480,000 euros
The Foundation will receive an annual subsidy from the Länder.
[Accreditation Council]
Representatives from Higher Education Institutions (4)Representatives from the Länder (4)Organization

Representatives from among professional practitioners (5)Representatives from student bodies (2)Foreign representatives with accreditation experience (2)Representative from the Agencies in a consultative capacity (1)(As of December 2012)

Organization chart
Foundation for the Accreditation of Studey Courses in Germany(Stiftung zur Akkreditierung von Studiengängen in Deutschland )Board
Executes the Accreditation Council's resolutions
Accreditation Council
It is essentially responsible for performing
the Foundation tasks
It makes decisions on all matters of theFoundation

Foundation Council
Monitors the lawfulness and efficiencyof the Foundation activities carried out
by the Accreditation Council and the
Board

Head Office
Supports the execution of Foundation business
Source:Accreditation Council The German Accreditation System. Presentation material, 29th March 2012, Bonn,
Germany.
Law establishing a foundation “Foundation for the Accreditation of Study Courses in Germany”.

Overview of the Quality Assurance System in Higher Education: Germany

43431-2) Mission and role
MissionThe Foundation for the Accreditation of Study Programmes in Germany has the statutory mission toorganize the quality assurance system for study programs and teaching by accrediting study
programs.
The Foundation sees itself as an organization that – by carrying out these tasks – makes a key
contribution to ensuring and developing the quality of study programs and teaching at German
Higher Education Institutions, and that documents this quality, thereby ensuring and improving the
reputation of German study programs in Germany and abroad.

Role
The Foundation performs its mission, by:

certifying accreditation agencies and establishing procedural rules and criteria for
accreditation,



informing all those interested at Higher Education Institutions and within the society about
the objectives and results of accreditation procedures,refining the accreditation system such that Higher Education Institutions can better assume
their responsibility for the quality of teaching and learning,

representing the German accreditation system in the international context and participatingin the development of the European Higher Education Area,

trustingly cooperating with accreditation agencies and other – also foreign – partners fromHigher Education Institutions and the student community, government and the profession.

1-3) The legal framework
The Accreditation Council was first established for a test period of three years and, following
assessment by an international group of experts, was given permanence through the ‘organization
statute’ adopted by the KMK in 2002.
On the basis of the “Key points for the further development of accreditation in Germany” agreed at
the KMK on15 October 2004, Länder conclude the agreement on the “Foundation: Accreditation of
Study Courses in Germany” on 16 December 2004.
The tasks of the Accreditation Council were transferred to a foundation under public law, thefoundation having legal capacity and to be established in accordance with the law of the Land of
North-Rhine/Westphalia.

On entry into force of the law of establishing a“Foundation for the

Accreditation of Study Courses in Germany” on 26 February 2005, the statute for an accreditation
procedure across the Länder and across higher education institutions (resolution of the Standing
Conference of the Ministers of Education and Cultural Affairs of 24 May 2002 in the version of 15
October 2004) was rescinded.
Source:Kulwer Academic Publishers (2004) Accreditation and Evaluation in the European higher education area.
Resolution of the KMK (2004) Agreement on the Foundation“Foundation: Accreditation of Study Courses inGermany”.

44441-4) Main area of activityAccreditation and re-accreditation of accreditation agencies by time-limited granting of theentitlement to accredit study courses.

Compilation of common and specific structural guidelines of the Länder into binding
guidelines for the Agencies.

Regulationofminimum

requirementsforaccreditation

procedures

includingtheprerequisites and limits of bundled accreditations.


Monitoring of accreditations undertaken by the Agencies.

The Foundation Accreditation of Study Programmes in Germany also intends to ensure faircompetition among the accreditation agencies.

Furthermore, taking account of the development inEurope, the Foundation determines the pre-requisites for the recognition of accreditations byforeign institutions.

It promotes international cooperation in the field of accreditation and quality

assurance and report regularly to the Länder about developments regarding the conversion of thesystem of study into a consecutive study structure and on quality development in the context ofaccreditation.

The Accreditation council makes decisions on all matters of the Foundation.

The

Foundation also acts a central documentation service for the accreditation system andadministrates the data base of the study courses accredited in Germany.
The Accreditation Council has established a public database of accreditation results. Eachaccreditation agency is obliged to report accreditation results to the Accreditation Council.

If ahigher education institution is denied systemic accreditation by an accreditation agency, that
institution cannot apply to another agency within two years.

If a program accreditation has beendenied, the HEI cannot apply with the same program at another agency.

Negative results should bereported to the Accreditation Council, though they are not made public .

Source:KMK The Education System in the Federal Republic of Germany 2010/2011.
Law establishing a foundation“Foundation for the Accreditation of Study Courses in Germany”.

1-4-1) Accreditation of Agencies
The accreditation of Agencies is carried out in accordance with the Criteria for the Accreditation of
Accreditation Agencies drawn up by the Accreditation Council.

Process
I. Application:
The agency submits an application and a rationale. The rationale contains a self-description of theagency and documents the compliance with the criteria for the accreditation of accreditation
agencies.

II. Evaluation Procedure:

Overview of the Quality Assurance System in Higher Education: Germany

4545

The Accreditation Council appoints an expert group, which ensures the assessment of all areas

relevant for the inspection procedure.

The expert group as a rule consists of five members: amember of the Accreditation Council as well as representatives of the relevant interest groups.
These include particularly the sciences, the students and practitioners from the profession.
Two members should be from abroad.
the analysis of the application rationalean on-site visit at the agency
It includes the participation in a meeting of the decision-making committee that is responsible
the final decision on accreditation applications, as well as separate discussions with the
management of the agency, the employees, experts.
On application of the agency and based on a separate agreement, the Accreditation Council alsoassesses whether the agency meets the membership criteria of the ENQA and applies the“Guidelines for national reviews of ENQA member agencies” for this.
III. Decision:
On the basis of the assessment report drawn up by the evaluation group, the Accreditation Council
decides either to grant an accreditation of the relevant Agency, to grant an accreditation withconditions, to abandon the process or to reject the accreditation.
Accreditation should be granted conditionally, if there are defects, which can most likely berectified within six months.
Accreditation should be denied, if there are defects, which most likely cannot be rectified within six
months.

If it can be expected that the applying agency can rectify the shortcomings, then theaccreditation procedure can be suspended, after hearing the agency, for a period to be set by the
Accreditation Council, but for not more than twelve months.

Criteria for the Accreditation of Accreditation AgenciesSelf-Image and Understanding of the Accreditation Task



Structures and Procedures

Independence

FacilitiesInternal Quality Management

Internal Complaints ProcedureReportingTime Limitation
The accreditation has to be limited to five years.

If an accreditation is granted conditionally, theaccreditation period can be reduced.
Source:Resolution of the Accreditation Council (2010) Rules of the Accreditation Council for the Accreditation of Agencies.
KMK The Education System in the Federal Republic of Germany 2010/2011.

46
46

1-4-2) Accreditation Agencies
Discipline-oriented Accreditation Agencies
AHPGS

Official nameAccreditation Agency for Study Programmes in Health and Social
Sciences(Akkreditierungsagentur im Bereich Gesundheit und Soziales)

AKAST

Ownership

Independent and non-profit accreditation agency

Founding year

2001

Location

Freiburg, Germany

Web site

http://ahpgs.de/

Official name

Agency for Quality Assurance and Accreditation of Canonical(Only German)

Programmes of Studies in Germany(Agentur für Qualitätssicherung und Akkreditierung kanonischer
Studiengänge in Deutschland e.V.)*accredited only for programme accreditation

ASIIN

Ownership

Non-profit association

Founding year

2008

Location

Eichstätt, Germany

Web site

http://www.akast.info/

Official nameAccreditation Agency for Degree Programmes in Engineering,
Informatics/Computer Science, the Natural Sciences andMathematics(Akkreditierungsagentur für Studiengänge derIngenieurwissenschaften, der Informatik, der Naturwissenschaften
und der Mathematik)

FIBAA

Ownership

Non-profit association

Founding year

2002

Location

Düsseldorf, Germany

Web site

http://www.asiin-ev.de/pages/de/asiin-e.-v.php

Official name

Foundation for International Business Administration
Accreditation

Ownership

Swiss-German non-profit foundation

Founding year

1994

Location

Bonn, Germany

Web site

http://www.fibaa.org/de/startseite.html

Overview of the Quality Assurance System in Higher Education: Germany4747

Not-specialised Accreditation Agencies
ACQUIN

Official nameAccreditation, Certification and Quality Assurance Institute(Das Akkreditierungs-, Certifizierungs- und QualitätssicherungsInstitut)

AQA*

Ownership

Member-based, non-profit organization

Founding year

2001

Location

Bayreuth, Germany

Web site

http://www.acquin.org/index.php

Official name

Austrian Agency for Quality Assurance(Österreichische Qualitätssicherungsagentur)

AQAS

Ownership

Independent institution

Founding year

2004

Location

Vienna, Austria

Web site

http://www.aqa.ac.at/

Official name

Agency for Quality Assurance by Accreditation of Study
Programmes (Agentur für Qualitätssicherung durch
Akkreditierung von Studiengängen)evalagOwnership

Member-based, non-profit organization

Founding year

2002

Location

Köln, Germany

Web site

http://www.aqas.de/

Official nameevaluation agency Baden-Württemberg(Only German)(Evaluationsagentur Baden-Württemberg)

OAQ

Ownership

Foundation of the state of Baden-Württemberg

Founding year

2000 (Accreditation section: 2009)

Location

Mannheim, Germany

Web site

http://www.evalag.de/dedievl/projekt01/index.php

Official name

Swiss Center of Accreditation and Quality Assurance in Higher
Education (Organ für Akkreditierung und Qualitätssicherung der
Schweizerischen Hochschulen)

ZEvA

Ownership

Independent organization

Founding year

2001

Location

Bern, Switzerland

Web site

http://www.oaq.ch/pub/de/01_00_00_home.php

Official name

Central Evaluation and Accreditation Agency Hannover(Zentrale Evaluations- und Akkreditierungsagentur Hannover)48
48

Ownership

Common foundation of all Lower Saxon HEIs

Founding year

1995

Location

Hannover, Germany

Web site

http://www.zeva.org/

*Through the new Act on Quality Assurance in Higher Education, enforced on 1 March 2012, theAgency for Quality Assurance and Accreditation Austria (AQ Austria) has been established as the
single body for external quality assurance.

This new agency includes the competences andactivities of the three existing organizations, namely the Austrian Agency for Quality Assurance(AQA), the Austrian Accreditation Council (ÖAR) and the FH Council (FHR). AQA will complete
ongoing evaluations and therefore keep its functions until mid-2013 and gradually transfer its
activities.

Source:Accreditation Council The German Accreditation System. Presentation material, 29th March 2012, Bonn,
Germany.
ENQA website http://www.enqa.eu/allagencies.lasso

Overview of the Quality Assurance System in Higher Education: Germany

4949

Appendix: Abbreviations
Explained here are abbreviations which appeared in the text, in alphabetical order. In
abbreviation, next to the abbreviation comes the full title in German (Italic), after which isindicated the full title in English.

ACQUIN
Akkreditierungs-, Certifizierungs- und Qualitätssicherungs-Institut, Accreditation, Certification andQuality Assurance Institute
AHPGS
Akkreditierungsagentur im Bereich Gesundheit und Soziales, Accreditation Agency for Study
Programmes in Health and Social Sciences
AKAST
Agentur für Qualitätssicherung und Akkreditierung kanonischer Studiengänge in Deutschland,
Agency for Quality Assurance and Accreditation of Canonical Programmes of Studies in Germany
AQAÖsterreichische Qualitätssicherungsagentur, Austrian Agency for Quality Assurance
AQAS
Agentur für Qualitätssicherung durch Akkreditierung von Studiengängen, Agency for Quality
Assurance by Accreditation of Study Programmes
AQ Austria
Agentur für Qualitätssicherung und Akkreditierung Austria, Agency for Quality Assurance andAccreditation Austria
ASIIN
Akkreditierungsagentur für Studiengänge der Ingenieurwissenschaften, der Informatik, derNaturwissenschaften und der Mathematik, Accreditation Agency for Degree Programmes inEngineering, Informatics/Computer Science, the Natural Sciences and Mathematics
BaföG
Bundesausbildungsförderungsgesetz, Federal Training Assistance Act
BMBF
Bundesministerium für Bildung und Forschung, Federal Ministry of Education and Research
CHE
Centrum für Hochschulentwicklung, Center for Higher Education
DAAD
Deutscher Akademischer Austausch Dienst, German Academic Exchange Service
DDR
Deutsche Demokratische Republik, German Democratic Republic
DFG
Deutsche Forschungsgemeinschaft, German Research Foundation
DSH
Deutsche Sprachprüfung für den Hochschulzugang ausländischer Studienbewerber, German
Language Proficiency Examination for Admission to Higher Education for Foreign Applicants
DSW
Deutsches Studentenwerk, German National Association for Student Affairs

50
50

EEA
European Economic Area
ENIC
European Network of Information Centres
ENQA
European Association for Quality Assurance in Higher Education
evalagevaluation agency Baden-Württemberg
FH
Fachhochsculen, University of applied science
FHR
Fachhochschulrat, FH Council
FIBAA
Foundation for International Business Administration Accreditation
fzs
freier zusammenschluss von studentInnenschaften
GWK
Gemeinsame Wissenschaftskonferenz, Joint Science Conference
HRG
Hochschulrahmengesetz, Framework Act for Higher Education
HRK
Hochschulrektorenkonferenz, German Rectors' Conference
KfW
Kreditanstalt für Wiederaufbau, Student loan programme of the Reconstruction Loan Corporation
KMK
Die Ständige Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland:
Kultusministerkonferenz, Standing Conference of the Ministers of Education and Cultural Affairs of
the Länder in the Federal Republic of Germany
NARIC
National Academic Recognition Information Centres
OAQ
Organ für Akkreditierung und Qualitätssicherung der Schweizerischen Hochschulen, Swiss Center ofAccreditation and Quality Assurance in Higher EducationÖARÖsterreichischer Akkreditierungsrat, Austrian Accreditation Council
TestDaF
Test Deutsch als Fremdsprache für ausländische Studienbewerber, Test of German as a Foreign
Language for foreign applicantsWR
Wissenschaftsrat, The Council of Science and Humanities
ZAB
Zentralstelle für ausländisches Bildungswesen, Central Office for Foreign Education
ZevA
Zentrale Evaluations- und Akkreditierungsagentur Hannover, Central Evaluation and Accreditation
Agency Hannover

Overview of the Quality Assurance System in Higher Education: Germany

5151

Sources and references

52
52



Accreditation Council The German Accreditation System. Presentation material, 29th March 2012,
Bonn, Germany.



Resolution of the Accreditation Council (2009, last amended in 2010) Rules of the Accreditation
Council for the Accreditation of Agencies.



Resolution of the Accreditation Council (2009, last amended in 2013) Rules for the Accreditationof Study Programmes and for System Accreditation.



Accreditation Council Activity Report 2009.



Accreditation Council Activity Report 2010.



Agentur für Qualitätssicherung durch Akkreditierung von Studiengängen (AQAS): Presentationmaterial, 30th March 2012, Bonn, Germany.



Andrea Bernhard (2011) Quality Assurance in an International Higher Education Area - A Case
Study Approach and Comparative Analysis.



Autorengruppe Bildungsbereichterstattung Bildung in Deutschland 2010.



Barbara M. Kehm (2004) The German System of Accreditation.



DAAD and HIS-Institute for Higher Education Research (HIS-HF) Facts and Figures on theInternational Nature of Studies and Research in Germany 2012.

European Commission Eurydice - National system overview on education systems in Europe andongoing reforms 2011 Edition.

European Commission Eurydice - Organization of the education system in Germany 2009/10.

European Commission Eurydice - The Organisation of the Academic Year in Higher Education
2011/12.

evaluation agency Baden-Württemberg (evalag) Presentation material, 2nd April 2012, Bonn,
Germany.

Foundation for International Business Administration Accreditation (FIBAA) The Quality Seal forHigher Education Institutions. Presentation material, 30th March 2012, Bonn, Germany.

James J.F. Forest, Philip G. Altbach eds (2006) International Handbook of Higher Education, The
Netherlands. Springer.



Kultusministerkonferenz (KMK) (2012) Basic Structure of the Education System in the Federal
Republic of Germany.



KMK The Education System in Federal Republic of Germany 2010/2011.



Resolution of the KMK (2004) Agreement on the Foundation“Foundation: Accreditation of Study
Courses in Germany”.

Resolution of KMK (2003, last amended in 2010) Common structural guidelines of the Länder forthe accreditation of Bachelor’s and Master’s study courses.

Ministry of Education, Culture, Sports, Science and Technology (MEXT) (2010) Recent Reforms in
Education Overseas.

Ministry of Education, Culture, Sports, Science and Technology (MEXT) (2011) Recent Trends in
Education Overseas 2010.

Organisation for Economic Co-operation and Development (OECD) Education at a Glance 2012.



OECD OECD Country statistical profile: Germany 2011-2012.

Produced by the German Rectors’ Conference, the Standing Conference of the Ministers of
Education and Cultural Affairs of the Länder in the Federal Republic of Germany and the Federal

Ministry of Education and Research, and adopted by the Standing Conference (2005):
Qualifications Framework for German Higher Education Qualifications.


Stefanie Schwarz, Don F. Westerheijden eds (2004) Accreditation and Evauation in the European
Higher Education Area, The Netherlands. Kulwer Academic Publishers.



The Federal Constitutional Court (1999) Framework Act for Higher Education.



The Federal Statistical Office Statistical Yearbook 2010.

The Federal Statistical Office Statistical Yearbook 2013.



The Land Parliament (2005) Law establishing a foundation “Foundation for the Accreditation of
Study Courses in Germany”.

The Parliament of the Federal Republic of Germany(1949) Basic Law for the Federal Republic of
Germany.

Yumiko Yoshikawa (2010) The University and degree in German. Gakui to Daigaku (Degrees andUniversities). National Institution for Academic Degrees and University evaluation(NIAD-UE).

Websites

Accreditation Council: http://www.akkreditierungsrat.de/Agentur für Qualitätssicherung und Akkreditierung kanonischer Studiengänge in Deutschland(AKAST): http://www.akast.info/Agentur für Qualitätssicherung durch Akkreditierung von Studiengängen (AQAS):
http://www.aqas.de/Akkreditierungs-, Certifizierungs- und Qualitätssicherungs-Institut (ACQUIN):
http://www.acquin.org/index.php

Akkreditierungsagentur im Bereich Gesundheit und Soziales (AHPGS): http://ahpgs.de/Akkreditierungsagentur für Studiengänge der Ingenieurwissenschaften, derNaturwissenschaften und der Mathematik (ASIIN):
http://www.asiin-ev.de/pages/de/asiin-e.-v.php

Alexander von Humboldt Foundation: http://www.humboldt-foundation.de/web/start.html

Austrian Agency for Quality Assurance (AQA): http://www.aqa.ac.at/Bundesministerium für Bildung und Forschung (BMBF): http://www.bmbf.de/Centrum für Hochschulentwicklung (CHE): http://www.che.de/cms/?getObject=5&getLang=deDeutscher Akademischer Austausch Dienst (DAAD): http://www.daad.de/de/index.html

DAAD Tokyo: http://tokyo.daad.de/wp/category/ja_news/

Deutsche Botschaft Tokyo: http://www.japan.diplo.de/Vertretung/japan/ja/Startseite.html



Deutsche Forschungsgemeinschaft (DFG): http://www.dfg.de/index.jsp

Deutschland.de: https://www.deutschland.de/de

Deutsches Studentenwerk (DSW): http://www.internationale-studierende.de/European Association for Quality Assurance in Higher Education (ENQA):
http://www.enqa.eu/index.lassoEuropean Commission – Eurydice:
http://eacea.ec.europa.eu/education/eurydice/eurypedia_en.php

evaluation agency Baden-Württemberg (evalag):
http://www.evalag.de/dedievl/projekt01/index.php

Informatik, derOverview of the Quality Assurance System in Higher Education: Germany

5353

54
54



Facts about Germany: http://www.tatsachen-ueber-deutschland.de/de/Foundation for International Business Administration Accreditation (FIBAA):
http://www.fibaa.org/de/startseite.html



Fraunhofer-Gesellschaft (FhG): http://www.fraunhofer.de/

freier zusammenschluss von studentInnenschaften (fzs): http://www.fzs.de/

Gemeinsame Wissenschaftskonferenz (GWK): http://www.gwk-bonn.de/German Education server: http://www.eduserver.de/German National Tourist Board: http://www.germany.travel/de/index.html

German Research and Innovation Forum Tokyo: http://www.dwih-tokyo.jp/de/home/Helmholtz Association of German Research Centres: http://www.helmholtz.de

Hochschulrektorenkonferenz (HRK): http://www.hrk.de/startseite/Japan Society for the Promotion of Science (JSPS) Bonn Office: http://www.jsps-bonn.de/

Kultusministerkonferenz (KMK): http://www.kmk.org/home.html

Leibniz Association: http://www.wgl.de/

Max Planck Society: http://www.mpg.de/de

Organ für Akkreditierung und Qualitätssicherung der Schweizerischen Hochschulen (OAQ):
http://www.oaq.ch/pub/de/01_00_00_home.phpOrganisation for Economic Co-operation and Development (OECD): http://www.oecd.org/

The Federal Statistical Office: https://www.destatis.de/DE/Startseite.html



The Parliament of the Federal Republic of Germany: http://www.bundestag.de/index.jsp



TU9: http://www.tu9.de/studies/Verbund Norddeutscher Universitäten (Nordverbund): http://www.uni-nordverbund.de/

Wissenschaftsrat (WR): http://www.wissenschaftsrat.de/home.html

Zentralstelle für ausländisches Bildungswesen (ZAB): http://www.kmk.org/zab.html

Zentrale Evaluations- und Akkreditierungsagentur Hannover (ZEvA): http://www.zeva.org/

Overview
Quality Assurance System
in Higher Education
Overview of the Quality Assurance System in Higher Education

Germany

Germany

Published by:
National Institution for Academic Degrees and University Evaluation
1-29-1 Gakuen-Nishimachi, Kodaira, Tokyo 187-8587 Japan
http://www.niad.ac.jp

NIAD-UE
National Institution for Academic Degrees and University Evaluation