German Higher Education and Employability – Impacts of the Bologna Reforms

1. German Higher Education andEmployability – Impacts of theBologna Reforms TU Bergakademie Freiberg I Fakultät für Wirtschaftswissenschaften I Lehrstuhl für Internationale Wirtschaftsbeziehungen Prof. Dr. Horst Brezinski I Winklerstr.45 I 09596 Freiberg I Phone: +49 (0) 3731 / 39 – 2032 http://fak6.tu-freiberg.de/internationale-wirtschaftsbeziehungen Prof. Dr. Brezinski

2. Agenda • Introduction • The Development and the Goals of the German Education System • The Emergence of the Present German System of Higher Education and its Structure • The Impact of the Bologna Reforms • Accreditation and EUR-ACE Label • Is Employability Increasing? – An Outlook 2

3. 1. Introduction • Only Knowledge-based economies will provide in the future higher GDP growth rates an higher welfare. • According to the EU-2020 Agenda 40% of all young pupils should receive a university education in the future(in Germany in 1960: 10%, in 2010: 20-25%). • Graduates ought to be employable. 3

4. 2.The Development and the Goals of the German Education System • In the past (up to the 1960) the German Education System was split up into two categories: • school graduates (9 to 10 years education) got a dual education apprenticeship in enterprises and vocational schools for another 3 to 4 years • some of the graduates could continue at technical colleges to become an engineer (non-diploma) • school graduates from a gymnasium (college, 13 years) could got directly to the university to do scientific studies • Universities educated students to become researchers although 90% of the graduates entered the normal labour market 4

5. 3.The Emergence of the Present German System of Higher Education and its Structure • The adoption of the Bologna System created a new view • Technical Colleges were named „Universities of applied Science“ • Diploma Studies were split up into Bachelor (3-4 years) and Master Studies (1-2 years)Total: 5 years of studies (300 ECTS points) 5

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7. 4.The Impact of the Bologna Reforms • The Bologna System aimed at unifying the European Higher Education System. • This did not work. • Enterprises thought that they would get graduates at a younger age. • Enterprises wanted to get already Bachelor students being employable. • The universities had to proof that the studies contributed to employability. • According to the targets the universities had to show the single modules contributed to achieve the targets (matrix) • The programmes needed the approval by the ministeries as well as the accredition agencies 7

8. 5. Accreditation and EUR-ACE Label • Accreditation is done by 6 indendent agencies appointed by the government (Accreditation Council) • The work is as following:Definition of prior and ultimate qualifications • Establishing the prequisites for first-year students • Defining the qualification and learning outcomes (knowledge, skills competences) of graduates • Defining the educational process • Introduction / implementation of quality control in the educational process 8

9. 5. Accreditation and EUR-ACE Label Diagramm: The process of higher education – ASIIN‘s approach to evaluations 9

10. 5. Accreditation and EUR-ACE Label • Approach to Evaluations • Definition of objectives / prior and ultimate qualifications • Input: The focus in this context is on the measures, instruments and resources invested in by the institution of higher education for the implementation of a degree programme. • Outcome evaluation / quality control in higher education: The establishment and functioning of effective feedback mechanisms within the institution of higher education‟s internal quality assurance process 10

11. 5. Accreditation and EUR-ACE Label • The following definitions derived from the European Qualifications Framework will apply: • “Qualification”: A formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards. • “Learning outcomes”: Statements of what a learner knows, understands and is able to do on completion of a learning process and are defined in terms of knowledge, skills and competences. • “Knowledge“: The outcome of the assimilation of information through learning (theoretical and / or factual knowledge) . • “Skills”: The ability to apply knowledge to complete tasks and solve problems • “Competence”: The proven ability to use knowledge, skills and personal, social and / or methodological abilities, in work or study situations and in professional and / or personal development. 11

12. 5. Accreditation and EUR-ACE Label • EUR-ACE constitutes framework standards for the accreditation of engineering programmes. Outcomes of accredited engineering degree programmes must be: • Knowledge and Understanding • Engineering Analysis • Engineering Design • Investigation • Engineering Practice • Transferable Skills • For a successful accreditation the following must be considered: • Needs, Objectives and Outcomes • Educational Process • Resources and Partnerships • Assessment of the Educational Process • Management System (Quality Assurance) 12

13. 6. Is Employability Increasing? – An Outlook • In reality it turns out that the industry has problems with employability of bachelors. • They lack a deeper, intensified knowledge. • In order to get positions qualifying for leadership you need a master degree. • The professors at universities are quite often opposing the Bologna System because it forces them to reconsider what kind of education they render to students. • The university education has to produce not only researchers but also managers. • The split into Bachelor / Master programmes offers chances to students for reorientation after the Bachelor programme. 13

14. 6. Is Employability Increasing? – An Outlook • In the future there may be apart from programme accreditation also system accreditation. • The German System according to my view has benefitted from the discussion and implementation of the Bologna System. • The term “employability“ is now in the centre of discussion 14

15. Thank you for your attention! 15