ANNUAL REPORT 2018 ANNUAL REPORT ANNUAL DAAD Headquarters Bonn Deutscher Akademischer Austauschdienst Kennedyallee 50 53175 Bonn (Germany) Postfach 200404 53134 Bonn (Germany) Tel. +49 (228) 882-0 Fax +49 (228) 882-444 [email protected] www.daad.de

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Info Centre Information for Germans going abroad: Tel. +49 (228) 882-180 www.daad.de/kontaktformular Information for international students coming to Germany: Tel. +49 (228) 882-180 www.daad.de/contactform DAAD OFFICES AROUND THE WORLD

Eastern Europe, Western, Central Central Asia and and Southeastern South Caucasus: Europe: 62 212 North St Petersburg Kazan America: Riga Moscow Novosibirsk 22 Minsk London Berlin Warsaw Prague Kiev Brussels Bonn Budapest Toronto Bucharest Almaty Paris Belgrade New York Istanbul San Francisco Madrid Baku Bishkek Beijing Rome Tashkent Tokyo Athens Tbilisi Ankara Yerevan Dushanbe Seoul Tunis Beirut Erbil Tehran Tel Aviv Amman Islamabad Shanghai East Jerusalem New Delhi Cairo Guangzhou Dhaka Taipeh Mexico City Mumbai Middle East, Pune Hanoi Hong Kong North Africa: Bangkok 30 Bangalore Chennai San José Addis Ababa Colombo Ho Chi Minh City Accra Bogotá Yaoundé Kuala Lumpur Nairobi Latin Singapore America: 33 Sub-Saharan Jakarta Africa: Asia, 23 Pacific: 60 São Paulo Rio de Janeiro Johannesburg

Santiago de Chile Buenos Aires

Sydney

15 Regional Offices 5 German Centres for Research and Innovation (DWIH) 57 Information Centres (IC) DAAD headquarters in Bonn and Berlin Office 442 Lektorats As of: December 2018 ANNUAL REPORT 2018 2 3

Alexander Gerst geophysicist, volcanologist and astronaut

My DAAD-funded study visit to New Zealand was an important step on my path to the world of science. It enabled me to gain crucial international experience for my future career. In science – as is often the case in life – we can only truly understand something by looking beyond one’s horizon for a change of perspective.

››European Space Agency Astronaut Alexander Gerst prepares for his first spacewalk.

Contents 5

6 Preface

I 10 The DAAD at a Glance ABOUT US 14 The DAAD in 2018 – Insights

II 18 Scholarships for the Best OUR 30 Structures for Internationalisation GOALS 40 What Digitalisation Means for the DAAD 42 Expertise for Academic Collaborations 46 Information from around the World

III 50 German Language and German Studies OUR FIELDS 56 Development and Dialogue: OF WORK Sustainability through Education 64 European Cooperation in Higher Education 70 Higher Education and Research Marketing 74 International Research Cooperation 80 Transnational Education

IV 86 Western, Central and Southeastern Europe OUR 90 Eastern Europe, Central Asia and South Caucasus FUNDING 94 North America WORLDWIDE 98 Latin America 102 Middle East, North Africa 106 Sub-Saharan Africa 110 Asia, Pacific 114 Complete Overview

V 118 Annual Financial Statement ANNEX 120 DAAD Bodies 121 Selection Committees 129 Abbreviations 130 Addresses in Germany and Abroad 132 DAAD Organisational Chart 6 Preface

››Prof Dr Margret Wintermantel President of the German Academic Exchange Service

DEAR READERS,

Times have not become easier for international tre for Transnational Criminal Justice in Cape academic cooperation over this past year 2018. Town, one of ten DAAD Centres of Excellence The ideal of a multilateral world order with in Africa. Another is Professor ­Kristina Spohr, progressively more integrated markets and who in autumn 2018 became the first researcher relatively open societies is under pressure. to hold the newly established Helmut Schmidt Instead, we are increasingly seeing tendencies Professor­ship at the renowned Johns Hopkins towards rejection, isolation and division in School of Advanced International Studies in many parts of the world. Since it was founded Washington D.C. The DAAD-funded professor- in 1925, the DAAD has always stood for the exact ship at the Kissinger Center for Global ­Affairs opposite of these intentions. aims to strengthen transatlantic relations in challenging times. Luckily, we are not alone: driven by our mem- bers, German higher education institutions Johannes Meyer is still at the beginning of his and their student bodies, and supported by our academic career. He is studying physics and re- funding bodies, we were able to help ensure that ported on his experiences during a study visit in internationalisation efforts at German ­higher Canada as a correspondent for the DAAD cam- education institutions continued last year. In all, paign “study worldwide – EXPERIENCE IT”, fil- around 145,000 people were able to study or con- ing videos, photos and short articles. He posted duct research across borders with the DAAD’s his impressions on the campaign’s website and assistance in 2018. his social media channels in order to encour- age other students to spend a semester abroad. One of them was Dr Charity Wibabara, a na- Today Johannes Meyer is an “ambassador” for tional prosecutor in Rwanda since 2016 and study-related stays abroad and is invited to Ger- involved in the country’s justice and reconcili- man schools and universities to provide first- ation process. She studied and completed her hand answers to questions on the subject. dissertation at the South African German Cen- PREFACE Preface 7

Mongolia is the home of Nomin-Erdene ­clusters climate change, energy transformation Nyamsambuu, a master’s student in adminis- and Earth system research. An expert jury has trative sciences at the University of Potsdam. selected a total of 13 international researchers Her educational history has been closely tied who will work in Germany for four years exam- to Germany since her school days. She attend- ining these issues with a dedicated team and in ed a ­PASCH school (“Schools: Partners for the close cooperation with their French colleagues. Future”) in her native city of Ulan Bator, where she took intensive German classes. With well European cooperation was an important above-average grades on her school-leaving focus of our work in the past year, and will ­certificate she received a DAAD scholarship in remain so in the future. While we explored the 2013 that allowed her to obtain her bachelor’s still uncertain effects of Brexit on academic ­degree in politics and public law in Bonn. exchange, there were clear and positive signals from Brussels – the European Commission Our Annual Report will tell you more about will significantly expand the funding available these and many other talented young interna- for cooperation between higher education tional researchers. Their stories highlight how institutions in Europe. A core aspect will be the DAAD funding can shape and positively influ- “European Universities” programme designed ence personal and academic biographies. mainly to aid strategic network building. The DAAD will support its member higher education The DAAD is more than just a scholarship or- institutions in entering into this dynamic ganisation. It also serves as a reliable partner process by launching a national initiative and to German higher education institutions in accompanying the European programme. their internationalisation efforts. Our struc- tural programmes support our members in co- Good news for international higher education operating with universities around the world. cooperation! One of these funding instruments, and among the DAAD’s most successful, is the “Partner- I hope you find this Annual Report to be inspir- ships with Higher Education Institutions in ing reading. East Central, Southeast and Eastern Europe, the Caucasus and Central Asia” programme Yours sincerely, established in 1974. Eighty-two German and 305 foreign higher education institutions from 29 countries are currently participating in the programme. In the past year alone, around 2,500 students, scientists and researchers had the opportunity to visit Germany, while 1,700 Prof Dr Margret Wintermantel German students spent time at partner univer- sities in Eastern Europe. Bonn, April 2019

Alongside its proven and established funding formats, the DAAD also responds to current (higher education) policy discourse, setting trends for the further development of interna- tional higher education cooperation. One exam- ple is our newly established funding programme for climate, energy and Earth system research, “Make Our Planet Great Again – German Re- search Initiative”, which is intended to run for five years. Together with France, Germany will be supporting research in the three subject 8 About us 1 ABOUT US About us 9 About us 10 The DAAD at a Glance

THE DAAD AT A GLANCE

1,020,000 1,465,000 funding recipients from abroad funding recipients from since 1950; 63,680 in 2018 Germany since 1950; 81,508 in 2018

145,188 funded students, graduates and researchers in 2018

32,000 558m students enrolled in German EUR is the DAAD’s overall transnational education budget. programmes worldwide

1.5m 45,000 visitors a year connect with students from Germany the DAAD at international completed an Erasmus stay education fairs. abroad in 2018. About us The DAAD at a Glance 11

DAAD headquarters in 57 Bonn and a Government Liaison Office in Berlin Information Centres around the globe 15 Regional Offices in partner countries worldwide 5 German Centres for Research and Innovation (DWIH) 442 managed by the DAAD lectureships at higher education institutions abroad 168 alumni associations (around the globe)

5 20 Centres of Excellence interdisciplinary Centres for worldwide German and European Studies at universities abroad About us 12 The DAAD at a Glance

Organisation and people

The German Academic Exchange Service at a General Assembly. Since 2012, the Executive (Deutscher Akademischer Austauschdienst, Committee has been chaired by Prof Dr DAAD) arose from a student initiative and Margret Wintermantel as honorary president. was founded in 1925. It is an organisation Serving as vice president is Prof Dr Joybrato supported by German higher education Mukherjee, President of the University of institutions and their students – in 2018, 241 Gießen. Dr Dorothea Rüland has held the office higher education institutions and 103 student of DAAD Secretary General since October 2010; representations were registered as members. she is assisted by two deputy secretaries general, These members elect the Executive Committee Christian Müller and Rudolf Boden.

Key figures on the development of the DAAD 1950–2018

1950 1960 1970 1980 1990 2000 2010 2016 2017 2018

DAAD funding recipients 145,188 139,758 Funding recipients from abroad 131,222 Funding recipients from Germany Total funding recipients

105,886 81,508 75,475 78,230 63,680 64,047 63,807 61,528 55,747 21,813 38,883 42,079 10,883 37,451 4,861 426 21,974 14,114 8,848 26,596 196 3,151 16,909 7,699 230 1,710 2,035

558,357 522,035 Budget (figures in thousand €) 500,325 383,977 218,801 134,590 69,936 75 4,512 26,404

Established posts (headquarters, Regional Offices, Berlin Office) 390 397 309 307.5 142 293.5 288 215 48 8

Project and third-party-funded posts 534.5 679 550 539 161 6 2 12.5 25.5

Offices (headquarters, Berlin Office, Regional Offices, Maison Heinrich Heine Paris) 18 18 18 18 16 14 10 6 4 About us The DAAD at a Glance 13

The DAAD’s structure

EXECUTIVE COMMITTEE

President HEAD OFFICE BOARD OF TRUSTEES Prof Dr Margret Wintermantel Secretary General Representatives of the federal Vice President Dr Dorothea Rüland government, the federal states, Prof Dr Joybrato Mukherjee higher education institutions Deputy Secretaries General Representatives of higher education and student bodies, the Rudolf Boden institutions and student body General Assembly and research Christian Müller representatives, guest members organisations

15 Regional Offices Selection committees 57 Information Centres

General Assembly

241 member higher education institutions 103 student representations About us 14 The DAAD in 2018 – Insights

ULRICH GROTHUS THE DAAD IN 2018 – INSIGHTS RETIRES FROM THE DAAD

PROJECT MANAGER MEETING FOR THE Ulrich Grothus retires after over 30 years at DAAD’S EASTERN EUROPEAN ­ACADEMIC the DAAD. Grothus shaped the organisation in PARTNERSHIPS a range of leadership roles – as the director of the Regional Offices in New York and Paris, among other things – and for many years as The DAAD has been funding partnerships Deputy Secretary General. He is succeeded with higher education institutions in East by Christian Müller at the Government Central, Southeast and Eastern Europe, the Liaison Office in Berlin and Rudolf Boden at Caucasus and Central Asia since 1974. Around the DAAD’s Bonn headquarters. 4,100 people are sponsored through these partnerships every year. In all, more than 80 German universities are cooperating with around 300 universities the region. A meeting at the University of Gießen highlights the wide PASCH ANNIVERSARY range of cooperation options. → p. 32 The “Schools: Partners for the Future” (PASCH) initiative celebrates its tenth anniversary with Federal Foreign Minister Heiko Maas and guests from politics, education and science. In his speech, Maas emphasises the importance of PASCH and the global PASCH network for intercultural exchange and politics. → p. 24

13–14 6 26 February June June

JANUARY FEBRUARY MARCH APRIL MAY JUNE JULY

8–9 30 “We are very pleased that, for March May the first time, this expertise on China is ERASMUS: FIRST RECOMMENDATION FOR combined under the umbrella of the FUTURE PROGRAMME GENERATION Sino-German Alumni Expert Networks. That sends a positive signal for future The EU Commission plans to provide €30bn in funding alumni programmes.” over the next seven years. In addition, a grant from the Union’s external financial instruments is to be used ››Prof Dr Margret Wintermantel for the programme’s international dimension. Almost €25bn are earmarked for education. → p. 64

SINO-GERMAN ALUMNI EXPERT NETWORKS LAUNCHED

The DAAD launches seven new expert networks to intensify academic cooperation between Germany and China. The networks are aimed at alumni from both countries, as well as professional associations, higher education and research institutions, and business representatives. → https://www.dchan-projekt.de/ About us The DAAD in 2018 – Insights 15

BOLOGNA GOES DIGITAL

In higher education, digitalisation and DAAD PRIZES FOR GERMAN internationalisation programmes are STUDIES ››Ulrich Grothus closely linked. How these processes can promote cooperation and mobility within In 2018 the renowned Jacob and the European Higher Education Area is Wilhelm Grimm Prize presented the subject of the international DAAD by the DAAD goes to the German conference “Bologna Goes Digital” held studies scholar Prof Dr Vibha Surana in cooperation with the Hochschulforum from Mumbai. Meanwhile, Ukrainian Digitalisierung. → p. 41 literary scholar Dr Lyubomyr Borakovskyy wins the 2018 Grimm Young Talents Award. Alongside RESEARCH INITIATIVE FOR PARIS €10,000 and €3,000 in prize money, AGREEMENT ON CLIMATE CHANGE respectively, the awards also include LAUNCHES a research stay in Germany. → p. 51

To implement the Paris Climate Agreement the DAAD is funding researchers working in climate, Earth system and energy re- search. Thirteen international researchers were selected for the programme “Make Our Planet Great Again – German Research p. 76 Initiative”.­ → ››Prof Vibha Surana

13 26 26 July September November

››Dr Lyubomyr Borakovskyy

JULY AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER

12 21-22 October November

SYMPOSIUM ON ARTIFICIAL INTELLIGENCE

The DAAD-managed German Center for Research and Innovation in Tokyo holds the first Japanese-German- French symposium on artificial DIALOGUE FORUM ON EUROPE’S FUTURE intelligence (AI). The interdisciplinary event presents the current state of AI technologies and explores future What would students do to enable even more scenarios. → p. 78 young people to spend a period abroad? At the dialogue forum “Let’s talk about Europe” in Berlin, Federal Minister of Education and Research Anja Karliczek speaks with correspondents for the DAAD campaign “study worldwide – EXPERIENCE IT!”. → p. 73 16 Our Goals 2 OUR GOALS

 SCHOLARSHIPS FOR THE BEST

 STRUCTURES FOR INTERNATIONALISATION

 EXPERTISE FOR ACADEMIC COLLABORATIONS Our Goals 17 Our Goals 18 Scholarships for the Best

SCHOLARSHIPS FOR THE BEST

}} By funding exceptional students and researchers, the DAAD prepares future experts and leaders to take on responsibility and creates permanent ties stretching across the world.

The German Academic Exchange Service Doctoral programmes in Germany (DAAD) was founded in 1925 as a scholarship organisation – and to this day, selecting schol- Among the most popular scholarship pro- arship holders, awarding funding, providing grammes is “Research Grants – Doctoral Pro- support and offering alumni programmes form grammes in Germany”. In 2018, the DAAD the basis of our work. In all, the DAAD fund- ­selected 327 scholarship holders from over 1,700 ed 145,188 students, graduates, doctoral candi- applications; they will receive funding for up to dates and researchers through its various pro- four years to earn their doctorates at German­ grammes in 2018. higher education institutions.

››Inga Christina Müller, scholarship holder in the Carlo Schmid Programme, in front of the United Nations Headquarters in New York. Our Goals Scholarships for the Best 19

Demand for short stays remains high “RISE Germany” programme received over 2,000 applications in 2018, from among which the Alongside longer-term stays, short stays and DAAD was able to fund over 300 students. internships are very popular with scholarship holders from Germany and abroad. Over 100 The attractiveness of Western Europe to German internships at international organisations and academics also remains undiminished. Despite EU institutions were funded through the Carlo the uncertainty resulting from its impending Schmid Programme (CSP) managed jointly by departure from the EU, the UK draws the largest the DAAD, the German Academic Scholarship numbers, followed by France. The South is also Foundation and Stiftung Mercator. Demand popular: 44 experts applied for a lectureship in far exceeds availability. With 600 applicants, German as a foreign language in Valencia, Spain CSP is one of the most popular internship pro- in 2018. grammes and an important stepping stone for scholarship holders’ future careers. Today, ››Experts on Brussels: presenter Udo van Kampen (left) and 40% of its graduates work at international ­Martin Selmayr, Secretary-General of the EU Commission. ­organisations.

The “Go East” programme enabled over 400 Ger- man students to acquire regional expertise by attending 50 summer schools in 20 Eastern Eu- ropean countries in 2018. In addition, 59 stu- dents from Germany gained valuable experi- ence at Russian businesses through the “Doing Business in Russia” programme. In turn, 400 Russians received scholarships for study and re- search stays in Germany.

Russia is not the only country where demand for study and research stays in Germany is high. Numerous students from the English-speaking world, for example, were interested in intern- ships at German research institutions. The

“AMERICA FIRST” IS NOT A EUROPEAN INVENTION

Brexit, refugees, populist move- acceptance of the law. “‘America migration policy, the economic and ments – there are currently many first’ is not a European invention,” monetary union and the regulation crises and conflicts in Europe. he said pointedly, and received en- of digital platforms. At the “Europe- Prof Martin Selmayr, Secretary-­ thusiastic applause for his speech. an Round Table” experts held heat- General of the European Commis- Around 130 DAAD alumni debated ed discussions with DAAD alumni sion, addressed these issues in his on the topic “Europe is more than a from five European countries on the opening lecture at the eighth alumni single market”. Many of these alum- subject of the EU as an ecosystem. meeting in Brussels in April 2018. ni work in important positions at the However, all sides agreed on the He underlined Europe’s strengths, European level and helped shape significance of the European idea, which he said were based on, the content of the meeting in work- aware of the value of the “European among other things, diversity and ing groups on European asylum and community of peace”.

Our Goals 20 Scholarships for the Best

››Participants in the DAAD programme “Development-Related Postgraduate Courses (EPOS)”.

Training future leaders in developing and emerging countries

Well-educated, internationally networked experts play an important part in the devel- opment of their countries. The programme “Development-Related Postgraduate Courses (EPOS)” allows international applicants to choose from 40 postgraduate degree courses at German higher education institutions and add a master’s degree or a doctorate to their ­qualifications.

In 2018, the DAAD sponsored 785 scholarship holders through this programme. A new addi- tion to the programme was the master’s degree course “Sustainable Development Manage- ment” at the Rhine-Waal University of Applied Sciences. This programme trains future experts and leaders with the intention of helping them contribute to implementing the 17 Sustainable Development Goals (SDG) and thus help fight poverty and achieve global justice. Our Goals Scholarships for the Best 21

“Training young Syrians is an investment in the future of Syria when this terrible conflict is finally over.” Federal Foreign Minister Heiko Maas

The special programmes for students from Syria A highlight was the closing event of the pro- – “Baden-Württemberg Scholarship Programme gramme “Leadership for Syria” in April in Ber- for Refugees from Syria”, “Leadership for Syria” lin, where Federal Foreign Minister Heiko Maas and “New Perspectives for Young Syrians and addressed the 221 scholarship holders. Training Jordanians” – are coming to a close. The majori- young Syrians is “an investment in the future of ty of students in these programmes graduated in Syria when this terrible conflict is finally over”, 2018 or will do so in 2019. They cannot, however, said the minister. currently return to Syria; instead they are to be integrated into the German labour market. In response to this challenge, the DAAD held several seminars on entering the world of work in 2018.

››Federal Foreign Minister Heiko Maas (centre), Annette Storsberg, secretary of state at the Ministry of Culture and Science of North-Rhine Westphalia (right) and DAAD President Prof Margret Wintermantel (left) with scholarship holders of the “Leadership for Syria” programme. Our Goals 22 Scholarships for the Best

Global networks

A number of conferences with the academics placed by the DAAD were held in 2018. The 70- year relationship between Germany and Israel was a key focus, highlighted by a regional meet- ing in Tel Aviv that discussed the role of Israel in the region. German Ambassador Dr Susanne Wasum-Rainer and prominent academics such as Prof Dr Moshe Zimmermann, journalists like Dr Gil Yaron, or the director of the Goethe-Insti- tut in Tel Aviv, Dr Wolf Iro, discussed this topic with the Lektors from the MENA (Middle East/ North Africa) region. Open society was the subject of a DAAD alum- In Hong Kong, DAAD Lektors and Ortslektors ni meeting in Prague on the occasion of the from East Asia came together for the first time 50th anniversary of the Prague Spring. Over 100 for a supra-regional networking meeting; dis- Czech alumni and former DAAD Lektors who cussion topics included options for collaborat- had taught in the Czech Republic discussed and ing on digital offerings. analysed the importance of open discourse and permeable national, cultural and intellectual boundaries from the viewpoints of their respec- tive disciplines.

“Top-tier research can only succeed through contact and cooperation between researchers across national borders. Global challenges can only be met if we work together.” Prof Margret Wintermantel, President of the DAAD

EVERY SEMESTER AN ADVENTURE – 20 YEARS OF THE SAMUEL FISCHER GUEST PROFESSORSHIP

Each seminar offers a different Philippe Dalembert), “becoming November 2018. “What a gift for literary experience, because each an animal” (Teresa Präauer) or the students in Berlin,” sums up Silvia semester is presented by a different “universe of the beginning” (László Fehrmann, director of the DAAD’s literary scholar – always based on Krasznahorkai) with their students. Artists-in-Berlin Program. “They can their own ideas, far from the con- These classes are made possible experience the diversity of world fines of a syllabus. Hungary, Cana- by the Samuel Fischer Guest Pro- literatures first-hand, expand their da, Africa, Haiti: authors come from fessorship initiated and funded imagination, explore texts from a all over the world to the Peter Szon- jointly by FU Berlin, the Holtzbrinck post-colonial perspective and criti- di Institute of Comparative Litera- Publishing Group, S. Fischer Ver- cally examine our global present.” ture at FU Berlin in Berlin-Dahlem to lag and the DAAD. The programme discuss literature and history (Louis-­ celebrated its 20th anniversary in

Our Goals Scholarships for the Best 23

Number of American Bildungsauslaender in Germany since 1998

1999/00 2001/02 2003/04 2005/06 2007/08 2009/10 2011/12 2013/14 2015/16 2017/18

6,158

5,213

4,298 4,082 3,378

2,853 2,700 2,747 2,757 2,810

Source: Federal Statistical Office

That such questions no longer have straightfor- ward answers, even in the West, was also evi- dent at an alumni meeting in Atlanta attended that same year by DAAD President Prof Dr Mar- gret Wintermantel titled “Knowledge, Trust, and the Future of Democracy”.

Indispensable for transatlantic dialogue are the 20 lecturers of German studies who present first- hand, current information on Germany at social science and humanities faculties across the USA and Canada. Four locations saw the appointment ››DAAD alumni at the National Center for of young, high-profile researchers in 2018. Civil and Human Rights.

ATTRACTING U.S. MINORITIES TO GERMAN UNIVERSITIES

“Wunderbar together” is the motto many are unaware of the advantag- tion of minority students. “We hope of the German Year taking place in es of the German higher education that considering studying abroad in the USA from October 2018 until system. DAAD teams therefore reg- Germany will someday be a matter the end of 2019. The DAAD will be ularly attend education fairs. The of course for young people from involved in a very special way. “We DAAD also cooperates with Diversity these sections of society,” explains want to attract students from a Abroad, an organisation founded in Kerrigan. However, that will take wide range of backgrounds in the 2006 to help students from a wide time, he says, so it’s all the better to US to Germany as a study location,” range of social and ethnic back- approach them early on: “After all, says Peter Kerrigan, deputy director grounds take advantage of inter- many of today’s minorities will play of the New York Regional Office. national study options. Diversity an even more important role in the While more and more Americans are Abroad is well networked with uni- science of tomorrow.” interested in studying in Germany, versities that have a high propor-

24

SPOTLIGHT A wanderer between worlds

}} Nomin-Erdene Nyamsambuu attended a PASCH school in Ulan Bator and studied in Germany with the help of a DAAD scholarship. Her example shows how PASCH schools in conjunction with funding programmes bring outstanding people to Germany and its higher education institutions. The PASCH initiative celebrated its tenth anniversary in 2018.

“It was very nice in Kitzingen. It’s where I laid the foundation for my future life,” says Nomin- Erdene Nyamsambuu. But the cultural break could not have been sharper. In 2002, at the age of seven, she moved with her parents from the Mongolian capital of Ulan Bator to Kitzingen in Franconia. “Back then I didn’t speak a word of German, but I was made very welcome and elected class president twice at my primary school,” says the 23-year-old.

Then the family went back to Mongolia. “To mit- ››Nomin-Erdene Nyamsambuu igate the culture shock and make sure I wouldn’t lose my German language skills in Mongolia, The DAAD funding programme enables es- my parents enrolled me at a PASCH school,” pecially talented graduates of PASCH schools the young woman remembers. It was to further to study in Germany, an opportunity that also strengthen her ties with Germany. benefited Nomin-Erdene Nyamsambuu. She received a scholarship in 2013, as did 119 other This is one of the aims of the “Schools: Partners students that year. After completing a preparato- for the Future (PASCH)” initiative launched by ry course in Heidelberg, she studied politics and the then federal foreign minister Frank-Walter public law in Bonn. Steinmeier in 2008. Today, the initiative com- prises around 2,000 schools with over 600,000 “What makes students with a PASCH history pupils in 120 countries. It is managed in co- special is that they network very quickly with operation by the Central Agency for Schools young people from other cultures, and the Ger- Abroad (ZfA), the Goethe-Institut, the Pädago- man language connects them when they do so,” gischer Austauschdienst (PAD) and the DAAD. says Meltem Göben. Over 90% of all scholarship “PASCH influences biographies by connecting holders graduate successfully from university. pupils with the German language and culture. “That’s why German higher education institu- Then, when they come to Germany to study, tions are very interested in PASCH students,” most of them immediately feel at home,” says she adds. Dr Meltem Göben, director of the scholarship programme and herself a graduate of a PASCH school in ­Istanbul. SPOTLIGHT 25

››Former PASCH pupil Nomin-Erdene Nyamsambuu and DAAD Deputy Secretary General Christian Müller during filming for a video report.

Since 2008 the DAAD has been responding to this “The support I received great interest with an additional “Support Initi- ative for PASCH Schools”, through which higher through the PASCH school and education institutions can establish and expand the scholarship were crucial partnerships with these schools. stepping stones for me.” Along with partial scholarships covering the Nomin-Erdene Nyamsambuu first year of study, the programme offers infor- mation visits to higher education institutions ence of the positive cooperation between differ- that are designed especially for young people. ent institutions within the PASCH initiative. “The BIDS higher education institutions invite outstanding pupils from PASCH schools to Ger- The 23-year-old has meanwhile completed her many while they are still in school so that they politics degree and switched to the University of can familiarise themselves with the higher Potsdam for her master's degree in administra- education system here,” explains Esther May, tive sciences. She already knows what she wants senior desk officer for the BIDS programme. In to do after that, namely to work in Germany for 2018 alone, the DAAD funded 780 young people around five years and then return to Mongolia. through the BIDS programme. Her goal: “I want to advance participative dem- ocratic approaches in Mongolia so that citizens and politicians are no longer so disconnected from each other,” she says. Something special for an anniversary: on tour with the PASCH-mobile In addition to her studies, she has gained rele- vant experience during an internship at the Ger- The DAAD collaborated with the PASCH partners man Bundestag, at the Federal Agency for Civic to celebrate the tenth anniversary of the partner Education and from a university group she was schools initiative in a very special way: with a involved in. “The support I received through the PASCH-mobile that toured Germany from Feb- PASCH school and the scholarship were crucial ruary to December 2018. It visited 32 locations to stepping stones for me; without them none of further raise the profile of the initiative and its this would have been possible.” activities. Joining the team in Bonn was Nomin- Erdene Nyamsambuu, who has first-hand experi- www.daad.de/pasch Our Goals 26 Scholarships for the Best

Awards for outstanding achievements

}} For many funding recipients, a DAAD scholarship fundamentally changes the course of their artistic and scientific careers. In four brief portraits we present selected alumni who received awards for their work in 2018.

Aleida Assmann Jens Beckert Peace Prize of the German Book Trade 2018 Leibniz Prize for his work at the interface between sociology and economics Prof Dr Aleida Assmann has long been interest- ed in finding ways to establish positive forms Sociology and economics must be more strongly of human coexistence. “As opposed to dogma considered in conjunction with each other. This and ideologies, what connects us is a belief in is the research topic of Prof Dr Jens Beckert, a treating other people and cultures with respect director at Cologne’s Max Planck Institute for and dignity,” says Aleida Assmann. Together the Study of Societies (MPIfG). The relevance of with her husband Jan Assmann, the literary and his research has become even more apparent cultural scholar is one of Germany’s outstand- since the global financial crisis. “The idea that ing intellectual voices. Over the past decades, markets can operate in a self-regulating manner the couple have conducted research into the im- is obsolete,” he says. He first came into contact portance of cultural memory. “Society needs a with this socio-economic perspective in 1989 memory, just as individuals do, in order to know during a DAAD-funded research stay in the USA. who we are and what to expect, to help us find This encounter changed his academic life. “If I our way and to develop,” said Assmann in Octo- had not gone to the US at that time, I probably ber 2018 at the awards ceremony for the Peace would not have taken my research in this direc- Prize of the German Book Trade. A cultural tion.” He also discovered a new organisational memory requires that we actively examine our culture in the USA. “I encountered a discursive past. Disagreement and discussion are an im- culture across hierarchies, where doctoral can- portant part of that, but they must occur on the didates were seen as equal partners in discus- basis of a fundamental consensus that accepts sion – that’s something that has also become the constitution, separation of powers and the very important for our institute.” independence of the media and the judiciary. ››DAAD funding: John F. Kennedy Memorial Fellowship for vis- ››DAAD funding: short-term lectureship in Japan, 1998. iting postdoctoral fellows in the USA (2001-2002) and study scholarship for the USA (1989-1990). Our Goals Scholarships for the Best 27

Clara Iannotta Sebastián Lelio Composers’ Prize of the Ernst von Siemens Oscar winner 2018 for Music Foundation “Una mujer fantástica”

That she would one day be working as a success- “I used the scholarship from the Artists-in- ful composer was far from a foregone conclu- Berlin Program to write, but especially to edit sion. Initially, Clara Iannotta wanted to become my film ‘Gloria’. The time I spent in Berlin a flutist. “My harmonics teacher more or less changed my life in many ways. The city’s daily talked me into studying composition. Only madness, this ability to manage the chaos and much later did I realise that composing is the art create spaces for the unexpected, the uncon- form that suits me best,” says Iannotta, who was trollable, fascinated me so much that I decided born in Rome in 1983. Her compositions are like to stay in Berlin after the six months were over. rooms that only gradually reveal themselves to Berlin’s energy heavily influenced the writing listeners. “Music is a way to explore and express process for ‘Una mujer fantástica’. I don’t know myself,” says the 35-year-old Italian, who stud- if that film could ever have been written any- ied at conservatories in Milan and Paris, at the where else, whether it would ever have found Institut de Recherche et Coordination Acous- its form anywhere other than in Berlin with tique/Musique (IRCAM) in Paris and at Harvard. the physical and mental freedoms that arise so Alessandro Solbiati, Frédéric Durieux and Chaya nonchalantly, so organically in this city. I owe Czernowin were important companions. In ad- the DAAD a great deal because I owe Berlin so dition to the Composers’ Prize, she also received much. In this city, I found a way into myself, a the Hindemith Prize awarded by the Schle- portal of self-perception that I hope will never swig-Holstein Music Festival in 2018. close again.”

››Clara Iannotta was a scholarship holder of the DAAD’s ››Sebastián Lelio was a scholarship holder of the DAAD’s Artists-in-Berlin Program in 2013. Artists-in-Berlin Program in 2012.

“Society needs a memory, just as individuals do, in order to know who we are and what to expect, to help us find our way and to develop.” Aleida Assmann, speaking at the awards ceremony for the Peace Prize of the German Book Trade Our Goals 28 Scholarships for the Best

2018/19 German Year in the USA – a timeline of the DAAD’s transatlantic success story

1950 The DAAD resumes its work on 1 January 1950. The 1971 United States play a key role On 1 April 1971 in its re-establishment. the DAAD opens its Regional Office in New York.

1925 Heidelberg student Carl-Joachim Friedrich acquires 13 scholar- ships for German students from the Institute of International Education (IIE). In 1925, this transatlantic initiative led to the beginnings of what was later to become the DAAD. 1955 The first German travels to the US on a DAAD scholarship.

1925 1930 1940 1950 1960 1970

1953 The first American in the post-war period studies law in Heidelberg in 1938 1953 on a one-year DAAD The DAAD is taken over by scholarship. the Nazis, leading to rapidly deteriorating relations. In 1938, the DAAD office in the USA is closed. Our Goals Scholarships for the Best 29

2005 The DAAD initiates the RISE pro- gramme. It enables US bachelor’s students in the natural and engineer- ing sciences to complete internships in Germany with scholarship funding and support from doctoral candidates. RISE is the most popular DAAD pro- gramme among Americans, receiving over 1,000 applications per year. 2018 As part of the German Year, the DAAD and the Alexander von Humboldt Foundation hold a 1990 major alumni conference on The first three “Transatlantic Perspectives on Centers for German the Role of Scholarship and Science Studies open at in Society” on 7 October 2018. Berkeley, George- town and Harvard.

2010 The German Center for Research and Innovation (DWIH) opens in New York.

1980 1990 2000 2010 2020

2003 The DAAD, the German Research Foundation (DFG) and the Alexander von Humboldt Foundation establish the German Academic International Network (GAIN). It supports German 1984 researchers working in North America 2018 The DAAD places the and networks them with German The DAAD enables first lecturers in German academic institutions. transatlantic studies at American uni- exchanges for versities. over 6,000 funding recipients. Our Goals 30 Structures for Internationalisation

STRUCTURES FOR INTERNATIONALISATION

}} Collaboration across borders is necessary if we are to master the challenges of the future. Solving these challenges also depends on how research and academia, higher education institutions and educational establishments around the world cooperate.

This principle is more important than ever at a “In 2018, we prepared a large number of new time when political movements are questioning programmes and projects that will help us in- global cooperation in politics, business and even tensify academic exchange from 2019 onwards,” academia, and seeking salvation in isolationism. says Pieper. These include, for example, a pro- “Internationalising higher education institutions gramme with which the DAAD will support and is extremely important not only for the universi- provide a better foundation for the internation- ties, but also for Germany and its partner coun- alisation of universities of applied sciences. tries. The benefits of structures for internation- alisation are evident in our daily work,” says Dr In addition, the DAAD will continue its current Anette Pieper, Director Projects at the DAAD. activities, whether in its programmes for inter- nationalising German higher education institu- tions, integrating refugees into degree pro- grammes or cooperating with higher education institutions in developing countries.

Internationalising German higher education institutions – mobility and support

Through its “Programme to Increase the Mo- bility of Students from German Universities” (PROMOS), the DAAD funds stays abroad of up to six months’ duration. “With 306 projects and over 13,000 funded individuals, PROMOS was one of the most successful programmes with

››Participants of the matchmaking conference of the “Entrepreneurial Universities” programme in Casablanca. Our Goals Structures for Internationalisation 31

IMPULSES INTO SOCIETY

Integrating refugees is an important students offered by the Internation- higher education institutions. The societal task. The DAAD participates al DAAD Academy (iDA). The new seemingly abstract field of “Exper- in this effort through a range of funding programmes to help inter- tise for academic collaborations” funding formats, among them the nationalise teacher training courses thus grows into a lively exchange Welcome and Integra programmes, and universities of applied sciences in which stakeholders share their which are flanked by a special pro- focus in particular on dialogue with expertise and develop solutions gramme on supporting refugee and advice to policy-makers and together.

which the DAAD supported stays abroad for ing international students, the project focuses students of German universities in 2018 – from on establishing a network of stakeholders from study stays to specialist courses,” says Frank university, business, politics and society. “The Merkle, head of section Mobility Programmes project systematically funds voluntary activities and Student Support Services at the DAAD. The “PROMOS principles” form the basis on which the programme is managed and operated, guar- anteeing its high standard of quality. The pro- gramme enables higher education institutions to optimally support their own international- isation strategies by flexibly using its funding options.

The STIBET programme family on the other hand promotes the integration of international students by providing German universities with the funds to offer comprehensive support. The programme family is comprised of four fund- ing lines. In a competitive process, the selection committee chose innovative projects for the by international students and facilitates encoun- STIBET II programme line that, among other ters between international students and citizens things, improve the study outcomes of foreign of Paderborn through a cultural and language students and make it easier for foreign gradu- tandem programme,” ­explains Merkle. ates to transition into the labour market. The “InRegio” project at the University of Pader- born is a good example: in addition to support-

“Internationalising higher education institutions is extremely important not only for the universities themselves, but also for Germany and its partner countries. The advantages of structures for internationalisation are evident in our daily work.” Dr Anette Pieper, director of the DAAD Projects department Our Goals 32 Structures for Internationalisation

Partnerships with higher education foundation for successfully studying and finding institutions/Eastern European Academic their way around the German higher education Partnerships system. In 2018 alone, around 12,000 refugees attended courses as part of the “Integra” pro- The programme “Partnerships with Higher Ed- gramme funded by the Federal Ministry of Edu- ucation Institutions in East Central, Southeast cation and Research (BMBF) and the “NRWege” and Eastern Europe, the Caucasus and Cen- programme administered by the federal state of tral Asia”, which was launched in 1974, is the North-Rhine Westphalia. longest-running DAAD programme for higher education cooperation with Eastern Europe. Through its “Welcome – Students Helping It funds partnerships between German higher Refugees” programme, the DAAD was further education institutions and universities in the re- able to support over 650 student projects per- gion. In 2018, around 2,500 students, scientists forming voluntary work to assist refugees. The and researchers had the opportunity to visit programme funded over 1,000 student assistants Germany, while 1,700 German students spent who shared their experiences with the refugee time at partner universities in Eastern Europe. students; one in ten of these assistants had a Eighty-two German universities and 305 foreign refugee background themselves. In 2018, the universities in 29 countries are currently partic- DAAD presented awards for the second time for ipating in the programme. The “Eastern Euro- especially outstanding refugee projects; the 2018 pean Academic Partnerships” programme thus winners were the Brandenburg University of contributes significantly to expanding education Technology, the University of Stuttgart and the and research cooperation with central and east- Weißensee Academy of Art in Berlin. ern Europe.

Excellence and Higher Education Integrating refugees at higher education Management in Development Cooperation institutions and Entrepreneurial Universities in Africa

In 2018, the DAAD again supported a large num- With funding from the Federal Ministry for Eco- ber of refugees at higher education institutions. nomic Cooperation and Development (BMZ), the These institutions offer preparatory language DAAD supports efforts to make African univer- and specialist courses to provide refugees with a sities more labour-market-oriented through, among other measures, the “Entrepreneurial Universities in Africa (EpU)” programme, which ››Martin Jürgens and Luzie Doering during the tutorial for the was launched in 2018. “The aim is for higher award-winning Welcome initiative “Buddy and Mentor” at education institutions to more strongly interlink the Brandenburg University of Technology. theory and practice and support their students, for example, through practical training and measures to assist them in transitioning to the labour market, such as career advisory centres,” says head of section Dr Ursula Paintner.

In 2018, the DAAD issued calls for proposals for partnerships with Tunisia and Morocco in this programme and held conferences in both coun- tries where representatives of higher education institutions from each country met with indus- trial partners from Germany, Tunisia and Mo- rocco. Initial measures are to be implemented as early as 2019. Our Goals Structures for Internationalisation 33

››Group photo of the matchmaking conference of the “Entrepreneurial Universities” programme in Tunis.

University-Business Partnerships between employment in African countries. The DAAD Higher Education Institutions and Business programme “University-Business Partnerships Partners in Germany and in Developing between Higher Education Institutions and Countries Business Partners in Germany and in Develop- ing Countries” is designed to pursue the goals of With its special programme “Education and this special initiative. In 2018, the BMZ and the Employment”, the BMZ also funds the devel- DAAD therefore agreed that the DAAD would use opment of long-term concepts for training and funds from the special initiative to specifically

“MENSAINTERNATIONAL – SO IS(S)T DIE WELT” WINS FEDERAL FOREIGN OFFICE AWARD

Cameroonian chicken in a marinade in the book correspond to the most for its staff has had a positive effect of ginger, parsley, garlic and celery, common countries of origin of stu- on the atmosphere at the higher fried plantains from the Congo or dents at Thuringia’s higher educa- education­ institutions. Russian pasties filled with mince- tion institutions. To relieve students’ meat: the cookbook “So is(s)t die culinary homesickness for familiar The initiative of the Studierenden­ Welt”, produced by international smells and arouse their curiosity werk Thüringen won the 2018 award ­students in cooperation with the about other cultures, the Studieren- for excellent support for foreign ­student association Studierenden­ denwerk has also introduced an in- students in Germany, valued at werk Thüringen, is as ­­international ternational menu line in its canteens € 20,000. The DAAD has been pre- as the students themselves. The based on recipes from international senting the award on behalf of the selected regions and nationalities students. The intercultural training ­Federal Foreign Office since 1998. www.youtube.com/watch?v=dSps1NPd8DI www.daad.de/preise Our Goals 34 Structures for Internationalisation

Special alumni projects

With its special alumni projects, the DAAD ena- bles experts trained in Germany to maintain ties with Germany or meet representatives of aca- demia and industry at international conferences and fairs. For example, in 2017, the DAAD invit- ed 15 African experts in the field of water and ››As part of their one-week training course the invited experts on water and wastewater management also had the oppor- wastewater management to attend a one-week tunity to attend IFAT Africa in Johannesburg. further training course in Pretoria. They came from eleven African countries to learn more about the risks to groundwater posed by old request proposals for cooperation on particularly gold, uranium and platinum mines. In addition, relevant topics with Morocco, Tunisia, Ethiopia, the participants had the opportunity to attend the Ivory Coast, Ghana and Senegal. IFAT Africa, one of the world’s leading trade fairs for water, sewage, refuse and recycling, in Unique – The exceed programme Johannesburg. The meeting yielded concrete re- sults. In 2018, the African water experts founded The DAAD programme “Higher Education Excel- the “African Professionals’ Initiative for Water, lence in Development Cooperation” (exceed) was Energy, Environment and Climate”. They held evaluated in 2018. The initiative provides support their first planning workshop in the spring of for teaching, research and services at higher 2018 in Mombasa with the aim of collaborating education institutions in developing countries. in the future to address environmental and wa- Among other things, the evaluators surveyed ter-related issues on the African continent. 321 junior researchers and came to the follow- ing conclusion in their evaluation: “While there Special programme strengthens alumni are many funding programmes and initiatives programmes that support bilateral research collaborations between higher education institutions in indus- In 2018, the DAAD also made special funds trialised and developing countries, the exceed available for alumni support in projects funded programme aims to create global networks be- through its three structural programmes “ISAP – tween higher education institutions in the North International Study and Training Partnerships”, and higher education institutions in the South “Integrated International Degree Programmes in order to contribute to achieving development with Double Degrees” and “Bachelor Plus Pro- policy goals. The exceed programme is unique.” gramme”. The calls for proposals were met with a strong response. More than a third of the fund- Alumni projects ed international degree courses took advantage of the opportunity to expand their own alumni The end of a DAAD scholarship also marks the programmes, using the special funds to improve beginning of a long-term relationship with the the websites of their degree courses, manage alumna or alumnus. The DAAD strives to main- their alumni databases and offer expert semi- tain contact with its alumni, foster relations nars and excursions. They also made use of the between alumni of German higher education in- programme to conduct marketing activities to stitutions and their former host institutions, and attract alumni of respective degree courses to also improve networking of its alumni amongst their alumni programmes. themselves. The DAAD therefore supports alum- ni networks financially and offers them a wide https://youtu.be/I0XB7TpTsXY range of ways to maintain their relationships www.daad.de/alumni with Germany. Our Goals Structures for Internationalisation 35

The Helmut Schmidt Professorship

}} Kristina Spohr is the first professor to hold the Helmut Schmidt Professorship established in the autumn of 2018 at the Henry A Kissinger Center for Global Affairs of the Johns Hopkins School of Advanced International Studies in Washington D.C. There, the historian works at the interface between science and politics and strives to improve transatlantic relations.

global politics and the global economy,” explains Spohr. “That was how he managed to lead Ger- many back into the group of powerful states, for example by devising and launching the G7.” Spohr spent a lot of time researching Helmut Schmidt and published a book in 2016 about the man and his time, The Global Chancellor: Helmut Schmidt and the Reshaping of the International Or- der. “As a researcher I’m interested in the people who govern and lead; they are the regulating element of international politics,” says the Finn- ish-German historian. Her new book Post Wall ››Prof Kristina Spohr (at right) at the opening event launching the Helmut Schmidt Professorship. will be published in 2019.

When Prof Dr Kristina Spohr first visited former As the Helmut Schmidt Professor in Washing- German chancellor Helmut Schmidt to conduct ton, she is a co-director of the research group a lengthy interview, she recalls it was only their “The United States, Europe, and World Order” shared interest in music that established trust. comprising five postdocs. The professorship at the Kissinger Center for Global Affairs of the Johns Hopkins School of Advanced Internation- “As a researcher I’m interested in al Studies is the most recent German-American the people who govern and lead; cooperation project the DAAD has established they are the regulating element of with funding from the Federal Foreign Office. international politics.” The aim of the Helmut Schmidt Professorship is to strengthen transatlantic relations both through expert discussions and in interaction with the local diplomatic community. “In the Helmut Schmidt was a passionate pianist all his good American tradition we consider science, life; Kristina Spohr is an accomplished violinist. history and current policy in conjunction with “Only in music did I find the key that allowed each other, and organise panels and expert fo- me to really speak with him,” says the historian. rums with interesting personalities from con- temporary history,” says Kristina Spohr. Schmidt, man of action – that’s the picture the media likes to paint of the former chancellor. Kristina Spohr has a different view of him: “He was an intellectual and a strategist whose deci- sions were based on a clear understanding of

››The Federal Foreign Office, represented by Michelle ­Müntefering, acknowledges the establishment of the ­Helmut Schmidt Professorship as a significant contribution to ­transatlantic dialogue. Our Goals 36 Structures for Internationalisation

Stevens Point Projects of German higher education institutions with DAAD funding

German higher education projects abroad San Luis PotosÍ Guadalajara Centres of Excellence in Africa/African Excellence Mérida Mexico City exceed – Higher Education Excellence in Develop­ ment Cooperation

Centres of Excellence San José Degree Programmes in German Bogotá Bilateral SDG Graduate Schools Cuenca

Recife Lima

São Carlos Rio de Janeiro Campinas São Paulo San Juan Curitiba Valparaiso Rio Grande Santa Maria Santiago de Chile Buenos Aires Temuco

Table 1 Programmes to promote the internationalisation of higher education institutions in 2018 (selection)

Number Expendi­ Number of of funding ture in projects recipients thousand €

Mobility

ISAP – International Study and Training Partnerships 139 998 4,508

Integrated International Degree Programmes with Double Degrees 106 870 3,966

Bachelor Plus 20 236 864

PROMOS – Programme to Increase the Mobility of Students from German Universities 306 13,095 13,684

GO EAST 31 708 1,242

Summer schools 34 587 717

Grant and Support Programmes (STIBET) 428 4,610 10,951

Partnership programmes

Strategic Partnerships/Thematic Networks 39 2,045 6,475

PPP – Programme for Project-Related Personal Exchange 670 2,094 3,557

A New Passage to India 11 322 1,210

Partnerships with East/Southeast European countries 82 3,824 2,041 (“Eastern European Academic Partnerships”) Our Goals Structures for Internationalisation 37

St Petersburg Yaroslavl Krasnoyarsk Moscow Kazan Barnaul Minsk Warsaw Astana Lodz Kiev Sumy Nalaikh Prague Krakow Kharkiv Ternopil Donetsk Bratislava Cluj-Napoca Almaty Budapest Timișoara Brasov Sofia Beijing Tbilisi Bishkek Szeged Yerevan Istanbul Baku Qingdao Konya Ankara Busan Sousse Nanjing Beppu Monastir Antalya Aleppo Tehran Islamabad Hefei MansouraBeirut Amman Shanghai Rabat Meknes Faisalabad Hangzhou Zagazig Cairo Kerak Chengdu Kathmandu El Gouna Dhaka Abu Dhabi Muscat Calcutta Hanoi Khartoum Mumbai Hué Dakar Los Baños Bamako Niamey Bahir Dar Mekelle Bangkok Ouagadougou Manila Can Tho Ho Chi Minh City Tamale Kara Maiduguri Kumasi Jos Addis Ababa Lomé Jimma Accra Cotonou Hawassa Kuala Lumpur Cape Coast Eldoret Bangi Kuantan Ibadan Yaoundé Maseno Nakuru Singapore Bondo Nairobi Voi Bumi Serpong Damai Semarang Kinshasa Dar es Salaam Surabaya Bogor Yogyakarta Mbeya

Zomba Windhoek Beira Gaborone Johannesburg

Cape Town Port Elizabeth

Number Expendi­ Number of of funding ture in projects recipients thousand €

Centres of Excellence

Centres of Excellence in Research and Teaching abroad 5 410 1,740

Centres of Excellence 14 440 4,720

German-Argentine Centre for Higher Education (DAHZ) 1 313 1,207

Programmes to promote dialogue and support higher education institutions in crisis regions

Academic Development in Afghanistan 7 314 1,552

German-Iraqi Academic Partnerships 14 289 1,014

Higher Education Dialogue with the Muslim World 28 833 1,229

German-Arab Transformation Partnership 68 1,148 3,755

Programmes for refugees

Integra – Integrating Refugees in Degree Programmes 155 9,691 16,814

NRWege ins Studium – Integrating Refugees at Higher Education Institutions in 26 2,976 7,147 North Rhine-Westphalia

* A total of 37 binational projects were funded by the DAAD in 2018. 38

SPOTLIGHT DAAD prize for Heidelberg student Qingqing Luo

}} The 2018 DAAD Prize for Foreign Students went to Qingqing Luo from Chengdu, China. The chemistry student is achieving above-average grades and working to improve Sino-German understanding.

When she received the news that she won the 2018 DAAD Prize for Foreign Students of Heidel- berg University, Qingqing Luo was surprised. “I know so many foreign students who are better than me,” she says.

Speaking to the 23-year-old chemistry student, her modesty is quickly apparent – as is her can- dour. She is also willing to discuss the things that maybe aren’t going so well. She explains that her first semester in chemistry was not easy. For example, like her fellow students, she had identified ions in the lab. “But in my case ››Prize winner Qingqing Luo they were always the wrong ions,” says Qing- qing Luo. That Qingqing Luo has excellent grades is only one of the reasons why the future chemist won She fought her way through. After all, chemistry the Heidelberg University’s 2018 DAAD Prize for is exactly the subject she always wanted to study. Foreign Students. The other is her caring and “And Germany is a dream for studying chem- dedicated approach to life. istry,” she says. “At 17 I knew I wanted to go to Germany.” The jury wanted to recognise that alongside her challenging studies she still finds time to help So after gaining her university entrance qualifi- others. Qingqing Luo passes her experiences cation in her home town of Chengdu, a vibrant from the early days of her own studies on to business metropolis with 14 million inhabit- the next generation, for example on orientation ants in the Chinese province of Sichuan, she set days, when she acts as a tutor, helping foreign out to spend a year learning the language after students find their way into their programmes which she started studying in Heidelberg. and get to know Heidelberg a little better.

Today, she is among the 70 chemistry students In the buddy programme, she assists students at Heidelberg University every year who ­enrol for an entire semester. “I think it’s quite natural in a master’s programme after gaining their that I would pass on my experiences,” she says. ­bachelor’s degree. “After all, everyone who is new here has lots of questions. And I’m in an excellent position to answer them.” SPOTLIGHT 39

››Prof Dieter W Heermann (at left), Vice-Rector of International Affairs, and Dr Michael Harms, director of the DAAD’s Commu- nications department, present Qingqing Luo with the DAAD Prize for Foreign Students.

Someone who can express herself as animatedly dent who set out to Germany from Chengdu with and vividly in German as Qingqing Luo is also a a high school degree that actually qualified her good ambassador for China and a mediator be- to study in the USA or Britain. “My mother taught tween the two cultures. She additionally works me the Chinese proverb that I was now the first to improve Sino-German understanding, organ- person to eat a crab. We say that is very coura- ises the Chinese spring festival and manages the geous because you don’t know beforehand how Chinese students’ stall during the Heidelberg the crab will actually taste,” says Qingqing Luo. campaign day “Lebendiger Neckar”. That those who have enough for themselves should share Although she hasn’t really warmed to German with others is something she learned in China. cuisine yet, in Qingqing Luo’s case it’s clear that Even as a schoolgirl she looked after the chil- she enjoys the taste of the crab very much: “I re- dren of migrant labourers in two small villages ally love living here in Heidelberg and can easily every two weeks. see myself staying for longer.”

Heidelberg has 900 Chinese students. Nonethe- less, she was the only Chinese student in her dis- cipline for a long time. She was also the only stu-

“I think it’s quite natural that I would pass on my experiences. After all, everyone who is new here has lots of questions. And I’m in an excellent position to answer them.” Qingqing Luo from Chengdu in China 40 Structures for internationalisation

WHAT DIGITALISATION MEANS FOR THE DAAD

}} Digitalisation offers a wide range of opportunities for the DAAD as an organisation, for its funding activities and for the internationalisation of German higher education institutions. This is why the DAAD has long been exploring the subject and expanded its efforts in 2018. The work is strategically supervised by the “Coordination Group for Digitalisation”, which also examines innovations in degree programmes and higher education networks and evaluates their relevance for global mobility scenarios. In 2018, the DAAD implemented and supported more than 300 projects and activities with digital components.

Internationalisation programmes for higher Training teachers of German education institutions With the interactive learning platform Dhoch3, With its new programme “International Mobility the DAAD offers lecturers training future teach- and Cooperation through Digitalisation (IMKD)”, ers of German at foreign higher education in- the DAAD supports innovative digital concepts stitutions as well as their students free teach- implemented by German higher education insti- ing modules, academic literature and a wide tutions to increase their attractiveness in global range of tools. The service, which was funded competition and as international cooperation by the Federal Foreign Office, has been avail- partners. The focus of these activities are the able since May 2018. It can be integrated into students, for whom new offerings and a modern existing structures at foreign universities and student administration system are to provide a sets trends for the development of new courses. personalised and digital “student journey”. IMKD The project facilitates worldwide academic ex- is supported with funding from the Federal Min- change on the topic of German teacher training istry of Education and Research (BMBF). in virtual space.

www.daad.de/dhoch3 Structures for internationalisation 41

Joint university platform Sustainable development

The Erasmus+ funded project “Online Pedagogi- The DAAD succeeded in defining major priorities cal Resources for European Universities (OpenU)” in the context of digital transformation and de- is intended to create a common online platform velopment cooperation. In early November 2018, in the coming years that will strengthen interna- the effects of digitalisation on education, re- tional cooperation and exchange – in short, the search and development at higher education in- internationalisation of European higher educa- stitutions were discussed at a cooperation event tion institutions. What makes it special is that between the DAAD and the German Develop- European ministries of education are active pro- ment Institute (DIE). The results of the workshop ject partners, meaning that project results can were published in an experts’ position paper. be directly translated into policy recommenda- tions. The DAAD plays a crucial role as a coordi- www.daad.de/digital-transformation nator of this Europe-wide policy cluster.

Building bridges

With regard to Asia, the DAAD organised the expert conference “ASEM Education in a digital world: bridging the continents – connecting the people?” as part of the Asia-Europe Meeting (ASEM) education process in late November 2018 in Cologne. Sixty representatives of higher education institutions in Europe and Asia discussed the effects of digitalisation on higher education cooperation between Europe ››Experts from Germany and Europe discussed the effects of digitalisation on the European Higher Education Area at and Asia. The results of the conference were the conference “Bologna Goes Digital” held in Berlin during published in a conference transcript. the “Shaping the digital turn” week in cooperation with the Hochschulforum Digitalisierung. eu.daad.de/publikationen

Bologna Goes Digital

Together with its partners, the DAAD advanced the topic of mobility and digitalisation at innovative conferences and conventions in 2018. At the conference “Bologna Goes Digital”, over 200 experts from Germany and Europe discussed the new possibilities for digitally internationalising higher education institutions and the importance of digitalisation in permanently and sustainably increasing the attractiveness of the European Higher Education Area. ››The education process of the Asia-Europe Meeting (ASEM) aims to promote cooperation, mutual understanding, trust and exchange between Europe and Asia. Our Goals 42 Expertise for Academic Collaborations

EXPERTISE FOR ACADEMIC COLLABORATIONS

}} The DAAD makes its experience and regional expertise available to its members. International collaboration is a core aspect of academic cooperation, and it requires knowledge of the academic systems of other countries.

Transferring knowledge – and more knowledge from publications such as “Wissen- schaft weltoffen” that provide comparable data Expertise for academic collaborations involves on international academic exchange every year, assessing worldwide internationalisation trends, making it possible to interpret trends. A further developments in higher education and research example is the “Profile data on the internation- policy, and the strategies of German higher edu- ality of German higher education institutions”. cation institutions. Far beyond simply transfer- These profiles are based on publicly available ring knowledge, the DAAD sees its role in this data and offer annual information about each field as accompanying political processes, advis- university’s level of internationalisation, making ing higher education institutions and facilities, it easy to see how the institution is developing. and cooperating with internationalisation agen- cies worldwide. This positioning is based on the Our Goals Expertise for Academic Collaborations 43

FOCUS ON EFFECTIVENESS

In order to increase impact orienta- grammes are intended to achieve in and where changes in programme tion, quantify successes and learn the short and medium term. logic or additional support services from experience, the DAAD has de- for higher education institutions veloped and introduced a system The expected outcomes are tied to or students are necessary. Particu- for outcome-based monitoring of indicators on which the DAAD sur- larly in major funding programmes its “development cooperation” veys higher education institutions which benefit more than 100 uni- funding area. In close cooperation and funding recipients annually for versities or 1,000 students, out- with the higher education institu- relevant key figures. A web-based come-based monitoring enables tions, the DAAD systematically and monitoring tool allows the DAAD to the DAAD to continuously assess the programme-specifically analysed systematically record the extent to changes and successes achieved the aims that its funding pro- which intended results are achieved through its funding. www.daad.de/monitoringkonzept

Cooperating with higher education partners abroad raises many questions. For example, how is the education system structured in Bra- zil? What type of higher education institution in Poland is best suited to my institution? What do I have to consider when establishing a coopera- tion with China?

Since 2006, the International DAAD Academy (iDA) has been providing answers to these ques- tions with its wide range of seminars. The “Re- gional Knowledge” series contains basic infor- mation on higher education systems worldwide Central office for knowledge on countries and discusses current trends, focusing on the and higher education systems opportunities and risks of collaboration. In light of changing conditions in many countries, the The iDA produces and transfers knowledge and mixture of experience-based local knowledge is thus a cornerstone of “Expertise for academic and professional expertise is in especially high collaborations” – one of the DAAD’s three major demand. Current topics include “Security as- fields of action. Embedded in the DAAD’s Strat- pects in higher education cooperation with cri- egy 2020 since 2013, the iDA bundles the wide sis countries” and “Legal conditions for drafting range of experience and knowledge assembled at cooperation agreements”. the DAAD, mirrors it with scientifically gathered data and publishes it in a structured format.

The central section where this knowledge of countries and higher education systems around the world is gathered and disseminated is called “Coordination of Regional Expertise” and, like the iDA, forms part of the Strategy department. This is where the flow of information from with- in the DAAD and the worldwide DAAD network Our Goals 44 Expertise for Academic Collaborations

comes together. The resulting expertise is made 135 countries, while the “Länderprofile” (coun- available to the German higher education institu- try profiles) created by GATE Germany present tions in continuously updated leaflets. information on various education markets in an appealing magazine format.

Debate and argumentation

Other topics with which the DAAD is constantly concerned are higher education access for inter- national study applicants and the further career paths of foreign graduates of German higher education institutions. For example, the DAAD advised the federal government in the context of the Skilled Labour Immigration Act. The DAAD’s continuous and methodically well-founded work on its core topics creates a basis for debate and – where necessary – argumentation. The “Regional information” section of the DAAD website contains over one hundred “Länder- This is indispensable particularly in times when sachstände” (country statuses) that offer in- internationalisation is no longer considered an sights into the education systems, the level of obvious approach that everyone sees as pro- internationalisation and the higher education viding added value. In the future, the focus will collaborations of individual countries. increasingly be on proving the societal benefit of international activities and on forcefully ad- Those seeking more in-depth information can vocating for internationally networked science consult the “Bildungssystemanalysen” (educa- to solve global challenges. tion system analyses) that are available for over 70 countries. The DAAD also offers one-page www.daad.de/laendersachstaende data sheets containing information on popula- www.daad.de/bsa tion, economy and higher education in currently www.gate-germany.de/laenderprofile Our Goals Expertise for Academic Collaborations 45

More foreign students are finding their way to Germany

}} In cooperation with the German Centre for Higher Education Research and Science Studies, the DAAD analyses comprehensive data each year on international student mobility and publishes the results under the name “Wissenschaft weltoffen”. DAAD Senior Desk Officer Julia Hillmann explains the trends for 2018.

INTERVIEW How are actual study outcomes developing? DAAD Senior Desk Officer Julia Hillmann Unfortunately, the drop-out rate among foreign students remains very high at 45% in bachelor’s de- gree programmes, particularly compared to German students, where this rate is 28%. Based on current findings we assume that language problems, the dif- ferent teaching and learning culture in Germany and financial difficulties, among other things, play a role. There has however so far been very little research What’s new in “Wissenschaft weltoffen” this year? into this topic. In the BMBF-funded project “Success The most important new features this year are our and Withdrawal of International Students in Germa- thematic spotlights, where we take an in-depth look ny”, the DAAD is therefore working with the Bavarian at aspects that are new or especially relevant right State Institute for Higher Education Research and now. This year, that includes international student Planning and FernUniversität Hagen to examine mobility in Canada and the experiences and expec- the causes. tations German students have of digital media and international mobility during their degree courses. What are the most common countries of origin of international students? What trends are you seeing in the mobility of China is by far the most common country of origin international students? with 35,000 students and a total share of 13%. India Among international students the engineering is in second place with 15,000. In the past ten years, subjects remain the most popular, with mechanical the number of Indian students has almost quintu- engineering and computer science taking the lead. pled. We think that the many English-language mas- At 50%, the proportion of traditional STEM subjects ter’s programmes and the excellent career prospects is significantly higher among international students are among the main reasons for the high numbers. than among German students at 38%. That speaks strongly in favour of Germany as a location for tech- nology and indicates that German higher education institutions are perceived as innovative. www.wissenschaftweltoffen.de

Total number of Bildungsauslaender at German higher education institutions: 265,484

Asia, Pacific Eastern Europe and Central Asia 77,248 | 29.1% 26,397 | 9.9% Western Europe Sub-Saharan Africa 53,303 | 20.1% 18,787 | 7.1% Central and South-Eastern Latin America Europe 34,092 | 12.8% 15,023 | 5.7% North Africa and Middle East North America 33,524 | 12.6% 6,853 | 2.6%

Number and proportion in % of all Bildungsauslaender (2016/17 winter semester). Source: Federal Statistical Office 46 Expertise for academic collaborations

INFORMATION FROM AROUND THE WORLD

}} Through its worldwide network, the DAAD maintains contact with its partners in other countries and monitors the political, economic and especially higher edu- cation policy situation in each country. It then makes this expertise available to German higher education institutions. The following insights are excerpts from the current reports from our Regional Offices, which the DAAD publishes every year alongside this Annual Report. The complete reports from all 15 Regional Of- fices can be found under daad.de/aussenstellenberichte (in German only).

Beijing Regional Office Nairobi Regional Office ››Hannelore Bossmann ››Dr Helmut Blumbach

Forty years after the introduction of the “open- The indicators to which Africa owes its repu- ing up” policy under Deng Xiaoping, China is tation as a continent of opportunities remain nationally and internationally well positioned remarkable in 2018. In East Africa, estimated and presents itself as economically and politi- GDP growth ranges from 5.2% to 8.5%. Accord- cally confident. ing to a report from the World Bank, the East African countries may however fail to achieve China is also one of the leading countries in sci- their growth and development targets because ence and research. It has the second-largest high- there is an imbalance between the standards er education and research budget after the USA of training at higher education institutions and and has already overtaken the USA on absolute the needs of the labour market. A “new deal” numbers of scientific publications; almost one- could take the form of a performance-orient- fifth of all scientific publications worldwide are ed system with cost-covering state funding for written and published in the People’s Republic relevant, quality-assured teaching and research of China. The University of Beijing and Tsinghua aligned with the employment market and devel- University place very highly in global rankings. opment priorities. Expertise for academic collaborations 47

The Indonesian Ministry of Research, Technol- Warsaw Regional Office ogy and Higher Education estimates that 77% of ››Dr Klaudia Knabel higher education institutions are qualitatively Economically, Poland is doing better than it has inadequate. These deficits are associated with in a long time – yet its society is increasingly di- a lack of qualified teaching staff and the large vided. The government has opted for nationalist number of Indonesian higher education institu- policies and is implementing one reform after tions. The Indonesian government is aware of another. This trend has also reached the field of these issues and initiated reforms in 2018. higher education: greater research excellence and internationalisation are just two of the am- bitious goals of what is known as the “Constitu- tion for Science”.

The aim of the higher education reform is to make the Polish academic system more interna- tionally competitive. Important criteria include Paris Regional Office significantly expanded internationalisation, ››Dr Christian Thimme improved cooperation between academia and business, and increasing academic excellence in After the brilliant beginning of his presiden- research and teaching. cy, President Emmanuel Macron now faces the largest protest movement since May 1968. The yellow vests movement is challenging his pro- gramme of reforms and has caused a govern- mental crisis.

In higher education policy, resistance from students and their unions has been especially vocal regarding his efforts to reform university Jakarta Regional Office entrance qualifications. Many lecturers and uni- ››Thomas Zettler versity presidents are actually in favour of the 2018 and 2019 are election years in Indone- reform but criticise that the reform package is sia – the regions will be electing over half of not well put together. the country’s active governors, followed by a presidential election in April 2019. Indonesia The French government believes that if it wants is expecting a “demographic bonus” from the to maintain its position as the fourth-strong- year 2030 onwards: that is the point when the est host country for foreign students, it must majority of the population will be of working urgently act. It therefore intends to reduce bu- age. This change represents a great opportunity reaucratic obstacles and improve its welcoming for the country’s development. The significant culture. France plans to increase the number of quality issues in schooling and higher education international students from 324,000 to 500,000 present particular obstacles to the country being annually by 2027. able to reap the benefits of such development. 48 Our topics 3 OUR TOPICS

 GERMAN LANGUAGE AND GERMAN STUDIES

 DEVELOPMENT AND DIALOGUE: SUSTAINABILITY THROUGH EDUCATION

 EUROPEAN COOPERATION IN HIGHER EDUCATION

 HIGHER EDUCATION AND RESEARCH MARKETING

 INTERNATIONAL RESEARCH COOPERATION

 TRANSNATIONAL EDUCATION Our topics 49 Our topics 50 German Language and German Studies

GERMAN LANGUAGE AND GERMAN STUDIES

}} Interest in the German language is growing, and that means the challenges of training German teachers are increasing too.

Interest in learning German is growing in many Many regions are increasingly focusing on how, places. Particularly for academic exchange with in light of a heavily changing labour market, German higher education institutions, for study teacher training courses for German language visits to Germany and binational degree cours- teachers and other vocational degree courses in es, speaking German is a key factor. Germany’s German studies or interdisciplinary subjects can economic attractiveness and worldwide con- be made more attractive and more appropriate nections are also giving rise to new demand to demand, which different profiles should be for ­learning and teaching focused on scientific highlighted and how international cooperation ­languages. ­Internationally, experts in German can support these goals. studies have begun to more intensively ­discuss ­application orientation and corresponding These topics were discussed at a conference ­academic ­training. titled “German studies in the heart of Europe”. Alongside German language and literature scholars from Germany, the DAAD invited their colleagues from Slovakia, the Czech Republic and Hungary to Bonn for the conference in October. The German language has long been established as a teaching and academic subject in these three countries; however, the learning goals are fundamentally changing. Thanks to the hard work and commitment of the representatives of the respective national associations of Germanists, the event became a place of dialogue and inspiration for future collaborations and projects.

››Prof Gerhard Lauer, chairman of the DAAD Advisory Council for German Language and Literature, at the DAAD’s 2018 Germanistische Begegnungstagung. Our topics German Language and German Studies 51

››Prof Joybrato Mukherjee, Vice President of the DAAD, presents the 2018 Grimm Prize certificate and Grimm Prize medal to Prof Dr Vibha Surana.

The impact the efforts of individual Germanists subjects, discussed current key topics and devel- can have in non-German-speaking countries opments in their discipline. A highlight of the became apparent in 2018 through the presenta- closing event was Wladimir Kaminer’s reading tion of the DAAD’s Jacob and Wilhelm Grimm from his new book Ausgerechnet Deutschland. Prizes. Prof Dr Vibha Surana from India won this year’s Jacob and Wilhelm Grimm Prize, while the young researchers’ award of the same name went to Dr Lyubomyr Borakovskyy from Ukraine. Both award winners have significant- ly influenced the development of the subject in their respective countries and built bridges ­between academic work and society through their research.

New prospects for German studies were also the centre of discussion at a series of DAAD-­funded conferences of Germanists’ associations, and one of the main topics at the summer meeting of DAAD Lektors in Bonn. Some 210 Lektors, ››Wladimir Kaminer reads from his new book whom the DAAD had placed at higher education ­Ausgerechnet Deutschland at the Lektors’ institutions abroad in 80 countries to teach the summer­ meeting. German language, German studies and related Our topics 52 German Language and German Studies

››The 2018 network meeting of the Centres for German and European Studies: the opening lecture on “Climate change and our responsibility” provided an opportunity to debate with experts Miranda Schreurs and Sabine von Mering (from left).

Regional network meetings abroad Interdisciplinary expert conference in Berlin

In addition to its summer events in Bonn, the Research and teaching on societal, political, DAAD supports the work of its Lektors through historical and cultural contexts in Germany regional networking meetings abroad (in 2018, and Europe are the mission of the Centres for example, in Copenhagen, Tel Aviv and Hong for German and European Studies funded by Kong), which are attended not only by DAAD the DAAD. Lektors, but also by Ortslektors registered with the DAAD. In 2018, the interdisciplinary conference of the Centres, which is held every two years, took The Ortslektor programme offers German place in Berlin. It provided an opportunity for ­teaching staff who teach German as a foreign expert exchange and networking to academics language or German studies at universities and researchers from the 20 centres that are abroad specialist support, the opportunity to currently or were formerly supported by the network with other Lektors and a way to keep DAAD with funding from the Federal Foreign their cultural, academic and contemporary Office, and to their colleagues from the ­connection with Germany alive. partner institutions. Many of the international conference attendees strongly felt that in light of global issues such as international migration, populism, the (dis-)integration of Europe, climate change and the societal effects of technological development, universities and academia needed to increasingly enter into dialogue with politics and society, contribute to reaching internationally supportable solutions and advocate for international cooperation. Our topics German Language and German Studies 53

New groups of learners are changing what New learner and interest groups and new is required of teaching staff priorities in academic training are leading to increased demand for teachers of German and Language remains crucial, particularly for corresponding teacher training courses. The international academic understanding. online study modules developed through the Whatever the circumstances that motivate DAAD’s Dhoch3 project support the academic individuals to learn German in an academic and application-oriented training of teachers context, the DAAD’s Scholarships for University of German at higher education institutions Summer Courses offered in Germany give worldwide. Following a two-year development foreign students and graduates the opportunity and test phase, the Dhoch3 platform was to improve their knowledge of the German launched in May 2018. language and of Germany as a country (see Spotlight p. 54). www.daad.de/dhoch3 https://moodle.daad.de/dhoch3

››Panel discussion on application prospects for Dhoch3. From left to right: Dr Hans-Joachim Althaus (project advisor for Dhoch3, TestDaF-Institut), Prof Jin Zhao (head of the German department at Tongji University of Shanghai), Heidrun Tempel (director for research and academic relations policy and cultural relations policy at the Federal Foreign Office), Prof Ljubov Nefedova (head of chair, MPGU Moscow), Prof Claudia Riemer (module author, University of Bielefeld). 54

SPOTLIGHT Language courses – diving into German grammar and culture

}} Samuel Tattah from Ghana was one of around 2,300 DAAD scholarship holders in 2018 to attend a language course in Germany. Here he met people from around the world who shared his interest. Like Samuel, they all wanted to improve their German language skills and explore German culture. This experience reinforced his desire to study in Germany.

“I want to teach German in Ghana someday,” “In the selection procedure, Samuel Tattah says Samuel Tattah. The 27-year-old Ghanaian convinced us with his excellent language skills felt further affirmed in his career choice after he and his extraordinary interest in the German had the opportunity to take a university summer language and German culture,” reports Lena course in Düsseldorf in the summer of 2018. He Leumer, director of the Information Centre spent almost four weeks living with his “great in Accra. host family” and attending German classes at Samuel Tattah landed at Düsseldorf Airport in early August. The next day he already found himself in the entrance hall of Heinrich Heine University with other participants in the language course. After a placement test, the organisers assigned him to a B1 course, just as he had hoped. “The course was great, not just for my German, but also because it gave me the opportunity to meet people from Asia, Europe, America and Africa and interact with them,” reminisces Tattah. He had also brought his football cleats. “I was allowed to play at the Fortuna Düsseldorf stadium. I am very grateful ››Samuel Tattah for all these wonderful experiences,” he says. Through lectures, seminars and excursions, Heinrich Heine University in Düsseldorf, stroll- Samuel Tattah improved his German and joined ing through the old town with fellow students other international students in immersing and viewing art by Chinese painter Liu Xiaoding himself in German culture. at Düsseldorf’s Kunsthalle art gallery. “The course was great because He was able to travel to Düsseldorf thanks to a DAAD scholarship, but also on account of his it gave me the opportunity to excellent grades. The DAAD Information Centre meet people from Asia, Europe, in Ghana held the selection procedure at three locations and accepted applications from America and Africa and interact bachelor’s and master’s students. with them.” Samuel Tattah, Ghana SPOTLIGHT 55

››Samuel Tattah (2nd left) with his teacher and participants of the university summer course.

Around 6,000 students from 114 countries ap- That will help him on his degree course at the plied for a scholarship to attend a university University of Education in Winneba, where summer or winter course in Germany in 2018; he studies the Ghanaian language Ewe and 2,300 of them were awarded scholarships by the ­German. His experiences in Germany have also DAAD this year. In all, 183 language courses at motivated him to introduce others to Germany’s various language levels were available to DAAD culture and language. “During an internship at scholarship holders and those who covered Wovenu Senior High School in Ghana, Samuel­ the cost themselves. For many students, such immediately started a German club. He is a language courses are their first direct contact great example of the positive impact of our uni- with Germany, its culture and university towns. versity summer courses,” says Lena Leumer.

“During an internship at Wovenu Senior High School, Samuel immediately started a German club. He is a great example of the positive impact of our university summer courses.” Lena Leumer, director of the Information Centre in Ghana

“We want the funded individuals to improve Samuel hopes to travel to Accra with his stu- their German. At the same time we hope the dents soon so they can attend further German courses will strengthen their ties to Germa- language courses. He also has great plans for ny and our study locations,” says Muhammad himself. Once he has saved enough money, he Khaskeia, senior desk officer for summer cours- wants to take another language course. “But es at the DAAD. most of all,” says the scholarship holder, “I would like to study in Germany.” The programme is effective. “Many participants increase their language skills by two levels,” explains Khaskeia. Samuel Tattah did. “My Ger- man improved significantly,” he says ­happily. Our topics 56 Development and Dialogue: Sustainability through Education

DEVELOPMENT AND DIALOGUE: SUSTAINABILITY THROUGH EDUCATION

}} Well-educated experts and leaders are the key to sustainable development. Through numerous partnerships, the DAAD successfully supports training for young researchers with the aim of initiating processes of change in developing and emerging countries.

“It is time to act, and it is time to act now!” This Reversing this trend will require well-trained was the urgent appeal made at the opening of experts who can take on responsibilities in de- the world’s largest specialised fair for environ- velopment-related fields, make political deci- mental technologies in May 2018 in Munich. At sions and implement them. Higher education an expert panel moderated by the DAAD, politi- and research play a major role not only in the cians, scientists and business leaders spoke with water sector, but also for all other key topics of DAAD alumni from developing and emerging the Sustainable Development Goals (SDG). Equal countries about how we can succeed in meet- access to high-quality higher education is firmly ing Sustainable Development Goal 6 – Ensure enshrined in SDG 4. The Agenda 2030 moreover access to water and sanitation for all (SDG 6). stipulates a substantial increase in scholarship Only 15 countries worldwide are on track to opportunities for developing countries. meet the target, while 68 countries are expected to fall short based on their current progress. Focus on sustainability

“Perspectives have fundamentally changed with the Agenda 2030. North and South are equally expected to do their part to achieve the Sustaina- ble Development Goals,” explains DAAD Secre- tary General Dr Dorothea Rüland. The strategic realignment of the DAAD section “Sustainable Development” with an expanded remit also af- firms this direction, as does the “DAAD Position” paper with specific recommendations for success- ful implementation of the Agenda 2030. Our topics Development and Dialogue: Sustainability through Education 57

››Students at the Birla Institute of Technology and Science Pilani in India, which oversees the project “Engineering Education in India: Joint Indo-German Experience Lab” in the “University-Business Partnerships” programme in cooperation with TU Braunschweig.

Knowledge for development Effective higher education institutions

With its scholarship programmes funded by Through its higher education partnerships, the the Federal Ministry for Economic Cooperation DAAD also supports the establishment of power­ and Development (BMZ), the DAAD makes an ful knowledge and innovation systems. “Joint effective contribution to training experts and knowledge creation” is the decisive lever for leaders from developing countries. By 2018, the focusing on equal participation of developing BMZ special initiatives “One world – no hunger” and emerging countries in worldwide knowl- and “Tackling the root causes of displacement, edge production and developing locally adapt- reintegrating refugees” had enabled over 1,000 ed approaches to challenges. This is the aim of additional scholarship holders to participate in the “Centres of African Excellence”, the “Bilat- master’s and doctoral programmes in Germany eral SDG Graduate Schools” and other funding and partner countries, while enhancing their opportunities for higher education cooperation. skills. As experts and ambassadors for sustain- Essentially, partnerships establish structures at able development, they now stand ready to ad- universities in developing countries that trans- dress complex development issues and initiate form those universities into stimulus providers change processes in their countries. for global and local sustainable development. Our topics 58 Development and Dialogue: Sustainability through Education

››Students and managers of the “YSAE – Young Southern African Entrepreneurs” programme run by TU Berlin in the partner countries Botswana and South Africa.

agreed on a special call for proposals for the “­University-Business Partnerships” programme in Morocco, Tunisia, Ethiopia, the Ivory Coast, Ghana and Senegal.

Actively utilising the potential of digital transformation

Digitalisation is creating new opportunities and Focusing on employment effects challenges for higher education and research. The DAAD therefore teamed up with the Ger- Increasingly in the spotlight in this respect is the man Development Institute (DIE) to invite in- question of how higher education and research ternational experts to Bonn in order to discuss can contribute to higher employment. The potential solutions and derive specific demands DAAD has actively participated in this discus- for action. Successful projects, such as the sion and contributed innovative concepts and DAAD-funded “Hub for Education on ICT for funding approaches. In addition to a new pro- Sustainability” in South Africa, provide concrete gramme to strengthen the labour-market orien- examples of how cooperation between higher tation of higher education institutions in Africa, education institutions and industry on matters the DAAD is supporting the BMZ special initia- of digitalisation can succeed. tive “Education and Employment” with which the BMZ is advancing sustainable concepts for education and employment in selected Afri- can countries. In 2018 the BMZ and the DAAD

EDUCATION FOR SUSTAINABLE DEVELOPMENT

In 2015 the United Nations set out In supporting these efforts, the partnership and sustainability to their goals for sustainable global DAAD considers cooperative part- life. “We most importantly have to ­development until 2030 in the 17 nerships, for example in the form create excellent training capacities­ Sustainable Development Goals of jointly funded scholarship for young lecturers in order to (SDG). In higher education these programmes, to be very important. strengthen partnerships at eye level,” goals include significantly increas- In the SDG graduate schools, the says DAAD Secretary General ing the number of and funding for Centres of African Excellence or the Dr Dorothea Rüland. scholarships for the least developed cooperation programme “Partner- countries. The higher education in- ships for Sustainable Solutions with Demand is high. Although student stitutions are to train teaching staff Africa”, the participating universities rates are rising rapidly in Sub-­ and help achieve the SDG in fields not only implement topics but also Saharan Africa, they remain at less such as healthcare, sustainable bring the fundamental SDG than a quarter of the worldwide economy or climate. principles of outcome orientation, average.

Our topics Development and Dialogue: Sustainability through Education 59

German-Colombian SDG graduate school

}} A major factor in implementing the peace treaty in Colombia is organising land rights and the use of natural resources in a manner that is conflict-free. In Bogotá, the DAAD is supporting this process and the United Nations Sustainable Development Goals with one of its seven bilateral SDG Graduate Schools around the world.

Fifty years of civil war in Colombia have left deep scars. “Criminals have taken over former guerrilla territories for illegal logging,” says Tomás Enrique León Sicard of the Institute of Environmental Studies (IDEA) at the Nation- al University of Colombia. He coordinates the bilateral SDG Graduate School in Bogotá, the “Doctoral Studies Support Programme on Envi- ronmental Peacebuilding and Development in Colombia”, which opened in October.

In other regions of the country, small-scale and ››Prof Eva Youkhana of the ZEF. sustainable farming is pitted against an econom- ic model that exploits resources and strengthens In Colombia, IDEA cooperates closely with monocultures. “We examine how peace, land the Centre for Development Research (ZEF) rights and the environment are connected, and at the University of Bonn. “We support IDEA focus on farmers in conflict areas,” says Sicard. in accrediting its doctoral programme and offer courses on interdisciplinary concepts and With funding from the BMZ, the DAAD provides methods,” says Prof Dr Eva Youkhana, director IDEA with a wide range of tools for establishing of the ­bilateral SDG Graduate School at the ZEF. the graduate school. In addition to paying for staff and supplying IT equipment for teaching The ZEF moreover cooperates with other Ger- and research, 20 scholarships are the key to the man and international partners, for example success of the Doctoral Studies Support Pro- the Bonn International Center for Conversion gramme (DSSP). “The idea behind the seven SDG (bicc) and the Ghanaian-German Center for De- Graduate Schools worldwide is to achieve sustain- velopment Studies (GGCDS) at the University of able and structural effects locally,” explains Lars Ghana. “Achieving the SDG requires such new Gerold, head of the Institution Building in Higher approaches for joint knowledge creation. Collab- Education section at the DAAD. orative learning and joint research in a dialogue between North and South and between the part- ners in the global South give rise to innovative ››Attendees from Germany and Colombia at the opening of the SDG Graduate School in Bogotá. solutions to development-related challenges,” says Lars Gerold. The bilateral SDG Graduate Schools are part of the DAAD’s approach to pro- moting some of the United Nations Sustainable Development Goals.

www.daad.de/sdg-kollegs Our topics 60 Development and Dialogue: Sustainability through Education

National prosecutor at age 33

}} Dr Charity Wibabara has been working as a national prosecutor for crimes against humanity in Rwanda since 2016. She grew up as a refugee and went on to a brilliant career – in part because she was able to lay the foun- dation for her professional success outside academia at one of the ten DAAD Centres of African Excellence.

The aim of the ten DAAD Centres of African Excellence with their different disciplines is to prepare graduates for their future roles as deci- sion-makers in their home countries. In Charity Wibabara’s case, this aim was successfully met.

“We face the challenge of es- tablishing justice. That means you have to take a fresh and very close look at everything The conflict between the Hutu and the Tutsi in every time.” and around Rwanda goes back decades. “My Dr Charity Wibabara family fled from Rwanda to neighbouring Ugan- da in 1959 for fear of becoming victims of mass After she successfully defended her doctorate, murder,” says Charity Wibabara, who was born the Rwandan prime minister appointed her as in the neighbouring country in 1983. national prosecutor to investigate crimes against humanity committed during the genocide. The Rwandan genocide, with its estimated one million victims, is the topic that has defined Charity’s life and that of her family. “Even when I was still in school I already knew that I wanted to work as a lawyer.”

Her role model is her mother, who became a member of the Rwandan parliament while living in a refugee camp in Uganda and raising 20 or- phans. “Many of them have a university degree. I too want to motivate and support young wom- en,” says Charity Wibabara. Wibabara studied in Rwanda and Uganda and then completed her dissertation at the South African German ­Centre ››South Africa’s minister of higher education, Naledi for Transnational Criminal Justice in Cape Pandor, at the network meeting of the Centres of African Excellence in Berlin. Town – one of ten DAAD Centres of Excellence in Africa. “That’s when I understood how impor- Is there an approach that defines her work? tant it is to discuss the challenges in our coun- “Yes, that there is no universal remedy for the tries with students from many African nations,” crimes of genocide,” she says. “We face the she says. “I learned an awful lot there.” challenge of establishing justice. But people have to continue to live together. That means you have to take a fresh and very close look at everything every time.”

www.daad.de/fachzentren-afrika Our topics Development and Dialogue: Sustainability through Education 61

Table 2 Programmes to promote development and dialogue in 2018 (selection)

Number Expen­ Number of of funding diture in projects recipients thousand €

Individual funding

Development-Related Postgraduate Courses (EPOS) - 785 7,810

In-Country/In-Region Scholarship Programmes - 1,191 6,039

1,000 Scholarships for African Students - 1,006 5,717

Cooperation projects with GIZ 3 119 1,136

Project funding

Bilateral SDG Graduate Schools 7 319 3,146

Centres of Excellence in Sub-Saharan Africa (with Federal Foreign Office funding) 9 339 4,135

"exceed"– Higher Education Excellence in Development Cooperation 5 624 4,512

Academic partnerships with developing countries 130 3,081 7,986

Alumni programmes (partly BMZ-funded) 45 1,311 2,593

DIES – Dialogue on Innovative Higher Education Strategies (dialogue and training) 11 912 2,760

Cooperation projects with GIZ 7 199 1,131

Stable partnerships

The Agenda 2030 seeks new alliances and innovative cooperation approaches. The DAAD has continuously expanded its European and international partner network and advanced exchange on questions relating to outcome orientation, employment and equal opportunities at various levels. By extending a memorandum of understanding on cooperation in higher education, the executive boards of the DAAD and the GIZ reinforced their intention of continuing to collaborate closely, including on bilateral governmental development cooperation.

››DAAD and GIZ will continue to collaborate closely in higher education. Dr Christoph Beier, vice chair of the GIZ manage- ment board, and Dr Dorothea Rüland, Secretary General of the DAAD, signed a memorandum of understanding to that effect on 30 November. 62

SPOTLIGHT Prospects for African universities

}} For students in most African countries, moving directly from university into a career is not that easy. In response, African partner universities are cooperating with German universities, businesses and the DAAD on numerous projects to ensure that their curricula and their staff offer students better career entry prospects once they have completed their degrees.

Janet Lynn Tar owns an IT consulting compa- and longitudinal studies show that our graduates ny that develops software, designs websites and start more companies, generate more income, installs networks for businesses in Uganda. She create more jobs and remain entrepreneurially gained the skills she needed to become a suc- more active,” explains Prof Dr Michael Gielnik, cessful businesswoman from Student Training who runs the project. for Entrepreneurial Promotion (STEP), an entre- preneurship training course offered by Leupha- na University of Lüneburg. The DAAD has been African universities as a key to success supporting this course since 2017 through its “Development of Entrepreneurship Curriculum” Most African countries are seeing above-average project within the University-Business Partner- growth in their economies. Many industries are ships programme. “At STEP, I learned how to underdeveloped and accordingly offer great op- ­approach people,” says the 32-year-old. portunities. Digitalisation is triggering addition- al growth spurts, but the things businesses need to be successful – for example access to funding, expertise and qualified staff – are often lacking.

African universities therefore represent a key to economic success. However, they ­often do not train young people in a sufficiently ­market-oriented way. “At the core it’s about how we can bridge the gap between companies’ ­requirements regarding young academics and the actual degrees gained and contents taught at universities,” says Heike Heinen, senior desk officer for development cooperation partnership

››Leuphana University poster programmes at the DAAD. for the “STEP” project. The DAAD has initiated numerous collabora- tions on behalf of the Federal Ministry for Eco- More than 3,000 young people from predomi- nomic Cooperation and Development (BMZ) to nantly African universities have already com- address the issue; the University-Business Part- pleted the twelve-week STEP course, which takes nerships programme alone funded cooperation them quickly through the entire entrepreneurial projects managed by 33 German universities in process from developing a business idea through developing countries around the world in 2018. founding a company to first sales. “Monitoring SPOTLIGHT 63

››Faustina Abena Nti-Boakye received the DEG Young African Founders Award in 2013.

Another example is the “Platform for the Universities must cooperate more closely Development of Entrepreneurs and SMEs with businesses in ­Africa”, a cooperative venture managed by Prof Dr Jürgen Bode between the Bonn- “One finding is that universities must cooperate Rhein-Sieg University of Applied Sciences and more closely with businesses, be it in creating universities in Ghana and Kenya. “The project curricula, in setting up internships or by inte- developed a business incubator, a ­German- grating entrepreneurs into their teaching as lec- African partnership platform for founding new turers,” Heinen explains further. These are just enterprises,” explains Heinen. Supported start- some of the many ideas she brought back from ups share offices with established ­companies. the 2018 conference on employability in Ghana.

One participant in the project was Faustina For her it was a very special conference, not Abena Nti-Boakye. Her textile start-up in Ghana least because it was the first time that repre- focuses on upcycling, making backpacks, tote sentatives of the DAAD’s various partnership bags and handbags from fabric offcuts. In 2013 programmes in development cooperation had she received the DEG Young African Founders debated with German higher education experts Award in recognition of her efforts. in a shared format: “A very strong will and sig- nificant dedication to advancing their projects and thus the economies of their countries was evident on the part of the African partners,” she says. “The DAAD’s motto of ‘change by exchange’ was palpable at this conference.”

www.daad.de/entrepreneurship-study Our topics 64 European Cooperation in Higher Education

EUROPEAN COOPERATION IN HIGHER EDUCATION

}} The major topics in European cooperation on higher education in 2018 were Brexit and the EU Commission’s recommendation for the new Erasmus+ programme generation.

Europe remains in crisis. Values long taken for These developments took place against the granted, such as democracy, the rule of law and background of nonetheless very positive signals multilateralism, are coming under pressure in for the Erasmus programme. Following Eu- many countries. rope’s well-promoted celebration of the Eras- mus+ programme’s 30th anniversary in 2017, For the higher education sector, no issue was the EU Commission presented in May 2018 its more immediately relevant than Brexit. The draft of the next programme generation from uncertainty as to whether the UK, currently 2021 to 2027 – and doubled the programme’s the third-most popular destination for Erasmus budget. This was not ambitious enough for the stays, will continue to participate in the pro- EU parliament, which demanded that funding gramme is causing significant concern and rais- be tripled. ing many questions at German universities. ››Attendees of the Erasmus+ networking forum “EU Higher Education Cooperation between Germany and Ghana” in Accra, 2018.

The DAAD’s Erasmus funding has increased cooperation between German universities and by 25 million euros partners outside Europe.

In contrast to the last programme change, the In all, the DAAD selected 351 applications from plan titled “Evolution, not revolution” propos- 95 German universities in 77 countries. A range es advancements to the programme but no of activities, such as a workshop at the Erasmus+ major upheavals. After the last programme Annual Meeting or a network meeting between generation had focused mainly on employabil- German and Ghanaian universities in Accra, put ity due to the economic crisis, greater weight increased focus on cooperation with Africa. is now given to topics such as inclusion, equal opportunities and European cohesion. The Na- tional Agency for EU Higher Education Coop- Fact finding mission for new internships in eration within the DAAD (NA DAAD) negotiated the Balkans the specific ­details of the programme at nu- merous events and working groups in Brussels As demand for internships has been rising fast- and ­Germany. er than demand for study visits in recent years, the DAAD focused greater attention on this top- The DAAD’s budget for Erasmus already ic in 2018. A meeting of coordinators, mobility increased by € 25 million in 2018. The DAAD consortia, career centres and industry repre- used these funds not only to boost mobility sentatives took place in Saarbrücken in March. numbers, but to standardise and generally raise As internships have for the first timealso be- its scholarship grants, making the programme come possible in partner countries, a fact find- significantly more attractive to ­students. ing mission identified a list of specific opportuni- ties in all countries of the western Balkans. The DAAD has also further expanded the pro- gramme’s international dimension. A growing The new programme “European Universities” budget for cooperation with partner countries was also the focus of particular attention. It and special budgets for West Africa and Tunisia is based on a suggestion by French president will increase the programme’s importance for ­Emmanuel Macron which the EU Commission Our topics 66 European Cooperation in Higher Education

››Dr Klaus Birk, director of the National Agency for EU Higher Education Cooperation within the DAAD, presents the recommendations of the National Agencies on the future of Erasmus with his colleagues from the Netherlands, Poland, Slovenia and Austria.

Students and alumni were also very active in 2018. “Europe Meets Schools” achieved a new re- cord in participation from schools and students.

At their latest conference, the Bologna ministers of education took stock of the Bologna Process. The reform has helped higher education insti- tutions advance significantly, especially with re- gard to mobility and internationalisation. One of the ministers’ main findings however was that implementation of the reform must be brought up to the same standard in all 48 countries of the very quickly adopted and implemented in the European Higher Education Area. form of a pilot call for proposals. The pro- gramme is the logical next step in the increas- Germany plays a major role in this context as ing strategic networking of higher education the Bologna implementation is very well ad- institutions, which the DAAD has been funding vanced here. The NA DAAD therefore organised for some years. The interest of German univer- a large European networking conference in Kiev sities in the programme is accordingly high. The in June 2018. The national Bologna conference, DAAD cooperated with the EU Commission and held jointly with the BMBF and the Standing the BMBF to hold a corresponding information Conference of the Ministers of Education and event and launched a website with information Cultural Affairs, also acknowledged this respon- for applicants in October. sibility.

Significant increases in mobility can no longer www.daad.de/veranstaltungen/bk/2018/en be achieved simply by awaiting demand. Spe- cifically addressing diverse target groups was therefore the subject of a range of events. In order to support the universities in this endeav- our, the National Agency commissioned twelve short videos on various aspects of the pro- gramme. They have achieved high click rates on the DAAD’s channels; many higher education institutions have integrated them into their social media channels.

››Lecture by Dr Georg Schütte, Secretary of State at the Federal Ministry of Education and Research (BMBF), on “The importance of the European Higher Educa- tion Area for the unification and strength of Europe”. Our topics European Cooperation in Higher Education 67

Intercultural training for university administrators

}} German higher education institutions are advancing their internationalisation, but for the longest time their measures did not extend to their own staff. Many administrators are now rethinking that decision because doing so benefits everyone, and Erasmus+ can contribute significantly.

Petra Castillo Romero still remembers the time Initially not everyone was on board. After all, she was speaking to a student from India and staff who take courses at foreign universities almost despaired. The student smiled politely are not available to do their jobs while they are and shook his head. “I thought he simply didn’t away, and some courses could keep them away understand me,” says the staff member at the for up to 60 days. “We limited the training peri- registrar’s office of the University of Kassel. That od to one or two weeks at most, so that as many the young man was in fact indicating his agree- colleagues as possible had the opportunity to ment in the manner common in his home coun- go,” says Moritz Banzhaf, higher education coor- try was something she only learned in Hungary, dinator for Erasmus+ at the University of Kassel. at the “Budapest International Culture Training”. “When people from abroad come to us, our ad- The one-week seminar the 61-year-old attended ministrative staff are the first people with whom was part of a further training course that Ger- they come into contact. To ensure a welcoming man universities can fund through Erasmus+. culture, it’s important that they too have cor- “With Erasmus+ the EU wants to explicitly en- responding experience,” says Prof Dr Reiner courage employees of higher education institu- ­Finkeldey, president of the University of Kassel. tions to gain practical experience abroad,” ex- plains Agnes Schulze-von Laszewski, director of Petra Castillo Romero is convinced that the trips the Communication, Quality and Audit section abroad are beneficial. She has already been of the National Agency for EU Higher Education abroad three times and is always thrilled. Many Cooperation within the DAAD. Indeed, higher of her colleagues now also want to make use of education institutions lag when it comes to staff the programme, she says. “For my part, I can mobility. That’s why the DAAD, which is respon- only recommend the adventure.” sible for the higher education sector of Eras- mus+ in Germany, is actively promoting oppor- tunities for staff members.

Number of individuals who have participated in training for higher education staff

17% 41%

▲

Increase ▲ 2,716 1,652 1,930 Increase

2014 2015 2016

Source: National Agency for EU Higher Education Cooperation within the DAAD 68

SPOTLIGHT Call for European universities – A question of integration

}} The “European universities” French president Emmanuel Macron has called for are a powerful vision – and a challenge. In this interview, DAAD Secretary General Dr Dorothea Rüland discusses possible models.

Dr Rüland, President Macron of France created quite a stir with his speech in 2017 at the Sorbonne and his call for “European universities”. What did you think when you first heard of this initiative? Dorothea Rüland: I was very positively impressed that Macron was developing a new vision for Europe. We mustn’t forget that the speech was by far not just about European universities, it was also about many other things. It was a European policy speech. For ­Macron, the European universities are a very ­crucial element of European integration. That is, in my ­opinion, a marvellous approach which the DAAD has already been pursuing for a long time. ››DAAD Secretary General Dr Dorothea Rüland

What European university models are conceivable? Firstly regional, cross-border university associa- tions, but secondly also models where universities of the same type form associations across greater distances. Alongside the type of university, similarities in subject matter could be the uniting element of the new European universities. We already support var- ious models in higher education cooperation for all these variants.

So the idea of European universities isn’t actually all that new? There has been a worldwide trend for some years now for higher education institutions to increasingly cooperate strategically. What’s important in that re- spect is mainly targeted cooperation at various levels, from student mobility to research projects. The DAAD designed its “Strategic Partnerships and Themat- ic Networks” programme in 2012 and launched calls for proposals for two funding rounds financed by the Federal Ministry of Education and Research (BMBF). The programme supports many excellent university partnerships around the world – including some with a strong focus on Europe. SPOTLIGHT 69

››Participants in the Brussels workshops on European universities (l to r): Dr Stephan van Galen (University of Groningen), Prof Hiltraud Casper- Hehne (University of Göttingen) and Dr Anette Pieper (director Projects at the DAAD).

Can those serve as models for the European universi- higher education institutions. And last but not least, ties Macron spoke of? the question of the European element arises repeat- There will be no standard model for the new Eu- edly in this programme. ropean universities. What we need most of all are flexibility and openness, precisely because we want What is the DAAD’s role in this process? to make the strategic process a lasting one. The DAAD The EU issued a first-ever call for proposals for is in permanent contact with the German universities, this programme in October 2018 as a pilot project the Federal Ministry of Education and Research, but through Erasmus+. The DAAD’s EU department divi- also with its partners at the EU and in the individual sion will advise and accompany the German higher European states. education institutions in applying, as it does for all programmes managed centrally in Brussels. There What topics define this exchange? will also be national co-funding via the BMBF, which A crucial question is how we prioritise the diff­ will be managed by the DAAD. In addition, we will be erent topics. Do we want to focus mainly on the contributing our expertise from the “Strategic Part- ­excellence of the European universities? Or should nerships and Thematic Networks” programme and promoting academic mobility be higher on the agen- many other collaborations to our support for the pro- da? How can we concentrate not only on individual jects and will seek to work closely with the German European countries but instead include the entire ministries and European partners. The new ­European European Union in the process? ­Precisely by focusing universities can only succeed if as many countries as on disciplinary or thematic networks does it become possible actively take up Macron’s suggestion. We easier to involve universities and higher ­education will continue to support the German universities in institutions from all European countries. Virtual ele- doing so. ments of exchange will also play a major role. If we want to increasingly work together multilaterally, www.daad.de/na-eu we will have to further advance the digitalisation­ of Our topics 70 Higher Education and Research Marketing

HIGHER EDUCATION AND RESEARCH MARKETING

}} Supporting potentials, expanding personal horizons, advocating openness and diversity through international mobility – these are the aims of higher education and research marketing. There are many ways to achieve them.

“Are you interested in expanding your hori- This new format is an example of the DAAD’s zons, discovering a new culture and maybe even target-group-oriented, modern and attractive learning a new language? If you’d like to earn study guidance, which offers targeted assis- a university degree and increase your chanc- tance to students searching for the ideal degree es of starting an international career, you’ve ­programme. come to the right place!” This is how the new “­Student Journey” welcomes students interested The newly designed database “International in studying abroad. The new website is a virtu- Programmes” is one of the DAAD’s GATE-Ger- al journey in five steps; located at www.study- many services in the field of study and research in.de, it helps potential international students marketing. “It’s about accuracy and quality. We on their way to studying in Germany. It uses a want to offer everyone interested in studying in multimedia-based reportage format to provide Germany the best possible study programme. information on the stages of the journey, which That also includes providing information on are ­illustrated with photos and videos. Depend- course requirements and available support ser- ing on their interests, young people can join or vices,” says Dr Ursula Egyptien Gad, head of the change routes at all stages. Marketing division at the DAAD. “At the same Our topics Higher Education and Research Marketing 71

DATABASE “INTERNATIONAL PROGRAMMES IN GERMANY” RELAUNCHED

Easy online use, fast overview and the DAAD’s Information on Studying courses are largely taught in English up-to-date information – since in Germany section. The success of and ideally tailored to the needs the autumn of 2018 the popular the ­database is also evident from the of international students by in- database for international study user numbers: around 100,000 page cluding international elements or programmes has been guiding stu- views per day. dedicated support offerings. They dents even more effectively to the Over 200 German universities and thus create excellent conditions for right degree programme with new research institutes currently offer students from around the world to search and filtering options and a more than 1,900 internationally successfully complete their studies modern design. “Our aim is to assist oriented bachelor’s and master’s in Germany,” states Esther Kirk. international students in finding degree courses, programmes, grad- “The database’s reach also gives the right programme and make it uate schools, language and special higher education institutions a way easier for them to begin studying in courses, preparatory courses and to attract students from around the Germany,” says Esther Kirk, head of e-learning options. “The degree world to their programmes.”

time we would like to help German universities vides concrete advice in the form of modular attract highly qualified international students. and entertaining virtual lessons, or matchmak- Extremely detailed and well-presented informa- ing events held worldwide that bring German tion increases the probability that the hopes of institutions together with international junior both parties will be met – and it also strengthens researchers. Germany as a location for study.” Also in the interests of careful preparation are Preparation and managing expectations the personal meetings between higher educa- are becoming more important tion representatives and prospective students which GATE-Germany facilitates through the In higher education and research marketing, it campaigns “Study in Germany – Land of Ideas” is becoming increasingly important to encour- and “Research in Germany – Land of Ideas”. The age careful preparation and specifically manage DAAD and German higher education institutions expectations for both international and German reach 1.5 million visitors each year at numerous students and researchers so that their study or international education fairs. In 2018 personal research stay in Germany or abroad becomes a consultations were conducted with over 110,000 personal success for each individual. Designed individuals. to aid in achieving this goal are, for example, the development of an online course on “­Proposal writing for PhD projects in Germany” that pro-

“We want to offer everyone interested in studying in Germany the best study programme possible.“ Dr Ursula Egyptien Gad, head of the Marketing division at the DAAD Our topics 72 Higher Education and Research Marketing

››“Expert Talk” featuring alumni from Indonesia reporting on their experiences in Germany as part of the webinar series Southeast Asia.

New formats, new insights topics and trends in academic mobility in search of a common position and explored specific Looking beyond one’s own horizons is impor- questions, for example on the use of webinars. tant for location marketing. Everyone involved benefits from exchange with international part- A defining feature of the efforts to strength- ners and competitors. At the DAAD networking en Europe as a location for study and research conference in July 2018, the “5x5 Format” on is the joint appearance of the European part- digitalisation (five higher education institutions ners. On behalf of the European Commission, introduce themselves for five minutes each) the DAAD has been cooperating with Campus offered new insights into the state of everyday France, Nuffic, the British Council, the Archi- and higher-education-specific digitalisation in medes Foundation and ACA since early 2018 to Armenia, Estonia, Great Britain, Singapore and implement the extensive EU marketing project Sub-Saharan Africa. Digitalisation has changed “Study in Europe”. the worldwide education and higher education landscape more than any other societal develop- An evaluation designed to optimise the moni- ment. Learning is increasingly taking place vir- toring instruments for the international educa- tually; apps and digital services are making ad- tion fairs held by GATE-Germany, studies on the ministrative tasks easier. However, digitalisation information-seeking behaviour of international in everyday education is advancing at different academics, and constant review by means of key speeds in different countries, as talks by the performance indicators (KPIs) are the basis on DAAD’s country experts about various digitalisa- which the success of previous measures and in- tion projects clearly showed at the conference. struments can be determined and new ideas to address specific target groups can flourish. Joint lectures and presentations by DAAD mar- keting specialists in cooperation with experts, Supporting potentials, expanding personal hori- for example at the international education zons, advocating openness and diversity through conference held by the European Association international mobility – these are the aims of for International Education or at the European higher education and research marketing. Science Open Forum, contribute significantly to the advancement and conceptual reorienta- www.study-in.de tion of higher education marketing measures. www.gate-germany.de Experts from countries such as Belgium, Brazil, www.research-in-germany.org Estonia, the UK and the USA discussed current Our topics Higher Education and Research Marketing 73

Getting students interested in a stay abroad

}} Students report on their experiences abroad and encourage other students to embark on a similar journey. This service offered by the new DAAD ambassador programme can be booked by higher education institutions and schools – online, easily and free of charge.

In the first Canadian winter of his life, Johannes the DAAD’s Information­ on Studying Abroad sec- Meyer was really cold. “The winter clothes my tion. “We do this because we want to present all mother sent arrived six weeks too late,” he re- the funding options.” counts, but he’s not unhappy about it: “The In- dian summer, the winter with all its snow, and on top of that, I now speak French fluently – my time in Canada was absolutely brilliant!”

As a correspondent for the DAAD, he ­reported regularly on his experiences in videos and ­photos posted to the campaign’s website and his social media channels. Now the physics student is getting other students interested in spending time abroad, just like around five dozen other former correspondents of the DAAD campaign “study worldwide – EXPERIENCE IT!”. “Univer- sities and schools can invite me or one of the Johannes Meyer thinks it’s important to draw other ambassadors free of charge. Then we visit potential international students’ attention to the them to report on our experiences and answer wide range of funding options and exciting pos- questions,” he explains further. sibilities that study abroad involves. “You need a year or so to prepare before you can set out,” he In selecting its ambassadors, the DAAD tries explains. “So it makes a lot of sense to already to maintain a broad mixture of all disciplines raise awareness of studying abroad in schools.” and regions in Germany. “We don’t use only our own DAAD scholarship holders and alumni It’s simple and easy for schools and universities as ambassadors; we have students in our pro- to identify suitable students for their purposes gramme who funded their stays abroad in all online. “The filters on the website allow them to sorts of ways,” says Alexander Haridi, head of very specifically and quickly find an ambassador who meets their requirements,” says Haridi.

www.studieren-weltweit.de/botschafter

››Ambassadors for the “study worldwide” campaign with Federal Minister of Education and Research Anja Karliczek. Our topics 74 International Research Cooperation

INTERNATIONAL RESEARCH COOPERATION

}} Research cooperation requires long-term, intensive collaboration across bor- ders. In 2018 the DAAD again supported numerous projects in order to promote the professional development of academic talents at all career levels and the international orientation of research teams through a broad range of mobility programmes.

Through its research marketing, the DAAD sup- Supporting young academics ports higher education institutions and research institutes in gaining outstanding doctoral candi- Up to 80 doctoral scholarships a year are award- dates from abroad for their projects. Its scholar- ed through the Graduate School Scholarship ships allow talents from abroad to realise their Programme in cooperation with doctoral pro- doctoral projects in Germany. In 2018 the DAAD grammes that have demonstrated the quality of enabled almost 3,500 foreign doctoral candi- their selection procedure. dates to spend a longer period of time (at least six months) in Germany; often they completed Offering doctoral candidates at German univer- their entire doctorate in Germany. sities an international perspective is the aim of the “International Doctorates in Germany for

Table 3 Programmes to promote the internationalisation of research in 2018 (selection)

Number Expen­ Number of of funded diture in projects individuals thousand €

RISE – Research Internships in Science and Engineering - 621 1,743

Travel Grants for Conferences or Invited Lecturers - 2,556 4,007

Postdoctoral Researchers International Mobility Experience (P.R.I.M.E.) 52 52 1,964

PPP – Programme for Project-Related Personal Exchange 670 2,094 3,557

International Doctorates in Germany for All (IPID4all) 25 1,309 3,474

Strategic Partnerships/Thematic Networks 39 2,045 6,475

Graduate School Scholarship Programme (GSSP) 40 328 4,537

Centres of Excellence in Research and Teaching abroad 5 410 1,740

Franco-German Fellowship Programme on Climate, Energy and Earth System Research 8 12 775 ››The IPID4all conference “International Graduate Education in Germany and Abroad – a global PhD” in Berlin offered German and international doctoral candidates and university managers an excellent forum for exchanging programme experiences and networking.

All (IPID4all)” programme that complements junior professorship in Münster. “The connec- the DAAD’s individual scholarships and initiates tions I made during my time at Imperial College structural advancements at higher education London persist to this day, and we all benefit institutions. The projects funded through IPI- from the scientific and also cultural exchange D4all are increasingly establishing themselves between London and Münster,” she says. Six as outstanding research and academic centres at joint publications and several conference arti- their respective locations and as model projects cles bear out the success of the cooperation. across national borders. A new element of international research cooper- It is crucial to the development of expert net- ation forms part of the Helmut Schmidt Profes- works that doctoral candidates are given the sorship at Johns Hopkins University in Wash- opportunity to present their research findings ington, D.C. Scholarships allow postdocs from at international conferences. The programme the USA and Europe to work on current political “Travel Grants for Conferences or Invited Lec- topics together and thereby establish transatlan- turers” assists them in doing so. In 2018 the tic networks that will accompany them through- DAAD enabled 1,284 doctoral candidates to trav- out their academic careers. el to such events.

Developing subject-specific expertise Initiating research collaborations Research funding has to take the requirements International research collaborations arise from of the respective disciplines into account. This shared research interests and make it possible is also true for the funding of mathematical to productively bundle expertise and resources. training and research at the African Institutes of The PRIME programme is an excellent exam- Mathematical Sciences (AIMS), where the DAAD ple: postdocs work abroad for one year of their supports the research professorships estab- 18-month scholarship during which time they lished by the Alexander von Humboldt Founda- are integrated into both the German university tion with higher education collaborations and and the institution abroad. This creates excel- individual scholarships. In 2018 the DAAD ex- lent conditions for long-term cooperation. That panded its funding to the AIMS sites in Ghana, was also the experience of Dr Doris Reiter, who South Africa and Cameroon. worked in Münster and London as a PRIME scholarship holder and was then appointed to a Our topics 76 International Research Cooperation

BETTER UNDERSTANDING CLIMATE CHANGE

The five-year funding programme gramme with the addition “German tiative, France and Germany want for climate, energy and Earth sys- Research Initiative”. Together with to make a further contribution to tem research “Make Our Planet France, Germany will be support- achieving the goals of the Paris Cli- Great Again”, for which the Federal ing research in the three subject mate Agreement,” says head of di- Ministry of Education and Research clusters of climate change, energy vision Anke Stahl, who coordinates (BMBF) is providing € 15 million in transformation and Earth system the project with her team at the funding, is based on an initiative research. Macron’s initiative was DAAD. At the end of the programme, by French president Emmanuel Europe’s answer to US president which is scheduled to run for four Macron. The BMBF followed the Donald Trump’s announcement that years, the projects are expected French president’s lead and estab- the US would be leaving the Paris to generate recommendations for lished a German counterpart pro- Climate Agreement. “With this ini- policy­makers and society. www.daad.de/mopga-gri

In no other research field is the power of math- “I was really impressed with the excellent re- ematical processes more apparent than in search infrastructure and the generous research artificial intelligence. AI was also the topic of funding at the renowned institutions we visited. the Postdoctoral Researchers Networking Tour In my research field of materials design, ma- (Postdoc-NeT), the DAAD’s annual trip for young chine learning opens up many new possibilities, researchers to German universities, research and Postdoc-NeT offered me an ideal starting institutes and businesses. Twenty postdocs from point for cooperating with leading researchers a total of 14 different countries were selected in Germany.” from among 129 applicants.

The invited researchers were able to discover potential careers and opportunities for coop- eration in the field of artificial intelligence in Germany. Grace X Gu, an assistant professor at Berkeley, summed up a positive experience: ­

››Participants in Post- doc-NeT during the introductory event at the German Research Centre for Artificial Intelligence in Saarbrücken (5th from left: Prof Grace X Gu) Our topics International Research Cooperation 77

From the periphery to the centre

}} How are dialects in Asia and Australia affecting the English language? This is the question a German- Australian team at the Justus Liebig University of Giessen and Macquarie University in Sydney have set out to answer. The project is made possible by the DAAD’s “Programme for Project-Related Personal Exchange” (PPP).

Languages are always developing. This is also true of English. But how do Australian and Indi- an dialects affect the English language in their respective geographic language areas? “Com- pared to native-speaker dialects such as Aus- tralian, British and American, Asian varieties were long dismissed as deficient,” says Dr Tobias Bernaisch, linguist at the Justus Liebig Universi- ty in Giessen. “We want to show that the linguis- tic structures of second-language speakers in Asia are communicatively just as successful as those of native speakers and may moreover have ››Linguist Dr Tobias Bernaisch equally enduring effects on the development of English.”

“The programme helped us to get the research Justus Liebig University and Macquarie Univer- project underway,” says Bernaisch, confirming sity in Sydney are cooperating on the project the importance of PPP. The collaboration with “Linguistic Epicenters: Empirical Perspectives Macquarie University is ideal; the Australian on World Englishes”, one of around 700 PPP team is working with historical data, while Ber- projects in over 30 countries funded annually by naisch and his colleagues deduce developments the DAAD. “German higher education institu- from contemporary newspaper data. Both sides tions can use the funds we provide to support have exchanged and coordinated their method- the exchange of young researchers,” says Stefan ologies. ­Bienefeld of the DAAD.

The German-Australian team presented its re- sults in November 2018 in Sydney. It was some- thing of an acid test, as the audience consisted of one hundred DAAD alumni, mainly from the natural sciences. They had invited the project to their conference “The Responsibility of Science and Technology for Innovation” as an excel- lent example of German-Australian academic cooperation. “It was a special experience for us because we received a lot of recognition as a ­humanities project,” recalls Tobias Bernaisch.

www.daad.de/international-programmes

››Attendees of the DAAD alumni meeting in Melbourne. 78

SPOTLIGHT DWIH brings AI experts from three countries together in Tokyo

}} Attendees discussed strategies on artificial intelligence, possible collaborations and their goals. The symposium held by the German Centre for Research and Innovation in Tokyo was a great success.

The hubbub of voices in Hall 4a of the Torano- mon Hills conference centre in Tokyo is over- whelming. Business cards are passed out, at- tendees shake hands or bow to each other while snatches of English, German, French and Japa- nese conversation fill the room. There is much to discuss at this first Japanese-German-French symposium on artificial intelligence (AI). The event, organised by the German Center for Re- search and Innovation (DWIH) in Tokyo, offers experts and representatives from academia, busi- ››German ambassador Hans Carl von Werthern (at left), ness and politics the opportunity to explore one Prof Margret Wintermantel and Japanese minister Takuya Hirai. of the most important topics of the future with specialists from three of the economically most powerful industrialised nations. parties. Among them were high-ranking politi- cians such as the Japanese minister for science The DWIH Tokyo’s aim for this symposium was and technology Takuya Hirai, Leibniz Award ambitious. The two-day event was to create a winner and robotics expert Prof Dr Wolfram platform for country-specific and also cross-sec- Burgard, French mathematician and Fields toral exchange in the research field. The 65 medallist Prof Dr Cédric Villani, and Dr Joseph speakers from Germany, France and Japan were Reger, technical director at Fujitsu EMEIA (Eu- representative of the wide range of interested rope, Middle East, India and Africa region). The attendees discussed national AI strategies and current developments in plenary sessions and developed concrete ideas for collaboration in subject-specific workshops, for example on joint medical databases, further international train- ing measures on AI, and models for trilateral data exchange.

At the end of the event, the attendees were very pleased with the direction and quality of the dis- cussions. “I am very certain that this is the first step towards collaboration on future AI strate- gies”, tweeted Minister Hirai. ››Quality standards for a shared medical database? From left: Prof Yukie Nagai (NICT), “For the DAAD this is an important synergy ef- Prof Klaus Juffernbruch (FOM University) and Dr Kazuhiro Sakurada (RIKEN) have much to discuss. fect,” said Dr Michael Harms. The director of communications had travelled to Tokyo togeth- SPOTLIGHT 79

››Over 350 attendees came to the first Japanese- German-French DWIH symposium on AI in Tokyo.

er with DAAD President Prof Dr Margret Win- symposium was hatched at a meeting with local termantel. “The DWIH has allowed us to more supporters who contributed to its planning and closely tie the subjects of research and innova- coordinated individual sessions. tion into the DAAD’s core business,” said Win- termantel. In 2017 the DAAD took over the man- The AI symposium in Tokyo in November 2018 agement of the DWIH at all five locations. “The was the successful starting point for the 2019 DAAD has the necessary competence thanks to DWIH annual theme of “Artificial Intelligence”. its expertise on academic systems worldwide.” The DWIH São Paulo is planning workshops on humanoid robots, the DWIH New York will be exploring “Urban Data”, the DWIH Moscow will “The ultimate goal of AI must be be discussing AI at CEBIT Russia, and New Delhi to serve humans and improve the will also be examining the subject. Lastly, the DWIH in Tokyo will be focusing on preventative quality of life of every individual, healthcare and the ethical values on which AI but also of society.” strategies should be based.

From the closing declaration of the symposium This was precisely what the attendees of the attendees AI symposium in Tokyo demanded when they adopted a closing statement for their future Indispensable to the work of the DWIH is the collaboration. It reads: “The ultimate goal of AI input from local partners. “The DWIH can only must be to serve humans and improve the quali- be effective if it is supported,” says Winterman- ty of life of every individual, but also of society.” tel. From chambers of commerce through rep- resentations of federal states to funding organi- www.daad.de/dwih sations and universities, every DWIH has its own group of supporters. The idea for the Tokyo AI Our topics 80 Transnational Education

TRANSNATIONAL EDUCATION

}} German education projects abroad stand for the internationalisation of the German academic system. Once again in 2018 the DAAD saw more students enrol in TNE courses than in previous years.

“Anchor points abroad: successes, new roles and The conference showed that German study pro- ongoing challenges in transnational education grammes abroad – from degree courses offered (TNE)” was the heading under which the DAAD internationally to the establishment of trans- invited international academics, science man- national higher education institutions – have agers and political decision-makers to a con- become a firm component of the internation- ference in Berlin on 28 and 29 November 2018. alisation of the German academic system. In At the two-day event, attendees discussed the 2018 the number of students enrolled in German efforts of German higher education institutions TNE courses around the world increased to over in teaching and research abroad and the fund- 32,000; German higher education institutions ing of such efforts by the DAAD, and also looked offered 276 degree programmes at over 60 loca- back on the work already done in this field. tions in 35 countries.

››Participants at the DAAD’s TNE confer- ence in Berlin. DAAD Secretary General Dr Dorothea Rüland held the opening speech. Our topics Transnational Education 81

Showcasing the German higher education landscape

In addition, transnational degree courses and higher education institutions are also show­cases for the German higher education landscape. ­Beyond their primary functions, they serve as starting points for other fields of transnational cooperation within and outside ­academia. Particularly the binational higher education institutions abroad with German involvement have become a trademark of the German academic system’s international networking ››The German-Jordanian University (GJU) in Amman. and profile. Most notable in this context are the German University in Cairo (GUC), the German-­ Jordanian University (GJU) in Amman, the German University of Technology (GUtech) and film archiving is to be established at Nigeria’s in Muscat, the Vietnamese-German University Jos University, while the Institute for Psychother- (VGU) in Ho Chi Minh City and, the most apy and Psychotraumatology (IPP) will open at recently established institution, the Turkish-­ the University of Duhok in northern Iraq. Both German University (TDU) in Istanbul. degree programmes were conceived in response to demand in the respective countries. Transnational presences of German higher edu- cation institutions do more than just teach. They In Iraq, violence, displacement and persecution offer opportunities to establish new structures have traumatised many, and appropriate treat- for joint research, participate in solving prob- ment is almost impossible to find in the country. lems affecting society as a whole, and are ideal The IPP aims to establish a permanent scientific partners for German businesses abroad as well and psychotherapeutic care structure in north- as for local enterprises. ern Iraq.

Along with maintaining interdisciplinary ties to STEM subjects especially popular the existing institutes of medicine and psycholo- gy, and creating a structure for doctorates, med- Two-thirds of students in TNE projects were en- ical licensing and research, the implementation rolled in STEM subjects. Following in this tradi- of the “Master of Psychotherapy and Psychotrau- tion is a TU Clausthal project approved in 2018, matology (MASPP)” degree programme, which which will establish the Sino-German Interna- will offer 30 places and employ a train-the-train- tional School for Postgraduate Studies in cooper- er principle, is designed to ensure that local ex- ation with Sichuan University in Chengdu. The perts are trained within the country and will in institution will consist of a dual campus with a the long term be able to help people with mental joint administrative board and will initially offer illness and train experts themselves. bachelor’s degree programmes in geo-environ- mental engineering and computer science. The Through the regular TNE funding provided by intention is to gradually add further disciplines the Federal Ministry of Education and Research and integrate research. Graduates will receive a (BMBF), the DAAD in 2018 supported the prac- jointly awarded double degree certificate. tice-oriented master’s degree programme “Film Culture: Archiving, Programming, Presentation” Two new degree programmes outside the engi- which Goethe University Frankfurt will be offer- neering sciences will also be funded: the first Af- ing jointly with Jos University and the National rican master’s degree programme on film culture Film Institute of Nigeria starting in autumn of Our topics 82 Transnational Education

Practice-oriented training approach

German TNE offerings abroad frequently adhere to the practice-oriented training approach used by the German universities of applied sciences (UAS). This was noted by the German Council of Science and Humanities in July 2018 in its exten- sive “Recommendations on the Internationalisa- tion of Universities and Universities of Applied Sciences”. Regarding TNE, the Council advocates making even greater use of the application-ori- ented academic training model employed by the ››Participants register for the TNE universities of applied sciences than is currently conference. the case for internationalisation. In addition to creating a central office providing advice on the UAS model, for example at the DAAD, the Coun- 2019. According to UNESCO statistics, Nigeria is cil recommends making the implementation of the world’s second-most productive film coun- transnational education projects easier by re- try after India. Around 1,000 feature films are moving administrative and legal hurdles. released in English or one of the three major languages Igbo, Hausa or Yoruba every year. The DAAD supports the transnational work of The master’s programme is intended on the one German higher education institutions with fund- hand to aid in the preservation of the country’s ing from the Federal Ministry for Education and film heritage and on the other hand to promote Research (BMBF), the Federal Foreign Office (AA) Nigerian film production beyond the boundaries and the Federal Ministry for Economic Cooper- of the continent. ation and Development (BMZ). In cooperating with the various stakeholders abroad, Germany applies a collaborative approach and strives to es- tablish equitable partnerships.

Table 4 Programmes to fund transnational education in 2018 (selection)

Number Expen­ Number of of funding diture in projects recipients thousand €

Transnational education (TNE)

Binational higher education institutions and graduate schools, and courses offered by German higher education institutions abroad 24 1,571 14,047

Degree programmes in German 32 632 1,225

Funding for participants of German degree programmes abroad (AA) 134 2,173 4,678

Special programmes

In-country scholarship programme for refugees at transnational education projects in Egypt and Jordan 3 102 771

In-country scholarship programme for refugees at transnational education projects in Turkey 1 51 362

Preservation of cultural heritage and rebuilding (Egypt/Jordan) 2 73 820 Our topics Transnational Education 83

“Establishing peace is harder than waging war”

}} With funding from the Federal Foreign Office, the DAAD supports the German-Colombian peace institute Instituto CAPAZ in Bogotá, where Colombian and German academics conduct application-oriented research with the goal of establishing lasting peace in war-torn Colombia.

The constellations between the stakeholders are highly complex. There are indigenous com- munities who have been subjected to violence by various parties to the conflict, and other groups who have clearly followed one party in the war. The human rights violations and abuse have left deep scars. ››Prof Stefan Peters, academic director of Instituto CAPAZ in Bogotá In this confusing landscape shaped by strong emotions, science can help by doing what lies at needs trust, the peace process takes a lot of its very core: recording the circumstances neu- time,” says Stefan Peters. “It’s also important to trally and objectively, setting the same standards work with the stakeholders locally.” for all, and establishing facts. “Our strength is in providing scientific support to the stakehold- CAPAZ has completed 15 exploratory studies ers,” explains Prof Dr Stefan Peters, academic to date with several more currently underway. director of the Instituto CAPAZ in Bogotá. “We They all are based on a consistently binational are, for example, working on maps showing the method of working in Colombia and Germany. dynamics of violence at the micro level in the CAPAZ is increasingly succeeding in facilitat- especially affected regions. We use these maps ing discussions and talks, for example between to record what has happened over the years.” former FARC fighters and their victims. “Those are highly emotional situations,” explains Stefan For more than two years, the Instituto CAPAZ Peters. has been applying an interdisciplinary approach that ranges from the legal, social and cultural The formats used by Instituto CAPAZ are sciences to medicine. His work at CAPAZ has as varied as they are numerous. “The clear shown Stefan Peters how much harder it is to es- practical orientation is the great advantage of tablish peace than to wage war. “Because peace CAPAZ and keeps us all extremely motivated,” says Stefan Peters. “We feed our results into policymaking.”

www.daad.de/capaz

››Niels Annen, state minister at the Federal Foreign Office (4th from left), at the discussion “Keys to building a stable and lasting peace” in Bogotá. The discussion was moderated by the academic director of the CAPAZ Institute, Prof Stefan Peters (at right). 84 Our funding worldwide 4 OUR FUNDING WORLDWIDE Our funding worldwide 85 Our funding worldwide 86 Western, Central and Southeastern Europe WESTERN, CENTRAL AND SOUTHEASTERN EUROPE }} Albania, Andorra, Austria, Belgium, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Greece, Hungary, Iceland, Ireland, Italy, Kosovo, Latvia, Liechtenstein, Lithuania, Luxembourg, Macedonia, Malta, Monaco, Montenegro, Netherlands, Norway, Poland, Portugal, Romania, San Marino, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey, United Kingdom, Vatican City

In 2018 the DAAD again worked to promote the A look at Southeastern Europe shows that the integration of Europe. Although Brexit loomed DAAD’s study scholarships remained very at- large, Great Britain’s particular attractiveness to tractive to young bachelor’s graduates in 2018; German scholarship holders remained unbro- interest in STEM subjects at German higher ken. Together with France the DAAD launched education institutions was especially high. For the new programme “Make Our Planet Great master’s degree courses, the scholarship pro- Again”, issuing a worldwide call for proposals. gramme the DAAD is running together with The programme is aimed at researchers whose the Turkish Educational Foundation (TEV) is work contributes to the Paris climate goals. In particularly notable. It enabled 130 excellent Genoa, the DAAD acknowledged the outstand- Turkish students to study various subjects at 37 ing achievements of researchers working in universities across Germany in 2018. Following a the field of translation. Barbara Ivančić of the positive evaluation, the DAAD decided in 2018 to University of Bologna and Goranka Rocco of the extend its funding of the Willy Brandt Centre for University of Trieste received the Ladislao Mit- German and European Studies in Wroclaw for tner Prize for Italian German studies. another five years.

Table 5 Funded individuals from abroad (A) and from Germany (D) by funding area (number of funded individuals)

2012 2015 2018

A D Total A D Total A D Total

Individual funding 3,658 2,879 6,537 3,327 2,828 6,155 3,044 2,829 5,873

Project funding 6,573 6,266 12,839 7,307 6,896 14,203 7,352 7,332 14,684

EU mobility funding 70 37,258 37,328 90 40,642 40,732 769 46,718 47,487

Total funding 10,301 46,403 56,704 10,724 50,366 61,090 11,165 56,879 68,044

Figure 1 Funded individuals from abroad and from Germany by subject group (number of funded individuals)

Medicine 336 / 2,389

Engineering 1,573 / 6,897

Art, music and sports science 622 / 3,597

Mathematics and natural sciences 1,578 / 6,019

Law, economics and social sciences 2,214 / 21,750

Language and cultural studies 3,083 / 11,582

Veterinary medicine; agriculture, forestry and food sciences; ecology 199 / 1,238

Interdisciplinary/other subjects 1,560 / 3,407 Our funding worldwide Western, Central and Southeastern Europe 87

Lecture- ships: 212 Information Centres (IC) Regional Offices

Riga

Warsaw London Prague Brussels Paris Budapest

Belgrade

Rome Istanbul Madrid Athens Ankara

Table 6 Funded individuals from abroad (A) and from Germany (D) by academic status (number of funded individuals)

A D

Bachelor’s students 3,045 31,051

Master’s students 2,398 14,539

Doctoral candidates 1,592 1,792 A 11,165 D 56,879 Academics and lecturers (including postdocs) 3,029 5,572 Total Other funded individuals* 1,101 3,925 68,044

Total 11,165 56,879

Figure 2 Proportion of women among funded individuals from abroad and from Germany by academic status (in percent)

63 / 66 56 / 55 54 / 48 46 / 36 51 / 70 55 / 60

Bachelor’s Master’s Doctoral Academics and Other funded Total students students candidates lecturers (including individuals* postdocs)

* Individuals in preparatory courses and higher education staff supervising projects Our funding worldwide 88 Western, Central and Southeastern Europe

Table 7: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Western, Central and Southeastern Europe

A = Funding recipients from abroad

D = Funding recipients from Germany Albania Austria Belgium and Bosnia Herzegovina Bulgaria Croatia Cyprus Republic Czech Denmark Estonia Finland France Greece Hungary Iceland Ireland Italy Kosovo Latvia Liechtenstein Lithuania Luxembourg Macedonia Malta Montenegro Netherlands Norway Poland Portugal Romania Serbia Slovakia Slovenia Spain Sweden Switzerland Turkey Kingdom United City Vatican Total A 57 14 17 44 76 42 5 161 12 19 34 240 122 119 1 29 290 37 26 25 3 39 2 17 23 5 292 33 150 130 67 23 232 11 6 389 252 3,044 I. Individual funding – total D 14 55 93 26 25 47 8 77 50 22 40 346 35 50 11 76 260 4 19 30 1 10 5 1 119 44 100 64 34 23 8 23 172 91 177 80 588 1 2,829 1. By status A 22 5 18 41 17 2 80 2 7 17 96 46 54 22 50 14 10 13 17 1 8 3 4 139 14 83 26 31 9 78 2 119 132 1,182 Bachelor’s students D 12 6 46 14 17 11 12 4 7 55 2 4 9 36 12 18 7 11 16 43 9 15 8 9 59 10 49 16 80 1 598 A 25 3 3 19 12 12 2 18 4 24 41 23 2 37 19 10 7 12 5 4 54 7 37 46 11 6 47 1 1 166 28 686 Master’s students D 1 16 13 3 7 18 2 5 82 1 11 12 26 1 1 1 58 8 12 8 3 2 1 1 30 47 73 8 280 731 A 7 9 4 4 9 9 16 2 2 2 67 20 14 1 1 101 3 3 5 8 2 11 50 2 14 42 7 3 46 5 2 69 39 579 Doctoral candidates D 15 15 6 2 4 2 20 9 5 16 49 12 12 4 31 130 1 1 3 1 3 28 11 9 25 2 3 1 6 38 16 36 3 94 613 A 3 2 5 3 14 4 1 47 8 6 15 53 15 28 4 102 1 3 3 2 1 2 5 1 49 10 16 16 18 5 61 5 1 35 53 597 Academics and lecturers (including postdocs) D 1 18 19 6 6 40 6 39 11 11 12 160 20 23 7 24 68 2 6 9 2 1 1 22 9 36 22 14 10 6 7 45 18 19 53 134 887 2. By duration of funding A 19 1 2 9 17 15 1 98 10 3 22 47 23 52 20 53 6 4 7 3 7 5 6 1 151 21 58 21 43 8 66 5 1 45 120 970 < 1 month D 12 24 26 22 14 40 6 41 15 13 25 124 23 19 10 43 97 1 15 25 2 4 37 13 33 43 16 14 2 21 65 24 44 4 127 1,044 A 3 3 7 8 11 10 1 27 4 1 139 19 21 4 92 5 2 2 6 1 3 5 3 72 4 27 43 5 6 72 2 2 100 83 793 1–6 months D 13 58 1 7 1 12 13 3 7 85 8 7 12 54 1 1 6 16 17 31 9 2 3 62 13 84 18 110 1 655 A 35 10 8 27 48 17 3 36 2 12 11 54 80 46 1 5 145 26 20 16 26 1 9 12 1 69 8 65 66 19 9 94 4 3 244 49 1,281 > 6 months (long-term funding) D 2 18 9 3 4 6 2 24 22 6 8 137 4 24 1 21 109 2 4 4 1 2 1 1 66 14 36 12 16 6 6 2 45 54 49 58 351 1,130 A 93 148 125 150 205 165 4 526 30 109 56 317 409 440 4 32 340 30 135 138 4 88 5 11 119 69 1,113 49 228 303 127 70 247 30 70 891 472 7,352 II. Project funding – total D 7 401 182 47 57 134 14 376 66 35 136 543 383 169 37 125 700 7 131 87 15 19 32 38 142 141 741 156 124 137 79 117 555 107 364 223 705 7,332 1. By status A 16 17 54 45 52 7 100 2 9 23 103 72 135 15 54 8 63 31 11 5 2 39 22 270 17 53 46 22 13 95 5 12 250 23 1,691 Bachelor’s students D 1 142 73 23 6 23 1 128 37 1 42 180 111 46 26 89 286 4 53 30 11 11 19 67 17 219 39 39 25 15 22 330 39 160 29 253 2,597 A 35 48 27 30 28 22 2 81 7 20 9 105 122 136 2 2 90 7 32 23 36 2 33 30 258 11 58 68 15 27 71 2 3 129 28 1,599 Master’s students D 1 194 73 7 4 42 9 94 16 3 16 95 139 19 7 24 245 1 29 27 5 7 19 8 48 65 204 27 30 37 12 3 142 49 172 45 213 2,131 A 10 38 22 29 6 36 75 4 20 6 33 60 40 2 6 61 6 2 11 3 8 2 19 3 157 9 27 66 14 4 28 8 17 41 127 1,000 Doctoral candidates D 52 20 5 3 28 2 56 12 2 41 140 43 28 3 7 98 5 3 7 3 25 37 76 46 10 29 18 38 47 14 27 16 129 1,070 A 18 38 21 35 73 80 1 207 15 32 5 55 119 79 9 123 5 23 54 1 30 4 18 14 366 11 72 110 59 25 37 13 31 157 264 2,204 Academics and lecturers (including postdocs) D 5 12 13 10 44 38 2 95 1 29 36 121 81 71 1 5 71 2 38 24 3 1 2 7 2 21 228 44 41 40 33 51 32 5 5 78 97 1,389 A 14 7 1 11 46 20 1 63 2 28 13 21 36 50 12 4 15 19 3 1 10 62 1 18 13 17 1 16 2 7 314 30 858 Other funded individuals* D 1 3 2 3 3 1 7 9 5 6 3 1 1 14 4 6 1 3 4 55 13 145 2. By duration of funding A 57 123 112 135 148 149 4 483 25 93 50 222 364 296 1 17 251 26 118 126 4 75 5 10 77 67 981 35 172 265 119 63 186 23 55 349 418 5,704 < 1 month D 6 384 163 44 49 130 13 339 44 32 123 479 363 161 36 53 535 7 130 75 13 19 32 38 92 122 684 143 119 132 78 117 404 55 247 142 414 6,017 A 28 23 10 15 53 14 35 2 10 4 80 39 139 3 11 78 4 16 12 11 1 41 1 118 12 38 37 5 6 51 5 13 325 27 1,267 1–6 months D 1 15 12 3 6 2 19 22 3 7 59 20 5 1 72 96 1 12 2 35 17 36 11 5 5 1 74 19 114 17 246 938 A 8 2 3 4 2 8 3 6 2 15 6 5 4 11 1 2 1 1 14 2 18 1 3 1 10 2 2 217 27 381 > 6 months (long-term funding) D 2 7 2 2 1 18 6 5 3 69 15 2 21 2 77 33 3 64 45 377 A 77 31 4 123 1 2 4 4 3 1 2 1 2 7 106 1 1 2 59 18 3 4 1 281 1 6 4 20 769 III. EU mobility programmes – total D 12 1,781 1,000 18 142 230 103 937 1,077 364 2,318 5,900 527 956 240 1,662 3,084 15 437 10 332 200 4 238 14 2,123 1,746 1,529 1,363 322 70 113 246 7,461 2,836 1,330 5,978 46,718 1. Mobility with programme countries A 1. Erasmus student mobility (study abroad) D 807 521 78 148 55 652 765 293 1,770 4,579 295 739 162 1,074 2,168 317 3 244 44 43 1,347 1,456 1,035 1,063 154 59 186 5,324 2,229 1,063 3,465 32,138 A 2. Erasmus student mobility (internships abroad) D 640 360 19 19 15 130 214 21 102 863 75 94 40 389 445 29 4 8 140 2 83 557 173 113 157 47 24 19 1,290 424 202 1,793 8,491 A 31 4 1 2 4 4 3 1 2 1 2 7 1 1 2 18 3 4 1 1 6 4 20 123 3. Erasmus staff mobility (lecturers, other staff) D 334 119 45 63 33 155 98 50 446 458 157 123 38 199 471 91 3 80 16 2 112 219 117 381 143 121 30 41 847 183 65 720 5,960 2. Mobility with partner countries A 38 63 54 17 126 298 1. Erasmus student mobility (study abroad) D 5 2 27 34 A 39 60 52 42 155 348 2. Erasmus staff mobility (lecturers, other staff) D 12 13 13 14 43 95 A 227 193 146 317 281 208 9 689 46 128 94 560 532 561 6 63 637 173 161 164 8 127 9 87 160 77 1,409 82 379 714 194 94 485 41 76 1,284 744 11,165 Total DAAD funding (I + II + III) D 33 2,237 1,275 91 224 411 125 1,390 1,193 421 2,494 6,789 945 1,175 288 1,863 4,044 26 587 10 449 216 33 275 53 2,384 1,931 2,370 1,583 480 230 200 386 8,188 3,034 541 1,633 7,271 1 56,879

Total DAAD funding – funded individuals A and D 260 2,430 1,421 408 505 619 134 2,079 1,239 549 2,588 7,349 1,477 1,736 294 1,926 4,681 199 748 10 613 224 160 284 140 2,544 2,008 3,779 1,665 859 944 394 480 8,673 3,075 617 2,917 8,015 1 68,044 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide Western, Central and Southeastern Europe 89

Table 7: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Western, Central and Southeastern Europe

A = Funding recipients from abroad

D = Funding recipients from Germany Albania Austria Belgium and Bosnia Herzegovina Bulgaria Croatia Cyprus Republic Czech Denmark Estonia Finland France Greece Hungary Iceland Ireland Italy Kosovo Latvia Liechtenstein Lithuania Luxembourg Macedonia Malta Montenegro Netherlands Norway Poland Portugal Romania Serbia Slovakia Slovenia Spain Sweden Switzerland Turkey Kingdom United City Vatican Total A 57 14 17 44 76 42 5 161 12 19 34 240 122 119 1 29 290 37 26 25 3 39 2 17 23 5 292 33 150 130 67 23 232 11 6 389 252 3,044 I. Individual funding – total D 14 55 93 26 25 47 8 77 50 22 40 346 35 50 11 76 260 4 19 30 1 10 5 1 119 44 100 64 34 23 8 23 172 91 177 80 588 1 2,829 1. By status A 22 5 18 41 17 2 80 2 7 17 96 46 54 22 50 14 10 13 17 1 8 3 4 139 14 83 26 31 9 78 2 119 132 1,182 Bachelor’s students D 12 6 46 14 17 11 12 4 7 55 2 4 9 36 12 18 7 11 16 43 9 15 8 9 59 10 49 16 80 1 598 A 25 3 3 19 12 12 2 18 4 24 41 23 2 37 19 10 7 12 5 4 54 7 37 46 11 6 47 1 1 166 28 686 Master’s students D 1 16 13 3 7 18 2 5 82 1 11 12 26 1 1 1 58 8 12 8 3 2 1 1 30 47 73 8 280 731 A 7 9 4 4 9 9 16 2 2 2 67 20 14 1 1 101 3 3 5 8 2 11 50 2 14 42 7 3 46 5 2 69 39 579 Doctoral candidates D 15 15 6 2 4 2 20 9 5 16 49 12 12 4 31 130 1 1 3 1 3 28 11 9 25 2 3 1 6 38 16 36 3 94 613 A 3 2 5 3 14 4 1 47 8 6 15 53 15 28 4 102 1 3 3 2 1 2 5 1 49 10 16 16 18 5 61 5 1 35 53 597 Academics and lecturers (including postdocs) D 1 18 19 6 6 40 6 39 11 11 12 160 20 23 7 24 68 2 6 9 2 1 1 22 9 36 22 14 10 6 7 45 18 19 53 134 887 2. By duration of funding A 19 1 2 9 17 15 1 98 10 3 22 47 23 52 20 53 6 4 7 3 7 5 6 1 151 21 58 21 43 8 66 5 1 45 120 970 < 1 month D 12 24 26 22 14 40 6 41 15 13 25 124 23 19 10 43 97 1 15 25 2 4 37 13 33 43 16 14 2 21 65 24 44 4 127 1,044 A 3 3 7 8 11 10 1 27 4 1 139 19 21 4 92 5 2 2 6 1 3 5 3 72 4 27 43 5 6 72 2 2 100 83 793 1–6 months D 13 58 1 7 1 12 13 3 7 85 8 7 12 54 1 1 6 16 17 31 9 2 3 62 13 84 18 110 1 655 A 35 10 8 27 48 17 3 36 2 12 11 54 80 46 1 5 145 26 20 16 26 1 9 12 1 69 8 65 66 19 9 94 4 3 244 49 1,281 > 6 months (long-term funding) D 2 18 9 3 4 6 2 24 22 6 8 137 4 24 1 21 109 2 4 4 1 2 1 1 66 14 36 12 16 6 6 2 45 54 49 58 351 1,130 A 93 148 125 150 205 165 4 526 30 109 56 317 409 440 4 32 340 30 135 138 4 88 5 11 119 69 1,113 49 228 303 127 70 247 30 70 891 472 7,352 II. Project funding – total D 7 401 182 47 57 134 14 376 66 35 136 543 383 169 37 125 700 7 131 87 15 19 32 38 142 141 741 156 124 137 79 117 555 107 364 223 705 7,332 1. By status A 16 17 54 45 52 7 100 2 9 23 103 72 135 15 54 8 63 31 11 5 2 39 22 270 17 53 46 22 13 95 5 12 250 23 1,691 Bachelor’s students D 1 142 73 23 6 23 1 128 37 1 42 180 111 46 26 89 286 4 53 30 11 11 19 67 17 219 39 39 25 15 22 330 39 160 29 253 2,597 A 35 48 27 30 28 22 2 81 7 20 9 105 122 136 2 2 90 7 32 23 36 2 33 30 258 11 58 68 15 27 71 2 3 129 28 1,599 Master’s students D 1 194 73 7 4 42 9 94 16 3 16 95 139 19 7 24 245 1 29 27 5 7 19 8 48 65 204 27 30 37 12 3 142 49 172 45 213 2,131 A 10 38 22 29 6 36 75 4 20 6 33 60 40 2 6 61 6 2 11 3 8 2 19 3 157 9 27 66 14 4 28 8 17 41 127 1,000 Doctoral candidates D 52 20 5 3 28 2 56 12 2 41 140 43 28 3 7 98 5 3 7 3 25 37 76 46 10 29 18 38 47 14 27 16 129 1,070 A 18 38 21 35 73 80 1 207 15 32 5 55 119 79 9 123 5 23 54 1 30 4 18 14 366 11 72 110 59 25 37 13 31 157 264 2,204 Academics and lecturers (including postdocs) D 5 12 13 10 44 38 2 95 1 29 36 121 81 71 1 5 71 2 38 24 3 1 2 7 2 21 228 44 41 40 33 51 32 5 5 78 97 1,389 A 14 7 1 11 46 20 1 63 2 28 13 21 36 50 12 4 15 19 3 1 10 62 1 18 13 17 1 16 2 7 314 30 858 Other funded individuals* D 1 3 2 3 3 1 7 9 5 6 3 1 1 14 4 6 1 3 4 55 13 145 2. By duration of funding A 57 123 112 135 148 149 4 483 25 93 50 222 364 296 1 17 251 26 118 126 4 75 5 10 77 67 981 35 172 265 119 63 186 23 55 349 418 5,704 < 1 month D 6 384 163 44 49 130 13 339 44 32 123 479 363 161 36 53 535 7 130 75 13 19 32 38 92 122 684 143 119 132 78 117 404 55 247 142 414 6,017 A 28 23 10 15 53 14 35 2 10 4 80 39 139 3 11 78 4 16 12 11 1 41 1 118 12 38 37 5 6 51 5 13 325 27 1,267 1–6 months D 1 15 12 3 6 2 19 22 3 7 59 20 5 1 72 96 1 12 2 35 17 36 11 5 5 1 74 19 114 17 246 938 A 8 2 3 4 2 8 3 6 2 15 6 5 4 11 1 2 1 1 14 2 18 1 3 1 10 2 2 217 27 381 > 6 months (long-term funding) D 2 7 2 2 1 18 6 5 3 69 15 2 21 2 77 33 3 64 45 377 A 77 31 4 123 1 2 4 4 3 1 2 1 2 7 106 1 1 2 59 18 3 4 1 281 1 6 4 20 769 III. EU mobility programmes – total D 12 1,781 1,000 18 142 230 103 937 1,077 364 2,318 5,900 527 956 240 1,662 3,084 15 437 10 332 200 4 238 14 2,123 1,746 1,529 1,363 322 70 113 246 7,461 2,836 1,330 5,978 46,718 1. Mobility with programme countries A 1. Erasmus student mobility (study abroad) D 807 521 78 148 55 652 765 293 1,770 4,579 295 739 162 1,074 2,168 317 3 244 44 43 1,347 1,456 1,035 1,063 154 59 186 5,324 2,229 1,063 3,465 32,138 A 2. Erasmus student mobility (internships abroad) D 640 360 19 19 15 130 214 21 102 863 75 94 40 389 445 29 4 8 140 2 83 557 173 113 157 47 24 19 1,290 424 202 1,793 8,491 A 31 4 1 2 4 4 3 1 2 1 2 7 1 1 2 18 3 4 1 1 6 4 20 123 3. Erasmus staff mobility (lecturers, other staff) D 334 119 45 63 33 155 98 50 446 458 157 123 38 199 471 91 3 80 16 2 112 219 117 381 143 121 30 41 847 183 65 720 5,960 2. Mobility with partner countries A 38 63 54 17 126 298 1. Erasmus student mobility (study abroad) D 5 2 27 34 A 39 60 52 42 155 348 2. Erasmus staff mobility (lecturers, other staff) D 12 13 13 14 43 95 A 227 193 146 317 281 208 9 689 46 128 94 560 532 561 6 63 637 173 161 164 8 127 9 87 160 77 1,409 82 379 714 194 94 485 41 76 1,284 744 11,165 Total DAAD funding (I + II + III) D 33 2,237 1,275 91 224 411 125 1,390 1,193 421 2,494 6,789 945 1,175 288 1,863 4,044 26 587 10 449 216 33 275 53 2,384 1,931 2,370 1,583 480 230 200 386 8,188 3,034 541 1,633 7,271 1 56,879

Total DAAD funding – funded individuals A and D 260 2,430 1,421 408 505 619 134 2,079 1,239 549 2,588 7,349 1,477 1,736 294 1,926 4,681 199 748 10 613 224 160 284 140 2,544 2,008 3,779 1,665 859 944 394 480 8,673 3,075 617 2,917 8,015 1 68,044 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide 90 Eastern Europe, Central Asia and South Caucasus EASTERN EUROPE, CENTRAL ASIA AND SOUTH CAUCASUS }} Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldavia, Russian Federation, Tajikistan, Turkmenistan, Ukraine, Uzbekistan

The DAAD builds bridges – even to regions suf- Russian-German Literary and Cultural Relations, fering political instability. In Eastern Europe, for IRDLK (Institut für russisch-deutsche Literatur- example, this was evident at the 20th anniversary und Kulturbeziehungen) in Moscow reached fur- of the Information Centre in Ukraine, the 30th ther milestones: both the DFG research training anniversary of the lectureship in Tbilisi, Geor- group and the cooperation between the Univer- gia, and the event marking the 25th anniversary sity of Freiburg, the Russian State University for of the opening of the Moscow Regional Office. the Humanities in Moscow and the DAAD were These occasions were met with very positive re- granted extended funding until 2023. Following sponses from local academics, policymakers and a positive evaluation, the DAAD also decided to society. Foreign alumni often played outstand- continue funding the Centre for German and ing roles in the events and demonstrated how European Studies in Saint Petersburg for anoth- strongly scholarships affect not only individual er five years. A BA ranking conducted for the biographies, but also the dialogue between Ger- first time by the Kazakh chamber of commerce many and its partner countries. As part of the in 2018 awarded an outstanding first place to event series “DAAD Embassy Dialogues”, in June the Marketing, Management and International 2018 the DAAD invited the ambassadors of the Relations degree courses at the German-Kazakh countries in the “Eastern Partnership” to discuss University (DKU); the DKU’s other bachelor’s pro- the current state of and opportunities offered by grammes were also among the country’s respec- academic cooperation with German higher edu- tive ten best degree ­programmes. cation institutions. The DAAD-funded Institute of

Table 8 Funded individuals from abroad (A) and from Germany (D) by funding area (number of funded individuals)

2012 2015 2018

A D Total A D Total A D Total

Individual funding 3,128 740 3,868 2,520 767 3,287 2,136 705 2,841

Project funding 5,605 1,932 7,537 6,858 2,161 9,019 5,704 2,067 7,771

EU mobility funding 1,134 354 1,488

Total funding 8,733 2,672 11,405 9,378 2,928 12,306 8,974 3,126 12,100

Figure 3 Funded individuals from abroad and from Germany by subject group (number of funded individuals)

Medicine 181 / 24

Engineering 1,293 / 432

Art, music and sports science 207 / 51

Mathematics and natural sciences 1,392 / 278

Law, economics and social sciences 2,597 / 1,040

Language and cultural studies 1,505 / 908

Veterinary medicine; agriculture, forestry and food sciences; ecology 262 / 81

Interdisciplinary/other subjects 1,537 / 312 Our funding worldwide Eastern Europe, Central Asia and South Caucasus 91

Lecture- ships: 62 St Petersburg

Moscow Kazan Novosibirsk

Minsk

Kiev

Information Centres (IC) Almaty Regional Offices Tbilisi Tashkent Bishkek Yerevan Baku Dushanbe Table 9 Funded individuals from abroad (A) and from Germany (D) by academic status (number of funded individuals)

A D

Bachelor’s students 3,167 1,326

Master’s students 2,194 585

Doctoral candidates 805 134 A 8,974 D 3,126 Academics and lecturers (including postdocs) 1,734 877 Total Other funded individuals* 1,074 204 12,100

Total 8,974 3,126

Figure 4 Proportion of women among funded individuals from abroad and from Germany by academic status (in percent)

69 / 59 61 / 55 57 / 50 50 / 34 59 / 54 61 / 50

Bachelor’s Master’s Doctoral Academics and Other funded Total students students candidates lecturers (including individuals* postdocs)

* Individuals in preparatory courses and higher education staff supervising projects Our funding worldwide 92 Eastern Europe, Central Asia and South Caucasus

Table 10: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Eastern Europe, Central Asia and South Caucasus

A = Funding recipients from abroad

D = Funding recipients from Germany Armenia Azerbaijan Belarus Georgia Kazakhstan Kyrgyzstan Moldavia Russian Federation Tajikistan Turkmenistan Ukraine Uzbekistan Total A 117 124 100 139 133 82 45 922 73 21 261 119 2,136 I. Total individual funding D 18 18 46 32 28 22 23 422 22 4 53 17 705 1. By status A 43 54 59 43 62 33 17 318 39 5 64 52 789 Bachelor’s students D 14 14 32 21 15 11 19 297 18 23 12 476 A 39 48 28 39 45 34 16 208 25 13 102 43 640 Master’s students D 1 1 1 2 3 2 2 43 2 2 5 1 65 A 18 13 5 35 17 8 9 205 6 2 38 6 362 Doctoral candidates D 3 1 16 20 A 17 9 8 22 9 7 3 191 3 1 57 18 345 Academics and lecturers (including postdocs) D 3 3 10 9 9 9 2 66 2 2 25 4 144 2. By duration of funding A 49 54 45 32 45 28 15 259 25 6 60 47 665 < 1 month D 14 11 33 18 7 11 15 201 12 18 13 353 A 18 7 10 38 12 9 5 340 10 1 62 16 528 1–6 months D 1 3 2 7 12 3 4 137 7 6 1 183 A 50 63 45 69 76 45 25 323 38 14 139 56 943 > 6 months (long-term funding) D 3 4 11 7 9 8 4 84 3 4 29 3 169 A 141 199 177 224 537 299 27 2,785 32 32 1,175 76 5,704 II. Total project funding D 48 62 30 118 137 59 5 1,289 30 277 12 2,067 1. By status A 39 72 61 77 423 194 6 813 6 10 291 22 2,014 Bachelor’s students D 11 11 8 44 33 16 1 559 1 117 4 805 A 35 43 45 46 62 27 4 724 5 19 308 19 1,337 Master’s students D 19 32 4 26 16 13 3 282 26 40 4 465 A 11 13 5 30 4 9 3 241 5 88 5 414 Doctoral candidates D 6 10 5 20 1 49 20 111 A 28 21 57 41 33 51 9 659 2 3 314 21 1,239 Academics and lecturers (including postdocs) D 11 8 18 36 56 29 1 348 3 83 4 597 A 28 50 9 30 15 18 5 348 14 174 9 700 Other funded individuals* D 1 1 7 12 51 17 89 2. By duration of funding A 84 109 113 137 114 125 18 1,964 12 29 803 53 3,561 < 1 month D 44 45 24 103 118 51 5 949 27 251 5 1,622 A 40 74 50 66 36 91 4 633 13 3 275 20 1,305 1–6 months D 4 17 6 14 8 8 324 2 25 7 415 A 17 16 14 21 387 83 5 188 7 97 3 838 > 6 months (long-term funding) D 1 11 16 1 1 30 A 43 20 30 173 46 58 35 338 15 342 34 1,134 III. Total EU mobility programmes D 9 4 15 55 8 15 8 163 2 70 5 354 1. Mobility with partner countries A 18 10 15 104 29 31 14 192 7 182 9 611 1. Erasmus student mobility (study abroad) D 3 2 2 18 1 63 16 105 A 25 10 15 69 17 27 21 146 8 160 25 523 2. Erasmus staff mobility (lecturers, other staff) D 6 2 13 37 7 15 8 100 2 54 5 249 A 301 343 307 536 716 439 107 4,045 120 53 1,778 229 8,974 Total DAAD funding (I + II + III) D 75 84 91 205 173 96 36 1,874 54 4 400 34 3,126

Total DAAD funding – funded individuals A and D 376 427 398 741 889 535 143 5,919 174 57 2,178 263 12,100 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide Eastern Europe, Central Asia and South Caucasus 93

Table 10: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Eastern Europe, Central Asia and South Caucasus

A = Funding recipients from abroad

D = Funding recipients from Germany Armenia Azerbaijan Belarus Georgia Kazakhstan Kyrgyzstan Moldavia Russian Federation Tajikistan Turkmenistan Ukraine Uzbekistan Total A 117 124 100 139 133 82 45 922 73 21 261 119 2,136 I. Total individual funding D 18 18 46 32 28 22 23 422 22 4 53 17 705 1. By status A 43 54 59 43 62 33 17 318 39 5 64 52 789 Bachelor’s students D 14 14 32 21 15 11 19 297 18 23 12 476 A 39 48 28 39 45 34 16 208 25 13 102 43 640 Master’s students D 1 1 1 2 3 2 2 43 2 2 5 1 65 A 18 13 5 35 17 8 9 205 6 2 38 6 362 Doctoral candidates D 3 1 16 20 A 17 9 8 22 9 7 3 191 3 1 57 18 345 Academics and lecturers (including postdocs) D 3 3 10 9 9 9 2 66 2 2 25 4 144 2. By duration of funding A 49 54 45 32 45 28 15 259 25 6 60 47 665 < 1 month D 14 11 33 18 7 11 15 201 12 18 13 353 A 18 7 10 38 12 9 5 340 10 1 62 16 528 1–6 months D 1 3 2 7 12 3 4 137 7 6 1 183 A 50 63 45 69 76 45 25 323 38 14 139 56 943 > 6 months (long-term funding) D 3 4 11 7 9 8 4 84 3 4 29 3 169 A 141 199 177 224 537 299 27 2,785 32 32 1,175 76 5,704 II. Total project funding D 48 62 30 118 137 59 5 1,289 30 277 12 2,067 1. By status A 39 72 61 77 423 194 6 813 6 10 291 22 2,014 Bachelor’s students D 11 11 8 44 33 16 1 559 1 117 4 805 A 35 43 45 46 62 27 4 724 5 19 308 19 1,337 Master’s students D 19 32 4 26 16 13 3 282 26 40 4 465 A 11 13 5 30 4 9 3 241 5 88 5 414 Doctoral candidates D 6 10 5 20 1 49 20 111 A 28 21 57 41 33 51 9 659 2 3 314 21 1,239 Academics and lecturers (including postdocs) D 11 8 18 36 56 29 1 348 3 83 4 597 A 28 50 9 30 15 18 5 348 14 174 9 700 Other funded individuals* D 1 1 7 12 51 17 89 2. By duration of funding A 84 109 113 137 114 125 18 1,964 12 29 803 53 3,561 < 1 month D 44 45 24 103 118 51 5 949 27 251 5 1,622 A 40 74 50 66 36 91 4 633 13 3 275 20 1,305 1–6 months D 4 17 6 14 8 8 324 2 25 7 415 A 17 16 14 21 387 83 5 188 7 97 3 838 > 6 months (long-term funding) D 1 11 16 1 1 30 A 43 20 30 173 46 58 35 338 15 342 34 1,134 III. Total EU mobility programmes D 9 4 15 55 8 15 8 163 2 70 5 354 1. Mobility with partner countries A 18 10 15 104 29 31 14 192 7 182 9 611 1. Erasmus student mobility (study abroad) D 3 2 2 18 1 63 16 105 A 25 10 15 69 17 27 21 146 8 160 25 523 2. Erasmus staff mobility (lecturers, other staff) D 6 2 13 37 7 15 8 100 2 54 5 249 A 301 343 307 536 716 439 107 4,045 120 53 1,778 229 8,974 Total DAAD funding (I + II + III) D 75 84 91 205 173 96 36 1,874 54 4 400 34 3,126

Total DAAD funding – funded individuals A and D 376 427 398 741 889 535 143 5,919 174 57 2,178 263 12,100 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide 94 North America NORTH AMERICA }} Canada, United States of America

To mark the start of the German Year in the USA, to three of these posts in 2018: at Johns Hopkins the DAAD held an alumni meeting in Atlanta University, the University of Pittsburgh and the in early October. Given the topic “Knowledge, University of Washington in Seattle. Trust, and the Future of Democracy: Transat- lantic Perspectives on the Role of Scholarship The number of Canadian students in ­Germany and Science in Society”, German and American has almost doubled over the last ten years. Inter- researchers joined the president of the DAAD national mobility of Canadian students is none- to discuss the role of science and research in theless comparatively low. The DAAD’s focus in today’s society and their contribution to trans- Canada therefore remains on promoting Germa- atlantic dialogue. The goal of the DAAD funded ny as a location for study via the DAAD Informa- lectures on German studies in the US is to fur- tion Centre in Toronto, which was newly staffed ther expand this dialogue within a tense foreign in 2018. policy context. They convey knowledge of Ger- many’s current political, societal and economic reality at 22 leading North American higher ed- ucation institutions, thereby improving mutual understanding. New lecturers were appointed

Table 11 Funded individuals from abroad (A) and from Germany (D) by funding area (number of funded individuals)

2012 2015 2018

A D Total A D Total A D Total

Individual funding 1,015 2,124 3,139 851 2,208 3,059 854 1,911 2,765

Project funding 1,019 3,383 4,402 1,055 3,837 4,892 1,146 3,556 4,702

EU mobility funding 96 81 177

Total funding 2,034 5,507 7,541 1,906 6,045 7,951 2,096 5,548 7,644

Figure 5 Funded individuals from abroad and from Germany by subject group (number of funded individuals)

Medicine 59 / 230

Engineering 300 / 754

Art, music and sports science 125 / 277

Mathematics and natural sciences 386 / 1,045

Law, economics and social sciences 442 / 2,037

Language and cultural studies 578 / 769

Veterinary medicine; agriculture, forestry and food sciences; ecology 38 / 65

Interdisciplinary/other subjects 168 / 371 Our funding worldwide North America 95

Lecture- Toronto ships: 22

New York

San Francisco

Information Centres (IC) Regional Offices

Table 12 Funded individuals from abroad (A) and from Germany (D) by academic status (number of funded individuals)

A D

Bachelor’s students 753 2,092

Master’s students 383 1,544

Doctoral candidates 359 982 A 2,096 D 5,548 Academics and lecturers (including postdocs) 499 866 Total Other funded individuals* 102 64 7,644

Total 2,096 5,548

Figure 6 Proportion of women among funded individuals from abroad and from Germany by academic status (in percent)

55 / 57 58 / 48 50 / 48 41 / 40 53 / 64 51 / 50

Bachelor’s Master’s Doctoral Academics and Other funded Total students students candidates lecturers (including individuals* postdocs)

* Individuals in preparatory courses and higher education staff supervising projects Our funding worldwide 96 North America

Table 13: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 North America

A = Funding recipients from abroad

D = Funding recipients from Germany Canada of States United America Total A 194 660 854 I. Individual funding – total D 357 1,554 1,911 1. By status A 88 279 367 Bachelor’s students D 105 255 360 A 29 137 166 Master’s students D 15 226 241 A 40 142 182 Doctoral candidates D 95 533 628 A 37 102 139 Academics and lecturers (including postdocs) D 142 540 682 2. By duration of funding A 25 64 89 < 1 month D 213 867 1,080 A 122 380 502 1–6 months D 102 377 479 A 47 216 263 > 6 months (long-term funding) D 42 310 352 A 216 930 1,146 II. Project funding – total D 762 2,794 3,556 1. By status A 55 309 364 Bachelor’s students D 405 1,311 1,716 A 45 165 210 Master’s students D 247 1,042 1,289 A 39 132 171 Doctoral candidates D 66 286 352 A 63 277 340 Academics and lecturers (including postdocs) D 40 128 168 A 14 47 61 Other funded individuals* D 4 27 31 2. By duration of funding A 128 608 736 < 1 month D 178 969 1,147 A 82 258 340 1–6 months D 561 1,712 2,273 A 6 64 70 > 6 months (long-term funding) D 23 113 136 A 36 60 96 III. EU mobility programmes – total D 35 46 81 1. Mobility with partner countries A 17 18 35 1. Erasmus student mobility (study abroad) D 10 22 32 A 19 42 61 2. Erasmus staff mobility (lecturers, other staff) D 25 24 49 A 446 1,650 2,096 Total DAAD funding (I + II + III) D 1,154 4,394 5,548

Total DAAD funding – funded individuals A and D 1,600 6,044 7,644 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide North America 97

››The “German House” in New York is home not only to the DAAD and the German Centre for Research and Innovation (DWIH) but also to the Consulate General of the Federal Republic of Germany. Our funding worldwide 98 Latin America LATIN AMERICA }} Antigua and Barbuda, Argentina, Bahamas, Barbados, Belize, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Dominica, Dominican Republic, Ecuador, El Salvador, Grenada, Guatemala, Guyana, Haiti, Honduras, Jamaica, Mexico, Nicaragua, Panama, Paraguay, Peru, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Suriname, Trinidad and Tobago, Uruguay, Venezuela

In February the DAAD held its first country-wide de Colombia in Bogotá. Intensifying research alumni meeting in Cuba titled “Lasting Relation- cooperation and knowledge transfer are further ships: German-Cuban Higher Education Coop- funding goals of the DAAD that are realised in eration and the Agenda 2030”. Training experts particular at the Centres of Excellence for Ma- and leaders from developing and emerging rine Research (CEMarin) and Peace Research countries and strengthening those countries’ (CAPAZ) in Colombia, the Centres of Excellence higher education systems are important issues in Mexico and the Centre for German and Euro- for the DAAD in Latin America. In 2018 the pean Studies (CDEA) in Porto Alegre. The DAAD Young Engineers Programme was reformed and moreover supported the internationalisation of a call for proposals issued under a new name in Brazilian universities; several of these intro- Argentina, Colombia and Mexico. The opening duced themselves to potential partner univer- of the bilateral SDG Graduate School “Environ- sities for cooperations through the new CAPES mental Peace-building and Development in Co- PrInt programme that toured Germany in the lombia” was a further highlight of the DAAD’s form of a roadshow for a week in September. work in the region. The graduate school is run by the Centre for Development Research at the University of Bonn and Universidad Nacional

Table 14 Funded individuals from abroad (A) and from Germany (D) by funding area (number of funded individuals)

2012 2015 2018

A D Total A D Total A D Total

Individual funding 3,508 951 4,459 6,961 854 7,815 2,984 946 3,930

Project funding 2,228 2,140 4,368 2,878 2,453 5,331 3,375 2,732 6,107

EU mobility funding 138 48 186

Total funding 5,736 3,091 8,827 9,839 3,307 13,146 6,497 3,726 10,223

Figure 7 Funded individuals from abroad and from Germany by subject group (number of funded individuals)

Medicine 248 / 198

Engineering 1,912 / 544

Art, music and sports science 223 / 141

Mathematics and natural sciences 1,150 / 498

Law, economics and social sciences 1,239 / 1,019

Language and cultural studies 646 / 661

Veterinary medicine; agriculture, forestry and food sciences; ecology 314 / 100

Interdisciplinary/other subjects 765 / 565 Our funding worldwide Latin America 99

Information Centres (IC) Mexico City Regional Offices

San José

Bogotá

A 6,497 D 3,726 Lecture- Total ships: 33 10,223

Table 15 Funded individuals from abroad (A) and from Germany (D) by academic status (number of funded individuals) São Paulo Rio de Janeiro A D

Bachelor’s students 1,833 1,807

Master’s students 1,719 959

Doctoral candidates 1,114 229

Academics and lecturers Santiago de Chile (including postdocs) 968 663 Buenos Aires Other funded individuals* 863 68

Total 6,497 3,726

Figure 8 Proportion of women among funded individuals from abroad and from Germany by academic status (in percent)

43 / 72 48 / 62 42 / 42 40 / 34 48 / 50 44 / 60

Bachelor’s Master’s Doctoral Academics and Other funded Total students students candidates lecturers (including individuals* postdocs)

* Individuals in preparatory courses and higher education staff supervising projects Our funding worldwide 100 Latin America

Table 16: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Latin America

A = Funding recipients from abroad

D = Funding recipients from Germany Argentina Bahamas Barbados Belize Bolivia Brazil Chile Colombia Rica Costa Cuba Dominica Dominican Republic Ecuador El Salvador Grenada Guatemala Guyana Haiti Honduras Jamaica Mexico Nicaragua Panama Paraguay Peru Lucia St. and Trinidad Tobago Uruguay Venezuela Total A 408 4 21 678 269 427 47 30 1 18 65 43 16 33 1 689 47 18 16 114 15 24 2,984 I. Individual funding – total D 78 1 29 266 79 120 29 22 12 42 3 12 3 1 3 121 12 6 9 87 1 10 946 1. By status A 177 3 186 95 90 2 4 11 4 4 352 4 1 8 14 3 1 959 Bachelor’s students D 33 26 153 45 87 18 6 11 31 3 7 1 3 70 5 5 5 69 8 586 A 101 4 12 183 33 217 19 4 6 36 31 9 31 1 178 34 12 4 75 6 996 Master’s students D 11 2 45 6 13 5 3 4 3 1 15 1 1 2 5 1 118 A 85 3 264 122 92 23 10 1 14 6 3 2 142 6 4 4 24 11 13 829 Doctoral candidates D 8 18 7 8 2 1 11 3 58 A 45 3 45 19 28 3 12 12 4 2 17 3 1 1 1 4 200 Academics and lecturers (including postdocs) D 26 1 1 50 21 12 4 13 1 6 2 2 25 6 2 10 2 184 2. By duration of funding A 6 19 10 16 4 5 12 5 1 2 18 3 1 102 < 1 month D 18 1 42 13 7 2 6 3 4 1 1 1 22 1 1 19 1 143 A 292 3 279 42 46 1 12 7 1 12 1 2 8 10 2 718 1–6 months D 30 28 168 48 76 19 8 8 33 3 7 2 1 2 54 9 6 5 53 1 8 569 A 110 4 18 380 217 365 42 13 1 6 53 41 14 33 1 659 43 16 8 104 14 22 2,164 > 6 months (long-term funding) D 30 1 56 18 37 8 8 1 5 4 45 2 3 15 1 234 A 478 1 4 31 597 393 678 73 179 10 157 23 1 33 6 18 3 372 69 18 28 146 1 4 20 32 3,375 II. Project funding – total D 386 1 2 31 536 347 336 86 79 12 8 81 4 1 16 8 4 2 5 494 19 18 6 217 4 28 1 2,732 1. By status A 138 5 191 52 228 14 5 3 23 6 1 3 1 1 90 19 3 8 39 8 838 Bachelor’s students D 145 1 1 14 157 180 158 31 16 8 3 49 3 1 3 7 3 1 4 283 10 6 4 106 3 23 1 1,221 A 123 1 6 143 58 176 13 10 21 6 10 4 4 1 62 3 2 42 1 2 1 17 706 Master’s students D 130 1 10 145 96 97 36 15 4 4 20 13 1 1 1 1 177 9 12 1 62 1 4 841 A 60 1 76 21 47 8 6 8 1 1 1 19 3 1 9 1 8 1 272 Doctoral candidates D 21 4 83 14 17 4 6 6 1 3 7 1 167 A 107 1 15 124 136 123 24 22 2 26 8 1 91 3 2 7 39 1 5 2 739 Academics and lecturers (including postdocs) D 84 3 146 43 60 13 31 1 5 22 1 38 447 A 50 2 5 63 126 104 14 136 5 79 11 11 1 12 110 41 12 11 17 6 4 820 Other funded individuals* D 6 5 14 4 2 11 1 9 4 56 2. By duration of funding A 267 4 25 405 314 501 49 153 7 131 15 1 31 2 14 3 262 58 18 21 75 1 1 20 8 2,386 < 1 month D 149 8 343 111 88 33 50 1 2 30 2 1 11 8 1 122 15 1 105 4 1,085 A 112 5 156 63 134 21 22 3 24 6 2 2 3 94 6 7 57 3 22 742 1–6 months D 181 1 2 23 169 210 222 49 29 11 6 51 2 5 4 1 5 366 17 3 5 106 4 24 1 1,497 A 99 1 1 36 16 43 3 4 2 2 2 1 16 5 14 2 247 > 6 months (long-term funding) D 56 24 26 26 4 6 2 6 150 A 7 13 46 18 5 13 21 15 138 III. EU mobility programmes – total D 3 5 17 9 4 2 5 3 48 1. Mobility with partner countries A 5 5 16 10 3 2 12 13 66 1. Erasmus student mobility (study abroad) D 1 1 1 1 4 A 2 8 30 8 2 11 9 2 72 2. Erasmus staff mobility (lecturers, other staff) D 2 4 16 9 3 2 5 3 44 A 893 1 8 52 1,288 708 1,123 125 209 1 28 235 66 1 49 6 51 4 1,082 116 36 59 260 1 4 35 56 6,497 Total DAAD funding (I + II + III) D 467 1 1 2 60 807 443 465 119 101 12 20 125 7 1 28 8 7 3 8 620 31 24 18 304 5 38 1 3,726

Total DAAD funding – funded individuals A and D 1,360 1 2 10 112 2,095 1,151 1,588 244 310 13 48 360 73 2 77 8 13 54 12 1,702 147 60 77 564 1 9 73 57 10,223 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide Latin America 101

Table 16: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Latin America

A = Funding recipients from abroad

D = Funding recipients from Germany Argentina Bahamas Barbados Belize Bolivia Brazil Chile Colombia Rica Costa Cuba Dominica Dominican Republic Ecuador El Salvador Grenada Guatemala Guyana Haiti Honduras Jamaica Mexico Nicaragua Panama Paraguay Peru Lucia St. and Trinidad Tobago Uruguay Venezuela Total A 408 4 21 678 269 427 47 30 1 18 65 43 16 33 1 689 47 18 16 114 15 24 2,984 I. Individual funding – total D 78 1 29 266 79 120 29 22 12 42 3 12 3 1 3 121 12 6 9 87 1 10 946 1. By status A 177 3 186 95 90 2 4 11 4 4 352 4 1 8 14 3 1 959 Bachelor’s students D 33 26 153 45 87 18 6 11 31 3 7 1 3 70 5 5 5 69 8 586 A 101 4 12 183 33 217 19 4 6 36 31 9 31 1 178 34 12 4 75 6 996 Master’s students D 11 2 45 6 13 5 3 4 3 1 15 1 1 2 5 1 118 A 85 3 264 122 92 23 10 1 14 6 3 2 142 6 4 4 24 11 13 829 Doctoral candidates D 8 18 7 8 2 1 11 3 58 A 45 3 45 19 28 3 12 12 4 2 17 3 1 1 1 4 200 Academics and lecturers (including postdocs) D 26 1 1 50 21 12 4 13 1 6 2 2 25 6 2 10 2 184 2. By duration of funding A 6 19 10 16 4 5 12 5 1 2 18 3 1 102 < 1 month D 18 1 42 13 7 2 6 3 4 1 1 1 22 1 1 19 1 143 A 292 3 279 42 46 1 12 7 1 12 1 2 8 10 2 718 1–6 months D 30 28 168 48 76 19 8 8 33 3 7 2 1 2 54 9 6 5 53 1 8 569 A 110 4 18 380 217 365 42 13 1 6 53 41 14 33 1 659 43 16 8 104 14 22 2,164 > 6 months (long-term funding) D 30 1 56 18 37 8 8 1 5 4 45 2 3 15 1 234 A 478 1 4 31 597 393 678 73 179 10 157 23 1 33 6 18 3 372 69 18 28 146 1 4 20 32 3,375 II. Project funding – total D 386 1 2 31 536 347 336 86 79 12 8 81 4 1 16 8 4 2 5 494 19 18 6 217 4 28 1 2,732 1. By status A 138 5 191 52 228 14 5 3 23 6 1 3 1 1 90 19 3 8 39 8 838 Bachelor’s students D 145 1 1 14 157 180 158 31 16 8 3 49 3 1 3 7 3 1 4 283 10 6 4 106 3 23 1 1,221 A 123 1 6 143 58 176 13 10 21 6 10 4 4 1 62 3 2 42 1 2 1 17 706 Master’s students D 130 1 10 145 96 97 36 15 4 4 20 13 1 1 1 1 177 9 12 1 62 1 4 841 A 60 1 76 21 47 8 6 8 1 1 1 19 3 1 9 1 8 1 272 Doctoral candidates D 21 4 83 14 17 4 6 6 1 3 7 1 167 A 107 1 15 124 136 123 24 22 2 26 8 1 91 3 2 7 39 1 5 2 739 Academics and lecturers (including postdocs) D 84 3 146 43 60 13 31 1 5 22 1 38 447 A 50 2 5 63 126 104 14 136 5 79 11 11 1 12 110 41 12 11 17 6 4 820 Other funded individuals* D 6 5 14 4 2 11 1 9 4 56 2. By duration of funding A 267 4 25 405 314 501 49 153 7 131 15 1 31 2 14 3 262 58 18 21 75 1 1 20 8 2,386 < 1 month D 149 8 343 111 88 33 50 1 2 30 2 1 11 8 1 122 15 1 105 4 1,085 A 112 5 156 63 134 21 22 3 24 6 2 2 3 94 6 7 57 3 22 742 1–6 months D 181 1 2 23 169 210 222 49 29 11 6 51 2 5 4 1 5 366 17 3 5 106 4 24 1 1,497 A 99 1 1 36 16 43 3 4 2 2 2 1 16 5 14 2 247 > 6 months (long-term funding) D 56 24 26 26 4 6 2 6 150 A 7 13 46 18 5 13 21 15 138 III. EU mobility programmes – total D 3 5 17 9 4 2 5 3 48 1. Mobility with partner countries A 5 5 16 10 3 2 12 13 66 1. Erasmus student mobility (study abroad) D 1 1 1 1 4 A 2 8 30 8 2 11 9 2 72 2. Erasmus staff mobility (lecturers, other staff) D 2 4 16 9 3 2 5 3 44 A 893 1 8 52 1,288 708 1,123 125 209 1 28 235 66 1 49 6 51 4 1,082 116 36 59 260 1 4 35 56 6,497 Total DAAD funding (I + II + III) D 467 1 1 2 60 807 443 465 119 101 12 20 125 7 1 28 8 7 3 8 620 31 24 18 304 5 38 1 3,726

Total DAAD funding – funded individuals A and D 1,360 1 2 10 112 2,095 1,151 1,588 244 310 13 48 360 73 2 77 8 13 54 12 1,702 147 60 77 564 1 9 73 57 10,223 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide 102 Middle East, North Africa MIDDLE EAST, NORTH AFRICA }} Afghanistan, Algeria, Bahrain, Egypt, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Morocco, Oman, Pakistan, Palestinian Territories, Qatar, Saudi Arabia, Syria, Tunisia, United Arab Emirates, Yemen

Academic exchange with the countries of the Studying successfully at a German university is Middle East and North Africa took a wide va- also the goal of students from seven countries riety of forms. Alongside expanding regional who are funded through government scholar- cooperation, the focus in the Maghreb was on ship programmes – and in some cases account a question that is relevant for the entire region: for the largest share of DAAD funding in those how can the employability of university gradu- countries. Stabilising higher education systems ates be increased and higher education insti- in countries like Iraq and Afghanistan requires tutions made more practice- and labour-mar- country-specific cooperation programmes. Also ket-oriented? Integration into the labour market very important to their national higher educa- is also an important issue for graduates of the tion systems in this context are the transnational special programmes for Syrian students both in education projects in Egypt, Jordan and Oman. Syria’s neighbouring countries and in Germany. Moreover, funding for refugees played a special role in the DAAD’s work with individuals from the region; preparatory language and special courses helped around 12,000 people to inte- grate into German higher education institutions.

Table 17 Funded individuals from abroad (A) and from Germany (D) by funding area (number of funded individuals)

2012 2015 2018

A D Total A D Total A D Total

Individual funding 2,672 352 3,024 2,894 368 3,262 2,779 369 3,148

Project funding 4,738 1,489 6,227 4,847 1,828 6,675 16,718 1,758 18,476

EU mobility funding 602 299 901

Total funding 7,410 1,841 9,251 7,741 2,196 9,937 20,099 2,426 22,525

Figure 9 Funded individuals from abroad and from Germany by subject group (number of funded individuals)

Medicine 604 / 83

Engineering 2,404 / 394

Art, music and sports science 164 / 140

Mathematics and natural sciences 1,877 / 275

Law, economics and social sciences 1,209 / 488

Language and cultural studies 1,224 / 795

Veterinary medicine; agriculture, forestry and food sciences; ecology 204 / 39

Interdisciplinary/other subjects * 12,413 / 212

* These funding recipients cannot be assigned to a particular subject as the majority are attending preparatory courses. Our funding worldwide Middle East, North Africa 103

Tunis Erbil Tehran Beirut Islamabad Tel Aviv Amman Cairo East Jerusalem Lecture- ships: 30

Information Centres (IC) Regional Offices

Table 18 Funded individuals from abroad (A) and from Germany (D) by academic status (number of funded individuals)

A D

Bachelor’s students 2,068 728

Master’s students 2,512 590

Doctoral candidates 1,650 200 A 20,099 D 2,426 Academics and lecturers (including postdocs) 1,273 750 Total Other funded individuals* 12,596 158 22,525

Total 20,099 2,426

Figure 10 Proportion of women among funded individuals from abroad and from Germany by academic status (in percent)

49 / 64 45 / 60 41 / 51 30 / 37 22 / 50 30 / 53

Bachelor’s Master’s Doctoral Academics and Other funded Total students students candidates lecturers (including individuals* postdocs)

* Individuals in preparatory courses and higher education staff supervising projects Our funding worldwide 104 Middle East, North Africa

Table 19: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Middle East, North Africa

A = Funding recipients from abroad

D = Funding recipients from Germany Afghanistan Algeria Bahrain Egypt Iran Iraq Israel Jordan Kuwait Lebanon Libya Morocco Oman Pakistan Palestinian Territories Qatar Saudi Arabia Syria Tunisia Arab United Emirates Yemen Total A 90 22 412 233 93 47 156 127 13 25 117 355 122 158 657 76 4 72 2,779 I. Individual funding – total D 1 1 2 51 44 113 47 21 23 13 5 22 1 1 10 14 369 1. By status A 5 104 22 7 18 6 108 11 113 17 153 209 62 4 839 Bachelor’s students D 1 2 22 8 65 34 13 11 8 13 1 2 9 189 A 67 3 56 28 11 14 108 6 1 1 45 58 5 378 1 57 839 Master’s students D 12 1 13 4 6 4 3 4 1 1 49 A 23 10 222 166 61 11 26 7 2 9 295 36 70 9 15 962 Doctoral candidates D 2 1 13 1 2 2 21 A 4 30 17 14 4 16 6 10 4 4 15 11 4 139 Academics and lecturers (including postdocs) D 1 15 34 22 9 2 7 2 5 5 1 5 2 110 2. By duration of funding A 1 8 76 12 8 5 16 2 10 12 1 3 8 8 16 1 187 < 1 month D 12 31 12 1 1 6 1 4 68 A 4 40 47 8 19 8 6 3 7 19 13 1 71 4 3 1 254 1–6 months D 1 2 17 7 28 33 14 9 10 13 1 3 10 148 A 89 10 296 174 77 23 132 119 3 10 109 333 101 149 586 56 71 2,338 > 6 months (long-term funding) D 1 22 6 73 13 6 8 3 4 9 1 7 153 A 888 118 1,139 1,113 781 208 519 15 122 94 320 135 287 182 30 10,118 562 6 81 16,718 II. Project funding – total D 3 25 320 202 77 306 278 1 102 101 35 68 3 8 2 213 14 1,758 1. By status A 82 176 46 76 18 251 2 32 3 124 122 11 32 2 37 71 20 1,105 Bachelor’s students D 47 64 27 103 69 1 31 39 22 14 4 61 4 486 A 40 78 466 173 57 94 96 1 38 11 42 10 120 53 2 91 149 22 1,543 Master’s students D 10 86 45 11 146 72 32 14 2 19 3 1 36 10 487 A 37 7 136 111 42 26 24 14 11 23 60 4 17 125 2 639 Doctoral candidates D 2 1 29 25 6 19 7 11 13 5 17 1 1 39 176 A 28 27 233 96 105 60 83 12 35 57 2 37 12 2 5 200 2 5 1,001 Academics and lecturers (including postdocs) D 1 12 134 64 25 30 121 26 31 6 18 2 71 541 A 701 6 128 687 501 10 65 12 26 34 74 1 59 81 24 9,968 17 4 32 12,430 Other funded individuals* D 2 24 4 8 8 9 2 4 1 6 68 2. By duration of funding A 222 109 700 262 247 129 241 2 90 36 169 101 100 37 4 404 369 3 18 3,243 < 1 month D 2 25 264 145 67 153 185 1 81 75 22 39 3 186 10 1,258 A 313 7 271 562 299 40 79 4 23 41 112 3 158 86 12 5,438 167 1 37 7,653 1–6 months D 1 37 40 10 151 61 21 23 10 29 8 2 27 4 424 A 353 2 168 289 235 39 199 9 9 17 39 31 29 59 14 4,276 26 2 26 5,822 > 6 months (long-term funding) D 19 17 2 32 3 3 76 A 9 121 236 50 40 37 14 6 89 602 III. EU mobility programmes – total D 28 183 29 22 19 1 5 12 299 1. Mobility with partner countries A 61 100 33 10 24 10 3 62 303 1. Erasmus student mobility (study abroad) D 10 69 14 7 5 4 2 111 A 9 60 136 17 30 13 4 3 27 299 2. Erasmus staff mobility (lecturers, other staff) D 18 114 15 15 14 1 1 10 188 A 987 140 1,672 1,346 874 491 725 15 289 107 382 252 656 310 188 10,775 727 10 153 20,099 Total DAAD funding (I + II + III) D 4 26 2 399 246 77 602 354 1 145 143 48 74 30 9 3 235 28 2,426

Total DAAD funding – funded individuals A and D 991 166 2 2,071 1,592 951 1,093 1,079 16 434 107 525 300 730 340 9 191 10,775 962 38 153 22,525 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide Middle East, North Africa 105

Table 19: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Middle East, North Africa

A = Funding recipients from abroad

D = Funding recipients from Germany Afghanistan Algeria Bahrain Egypt Iran Iraq Israel Jordan Kuwait Lebanon Libya Morocco Oman Pakistan Palestinian Territories Qatar Saudi Arabia Syria Tunisia Arab United Emirates Yemen Total A 90 22 412 233 93 47 156 127 13 25 117 355 122 158 657 76 4 72 2,779 I. Individual funding – total D 1 1 2 51 44 113 47 21 23 13 5 22 1 1 10 14 369 1. By status A 5 104 22 7 18 6 108 11 113 17 153 209 62 4 839 Bachelor’s students D 1 2 22 8 65 34 13 11 8 13 1 2 9 189 A 67 3 56 28 11 14 108 6 1 1 45 58 5 378 1 57 839 Master’s students D 12 1 13 4 6 4 3 4 1 1 49 A 23 10 222 166 61 11 26 7 2 9 295 36 70 9 15 962 Doctoral candidates D 2 1 13 1 2 2 21 A 4 30 17 14 4 16 6 10 4 4 15 11 4 139 Academics and lecturers (including postdocs) D 1 15 34 22 9 2 7 2 5 5 1 5 2 110 2. By duration of funding A 1 8 76 12 8 5 16 2 10 12 1 3 8 8 16 1 187 < 1 month D 12 31 12 1 1 6 1 4 68 A 4 40 47 8 19 8 6 3 7 19 13 1 71 4 3 1 254 1–6 months D 1 2 17 7 28 33 14 9 10 13 1 3 10 148 A 89 10 296 174 77 23 132 119 3 10 109 333 101 149 586 56 71 2,338 > 6 months (long-term funding) D 1 22 6 73 13 6 8 3 4 9 1 7 153 A 888 118 1,139 1,113 781 208 519 15 122 94 320 135 287 182 30 10,118 562 6 81 16,718 II. Project funding – total D 3 25 320 202 77 306 278 1 102 101 35 68 3 8 2 213 14 1,758 1. By status A 82 176 46 76 18 251 2 32 3 124 122 11 32 2 37 71 20 1,105 Bachelor’s students D 47 64 27 103 69 1 31 39 22 14 4 61 4 486 A 40 78 466 173 57 94 96 1 38 11 42 10 120 53 2 91 149 22 1,543 Master’s students D 10 86 45 11 146 72 32 14 2 19 3 1 36 10 487 A 37 7 136 111 42 26 24 14 11 23 60 4 17 125 2 639 Doctoral candidates D 2 1 29 25 6 19 7 11 13 5 17 1 1 39 176 A 28 27 233 96 105 60 83 12 35 57 2 37 12 2 5 200 2 5 1,001 Academics and lecturers (including postdocs) D 1 12 134 64 25 30 121 26 31 6 18 2 71 541 A 701 6 128 687 501 10 65 12 26 34 74 1 59 81 24 9,968 17 4 32 12,430 Other funded individuals* D 2 24 4 8 8 9 2 4 1 6 68 2. By duration of funding A 222 109 700 262 247 129 241 2 90 36 169 101 100 37 4 404 369 3 18 3,243 < 1 month D 2 25 264 145 67 153 185 1 81 75 22 39 3 186 10 1,258 A 313 7 271 562 299 40 79 4 23 41 112 3 158 86 12 5,438 167 1 37 7,653 1–6 months D 1 37 40 10 151 61 21 23 10 29 8 2 27 4 424 A 353 2 168 289 235 39 199 9 9 17 39 31 29 59 14 4,276 26 2 26 5,822 > 6 months (long-term funding) D 19 17 2 32 3 3 76 A 9 121 236 50 40 37 14 6 89 602 III. EU mobility programmes – total D 28 183 29 22 19 1 5 12 299 1. Mobility with partner countries A 61 100 33 10 24 10 3 62 303 1. Erasmus student mobility (study abroad) D 10 69 14 7 5 4 2 111 A 9 60 136 17 30 13 4 3 27 299 2. Erasmus staff mobility (lecturers, other staff) D 18 114 15 15 14 1 1 10 188 A 987 140 1,672 1,346 874 491 725 15 289 107 382 252 656 310 188 10,775 727 10 153 20,099 Total DAAD funding (I + II + III) D 4 26 2 399 246 77 602 354 1 145 143 48 74 30 9 3 235 28 2,426

Total DAAD funding – funded individuals A and D 991 166 2 2,071 1,592 951 1,093 1,079 16 434 107 525 300 730 340 9 191 10,775 962 38 153 22,525 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide 106 Sub-Saharan Africa SUB-SAHARAN AFRICA }} Angola, Benin, Botswana, Burkina Faso, Burundi, Cameroon, Cape Verde, Central African Republic, Chad, Comoros, Congo, Congo / Democratic Republic, Côte d’Ivoire, Djibouti, Equatorial Guinea, Eritrea, Ethiopia, Gabon, Gambia, Ghana, Guinea, Guinea-Bissau, Kenya, Lesotho, Liberia, Madagascar, Malawi, Mali, Mauritania, Mauritius, Mozambique, Namibia, Niger, Nigeria, Rwanda, São Tomé and Príncipe, Senegal, Seychelles, Sierra Leone, Somalia, South Africa, Sudan, South Sudan, Swaziland, Tanzania, Togo, Uganda, Zambia, Zimbabwe

The DAAD has been funding well-respected bi- Students” programme, which was extended in lateral centres of excellence of African and Ger- the autumn, and by granting 232 scholarships man higher education institutions in Africa for through joint programmes with African govern- ten years through its “Centres of African Excel- ments. Cooperation between higher education lence” programme (see p. 60). A number of oth- institutions and the labour market is becoming er DAAD programmes (Bilateral SDG Graduate increasingly important: the programme “Entre- Schools, “Partnerships for Sustainable Solutions preneurial Universities in Africa” was launched with Sub-Saharan Africa”, AIMS Centres) also ac- in 2018, and a new call for proposals for univer- tively support the establishment of African-Ger- sity-business partnerships was agreed upon with man graduate schools. Flanking these, the digital the Federal Ministry for Economic Cooperation training programme for doctoral supervisors and Development (BMZ). Africa’s cultural sector accepted its first participants in 2018. Only with is also developing very rapidly; for example, the a significantly greater number of highly qualified DAAD is supporting the establishment of a new lecturers can Africa succeed in raising its enrol- master’s degree programme on film culture in ment rates from well under 10% to the interna- Nigeria. Africa’s growing middle class is a new tional average of 35%. Among other measures, market for German universities. GATE-Germany the DAAD contributed to closing this gap in 2018 therefore held its first webinar series for Africa in by funding the “1,000 Scholarships for African September.

Table 20 Funded individuals from abroad (A) and from Germany (D) by funding area (number of funded individuals)

2012 2015 2018

A D Total A D Total A D Total

Individual funding 1,876 484 2,360 2,096 347 2,443 3,060 393 3,453

Project funding 2,402 1,530 3,932 2,661 1,426 4,087 4,100 1,737 5,837

EU mobility funding 142 71 213

Total funding 4,278 2,014 6,292 4,757 1,773 6,530 7,302 2,201 9,503

Figure 11 Funded individuals from abroad and from Germany by subject group (number of funded individuals)

Medicine 676 / 202

Engineering 1,169 / 350

Art, music and sports science 54 / 50

Mathematics and natural sciences 1,530 / 231

Law, economics and social sciences 1,561 / 602

Language and cultural studies 627 / 427

Veterinary medicine; agriculture, forestry and food sciences; ecology 1,022 / 81

Interdisciplinary/other subjects 663 / 258 Our funding worldwide Sub-Saharan Africa 107

Addis Ababa

Accra Yaoundé

Nairobi

Lecture- ships: 23

Information Centres (IC) Regional Offices

Table 21 Funded individuals from abroad (A) and from Germany (D) by academic status (number of funded individuals) Johannesburg A D

Bachelor’s students 711 761

Master’s students 2,392 691

Doctoral candidates 1,978 154 A 7,302 D 2,201 Academics and lecturers (including postdocs) 1,323 497 Total Other funded individuals* 898 98 9,503

Total 7,302 2,201

Figure 12 Proportion of women among funded individuals from abroad and from Germany by academic status (in percent)

47 / 72 41 / 68 34 / 49 26 / 35 27 / 55 35 / 60

Bachelor’s Master’s Doctoral Academics and Other funded Total students students candidates lecturers (including individuals* postdocs)

* Individuals in preparatory courses and higher education staff supervising projects Our funding worldwide 108 Sub-Saharan Africa

Table 22: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Sub-Saharan Africa

A = Funding recipients from abroad

D = Funding recipients from Germany Angola Benin Botswana Burkina Faso Burundi Cameroon Cape Verde Republic African Central Chad Comoros Congo Democratic Congo, Republic d‘Ivoire Côte Djibouti Guinea Equatorial Eritrea Ethiopia Gabon Gambia Ghana Guinea Kenya Lesotho Liberia Madagascar Malawi Mali Mauritania Mauritius Mozambique Namibia Niger Nigeria Rwanda and Príncipe São Tomé Senegal Seychelles Leone Sierra Somalia South Africa South Sudan Sudan Swaziland Tanzania Togo Uganda Zambia Zimbabwe Total A 124 1 28 20 110 4 6 1 8 13 46 9 398 2 11 270 2 412 9 7 15 17 15 2 9 22 54 16 215 72 1 31 8 13 276 23 173 3 234 57 210 21 92 3,060 I. Individual funding – total D 1 10 4 4 8 1 14 18 46 1 56 1 14 5 1 1 5 12 3 6 12 8 1 117 2 18 7 14 2 1 393 1. By status A 4 3 4 1 5 3 1 34 14 3 3 7 6 2 8 4 2 2 9 115 Bachelor’s students D 4 1 1 7 4 37 39 11 4 1 6 1 2 6 2 58 9 1 11 1 206 A 69 1 7 10 25 1 3 5 9 30 8 151 2 8 93 1 186 7 6 2 8 8 7 4 32 10 100 30 15 6 13 104 21 54 2 132 32 112 11 63 1,388 Master’s students D 2 1 2 3 3 5 1 6 1 1 1 3 1 15 1 1 2 1 50 A 49 16 9 62 3 3 1 3 2 9 1 237 2 134 1 209 2 1 10 8 4 1 1 18 15 6 87 39 8 2 156 2 106 1 100 21 95 10 19 1,453 Doctoral candidates D 1 1 3 1 1 3 3 1 1 2 2 1 2 1 18 4 1 1 47 A 2 2 1 19 1 2 7 9 3 1 1 1 22 3 1 6 8 9 2 2 1 1 104 Academics and lecturers (including postdocs) D 4 3 2 2 3 8 4 8 1 1 1 2 3 2 3 3 3 26 1 4 4 1 1 90 2. By duration of funding A 5 4 5 1 6 3 6 9 7 2 3 8 3 2 7 1 2 3 77 < 1 month D 1 2 3 2 2 5 5 7 7 3 1 2 2 2 1 7 30 4 1 87 A 3 1 24 1 6 1 55 1 42 30 5 1 1 1 1 4 20 1 4 30 10 10 2 7 10 271 1–6 months D 4 1 3 10 2 33 40 1 4 2 2 6 1 3 6 1 1 64 11 4 11 2 212 A 116 1 23 20 81 4 6 1 8 11 34 5 337 2 10 219 2 375 9 7 8 16 12 1 8 21 50 16 187 68 1 25 8 13 246 23 156 3 223 53 200 21 82 2,712 > 6 months (long-term funding) D 4 4 3 1 2 11 8 1 9 3 1 1 4 2 1 5 23 2 3 3 2 1 94 A 3 17 17 41 11 414 2 3 11 67 30 1 63 469 5 9 495 42 638 3 2 12 79 5 2 6 31 107 8 200 277 112 13 27 365 9 105 179 21 118 39 42 4,100 II. Total project funding D 13 15 15 3 20 16 1 2 3 6 7 131 3 3 128 2 195 20 43 7 1 14 177 5 10 53 77 5 519 41 1 111 5 60 17 8 1,737 1. By status A 3 2 1 190 1 1 1 5 5 1 1 67 5 54 11 2 2 42 8 72 4 1 49 4 4 4 23 9 10 582 Bachelor’s students D 3 6 1 3 1 2 16 3 45 57 4 16 3 3 70 1 3 17 22 1 182 20 43 2 24 1 3 552 A 6 3 5 4 104 1 28 6 2 68 2 2 130 1 99 2 2 1 12 2 7 13 101 91 58 5 3 109 7 11 37 3 21 5 9 960 Master’s students D 7 2 1 2 5 16 1 1 3 3 6 42 3 25 43 6 8 4 1 7 65 1 2 14 39 2 245 4 1 39 1 26 12 4 641 A 1 4 3 60 4 6 113 81 45 1 5 11 4 3 1 40 10 15 3 1 47 8 22 4 8 3 8 511 Doctoral candidates D 1 3 1 4 20 8 11 3 3 2 4 2 4 25 3 4 3 1 102 A 6 5 21 2 29 1 2 2 9 7 140 2 105 3 334 6 32 2 1 10 36 7 25 69 29 2 1 118 2 36 65 8 46 16 10 1,189 Academics and lecturers (including postdocs) D 5 5 6 6 1 1 43 44 1 67 6 16 1 35 3 1 17 9 2 62 17 24 1 6 1 380 A 3 4 2 10 4 31 1 3 29 6 1 61 143 6 112 33 106 13 3 1 10 13 26 35 6 2 22 42 46 51 2 20 6 5 858 Other funded individuals* D 2 1 2 10 6 1 17 1 1 7 3 3 5 2 1 62 2. By duration of funding A 2 13 14 30 7 115 1 3 3 45 10 5 332 3 2 309 28 542 1 1 7 71 4 1 6 30 89 7 104 258 86 9 4 256 5 64 131 14 96 34 30 2,772 < 1 month D 10 10 13 11 15 3 1 7 86 71 2 139 10 32 9 67 3 3 44 66 3 207 40 31 2 15 14 7 921 A 1 4 3 9 2 259 1 3 3 14 1 35 82 2 3 60 11 49 4 4 1 1 1 17 1 72 13 24 1 14 72 26 27 4 8 3 5 840 1–6 months D 3 5 2 3 9 1 1 2 5 42 3 3 51 56 10 10 7 1 4 105 2 7 9 10 2 308 1 1 79 3 45 3 1 794 A 2 2 40 5 19 6 23 55 4 126 3 47 2 1 1 4 1 24 6 2 3 9 37 4 15 21 3 14 2 7 488 > 6 months (long-term funding) D 3 6 1 1 5 1 4 1 22 A 7 4 34 6 6 13 6 35 25 6 142 III. EU mobility programmes – total D 27 4 4 3 5 19 7 2 71 1. Mobility with partner countries A 3 4 9 4 8 3 22 16 3 72 1. Erasmus student mobility (study abroad) D 1 1 3 1 2 8 A 4 25 2 6 5 3 13 9 3 70 2. Erasmus staff mobility (lecturers, other staff) D 26 4 4 2 2 18 5 2 63 A 3 148 18 69 31 528 6 9 1 19 80 76 1 72 901 13 20 771 80 44 1,063 12 9 27 96 20 4 15 53 167 24 415 349 1 143 21 40 676 32 278 3 438 78 334 60 134 7,302 Total DAAD funding (I + II + III) D 1 23 19 19 3 28 16 1 2 4 20 7 176 7 3 178 4 3 254 1 34 48 8 1 1 19 194 5 13 59 89 8 6 655 43 1 136 12 76 19 9 2,201

Total DAAD funding – funded individuals A and D 4 171 37 88 34 556 16 6 9 2 21 84 96 1 7 72 1,077 20 23 949 84 47 1,317 13 9 61 144 28 5 16 72 361 29 428 408 1 232 8 27 40 1,331 32 321 4 574 90 410 79 143 9,503 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide Sub-Saharan Africa 109

Table 22: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Sub-Saharan Africa

A = Funding recipients from abroad

D = Funding recipients from Germany Angola Benin Botswana Burkina Faso Burundi Cameroon Cape Verde Republic African Central Chad Comoros Congo Democratic Congo, Republic d‘Ivoire Côte Djibouti Guinea Equatorial Eritrea Ethiopia Gabon Gambia Ghana Guinea Kenya Lesotho Liberia Madagascar Malawi Mali Mauritania Mauritius Mozambique Namibia Niger Nigeria Rwanda and Príncipe São Tomé Senegal Seychelles Leone Sierra Somalia South Africa South Sudan Sudan Swaziland Tanzania Togo Uganda Zambia Zimbabwe Total A 124 1 28 20 110 4 6 1 8 13 46 9 398 2 11 270 2 412 9 7 15 17 15 2 9 22 54 16 215 72 1 31 8 13 276 23 173 3 234 57 210 21 92 3,060 I. Individual funding – total D 1 10 4 4 8 1 14 18 46 1 56 1 14 5 1 1 5 12 3 6 12 8 1 117 2 18 7 14 2 1 393 1. By status A 4 3 4 1 5 3 1 34 14 3 3 7 6 2 8 4 2 2 9 115 Bachelor’s students D 4 1 1 7 4 37 39 11 4 1 6 1 2 6 2 58 9 1 11 1 206 A 69 1 7 10 25 1 3 5 9 30 8 151 2 8 93 1 186 7 6 2 8 8 7 4 32 10 100 30 15 6 13 104 21 54 2 132 32 112 11 63 1,388 Master’s students D 2 1 2 3 3 5 1 6 1 1 1 3 1 15 1 1 2 1 50 A 49 16 9 62 3 3 1 3 2 9 1 237 2 134 1 209 2 1 10 8 4 1 1 18 15 6 87 39 8 2 156 2 106 1 100 21 95 10 19 1,453 Doctoral candidates D 1 1 3 1 1 3 3 1 1 2 2 1 2 1 18 4 1 1 47 A 2 2 1 19 1 2 7 9 3 1 1 1 22 3 1 6 8 9 2 2 1 1 104 Academics and lecturers (including postdocs) D 4 3 2 2 3 8 4 8 1 1 1 2 3 2 3 3 3 26 1 4 4 1 1 90 2. By duration of funding A 5 4 5 1 6 3 6 9 7 2 3 8 3 2 7 1 2 3 77 < 1 month D 1 2 3 2 2 5 5 7 7 3 1 2 2 2 1 7 30 4 1 87 A 3 1 24 1 6 1 55 1 42 30 5 1 1 1 1 4 20 1 4 30 10 10 2 7 10 271 1–6 months D 4 1 3 10 2 33 40 1 4 2 2 6 1 3 6 1 1 64 11 4 11 2 212 A 116 1 23 20 81 4 6 1 8 11 34 5 337 2 10 219 2 375 9 7 8 16 12 1 8 21 50 16 187 68 1 25 8 13 246 23 156 3 223 53 200 21 82 2,712 > 6 months (long-term funding) D 4 4 3 1 2 11 8 1 9 3 1 1 4 2 1 5 23 2 3 3 2 1 94 A 3 17 17 41 11 414 2 3 11 67 30 1 63 469 5 9 495 42 638 3 2 12 79 5 2 6 31 107 8 200 277 112 13 27 365 9 105 179 21 118 39 42 4,100 II. Total project funding D 13 15 15 3 20 16 1 2 3 6 7 131 3 3 128 2 195 20 43 7 1 14 177 5 10 53 77 5 519 41 1 111 5 60 17 8 1,737 1. By status A 3 2 1 190 1 1 1 5 5 1 1 67 5 54 11 2 2 42 8 72 4 1 49 4 4 4 23 9 10 582 Bachelor’s students D 3 6 1 3 1 2 16 3 45 57 4 16 3 3 70 1 3 17 22 1 182 20 43 2 24 1 3 552 A 6 3 5 4 104 1 28 6 2 68 2 2 130 1 99 2 2 1 12 2 7 13 101 91 58 5 3 109 7 11 37 3 21 5 9 960 Master’s students D 7 2 1 2 5 16 1 1 3 3 6 42 3 25 43 6 8 4 1 7 65 1 2 14 39 2 245 4 1 39 1 26 12 4 641 A 1 4 3 60 4 6 113 81 45 1 5 11 4 3 1 40 10 15 3 1 47 8 22 4 8 3 8 511 Doctoral candidates D 1 3 1 4 20 8 11 3 3 2 4 2 4 25 3 4 3 1 102 A 6 5 21 2 29 1 2 2 9 7 140 2 105 3 334 6 32 2 1 10 36 7 25 69 29 2 1 118 2 36 65 8 46 16 10 1,189 Academics and lecturers (including postdocs) D 5 5 6 6 1 1 43 44 1 67 6 16 1 35 3 1 17 9 2 62 17 24 1 6 1 380 A 3 4 2 10 4 31 1 3 29 6 1 61 143 6 112 33 106 13 3 1 10 13 26 35 6 2 22 42 46 51 2 20 6 5 858 Other funded individuals* D 2 1 2 10 6 1 17 1 1 7 3 3 5 2 1 62 2. By duration of funding A 2 13 14 30 7 115 1 3 3 45 10 5 332 3 2 309 28 542 1 1 7 71 4 1 6 30 89 7 104 258 86 9 4 256 5 64 131 14 96 34 30 2,772 < 1 month D 10 10 13 11 15 3 1 7 86 71 2 139 10 32 9 67 3 3 44 66 3 207 40 31 2 15 14 7 921 A 1 4 3 9 2 259 1 3 3 14 1 35 82 2 3 60 11 49 4 4 1 1 1 17 1 72 13 24 1 14 72 26 27 4 8 3 5 840 1–6 months D 3 5 2 3 9 1 1 2 5 42 3 3 51 56 10 10 7 1 4 105 2 7 9 10 2 308 1 1 79 3 45 3 1 794 A 2 2 40 5 19 6 23 55 4 126 3 47 2 1 1 4 1 24 6 2 3 9 37 4 15 21 3 14 2 7 488 > 6 months (long-term funding) D 3 6 1 1 5 1 4 1 22 A 7 4 34 6 6 13 6 35 25 6 142 III. EU mobility programmes – total D 27 4 4 3 5 19 7 2 71 1. Mobility with partner countries A 3 4 9 4 8 3 22 16 3 72 1. Erasmus student mobility (study abroad) D 1 1 3 1 2 8 A 4 25 2 6 5 3 13 9 3 70 2. Erasmus staff mobility (lecturers, other staff) D 26 4 4 2 2 18 5 2 63 A 3 148 18 69 31 528 6 9 1 19 80 76 1 72 901 13 20 771 80 44 1,063 12 9 27 96 20 4 15 53 167 24 415 349 1 143 21 40 676 32 278 3 438 78 334 60 134 7,302 Total DAAD funding (I + II + III) D 1 23 19 19 3 28 16 1 2 4 20 7 176 7 3 178 4 3 254 1 34 48 8 1 1 19 194 5 13 59 89 8 6 655 43 1 136 12 76 19 9 2,201

Total DAAD funding – funded individuals A and D 4 171 37 88 34 556 16 6 9 2 21 84 96 1 7 72 1,077 20 23 949 84 47 1,317 13 9 61 144 28 5 16 72 361 29 428 408 1 232 8 27 40 1,331 32 321 4 574 90 410 79 143 9,503 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide 110 Asia, Pacific ASIA, PACIFIC }} Australia, Bangladesh, Bhutan, Brunei Darussalam, Cambodia, China, Cook Islands, Fiji, Hong Kong (CN), India, Indonesia, Japan, Kiribati, Korea / Democratic People’s Republic, Korea / Republic, Laos, Macau (CN), Malaysia, Maldives, Marshall Islands, Micronesia, Mongolia, Myanmar, Nauru, Nepal, New Zealand, Niue, Palau, Papua New Guinea, Philippines, Samoa, Singapore, Solomon Islands, Sri Lanka, Taiwan, Thailand, Timor-Leste, Tonga, Tuvalu, Vanuatu, Vietnam

Academic exchange with this very heterogene- wich programme, which allows young IIT stu- ous region is dominated by cooperation with the dents to conduct a research project at one of the major regional powers of China and India. The TU9 partner universities as part of their master’s largest groups of foreign students in Germany thesis (20 years), by the Japanese “Language and continued to come from these two countries in Practical Experience” programme (35 years) and 2018, although numbers from China fell slightly. by the DAAD Regional Office in Tokyo (40 years). Despite the new NGO law and visa regulations, The two German Centres for Research and In- which have made cooperation with China more novation (DWIH) in New Delhi and Tokyo – both complex, interest in higher education coopera- promote joint publicity measures of German tion remains high. The establishment of a new research and science organisations – and two Sino-German International School for Postgrad- major DAAD alumni seminars in Seoul and Mel- uate Studies at Sichuan University in Chengdu bourne further aided networking. was approved in 2018, while the Sino-German School for Postgraduate Studies (CDHK), which is affiliated with the Sino-German University (CDH) at Tongji University in Shanghai, celebrat- ed its 20th anniversary. Milestones were also reached by the Indian-German IIT Master sand-

Table 23 Funded individuals from abroad (A) and from Germany (D) by funding area (number of funded individuals)

2012 2015 2018

A D Total A D Total A D Total

Individual funding 2,519 1,707 4,226 2,459 1,493 3,952 2,244 1,359 3,603

Project funding 4,265 4,149 8,414 4,773 5,406 10,179 4,898 6,036 10,934

EU mobility funding 405 207 612

Total funding 6,784 5,856 12,640 7,232 6,899 14,131 7,547 7,602 15,149

Figure 13 Funded individuals from abroad and from Germany by subject group (number of funded individuals)

Medicine 338 / 319

Engineering 2,090 / 1,542

Art, music and sports science 272 / 312

Mathematics and natural sciences 1,450 / 1,349

Law, economics and social sciences 1,340 / 2,265

Language and cultural studies 1,019 / 1,169

Veterinary medicine; agriculture, forestry and food sciences; ecology 423 / 124

Interdisciplinary/other subjects 615 / 522 Our funding worldwide Asia, Pacific 111

Beijing Seoul Lecture- Tokyo ships: 60

Shanghai

New Delhi

Taipeh Information Centres (IC) Guangzhou Dhaka Regional Offices Hanoi Hong Kong Pune Mumbai

Chennai Bangkok Bangalore Ho Chi Minh City

Colombo

Kuala Lumpur

Singapore Table 24 Funded individuals from abroad (A) and from Germany (D) by academic status (number of funded individuals) Jakarta

A D

Bachelor’s students 1,881 2,906

Master’s students 2,128 2,294

Doctoral candidates 1,299 773 A 7,547

Academics and lecturers D 7,602 (including postdocs) 1,579 1,493 Total Other funded individuals* 660 136 15,149

Total 7,547 7,602

Figure 14 Proportion of women among funded individuals from abroad and from Germany by academic status (in percent) Sydney

55 / 58 52 / 50 47 / 39 37 / 29 43 / 53 48 / 48

Bachelor’s Master’s Doctoral Academics and Other funded Total students students candidates lecturers (including individuals* postdocs)

* Individuals in preparatory courses and higher educa- tion staff supervising projects Our funding worldwide 112 Asia, Pacific

Table 25: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Asia, Pacific

A = Funding recipients from abroad

D = Funding recipients from Germany Australia Bangladesh Bhutan Brunei Darussalam Cambodia China Cook Islands Fiji (CN) Hong Kong India Indonesia Japan Democratic Korea, Republic People’s Republic Korea, Laos (CN) Macau Malaysia Micronesia Mongolia Myanmar Nepal New Zealand New Guinea Papua Philippines Samoa Singapore Sri Lanka Taiwan Thailand Timor-Leste Tonga Vietnam Total A 62 70 8 19 344 25 551 189 135 100 11 1 25 70 36 71 41 2 34 10 21 71 74 4 270 2,244 I. Individual funding – total D 250 3 1 22 179 3 1 34 91 58 254 2 61 2 2 29 20 12 28 45 16 50 24 42 51 5 74 1,359 1. By status A 15 1 56 10 152 24 17 14 4 1 1 31 3 3 17 3 3 3 12 19 61 450 Bachelor’s students D 78 2 18 53 3 8 61 35 31 11 2 2 17 2 9 22 12 11 17 21 17 29 5 25 491 A 12 36 6 12 57 176 64 20 26 2 5 22 17 55 11 2 17 1 7 12 21 2 30 613 Master’s students D 21 30 3 7 2 62 6 1 1 2 1 1 4 12 8 12 173 A 21 28 1 1 65 7 187 82 26 36 1 17 11 8 11 5 14 2 11 42 24 2 74 676 Doctoral candidates D 72 1 2 22 9 1 3 65 1 16 5 3 16 19 5 2 242 A 14 5 1 6 166 8 36 19 72 24 4 2 6 8 2 8 4 5 10 105 505 Academics and lecturers (including postdocs) D 79 1 2 74 1 14 22 18 96 1 28 6 17 1 2 16 5 10 3 8 14 35 453 2. By duration of funding A 3 2 7 68 11 29 20 49 19 8 2 5 9 5 2 5 2 13 15 158 432 < 1 month D 122 1 7 41 19 18 7 139 2 36 9 8 9 24 5 26 1 12 3 5 29 523 A 40 4 1 73 8 155 14 19 14 1 1 15 2 6 23 1 14 8 7 406 1–6 months D 99 2 12 48 3 1 9 57 34 46 16 2 2 14 3 10 18 14 8 17 20 17 34 31 517 A 19 64 7 12 203 6 367 155 67 67 3 22 50 25 65 13 2 32 5 18 44 51 4 105 1,406 > 6 months (long-term funding) D 29 1 3 90 6 16 17 69 9 6 9 2 1 7 3 7 3 13 14 14 319 A 160 148 16 26 1,241 2 16 850 374 244 292 62 140 107 116 96 11 81 132 26 99 214 10 435 4,898 II. Project funding – total D 934 9 12 2 17 1,417 5 156 492 265 686 2 477 8 135 1 38 31 56 196 40 1 150 49 297 245 315 6,036 1. By status A 28 6 2 465 3 45 108 100 110 43 84 19 1 8 59 3 48 71 120 1,323 Bachelor’s students D 383 4 1 2 5 467 2 66 141 135 220 2 227 71 1 9 1 22 138 29 87 24 134 133 92 2,396 A 12 64 3 416 3 445 45 46 75 2 16 7 6 31 3 7 65 8 31 54 89 1,428 Master’s students D 309 1 1 6 551 2 38 174 90 275 178 45 8 7 26 55 7 1 51 25 110 73 75 2,108 A 42 4 2 1 144 1 4 155 23 45 52 1 5 4 3 9 5 12 4 2 10 16 40 584 Doctoral candidates D 121 2 1 109 21 56 11 98 34 5 3 1 3 11 22 7 22 527 A 66 54 9 10 164 1 4 146 100 47 25 17 58 7 45 21 2 29 4 3 8 44 136 1,000 Academics and lecturers (including postdocs) D 113 4 8 4 271 1 31 115 21 93 38 6 18 13 15 7 3 1 31 24 123 940 A 12 20 5 10 52 2 59 98 6 30 42 18 5 62 16 25 10 2 29 10 50 563 Other funded individuals* D 8 1 19 6 8 2 1 3 5 1 8 3 65 2. By duration of funding A 120 82 14 23 441 1 11 486 307 155 127 55 92 44 106 55 6 69 19 13 39 126 10 221 2,622 < 1 month D 257 4 10 7 624 1 94 308 67 245 123 8 20 30 21 14 21 11 19 12 125 54 241 2,316 A 38 60 2 3 612 1 5 339 62 66 149 5 46 22 8 36 5 11 113 10 58 42 147 1,840 1–6 months D 674 5 2 2 10 702 4 61 180 197 379 2 337 110 1 8 10 42 173 29 1 120 37 165 182 74 3,507 A 2 6 188 25 5 23 16 2 2 41 2 5 1 3 2 46 67 436 > 6 months (long-term funding) D 3 91 1 4 1 62 17 5 2 11 7 9 213 A 17 5 13 42 6 3 58 60 32 22 21 16 7 4 5 40 54 405 III. EU mobility programmes – total D 22 2 2 11 2 3 16 11 40 18 6 13 3 4 1 29 24 207 1. Mobility with partner countries A 4 2 6 35 4 3 39 35 18 12 12 5 6 1 4 20 30 236 1. Erasmus student mobility (study abroad) D 6 1 3 3 1 11 10 1 36 A 13 3 7 7 2 19 25 14 10 9 11 1 3 1 20 24 169 2. Erasmus staff mobility (lecturers, other staff) D 16 2 2 11 1 13 10 29 8 6 13 3 4 1 29 23 171 A 239 218 29 58 1,627 8 44 1,459 623 411 414 73 1 186 177 168 174 56 2 120 142 47 170 328 14 759 7,547 Total DAAD funding (I + II + III) D 1,206 12 15 2 41 1,607 3 8 193 599 334 980 4 556 10 2 170 1 58 56 87 245 57 1 200 73 339 325 5 413 7,602

Total DAAD funding – funded individuals A and D 1,445 230 44 2 99 3,234 3 16 237 2,058 957 1,391 4 970 83 3 356 1 235 224 261 301 2 177 1 342 120 509 653 14 5 1,172 15,149 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide Asia, Pacific 113

Table 25: Funding recipients from abroad and from Germany by countries of origin/destination countries and funding areas in 2018 Asia, Pacific

A = Funding recipients from abroad

D = Funding recipients from Germany Australia Bangladesh Bhutan Brunei Darussalam Cambodia China Cook Islands Fiji (CN) Hong Kong India Indonesia Japan Democratic Korea, Republic People’s Republic Korea, Laos (CN) Macau Malaysia Micronesia Mongolia Myanmar Nepal New Zealand New Guinea Papua Philippines Samoa Singapore Sri Lanka Taiwan Thailand Timor-Leste Tonga Vietnam Total A 62 70 8 19 344 25 551 189 135 100 11 1 25 70 36 71 41 2 34 10 21 71 74 4 270 2,244 I. Individual funding – total D 250 3 1 22 179 3 1 34 91 58 254 2 61 2 2 29 20 12 28 45 16 50 24 42 51 5 74 1,359 1. By status A 15 1 56 10 152 24 17 14 4 1 1 31 3 3 17 3 3 3 12 19 61 450 Bachelor’s students D 78 2 18 53 3 8 61 35 31 11 2 2 17 2 9 22 12 11 17 21 17 29 5 25 491 A 12 36 6 12 57 176 64 20 26 2 5 22 17 55 11 2 17 1 7 12 21 2 30 613 Master’s students D 21 30 3 7 2 62 6 1 1 2 1 1 4 12 8 12 173 A 21 28 1 1 65 7 187 82 26 36 1 17 11 8 11 5 14 2 11 42 24 2 74 676 Doctoral candidates D 72 1 2 22 9 1 3 65 1 16 5 3 16 19 5 2 242 A 14 5 1 6 166 8 36 19 72 24 4 2 6 8 2 8 4 5 10 105 505 Academics and lecturers (including postdocs) D 79 1 2 74 1 14 22 18 96 1 28 6 17 1 2 16 5 10 3 8 14 35 453 2. By duration of funding A 3 2 7 68 11 29 20 49 19 8 2 5 9 5 2 5 2 13 15 158 432 < 1 month D 122 1 7 41 19 18 7 139 2 36 9 8 9 24 5 26 1 12 3 5 29 523 A 40 4 1 73 8 155 14 19 14 1 1 15 2 6 23 1 14 8 7 406 1–6 months D 99 2 12 48 3 1 9 57 34 46 16 2 2 14 3 10 18 14 8 17 20 17 34 31 517 A 19 64 7 12 203 6 367 155 67 67 3 22 50 25 65 13 2 32 5 18 44 51 4 105 1,406 > 6 months (long-term funding) D 29 1 3 90 6 16 17 69 9 6 9 2 1 7 3 7 3 13 14 14 319 A 160 148 16 26 1,241 2 16 850 374 244 292 62 140 107 116 96 11 81 132 26 99 214 10 435 4,898 II. Project funding – total D 934 9 12 2 17 1,417 5 156 492 265 686 2 477 8 135 1 38 31 56 196 40 1 150 49 297 245 315 6,036 1. By status A 28 6 2 465 3 45 108 100 110 43 84 19 1 8 59 3 48 71 120 1,323 Bachelor’s students D 383 4 1 2 5 467 2 66 141 135 220 2 227 71 1 9 1 22 138 29 87 24 134 133 92 2,396 A 12 64 3 416 3 445 45 46 75 2 16 7 6 31 3 7 65 8 31 54 89 1,428 Master’s students D 309 1 1 6 551 2 38 174 90 275 178 45 8 7 26 55 7 1 51 25 110 73 75 2,108 A 42 4 2 1 144 1 4 155 23 45 52 1 5 4 3 9 5 12 4 2 10 16 40 584 Doctoral candidates D 121 2 1 109 21 56 11 98 34 5 3 1 3 11 22 7 22 527 A 66 54 9 10 164 1 4 146 100 47 25 17 58 7 45 21 2 29 4 3 8 44 136 1,000 Academics and lecturers (including postdocs) D 113 4 8 4 271 1 31 115 21 93 38 6 18 13 15 7 3 1 31 24 123 940 A 12 20 5 10 52 2 59 98 6 30 42 18 5 62 16 25 10 2 29 10 50 563 Other funded individuals* D 8 1 19 6 8 2 1 3 5 1 8 3 65 2. By duration of funding A 120 82 14 23 441 1 11 486 307 155 127 55 92 44 106 55 6 69 19 13 39 126 10 221 2,622 < 1 month D 257 4 10 7 624 1 94 308 67 245 123 8 20 30 21 14 21 11 19 12 125 54 241 2,316 A 38 60 2 3 612 1 5 339 62 66 149 5 46 22 8 36 5 11 113 10 58 42 147 1,840 1–6 months D 674 5 2 2 10 702 4 61 180 197 379 2 337 110 1 8 10 42 173 29 1 120 37 165 182 74 3,507 A 2 6 188 25 5 23 16 2 2 41 2 5 1 3 2 46 67 436 > 6 months (long-term funding) D 3 91 1 4 1 62 17 5 2 11 7 9 213 A 17 5 13 42 6 3 58 60 32 22 21 16 7 4 5 40 54 405 III. EU mobility programmes – total D 22 2 2 11 2 3 16 11 40 18 6 13 3 4 1 29 24 207 1. Mobility with partner countries A 4 2 6 35 4 3 39 35 18 12 12 5 6 1 4 20 30 236 1. Erasmus student mobility (study abroad) D 6 1 3 3 1 11 10 1 36 A 13 3 7 7 2 19 25 14 10 9 11 1 3 1 20 24 169 2. Erasmus staff mobility (lecturers, other staff) D 16 2 2 11 1 13 10 29 8 6 13 3 4 1 29 23 171 A 239 218 29 58 1,627 8 44 1,459 623 411 414 73 1 186 177 168 174 56 2 120 142 47 170 328 14 759 7,547 Total DAAD funding (I + II + III) D 1,206 12 15 2 41 1,607 3 8 193 599 334 980 4 556 10 2 170 1 58 56 87 245 57 1 200 73 339 325 5 413 7,602

Total DAAD funding – funded individuals A and D 1,445 230 44 2 99 3,234 3 16 237 2,058 957 1,391 4 970 83 3 356 1 235 224 261 301 2 177 1 342 120 509 653 14 5 1,172 15,149 *Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide 114 Complete Overview COMPLETE OVERVIEW

Table 26: Funded individuals from abroad and from Germany By funding area 2017/2018

Funded individuals Funded individuals Total funded of which from abroad from Germany individuals new Calendar year 2017 2018 2017 2018 2017 2018 2018 I. Individual funding – total 16,973 17,101 7,696 8,512 24,669 25,613 15,541 1. By status Bachelor’s students 5,166 4,701 2,405 2,906 7,571 7,607 6,150 Master’s students 5,280 5,328 1,167 1,427 6,447 6,755 2,663 Doctoral candidates 4,930 5,043 1,505 1,629 6,435 6,672 3,283 Academics and lecturers (including postdocs) 1,597 2,029 2,619 2,550 4,216 4,579 3,445 2. By duration of funding < 1 month 2,724 2,522 2,843 3,298 5,567 5,820 5,730 1–6 months 3,036 3,472 2,301 2,763 5,337 6,235 5,560 > 6 months (long-term funding) 11,213 11,107 2,552 2,451 13,765 13,558 4,251 3. Selection of major programmes DAAD One-Year Scholarships for Research and Studies 3,760 3,849 1,212 1,264 4,972 5,113 1,741 Scholarships through Third-Party-Funded Programmes 3,309 2,899 27 30 3,336 2,929 909 In-Country/In-Region Scholarship Programmes 2,165 2,135 2,165 2,135 675 Lektors 563 582 563 582 127 Long-term Lecturers, Guest Lecturers, Professorships 114 86 114 86 31 Travel Grants for Conferences or Invited Lecturers 2,147 2,556 2,147 2,556 2,556 Language and Special Courses 2,136 2,304 2,136 2,304 2,304 Internships 1,359 866 1,766 2,280 3,125 3,146 2,973 Research Stays for Lecturers 554 834 44 32 598 866 805 II. Project funding – total 41,840 43,293 24,722 25,218 66,562 68,511 52,912 1. By status Bachelor’s students 7,576 7,917 10,070 9,773 17,646 17,690 16,243 Master’s students 7,643 7,783 6,988 7,962 14,631 15,745 13,915 Doctoral candidates 3,556 3,591 2,590 2,505 6,146 6,096 4,671 Academics and lecturers (including postdocs) 7,273 7,712 4,479 4,462 11,752 12,174 8,044 Other funded individuals* 15,792 16,290 595 516 16,387 16,806 10,039 2. By duration of funding < 1 month 19,897 21,024 13,794 14,366 33,691 35,390 29,392 1–6 months 14,304 13,987 9,793 9,848 24,097 23,835 19,969 > 6 months (long-term funding) 7,639 8,282 1,135 1,004 8,774 9,286 3,551 3. Selection of major programmes PROMOS – Programme to Increase the Mobility of German Students 12,706 13,095 12,706 13,095 13,083 Structural programmes for study abroad 520 551 1,566 1,553 2,086 2,104 1,415 (ISAP, Double Degree, Bachelor Plus) Grant and Support Programmes (STIBET) 4,089 4,610 4,089 4,610 3,915 Programme for Project-Related Personal Exchange (PPP) 514 440 1,756 1,654 2,270 2,094 1,506 Integra – Integrating Refugees in Degree Programmes 10,193 9,691 10,193 9,691 4,961

Project Project Project Project Project Project Project 2015 2016 2015 2016 2015 2016 2016 III. EU mobility programmes – total 2,715 3,286 45,812 47,778 48,527 51,064 51,064 1. Mobility with programme countries 1. Erasmus student mobility (study abroad) 32,003 32,138 32,003 32,138 32,138 2. Erasmus student mobility (internships abroad) 8,087 8,491 8,087 8,491 8,491 3. Erasmus staff mobility (lecturers, other staff) 98 123 4,938 5,960 5,036 6,083 6,083 2. Mobility with partner countries 1. Erasmus student mobility (study abroad) 1,576 1,621 259 330 1,835 1,951 1,951 2. Erasmus staff mobility (lecturers, other staff) 1,041 1,542 525 859 1,566 2,401 2,401 Total DAAD funding (I + II + III) 61,528 63,680 78,230 81,508 139,758 145,188 119,517

*Individuals in preparatory courses and higher education staff supervising projects

This table of DAAD funding recipients is divided into three funding areas. The DAAD’s individual funding predominantly supports students, researchers and lecturers who have successfully applied for a DAAD scholarship. The DAAD’s project funding mainly funds programmes to support the internationalisation of higher education structures. As the National Agency for EU Higher Education Cooperation, the DAAD awards funding to German higher education institutions to promote academic mobility a) from Germany to other European countries (mobility of individuals to programme countries) and b) from Germany to the entire world and from the entire world to Germany (mobility of individuals with partner countries). The figures on EU mobility funding shown in the table relate to the 2016 project and thus to the period 1 June 2016 – 31 May 2018. Our funding worldwide Complete Overview 115

Table 27 Funded individuals from abroad (A) and from Germany (D) by funding area (number of funded individuals)

2012 2015 2018

A D Total A D Total A D Total

Individual funding 18,376 9,237 27,613 21,108 8,865 29,973 17,101 8,512 25,613

Project funding 26,830 20,889 47,719 30,379 24,007 54,386 43,293 25,218 68,511

EU mobility funding 70 37,258 37,328 90 40,642 40,732 3,286 47,778 51,064

Total funding 45,276 67,384 112,660 51,577 73,514 125,091 63,680 81,508 145,188

Figure 15 Funded individuals from abroad and from Germany by subject group (number of funded individuals)

Medicine 2,442 / 3,445

Engineering 10,741 / 10,913

Art, music and sports science 1,667 / 4,568

Mathematics and natural sciences 9,363 / 9,695

Law, economics and social sciences 10,602 / 29,201

Language and cultural studies 8,682 / 16,311

Veterinary medicine; agriculture, forestry and food sciences; ecology 2,462 / 1,728

Interdisciplinary/other subjects 17,721 / 5,647

Figure 16 Funded individuals from abroad and from Germany by academic status (number of funded individuals) and proportion of women (in percent)

Total funding recipients (number) 13,458 / 40,671 13,726 / 21,202 8,797 / 4,264 10,405 / 10,718 17,294 / 4,653 63,680 / 81,508

Proportion of women (in percent)

57 / 65 51 / 55 45 / 46 40 / 35 29 / 67 44 / 57

Bachelor’s Master’s Doctoral Academics and Other funded Total students students candidates lecturers (including individuals* postdocs)

* Individuals in preparatory courses and higher education staff supervising projects 116 Annex 5 ANNEX Annex 117 Annex 118 Annual Financial Statement ANNUAL FINANCIAL STATEMENT

Table 28: 2018 financial statement

Total funds Total expenditure Funding bodies and programmes EUR EUR Section I – II – Institutional administrative budget (operations including investments) 1 Administrative budget for domestic operations Own funds 241,700.82 241,700.82 Federal State of Berlin 393,000.00 393,000.00 Federal Foreign Office 24,511,782.85 24,482,938.12 Total domestic 25,146,483.67 25,117,638.94 2 Administrative budget for international operations Own funds 824,124.78 824,124.78 Federal Foreign Office 9,810,217.15 9,810,217.15 Total international 10,634,341.93 10,634,341.93 Section I – II – Administrative budget for operations in Germany and abroad 35,780,825.60 35,751,980.87

Section III – Federal Foreign Office institutional programme budget Federal Foreign Office institutional programme budget operative funds Programme funds 152,282,544.40 152,272,708.74 Section III – Federal Foreign Office institutional programme budget operative funds 152,282,544.40 152,272,708.74

Section IV – Project budget from public funding bodies 1 Federal Foreign Office (AA) Programme funds 10,028,882.77 9,941,376.17 Project-related administrative funds 1,166,419.18 1,137,170.27 Total AA 11,195,301.95 11,078,546.44 2 Federal Ministry of Education and Research (BMBF) Programme funds 130,306,051.96 120,885,959.35 Project-related administrative funds 20,825,031.57 19,827,888.14 Total BMBF 151,131,083.53 140,713,847.49 3 Federal Ministry for Economic Cooperation and Development (BMZ) Programme funds 48,655,560.18 48,586,302.42 Project-related administrative funds 6,325,222.82 6,316,029.54 Total BMZ 54,980,783.00 54,902,331.96 4 Federal Ministry for Economic Affairs and Energy (BMWi) Programme funds 949,709.33 931,054.80 Project-related administrative funds 123,462.21 121,037.12 Total BMWi 1,073,171.54 1,052,091.92 5 Federal states Programme funds 8,246,491.52 7,845,540.03 Project-related administrative funds 1,040,082.79 1,012,271.72 Total federal states 9,286,574.31 8,857,811.75 6 European Union (EU) and other international organisations Programme funds 178,377,757.67 125,160,758.13 Project-related administrative funds 2,515,636.14 2,856,229.22 Total EU and other international organisations 180,893,393.81 128,016,987.35

Programme funds 376,564,453.43 313,350,990.90 Project-related administrative funds 31,995,854.71 31,270,626.01 Section IV – Project budget from public funding bodies 408,560,308.14 344,621,616.91

Programme funds 528,846,997.83 465,623,699.64 Project-related administrative funds 67,776,680.31 67,022,606.88 Section I – IV – Administrative, programme and project budget from public funding bodies 596,623,678.14 532,646,306.52 Annex Annual Financial Statement 119

Total funding Total expenditure Funding bodies and programmes EUR EUR Section V – Project budget from own and third-party funds 1 Liaison and university offices Programme funds 143,457.47 155,788.80 Project-related administrative funds – – Total liaison and university offices 143,457.47 155,788.80 2 Consortium for International Higher Education Marketing “GATE-Germany” Programme funds 535,826.99 535,826.99 Project-related administrative funds 944,028.01 944.028,01 Total Consortium for International Higher Education Marketing 1.479.855,00 1,479,855.00 3 International DAAD Academy (iDA) Programme funds 61,644.36 61,644.36 Project-related administrative funds 391,145.64 391,145.64 Total iDA 452,790.00 452,790.00 4 Gesellschaft für internationale Zusammenarbeit (GIZ) Programme funds 3,779,681.42 2,432,839.75 Project-related administrative funds 1,496,497.41 1,112,666.69 Total GIZ 5,276,178.83 3,545,506.44 5 Programmes with partners in Germany and abroad Programme funds 18,890,963.45 14,057,045.15 Project-related administrative funds 1,628,452.49 3,055,234.64 Total programmes with partners in Germany and abroad 20,519,415.94 17,112,279.79 6 Stifterverband für die Deutsche Wissenschaft (SV) Programme funds 1,147,793.65 887,282.38 Project-related administrative funds 162,530.52 162,344.69 Total SV 1,310,324.17 1,049,627.07 7 Dr Mildred Scheel Foundation for Cancer Research Programme funds 837,494.40 836,533.24 Project-related administrative funds 64,473.83 56,924.78 Total Dr Mildred Scheel Foundation 901,968.23 893,458.02 8–12 Various funding bodies Programme funds 599,120.33 362,612.00 Project-related administrative funds 335,574.35 658,844.73 Total various funding bodies 934,694.68 1,021,456.73

Programme funds 25,995,982.07 19,329,572.67 Project-related administrative funds 5,022,702.25 6,381,189.18 Section V – Project budget from own and third-party funds 31,018,684.32 25,710,761.85

Programme funds 554,842,979.90 484,953,272.31 Project-related administrative funds 72,799,382.56 73,403,796.06 TOTAL sections I – V 627,642,362.46 558,357,068.37 Annex 120 DAAD Bodies

DAAD BODIES

Executive Committee Term of office 2018–2019 President: Prof Dr Margret Wintermantel Vice President: Prof Dr Joybrato Mukherjee University of Giessen Other elected members: Dr Birgit Barden-Läufer University of Hanover Prof Dr Hiltraud Casper-Hehne University of Göttingen Prof Dr Andreas Geiger Magdeburg-Stendal University of Applied Sciences Dr Muriel Kim Helbig Fachhochschule Lübeck Prof Dr Yasemin Karakaşoğlu University of Bremen Prof Dr Ing Dieter Leonhard HTW Saar Prof Dr Karin Luckey Bremen University of Applied Sciences Prof Dr Eva Neuland University of Wuppertal Prof Arnold van Zyl Baden-Wuerttemberg Cooperative State University Representing the student bodies (2018– 2019): Maimouna Ouattara University of Potsdam Florian Puttkamer University of Cologne Anna-Lena Puttkamer University of Cologne Younouss Wadjinny University of Göttingen Guest members: Dr Andreas Görgen director general of the “Culture and Communication” department of the Federal Foreign OfficeUlrich Schüller director of the “Higher Education and Research System” section, Federal Ministry of Education and Research (BMBF) Hans-Peter Baur head of the “Peace, Democracy, Human Rights and Social Development” directorate at the Federal Ministry for Economic Cooperation and Development (BMZ) Prof Dr Andreas Schlüter secretary general of the Stifterverband für die Deutsche WissenschaftUdo Michallik former state secretary, secretary general of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of GermanyPermanent guests: Prof Dr Hans Christian Pape president of the Alexander von Humboldt Foundation Prof Dr Klaus-Dieter Lehmann president of the Goethe-Institut Prof Dr Peter-André Alt president of the German Rectors’ Conference

Members of the Board of Trustees Term 2018–2019

President: Prof Dr Margret Wintermantel Vice President: Prof Dr Joybrato Mukherjee University of Giessen Appointed members: Federal departments Dr Andreas Görgen Federal Foreign OfficeUlrich Schüller Federal Ministry of Education and Research (BMBF) Hans-Peter Baur Federal Ministry for Economic Cooperation and Development (BMZ) Vera Bade Federal Ministry of Labour and Social AffairsBoris Petschulat Federal Ministry for Economic Affairs and Energy Dr Kathrin Hahne Federal Government Commissioner for Culture and the Media Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany Udo Michallik former state secretary, secretary general of the Standing Conference of the Ministers of Education and Cultural AffairsDr Beate Wieland Ministry for Culture and Science of the Federal State of North Rhine-Westphalia Harald Dierl Bavarian State Ministry of Science and the Arts German Rectors’ Conference Prof Dr Peter-André Alt president of the German Rectors’ Conference Prof Dr Frank Dellmann vice president of Münster University of Applied Sciences Prof Dr Sabine Doering-Manteuffel president of the University of Augsburg Prof Dr Andrea von Hülsen-Esch vice president of the University of Düsseldorf Prof Dr Dieter Lenzen president of the University of Hamburg Institutions Dr Enno Aufderheide secretary general of the Alexander von Humboldt Foundation Dr Jörg Schneider German Research Foundation (DFG) Achim Meyer auf der Heyde secretary general of Deutsches Studentenwerk Prof Dr Christoph Wulf German Commission for UNESCO Johannes Ebert secretary general of the Goethe-Institut Dr Michael Hartmer managing director of the German Association of University Professors and Lecturers Dr Volker Meyer-Guckel deputy secretary general of the Stifterverband für die Deutsche WissenschaftDr Annette Julius secretary general of the German Academic Scholarship Foundation Dr Peter Dahlmann Deutscher Verband Technisch-Wissenschaftlicher Vereine Elected members (term of office 2016–2019): Prof Dr Andreas Pinkwart dean of the Leipzig Graduate School of Management Representing the student bodies (term of office 2018–2019): Stanislaw Bondarew Technische Universität Dresden Daniel Janke University of Würzburg Florian Siekmann LMU Munich

Members As of: 31/12/2018

Member higher education institutions: 241 Member student representations: 103 Annex Selection Committees 121

SELECTION COMMITTEES

The selection committees play a central role in the work of the DAAD. Funding decisions are made by independent assessors working on an honorary basis. Committee members include lecturers at higher education institutions and, in some programmes, experts from business, from ministries, and from university and academic administrations. Former DAAD scholarship holders also participate in the selection of German applicants for individual funding. Around 430 expert assessors are involved in the DAAD’s almost 90 subject-specific selection committees. To ensure a fair balance of continuity and renewal, the committee members are appointed by the DAAD’s Executive Committee for a period of four years. The jurors for the Artists-in-Berlin Program are appointed annually.

Members of the selection committees appointed by the Executive Committee As of: 31/12/2018

Scholarship and Lektor programmes: Prof Franz Ackermann fine arts, State Academy of Fine Arts Karlsruhe Prof Dr Jörn Ahrens social sciences, Justus Liebig University Giessen Prof Dr Ruth Albert general and comparative linguistics, University of Marburg Prof Dr Eike Albrecht law, Brandenburg University of Technology Prof Dr Hanjo Allinger economics, Deggendorf Institute of Technology Prof Dr Claus Altmayer German studies, University of Leipzig Prof Dr Hans-Dieter Arndt chemistry, University of Jena Prof Dr Judit Arokay Japanese studies, University of Heidelberg Prof Dr Kai Arzheimer political science, University of Mainz Prof Dr Christoph Asmuth philosophy, TU Berlin Prof Dr Burak Atakan nuclear physics and electrochemistry, University of Duisburg- Essen Prof Dr Raphaela Averkorn history, University of Siegen Dr Gabriele Bäcker political science, Ruhr- Universität Bochum Prof Dr med Christoph Baerwald medicine, University of Leipzig Prof Dr Moritz Bälz law, University of Frankfurt Prof Heike Baranowsky photography, Academy of Fine Arts Nuremberg Prof Heike Kati Barath art and design, University of the Arts Bremen Prof Dr Andreas Bartels philosophy, University of Bonn Prof Dr Petra Bauer biology, University of Düsseldorf Prof Dr Matthias Baum business administration, TU Kaiserslautern Prof Dr Florian Baumann economics, University of Bonn Prof Stephan Baumkötter painting, University of the Arts Bremen Prof Dr Mathias Becker agriculture, University of Bonn Prof Dr Lale Behzadi Middle Eastern/African languages, University of Bamberg Prof Markus Bellheim piano, Hochschule für Musik und Theater München Prof Dr Katja Bender economic, Bonn-Rhein-Sieg University of Applied Sciences Prof Pepe Berns jazz/ pop – other instruments, University of Music Leipzig Prof Dr Dr Christian Betzel chemistry, University of Hamburg Prof Nikolaus Bienefeld architecture, Technische Hochschule Köln Prof Stephan Birk architecture, TU Kaiserslautern Prof Jörg Birkenkötter composition, University of the Arts Bremen Prof Dr-Ing Franz Bischof veterinary medicine, agriculture, forestry and food sciences, ecology, OTH Amberg-Weiden Prof Dr-Ing Manfred Bischoff civil engineering, University of Stuttgart Prof Dr Hermann-Josef Blanke law, University of Erfurt Prof Dr Andreas Blätte political science, University of Duisburg-Essen Prof Dr Johannes Blömer computer science, University of Paderborn Prof Dr Erskin Blunck business administration, Nuertingen-Geislingen University Prof Dr Sebastian Böcker computer science, University of Jena Prof Dr Astrid Böger English language and literature, University of Hamburg Prof Dr Andrea Bogner German studies, University of Göttingen Prof Dr Petra Böhnke sociology, University of Hamburg Prof Dr Hans-Jürgen Bömelburg history, University of Giessen Prof Dr Thorsten Bonacker sociology, University of Marburg Prof Dr Kristian Bosselmann-Cyran German studies, Hochschule Koblenz Prof Dr Frank Brand mathematics, Berlin School of Economics and Law Prof Dr Boris Braun geosciences, University of Cologne Prof Dr Thomas Braunbeck chemistry, University of Heidelberg Prof Dr Dr hc H-Christian Brauweiler economics, University of Applied Sciences Zwickau Prof Dr Burkhard Breig law, Freie Universität Berlin Prof Dr Michael Brenner law, University of Jena Prof Dr Horst Brezinski economics, TU Bergakademie Freiberg Prof Dr Kai-Thomas Brinkmann physics, University of Giessen Prof Dr med Peter Brossart medicine, University Hospital Bonn Prof Dr Ulf Brunnbauer history, University of Regensburg Prof Dr Alexander Bruns law, University of Freiburg Prof Dr Peter Buchholz computer science, TU Dortmund Prof Dr Andreas Buerkert agriculture, University of Kassel Prof Dr Doris Bühler-Niederberger law, economics and social sciences, University of Wuppertal Prof Dr Daniel Buncic Slavic studies, University of Cologne Prof Dr Dirk Burdinski solid state Annex 122 Selection Committees

physics, materials science, TH Köln Prof Dr Nicolai Burzlaff chemistry, FAU Erlangen-Nuremberg Prof Dr Andreas Busch political science, University of Göttingen Prof Dr Johann Büssow Oriental and Islamic studies, University of Tübingen Prof Dr Holger Butenschön chemistry, University of Hanover Prof Dr Flemming Christiansen sociology, University of Duisburg-Essen Prof Dr Hans-Joachim Cremer law, University of Mannheim Prof Dr Kathrin Dausmann zoology, University of Hamburg Dr Manfred Denich ecology, environmental science, landscape planning, University of Bonn Prof Dr Claudia Derichs political science, University of Marburg Prof Dr Uta Dickhöfer agriculture, University of Hohenheim Prof Dr Claudia Diehl sociology, University of Konstanz Prof Dr Peter Dieter medicine, TU Dresden Prof Dr Andreas Dittmann geoscience, University of Giessen Prof Dr Martin Dressel physics, University of Stuttgart Dr Roman Duelli medicine, University of Heidelberg Prof Dr Sebastian Dullien business administration, HTW Berlin Prof Dr Jörg Dünne linguistics and literature, Humboldt Universität Berlin Prof Dr Andreas Ebbinghaus Slavic studies, University of Würzburg Prof Dr Alexander Ebner political science, University of Frankfurt am Main Prof Dr Frank Eckardt social sciences, Bauhaus-Universität Weimar Prof Dr Judith Ehsen-Rühl business administration, Frankfurt University of Applied Sciences Prof Dr Ludwig M Eichinger linguistics and literature, University of Mannheim Prof Dr Daniela Eisele business administration, HSBA Hamburg School of Business Administration GmbH Dr Marianne Engeser chemistry, University of Bonn Prof Dr Ralf Enz biochemistry, FAU Erlangen-Nuremberg Prof Dr med Christian Fegeler computer science, Heilbronn University of Applied Sciences Prof Dr Astrid M Fellner American studies, Saarland University Prof Dr Gisella Ferraresi German studies, University of Bamberg Prof Dr Michael Feucht business administration, Augsburg University of Applied Sciences Prof Dr Sonja Fielitz European languages, University of Marburg Prof Florian Fischer architecture, Nuremberg Tech Prof Johannes Fischer drums, University of Music Lübeck Prof Eckhard Fischer violin, Detmold University of Music Prof Dr Doris Fischer Sinology, University of Würzburg Prof Dr med Bernhard Fleischer medicine, University Medical Center Hamburg-Eppendorf Prof Dr Ghislain Fourier mathematics, Leibniz University Hanover Prof Dr Guy Fournier business administration, Hochschule Pforzheim Prof Dr Cornelia Freitag-Schubert communications design, RheinMain University of Applied Sciences Wiesbaden Prof Dr Marc Frey history, Bundeswehr University Munich Prof Dr Johann-Christoph Freytag computer science, Humboldt-Universität Berlin Dr-Ing Stephan Fuchs civil engineering, Karlsruhe Institute of Technology Christin Fuchs business administration, Roche Diagnostics Deutschland GmbH Prof Dr Hermann Funk English studies, University of Jena Prof Michael Gais design, product and textile design, TH Köln Prof Dr Carsten Gansel German studies, University of Giessen Prof Crister S Garrett American languages, University of Leipzig Prof Dr Stefan Garsztecki political science, TU Chemnitz Prof Dr Jens Geelhaar media science, Bauhaus-Universität Weimar Frank George economics, WHO European Centre for Environment and Health, Bonn Prof Dr Hartmut Gnuschke mechanical engineering, Coburg University Prof Dr Frank Gogoll economics, TH Köln Prof Dr Frank Golczewski history, University of Hamburg Prof Sabine Golde design, product and textile design, University of Art and Design Halle Prof Dr Rainer Goldt philosophy, University of Mainz Prof Dr Delia González de Reufels history, University of Bremen Prof Dr phil Constantin Goschler history, Ruhr-Universität Bochum Prof Dr Luis Greco law, University of Augsburg Prof Dr-Ing Ulrich Gross engineering, Technische Universität Bergakademie Freiberg Prof Dr Florian Grotz political science, Bundeswehr University Hamburg Prof Dr Manuela Günter philosophy, University of Cologne Prof Dr Hans-Jürgen Gursky geology, TU Clausthal Prof Dr Jürgen Haase physics, University of Leipzig Bernhard Hackstette University of Göttingen Prof Dr Barbara Hahn geography, University of Würzburg Prof Dr Johannes Hamhaber geography, TH Köln Prof Dr Jürgen Hammerstaedt history, University of Cologne Prof Dr Martin Hanke-Bourgeois mathematics, University of Mainz Prof Dr Jürgen Hannemann biotechnology, HBC Biberach University of Applied Sciences Dr Ursula Hans International Office, Humboldt-Universität Berlin Dr Jan Hansen economics, Humboldt-Universität Berlin Prof Dr Cilja Harders political science, Freie Universität Berlin Prof Dr Philipp Harms economics, University of Mainz Prof Dr Dorothee Haroske mathematics, University of Jena Prof Dr Christof Hartmann political science, University of Duisburg-Essen Prof Wally Hase flute, University of Music and Performing Arts Vienna Dr Ursula Hassel language and cultural studies, Rheinische Fachhochschule Cologne Prof Dr Eva Haverkamp history, LMU Munich Prof Dr Simon Hecker electrical engineering, Munich University of Applied Sciences Prof Dr Michael Heese law, University of Regensburg Prof Dr Martin Heger law, Humboldt-Universität Berlin Prof Dr Wolfgang Heiden computer science, Bonn-Rhein-Sieg University of Applied Sciences Prof Dr-Ing Stefan Heinrich chemistry, Hamburg University of Technology Prof Dr Annex Selection Committees 123

Beate Henn-Memmesheimer German studies, University of Mannheim Prof Dr Andreas Hensel pharmacy, University of Münster Prof Dr Ute Hentschel-Humeida biology, Helmholtz Centre for Ocean Research Kiel Prof Sabine Herken performing arts, Berlin University of the Arts Prof Dr Stefan Herlitze zoology, University of Bochum Prof Dr Roland Hertrich business administration, Coburg University Prof Dr Evamarie Hey-Hawkins chemistry, University of Leipzig Prof Dr Martin Hiersemann chemistry, TU Dortmund University Prof Dr Frank Hilker environmental systems research, University of Osnabrück Prof Dr Almut Hille German literary science, Freie Universität Berlin Dr Helke Hillebrand biology, University of Heidelberg Prof Dr Dieter Hogrefe computer science, University of Göttingen Prof Albrecht Holder music, University of Music Würzburg Prof Dr-Ing Robert Hönl engineering, Furtwangen University Prof Dr Wolfgang Höpken history, University of Leipzig Prof Dr Marcus Höreth political science, TU Kaiserslautern Prof Dr Hans-Detlef Horn law, economics and social sciences, University of Marburg Prof Dr Hans-Werner Huneke German studies, Heidelberg University of Education Prof Dr Axel Hunger electrical engineering, University of Duisburg-Essen Dr Manja Hussner University of Halle-Wittenberg Prof Dr Pierre Ibisch biology, University for Sustainable Development Eberswalde Prof Tjark Ihmels fine arts, Mainz University of Applied Sciences Prof Dr Peter Imming pharmacy, University of Halle-Wittenberg Prof Alfred Jacoby architecture, Anhalt University of Applied Sciences Prof Dr Wolfram Jaegermann physics, University of Darmstadt Prof Dr Christoph Janiak chemistry, University of Düsseldorf Prof Dr Georg Jansen chemistry, University of Duisburg-Essen Prof Dr Kurt Jax biology, Helmholtz Centre for Environmental Research Prof Dr Torsten Jeinsch engineering, University of Rostock Prof Dr Jürgen Jerger economics, University of Regensburg Prof Diethelm Jonas oboe, University of Music Lübeck Prof Dr Uwe Jun political science, University of Trier Prof Dr Susanne Junker architecture, Beuth University of Applied Sciences Berlin Prof Dr Klaus Jürgens biology, University of Rostock Dr Zeynep Kalkavan-Aydin linguistics and literature, University of Münster Prof Dr Katja Kanzler American Studies, TU Dresden Prof Dr Axel Karenberg medicine, University of Cologne Dr René Kegelmann German studies, University of Hildesheim Prof Dr Ralph Kehlenbach biochemistry, Universitätsmedizin Göttingen Prof Dr Dr Andreas Kelletat German linguistics, University of Mainz Prof Dr Gabriele Kern-Isberner computer science, TU Dortmund Prof Dr Annette Kern-Stähler English studies, University of Berne Prof Dr Holger Kersten American studies, University of Halle-Wittenberg Prof Dr Oliver Kessler political science, University of Erfurt Prof Dr Mouez Khalfaoui Oriental and Islamic studies, University of Tübingen Prof Dr Frank Kirchhoff medicine, Faculty of Medicine, Saarland University Prof Dr Tobias Klass philosophy, University of Wuppertal Prof Dr Hans-Henning Klauß physics, TU Dresden Prof Dr Arno Kleber geosciences, TU Dresden Prof Dr Axel Klein chemistry, University of Cologne Prof Dr Wolf Peter Klein German studies, University of Würzburg Prof Dr Heiner F Klemme philosophy, University of Halle-Wittenberg Prof Dr Karin Kleppin general and comparative linguistics, Ruhr-Universität Bochum Prof Ulrich Klieber fine arts, University of Art and Design Halle Prof Dr-Ing Ludger Klinkenbusch electrical engineering, University of Kiel Prof Sybille Klose design, product and textile design, Hochschule Pforzheim Dr med Michael Knipper medicine, University of Giessen Prof Dr Karl- Wilhelm Koch biochemistry, University of Oldenburg Prof Dr Ursula Kocher linguistics and literature studies, University of Wuppertal Prof Markus Köhler singing, Detmold University of Music Prof Dr Stephan Kraft German studies, University of Würzburg Prof Stefanie Krahnenfeld singing, Mannheim University of Music and Performing Arts Prof Dr Kirsten Kramer German literature studies, University of Bielefeld Prof Dr Sebastian Krautheim international business administration, University of Passau Prof Dr Sebastian Krebber law, University of Freiburg Prof Dr Ulrich Krohs philosophy, University of Münster Prof Dr Günther Kronenbitter history, University of Augsburg Prof Dr Michael Kruse veterinary medicine, agriculture, forestry and food sciences, ecology, University of Hohenheim Prof Dr Herbert Kuchen computer science, University of Münster Prof Dr Thorsten Kümper business administration, Flensburg University of Applied Sciences Prof Dr Gunter Kürble business administration, Hochschule Kaiserslautern Prof Dr Dietrich Kuske computer science, Ilmenau University of Technology Prof Dr Hans-Joachim Kuss geoscience, University of Bremen Prof Michael Küttner music, Mannheim University of Music and Performing Arts Prof Dr Reiner Lammers molecular biology, genetics, University of Tübingen Prof Eric Lanz photography, Hochschule der Bildenden Künste Saar Prof Dr Jann Lay economics, GIGA German Institute of Global & Area Studies Prof Dr Daniel Leese Sinology, University of Freiburg Prof Dr-Ing Roberto Leidhold electrical engineering, University of Magdeburg Prof Dr Olaf Leiße political science, University of Jena Prof Dr Anja Lemke linguistics and literature studies, University of Cologne Prof Dr Norbert Lennartz English studies, Annex 124 Selection Committees

University of Vechta Prof Dr habil Annette Leonhardt education, LMU Munich Prof Dr Thomas Liebetruth business administration, OTH Regensburg Niels Lohmann law, economics and social sciences, United Nations Volunteers programme Prof Dr Sebastian Lohsse law, University of Münster Prof Dr med Dieter Lüttje medicine, Klinikum Osnabrück Prof Dr rer nat Matthias Mack molecular biology, genetics, Hochschule Mannheim University of Applied Sciences Prof Dieter Mack music, University of Music Lübeck Prof Christian Macketanz fine arts, Hochschule für Bildende Künste Dresden Prof Dr Günther Maihold political science, German Institute for International and Security AffairsProf Dr Werner Mäntele biology, University of Frankfurt am Main Prof Dr Thilo Marauhn law, University of Giessen Prof Dr-Ing Bernd Markert mechanical engineering, RWTH Aachen Prof Dr med Udo R Markert medicine, Jena University Hospital Prof Dr Dieter Martin German literature studies, University of Freiburg Prof Dr Nicole Marx German as a foreign language, German as a second language, University of Bremen David Matern political science, United Nations World Food Programme Prof Dr-Ing Andreas Maurial civil engineering, OTH Regensburg Tim Maxian Rusche law, EU Commission Prof Dr Eric Mayer economics, University of Würzburg Prof Dr Jürgen Meckl economics, University of Giessen Prof Dr Stefanie Meilinger engineering, Hochschule Bonn-Rhein-Sieg Prof Dr Christof Melcher mathematics, RWTH Aachen Prof Dr-Ing Andreas Menzel engineering, TU Dortmund Prof Dr-Ing Bärbel Mertsching mathematics, University of Paderborn PD Dr Bernard Metsch physics, University of Bonn Prof Dr Jan Waalke Meyer archaeology, University of Frankfurt am Main Prof Dr Volker Michel mathematics, University of Siegen Prof Dr Martin Middendorf computer science, University of Leipzig Prof Dr Peter Miglus history, University of Heidelberg Prof Dorothea Mink design, product and textile design, University of the Arts Bremen Prof Dr rer nat Bruno Moerschbacher biology, University of Münster Dr Verena Molitor sociology, University of Bielefeld Prof Johannes Monno guitar, State University of Music and the Performing Arts Stuttgart Prof Dr med. Andreas Mügge medicine, Ruhr-Universität Bochum Prof Dr-Ing Jens Müller electrical engineering, Ilmenau University of Technology PD Dr Sonja Müller German studies, University of Wuppertal Prof Dr Martina Müller physics, Forschungszentrum Jülich Prof Dr Ferdinand Müller-Rommel political science, University of Lüneburg Prof Dr Gabriele Multhoff medicine, TU Munich Prof Dr phil Hassan Y Naim biochemistry, University of Veterinary Medicine Hanover Prof Dr-Ing Paul Helmut Nebeling mechanical engineering, Reutlingen University Prof Dr Josef Nerb psychiatry, Pädagogische Hochschule Freiburg Prof Dr Walter Neu mathematics, University of Applied Sciences Emden / Leer Dr Heike Niebergall-Lackner law, International Committee of the Red Cross Prof Dr-Ing André Niemann engineering, University of Duisburg-Essen Prof Dr Bernhard Nietert law, economics and social sciences, University of Marburg Prof Dr Brigitte Nixdorf ecology, environmental science, landscape planning, TU Cottbus Prof Dr Hans-Christoph Nürk psychiatry, University of Tübingen Prof Dr Corinna Onnen sociology, University of Vechta Prof Dr Anke Ortlepp history, University of Cologne Prof Dr Frank Otto geology, Technische Hochschule Georg Agricola Prof Dr-Ing Mario Pacas electrical engineering, University of Siegen Prof Dr Andrea Pagni Romance studies, University of Erlangen Prof Dr Rolf Parr German studies, University of Duisburg-Essen Prof Dr Michael Paul business administration, University of Augsburg Prof Dr rer nat Harald Paulsen biology, University of Mainz Prof Dr Elke Pawelzik agriculture, University of Göttingen Prof Dr Mehrdad Payandeh law, Bucerius Law School Hamburg PD Dr Axel Pelster physics, TU Kaiserslautern Prof Dr Kerstin Pezoldt business administration, Ilmenau University of Technology Prof Dr med. Klaus Pfeffermicrobiology, University of Düsseldorf Prof Dr Hans-Joachim Pflüger biology, Freie Universität Berlin Prof Dr Manfred Pienemann English studies, University of Paderborn Prof Dr rer nat Meike Piepenbring biology, University of Frankfurt am Main Prof Dr Wolfram Pietsch business administration, Aachen University of Applied Sciences Prof Dr Teresa Pinheiro German studies, TU Chemnitz Prof Dr Johannes Pinnekamp engineering, RWTH Aachen Prof Dr Daniela Pirazzini languages, University of Bonn Prof Dr Andreas Podelski computer science, University of Freiburg Prof Dr-Ing Frank Pöhler mechanical engineering, Karlsruhe University of Applied Sciences Prof Dr Andrea Polle forestry and wood science, University of Göttingen Prof Dr rer nat Valentin Popov physics, TU Berlin Prof Dr-Ing Stefan Posch computer science, University of Halle-Wittenberg Prof Dr Gabriele Pradel biology, RWTH Aachen Prof Dr-Ing Axel Preuße geophysics, RWTH Aachen Prof Dr Christian Prunitsch Slavic studies, TU Dresden Prof Dr Andreas Pyka economics, University of Hohenheim Prof Dr Martin F Quaas environmental, resource and ecological economics, University of Kiel Prof Dr-Ing Franz Quint electrical engineering, Karlsruhe University of Applied Sciences Prof Hugo Read saxophone, University of the Arts Essen Prof Dr-Ing Johann Reger electrical engineering, Ilmenau University of Technology Prof Dr Barbara Annex Selection Committees 125

Reichert geology, University of Bonn Prof Uwe J Reinhardt communication studies, Düsseldorf University of Applied Sciences Prof Dr Oliver Reiser chemistry, University of Regensburg Prof Dr Natalia Ribberink management, Hamburg University of Applied Sciences Prof Dr Ulrich Riller geography, University of Hamburg Prof Dr-Ing Jörg Rinklebe engineering, University of Wuppertal Prof Ricarda Roggan photography, Stuttgart State Academy of Art and Design Prof Dr Jan Röhnert German studies, TU Braunschweig Prof Dr Heike Roll German as a foreign language, German as a second language, University of Duisburg-Essen Prof Alexander Roob free art, Stuttgart State Academy of Art and Design Prof Dr Gertrud Maria Rösch German studies, University of Heidelberg Prof Dr Paul Rosenthal computer science, University of Rostock Birgit Roser University of Trier Prof Dr Irene Rothe computer science, Hochschule Bonn-Rhein-Sieg Prof Dr Frank Rövekamp political science, Ludwigshafen University of Business and Society Prof Dr-Ing Annette Rudolph-Cleffarchitecture, TU Darmstadt Prof Dr Thomas Rüfner law, University of Trier Prof Dr Danuta Rytel-Schwarz translating and interpreting, University of Leipzig Prof Dr Thomas Saalfeld political science, University of Bamberg Prof Dr Ute Sacksofsky law, University of Frankfurt am Main Dr jur Raja Sakrani law, economics and social sciences, Käte Hamburger Kolleg, University of Bonn Prof Vera Sander performing arts, Hochschule für Musik und Tanz Köln Prof Dr-Ing Oliver Sawodny engineering, University of Stuttgart Prof Dr Andreas Schadschneider physics, University of Cologne Prof Dr Björn Malte Schäfer astronomy, astrophysics, University of Heidelberg Prof Dr Michael Schäfer mechanical engineering, TU Darmstadt Prof Dr Christian Schäfer philosophy, University of Bamberg Prof Dr Monika Schausten history, University of Cologne Prof Ulrich Schendzielorz fine arts, Hochschule für Gestaltung Schwäbisch Gmünd Prof Dr Christoph Scherrer political science, University of Kassel Prof Dr Hans J Scheuer philosophy, Humboldt-Universität Berlin Prof Dr rer nat Christian Schindelhauer computer science, University of Freiburg Prof Dr Bernhard Schipp law, economics and social sciences, TU Dresden Prof Dr Christian Schlag business administration, University of Frankfurt am Main Prof Dr Christopher Schlägel business administration, University of Magdeburg Prof Dr Ralf Schlauderer agriculture, Weihenstephan-Triesdorf University of Applied Sciences Prof Dr Sabine Schlüter environment and resource economics in the tropics and subtropics, TH Köln Prof Dr-Ing Burkhard Schmager business administration, Jena University of Applied Sciences Prof Martin Schmeding organ, University of Music and Theatre Leipzig Prof Dr Christian Schmidkonz international business administration, Munich Business School Prof Dr Dr hc Michael Schmidt ecology, environmental sciences, landscape planning, BTU Cottbus Prof Dr Hartmut Schmieden physics, University of Bonn Prof Dr med Frank Schmitz anatomy, Saarland University Prof Dr Oliver J Schmitz chemistry, University of Duisburg-Essen Prof Dr Mathias Schmoeckel law, University of Bonn Prof Dr Lothar Schneider German studies, University of Giessen Prof Dr Sibylle Schönborn German studies, University of Düsseldorf Prof Dr Bettina Schöndorf-Haubold law, University of Giessen Prof Dr rer pol habil Eric Schoop business informatics, TU Dresden Prof Dr Dominik Schrage sociology, TU Dresden Prof Dr Karen Schramm German as a foreign language, German as a second language, University of Vienna Prof Dr Wolfram Schrettl economics, Freie Universität Berlin Prof Werner Schrietter music, Karlsruhe University of Music Prof Dr Bernhard Schröder German studies, University of Duisburg-Essen Prof Dr Christoph Schroeder German studies, University of Potsdam Dr Sabina Schroeter-Brauss German studies, University of Münster Prof Michael Schubert sound engineering, Detmold University of Music Prof Dr-Ing Hans-Eberhard Schurk mechanical engineering, Augsburg University of Applied Sciences Prof Dr-Ing Lothar Schüssele electrical engineering, Offenburg University of Applied Sciences Prof Dr Brigitta Schütt geoscience, Freie Universität Berlin Prof Dr habil Niels Schütze environmental science, TU Dresden Prof Dr Ralph Thomas Schwarz medicine, University of Marburg Daniela Schweitzer law, Karlsruhe University of Applied Sciences Prof Dr Mark O Sellenthin economics, Koblenz University of Applied Sciences Prof Dr Jörn Sesterhenn mechanical engineering, TU Berlin Prof Dr Shingo Shimada Asian languages, University of Düsseldorf Prof Dr Jan-Reinhard Sieckmann law, University of Erlangen Dr hc Hans-Jürgen Simm law, University of Bielefeld Prof Dr Horst Simon German linguistics, Freie Universität Berlin Adriana Slavcheva University of Applied Sciences Zwickau Prof Dr-Ing Dirk Söffkerengineering, University of Duisburg-Essen Prof Hendrik Soll jazz/pop – piano, Hochschule für Musik und Tanz Köln Prof Dr phil Hans-Joachim Solms German studies, University of Halle- Wittenberg Prof Dr med Tim Sparwasser medicine, University of Mainz Prof Dr Heike Sperling digital imaging, Düsseldorf University of Applied Sciences Prof Dr Roland Spiller European languages, University of Frankfurt am Main Prof Dr Dr Michael Spiteller chemistry, TU Dortmund Prof Carolin Stapenhorst architecture, RWTH Aachen Annex 126 Selection Committees

Prof Dr-Ing Stephan Staudacher mechanical engineering, University of Stuttgart Prof Dr Jens Steffek political science, TU Darmstadt Prof Dr Wilhelm Steingrube geography, University of Greifswald Prof Norbert Stertz horn, Detmold University of Music Prof Dr Joachim Stiensmeier-Pelster psychology, University of Giessen Prof Dr-Ing Christoph Stiller physics, Karlsruhe Institute of Technology Prof Dr rer nat Ursula Stockhorst psychology, University of Osnabrück Prof Tina Stolt fine art, University of Koblenz-LandauProf Ulrike Stoltz fine art, University of Art Braunschweig Prof Dr Anne Storch languages of Africa/Middle East, University of Cologne Prof Dr Jens Stoye genome informatics, University of Bielefeld Prof Dr-Ing Jens Strackeljan mechanical engineering, University of Magdeburg Prof Dr rer nat Olaf Strauß medicine, Universitätsmedizin Berlin Prof Dr Benedikt Stuchtey history, University of Marburg Prof Dr Michael Stürner law, University of Konstanz Prof Dr Hartmut Stützel agriculture, University of Hanover Dr Heike Tauerschmidt International Office, Bremen University of Applied Sciences Dr Stefan Thalhammer biology, University of Augsburg Prof Dr Robert Thimme medicine, University of Freiburg Prof Nina Tichman piano, Hochschule für Musik und Tanz Köln Prof Dr Dagmar Timmann- Braun experimental neurology, University of Duisburg-Essen Prof Dr Cornelius Torp history, Freie Universität Berlin Prof Dr Walter Traunspurger ecology, environmental science, landscape planning, University of Bielefeld Prof Dr Wolfgang Tremel chemistry, University of Mainz Prof Dr Rainer Trinczek sociology, University of Erlangen Prof Dr Tobias Tröger law, University of Frankfurt am Main Prof Dr Marco Tschapka biology, University of Ulm Prof Dr Christian Tschilschke Romance studies, University of Siegen Prof Dr Dr hc Joachim Ulrich engineering, University of Halle-Wittenberg Prof Michael Vaerst architecture, TU Dresden Prof Dr-Ing Sándor Vajna mechanical engineering, University of Magdeburg Prof Wim van den Bergh architecture, RWTH Aachen Prof Olaf Van Gonnissen guitar, Hochschule für Musik und Theater Hamburg Prof Dr Christoph Vatter Romance studies, University of Halle-Wittenberg Prof Dr Stefan Vidal ecology, environmental sciences, landscape planning, University of Göttingen Prof Dr Gabriele Vogt Japanese studies, University of Hamburg Prof Dr Uwe Vollmer economics, University of Leipzig Julia Volz University of Giessen Prof Dr Gerhard von der Emde biology, University of Bonn Prof Dr Dagmar von Hoff German studies, University of Mainz Prof Dr Christian von Savigny physics, University of Greifswald Prof Dr Ute C Vothknecht biology, University of Bonn Prof Dr Heike Wägele phylogenetics, Zoological Research Museum Alexander Koenig Prof Dr Klaus Peter Walter European languages, University of Passau Christin Wannagat University of Tübingen Prof Gabriel Weber architecture, Rosenheim University of Applied Sciences Prof Dr Horst Weich German literature studies, LMU Munich Prof Dr Wolfgang Weigand chemistry, University of Jena Prof Dr-Ing Thomas Christian Weik computer science, Münster University of Applied Sciences Prof Dr Stephan Weinert business administration, Ludwigshafen University of Business and Society Prof Dr-Ing Martin Weischer civil engineering, Münster University of Applied Sciences Prof Dr Maria-Paz Weisshaar biochemistry, Bonn-Rhein-Sieg University of Applied Sciences Prof Dr Marc-Philippe Weller law, University of Heidelberg Prof Dr Klaus Wendt physics, University of Mainz Prof Peter Weniger jazz/pop – wind instruments, University of Music and Theatre Leipzig Prof Dr Carsten Westphal physics, TU Dortmund Prof Ehrhard Wetz music, Mannheim University of Music and Performing Arts Prof Dr Claudia Wich-Reif German studies, University of Bonn Prof Dr Claudia Wickleder chemistry, University of Siegen Prof Dr-Ing Renatus Widmann civil engineering, University of Duisburg-Essen Prof Dr Thomas Wiedemann computer science, HTW Dresden Prof Dr Dirk Wiemann German studies, University of Potsdam Prof Dr-Ing Silke Wieprecht civil engineering, University of Stuttgart Prof Carola Wiese architecture, TH Köln Prof Dr Christian Wild ecology, University of Bremen Prof Dr Gerhard Wilde physics, University of Münster Prof Dr Thomas Wilke biology, University of Giessen Prof Dr Max Wilke geosciences, University of Potsdam Prof Dr Eva-Maria Willkop linguistics and literature studies, University of Mainz Prof Dr Jürgen Wilzewski political science, TU Kaiserslautern Prof Dr Michael Wink biology, University of Heidelberg Prof Dr Walter Witke molecular biology, genetics, University of Bonn Prof Dr Reinhard Wolf political science, University of Frankfurt am Main Prof Dr Thomas Wortmann linguistics and literature studies, University of Mannheim Prof Dr Elmar Woschke mechanical engineering, University of Magdeburg Prof Dr Frank Zaucke medicine, University Hospital Friedrichsheim Prof Dr Annette Zimmer political science, University of Münster Prof Dr Thomas Zittel political science, University of Frankfurt am Main Prof Jürgen Znotka computer science, Westphalian University of Applied Sciences Prof Angela Zumpe fine arts, Anhalt University of Applied SciencesProf Carola Zwick design, product and textile design, Weißensee Academy of Art Berlin Annex Selection Committees 127

Members of the Committee of Independent Peer Reviewers of the placement office for German scientists and scholars abroad As of 31 December 2018

Committee of Independent Peer Reviewers: Dr phil, apl Claudia Albert Institute of German and Dutch Languages and Literatures, FU Berlin Prof Dr jur Hermann-Josef Blanke public law, international law and European integration, University of Erfurt Prof Dr Doris Bühler- Niederberger sociology and social sciences, University of Wuppertal Prof Dr Udo Fink law and economics, Chair of Public Law, International and European Law, International Economic Law, University of Mainz Prof Dr Ulfert Focken Institute of Fisheries Ecology, Thünen Institute Prof Dr Stefan Garsztecki cultural and country studies on East Central Europe, TU Chemnitz Prof Dr Hans-Ulrich Heiß vice president of teaching, digitalisation and sustainability, TU Berlin Univ-Prof Dr-Ing Rüdiger Höffer Faculty of Civil and Environmental Engineering, Ruhr-Universität Bochum Prof Dr Gerhard Hohloch Faculty of Law, University of Freiburg Prof Dr Wolfgang Liebl Chair of Microbiology, TU Munich Prof Dr-Ing Andreas Maurial Faculty of Civil Engineering, OTH Regensburg Prof Dr-Ing habil Mathias Paschen Chair of Ocean Engineering, University of Rostock Prof Dr-Ing Jürgen Ruth Faculty of Architecture and Urbanism, Bauhaus- Universität Weimar Prof Dr rer soc Oliver Schlumberger Institute of Political Science, University of Tübingen Prof Dr Hendrik Schubert Institute of Biosciences, University of Rostock Prof Dr Claudia Wich-Reif Institute of Geman Studies, University of Bonn Annex 128 Selection Committees

Jurors for the Artists-in-Berlin Program As of 31 December 2018 Fine arts: Celenk Bafra curator for contemporary art, architecture, photography and film, IstanbulLorenzo Benedetti curator for contemporary art, Kunstmuseum St. Gallen Nataša Ilić curators’ collective “What, How & for Whom (WHW)”, Berlin Hyunjin Kim curator for the Asian region, KADIST, San Fransicso/Seoul Nicolaus Schafhausen curator and director, Kunsthalle Wien Thomas Thiel curator and director, Bielefelder Kunstverein Film: Toby Ashraf film critic and curator, BerlinBirgit Kohler director, arsenal – institut für film und videokunst e.V., Berlin Elena Meilicke cultural scientist and film critic, BerlinAlex Moussa Sawadogo director of the “Afrikamera. Current Cinema from Africa” festival, Berlin Literature: Leyla Dakhli Centre Marc Bloch Berlin Ricardo Domeneck lyricist and literature journalist, Berlin Gregor Dotzauer literature editor at Tagesspiegel, Berlin Senthuran Varatharajah author and philosopher, Berlin Gabriele von Arnim journalist and author, Berlin Music: Du Yun composer, curator and director of the Mata Festival, New York Thorbjørn Tønder Hansen director of the Ultima Festival, Oslo, Norway Dr Lydia Jeschke chief editor for new music/jazz, SWR, Freiburg im Breisgau Bert Palinckx musician and director of November Music, ’s-Hertogenbosch Sergio Pinto composer, curator and deputy director of SESC Pompeia, São Paulo, Brazil Sabine Vogel flautist and composer, Berlin

Members of the Advisory Council for German Language and Literature As of 31 December 2018

Prof Dr Ana Margarida Abrantes deputy chairwoman of the Advisory Council, Universidade Católica Portuguesa, Lisbon Silvana Deilen student council member, University of Mainz Prof Dr Britta Hufeisen TU Darmstadt Prof Dr Gerhard Lauer chairman of the Advisory Council, University of Basel Prof Dr Henning Lobin director of the Institut für Deutsche Sprache (IDS) Mannheim Prof Dr Nine Miedema Saarland University, chairwoman of the Gesellschaft für Hochschulgermanistik in the Deutscher GermanistenverbandProf Dr Eva Neuland University of Wuppertal, member of the DAAD Executive Committee Prof Dr Ton Nijhuis Duitsland Instituut Amsterdam (DIA) Prof Dr Dietmar Rösler University of Giessen Prof Dr Horst Simon Freie Universität Berlin Prof Dr Alice Stašková University of Jena Annex Abbreviations 129

ABBREVIATIONS

AA Federal Foreign Office GAIN german Academic OpenU Online Pedagogical International Network Resources for European AIMS African Institutes of Universities Mathematical Sciences GGCDS ghanaian-German Centre for Development Studies PAD Pädagogischer ASEM Asia-Europe Meeting Austauschdienst GIZ Deutsche Gesellschaft für bicc Bonn International Centre Internationale Zusammenarbeit PASCH Schools: Partners for for Conversion the Future GJU German-Jordanian BIDS Support Initiative for PASCH University, Amman Postdoc-NeT Postdoctoral Schools Researchers Networking Tour GSSP graduate School BMBF federal Ministry of Scholarship Programme PPP Programme for Project- Education and Research Related Personal Exchange GUC german University in Cairo BMZ federal Ministry for PROMOS Programme to Increase Economic Cooperation and GUtech german University of the Mobility of Students from Development Technology, Muscat German Universities CDH Sino-German University HEdIS Hub for Education on ICT RGGU russian State University for Sustainability CDHK Sino-German School for for the Humanities, Moscow Postgraduate Studies iDA international DAAD Academy SDG Sustainable Development CSP Carlo Schmid Programme IDS institut für Deutsche Sprache Goals

DAAD german Academic IMKD international Mobility STIBET grant and Support Exchange Service and Cooperation through Programmes Digitalisation DAHZ german-Argentine Centre TDU Turkish-German University, for Higher Education IPID4all International Doctorates Istanbul in Germany for All DFG german Research TEV Türk Eğitim Vakfı, Turkish Foundation IPP institute of Psychotherapy Educational Foundation and Psychotraumatology DIE german Development TNE transnational education Institute IRCAM institut de Recherche et VGU Vietnamese-German Coordination Acoustique/Musique DKU German-Kazakh University, University, Hanoi Kazan IRDLK institut für russisch- ZEF Centre for Development deutsche Literatur und DWIH german Centres for Research Kulturbeziehungen Research and Innovation ZfA Zentralstelle für das AI artificial intelligence EMEIA europe, Middle East, India Auslandsschulwesen and Africa region KPI key performance indicators

EPOS Development-Related MASPP Master of Psychotherapy Postgraduate Courses and Psychotraumatology

EpU entrepreneurial Universities MPI Max Planck Institute in Africa NA DAAD national Agency for exceed Higher Education EU Higher Education Cooperation Excellence in Development within the DAAD Cooperation Annex 130 Addresses in Germany and Abroad

ADDRESSES IN GERMANY AND ABROAD

DAAD Headquarters Bonn Jakarta Regional Office (est. 1990) Deutscher Akademischer Austauschdienst responsible for Indonesia, Kennedyallee 50 Malaysia and Singapore 53175 Bonn (Germany) German Academic Exchange Service Postfach 200404 Summitmas Tower II, 14 Floor 53134 Bonn (Germany) Jl Jend. Sudirman, Kav. 61–62 Tel. +49 (228) 882-0 12190 Jakarta (Indonesia) Fax +49 (228) 882-444 Tel. +62 (21) 520 08 70, 525 28 07 [email protected] Fax +62 (21) 525 28 22 www.daad.de [email protected] www.daad.id Berlin Office Deutscher Akademischer Austauschdienst Cairo Regional Office (est. 1960) WissenschaftsForum am Gendarmenmarkt responsible for Egypt and Sudan Markgrafenstraße 37 Deutscher Akademischer Austauschdienst 10117 Berlin (Germany) 11 Street El-Saleh Ayoub Government Liaison Office Zamalek, Cairo (Egypt) Tel. +49 (30) 20 22 08-0 Tel. +20 (2) 27 35 27 26-0 Fax +49 (30) 204 12 67 Fax +20 (2) 27 38 41 36 Artists-in-Berlin Program [email protected] Tel. +49 (30) 20 22 08-20 www.daad.eg [email protected] London Regional Office (est. 1952) www.berliner-kuenstlerprogramm.de responsible for the UK and Ireland German Academic Exchange Service DAAD Regional Offices and German Centres for 1 Southampton Place Research and Innovation (DWIH) WC1A 2DA London (Great Britain) Tel. +44 (20) 78 31-95 11 Brussels Regional Office (est. 2007) Fax +44 (20) 78 31-85 75 responsible for the EU institutions [email protected] Deutscher Akademischer Austauschdienst www.daad.org.uk Rue d’Arlon 22–24 1050 Brussels (Belgium) Mexico City Regional Office (est. 2000) Tel. +32 (2) 609 52 89 responsible for Mexico [email protected] Servicio Alemán de Intercambio Académico www.daad-brussels.eu Calle Kepler 157 Col. Nueva Anzures Hanoi Regional Office (est. 2003) Del. Miguel Hidalgo responsible for Vietnam, Cambodia, C.P. 11590 Mexico, D.F. (Mexico) Laos and Myanmar Tel. +52 (55) 52 50 18 83 Deutscher Akademischer Austauschdienst [email protected] Vietnamesisch-Deutsches Zentrum www.daad.mx Trung Tam Viet Duc Hanoi University of Science and Technology Moscow Regional Office (est. 1993) Dai Co Viet / Tran Dai Nghia responsible for the Russian Federation Hanoi (Vietnam) manages the Moscow DWIH Tel. +84 (24) 38 68 37 73 Deutscher Akademischer Austauschdienst [email protected] Leninskij Prospekt 95a www.daad-vietnam.vn Annex Addresses in Germany and Abroad 131

119313 Moscow (Russian Federation) Beijing Regional Office (est. 1994) Tel. +7 (499) 132 49 92 responsible for the People’s Republic of China Fax +7 (499) 132 49 88 (including Hong Kong) [email protected] Deutscher Akademischer Austauschdienst www.daad.ru Landmark Tower 2, Unit 1718 8 North Dongsanhuan Road Nairobi Regional Office (est. 1973) Chaoyang District responsible for Kenya, Ethiopia, Burundi, Rwanda, 100004 Beijing (PR China) South Sudan, Tanzania and Uganda Tel. +86 (10) 65 90-66 56 German Academic Exchange Service Fax +86 (10) 65 90-63 93 Upper Hill Close, 3rd floor Madison [email protected] Insurance Hse www.daad.org.cn Nairobi, P.O. Box 14050 00800 Nairobi (Kenya) Rio de Janeiro Regional Office (est. 1972) Tel. +254 (733) 92 99 29 responsible for Brazil [email protected] manages the DWIH São Paulo www.daad.or.ke Serviço Alemão de Intercâmbio Acadêmico Rua Professor Alfredo Gomes, 37 Botafogo New Delhi Regional Office (est. 1960) 22251-080 Rio de Janeiro (Brazil) responsible for India, Bangladesh, Bhutan, Tel. +55 (21) 25 53 32 96 Nepal and Sri Lanka Fax +55 (21) 25 53 92 61 manages the New Delhi DWIH [email protected] German Academic Exchange Service www.daad.org.br c/o DLTA Complex, R.K. Khanna Stadium, Tokyo Regional Office (est. 1978) 1 Africa Avenue responsible for Japan and South Korea 110 029 New Delhi (India) manages the DWIH Tokyo Tel. +91 (11) 66 46 55 00 Deutscher Akademischer Austauschdienst Fax +91 (11) 66 46 55 55 Deutsches Kulturzentrum [email protected] Akasaka 7-5-56, Minato-ku www.daad.in 107-0052 Tokyo (Japan) Tel. +81 (3) 35 82 59 62 New York Regional Office (est. 1971) Fax +81 (3) 35 82 55 54 responsible for the USA and Canada [email protected] manages the DWIH New York www.daad.jp German Academic Exchange Service 871 United Nations Plaza Warsaw Regional Office (est. 1997) 10017 New York, N.Y. (USA) responsible for Poland Tel. +1 (212) 758 32 23 Niemiecka Centrala Wymiany Akademickiej Fax +1 (212) 755 57 80 ul. Zielna 37 [email protected] 00-108 Warszawa (Poland) www.daad.org Tel.: +48 (22) 395 54 00 Fax: +48 (22) 395 54 07 Paris Regional Office (est. 1963) [email protected] responsible for France www.daad.pl Office Allemand d’Echanges Universitaires Maison de la Recherche Sorbonne Université For the websites of the DAAD Information Centres (IC) 28, rue Serpente please visit www.daad.de/offices 75006 Paris (France) For the websites of the German Centres for Research Tel. +33 (0) 153 10 58 32 and Innovation (DWIH) please visit [email protected] www.dwih-netzwerk.de www.daad-france.fr DAAD ORGANISATIONAL CHART COMMITTEES

General Assembly

Board of Trustees

Executive Committee

Selection Committees

A DEPARTMENT Z DEPARTMENT S

Regional Offices Central Administration Strategy Director: Rudolf Boden (tel. -200) Director: Christiane Schmeken (tel. -204)

A03 Z1 S1 Paris RO Dr Christian Thimme Internal Services Strategic Planning Nicole Friegel (tel. -258) Michael Hörig (tel. -480) A04 London RO Z11 S11 Dr Georg Krawietz Human Resources, Organisation (Z, S, P, Executive Strategic Development and Higher Education Policy Staff and Berlin Office) Katharina Maschke (tel. -8500) A05 Claudia Stein (tel. -307) Moscow RO S12 Dr Andreas Hoeschen Z12 Statistics, Monitoring and Evaluation Human Resources, Organisation (ST, K and EU) Daniel Lechner (tel. -8290) A06 Acting head of section: Nicole Friegel (tel. -258) Warsaw RO S13 Dr Klaudia Knabel Z13 Sustainable Development HR Financial Department and Travel Expense Sebastian Sperlich (tel. -265) A07 Accounting Brussels RO Jörg Adolphi (tel. -688) S14 Nina Salden German Studies, German Language and ‘Lektor’ Z14 Programme A08 General Administration and Purchasing Dr Hebatallah Fathy (tel. -8320) New York RO Christoph Weber (tel. -126) Benedikt Brisch S15 Z15 Research and Studies A09 Quality Management Dr Christian Schäfer (tel. -339) Mexico City RO Susanne Reinbott (tel. -8669) Dr Alexander Au Z16 S2 A10 Legal Affairs Rio de Janeiro RO Anke Geburzyk (tel. -306) Knowledge Exchange and Network Dr Martina Schulze Christoph Hansert (tel. -288)

A11 Z2 S21 Cairo RO Coordination of Regional Expertise Isabell Mering IT Felix Wagenfeld (tel. -136) Sascha Nöthen (tel. -116) A12 S22 Nairobi RO Z21 DAAD Network Dr Helmut Blumbach IT Applications for Scholarships and Projects Ruth Krahe (tel. -583) Elke Kallmann (tel. -515) Nikola Scholle-Pollmann (tel. -4102) A13 New Delhi RO Z22 S23 Heike Mock IT Infrastructure International DAAD Academy (iDA) Alexander Hepting (tel. -590) Alema Ljumanovic-Hück (tel. -707) A14 Beijing RO Z23 S24 Hannelore Bossmann IT Business Applications and Administration Third-Party Funding and DAAD Stiftung Sascha Nöthen (tel. -116) Philipp Effertz (tel. -8703) A15 Tokyo RO Dorothea Mahnke Z3 Friends of the DAAD Manager A16 Finance and Facility Management Tanja Bauer (tel. -249) Hanoi RO Ralf Gandras (tel. -536) Stefan Hase-Bergen Z31 A17 Finance and Controlling Jakarta RO Ralf Gandras (tel. -536) Thomas Zettler Z32 Accounting and Financial Transactions A18 N. N. Maison Heinrich Heine, Paris Dr Christiane Deussen Z33 Facility Management Silke Marschall (tel. -409) For the websites of the DAAD’s Regional Offices and Information Centres, visit: Information security officer (external) www.daad.de/offices Daniel Jütten

This organisational chart is also available online: Data protection officer (external) www.daad.de/organigramm Dr Gregor Scheja

Unless otherwise stated, the above telephone num- Data protection manager bers are extensions. Please first dial: +49 (228) 882- Karin Pankau (tel. -8734)

Last updated: March 2019 Work safety officer Christian Hellweg (tel. -373)

Crisis manager Dr Frens Stöckel (tel. -8664) PRESIDENT VICE PRESIDENT EXECUTIVE STAFF BERLIN OFFICE SB01

Executive Office Head Prof Dr Margret Wintermantel Prof Dr Joybrato Mukherjee Stephanie Plata (tel. -581) Christian Müller (tel. +49 (30) 202208-53) SB02 A01 SECRETARY GENERAL DEPUTY SECRETARY GENERAL DEPUTY SECRETARY GENERAL Internal Auditing Government Liaison Office Jürgen Stricker (tel. -324) Kai Franke (tel. +49 (30) 202208-18) SB03 A02

Dr Dorothea Rüland (tel. -215) Christian Müller (tel. +49 (30) 202208-53) Rudolf Boden (tel. -200) Press Office Artists-in-Berlin Program Bjoern Wilck (tel. -454) Silvia Fehrmann (tel. +49 (30) 202208-25)

DEPARTMENT ST DEPARTMENT P DEPARTMENT K DEPARTMENT EU National Agency for EU Higher Education Scholarships Projects Communications Cooperation Director: Dr Birgit Klüsener (tel. -137) Director: Dr Anette Pieper (tel. -346) Director: Dr Michael Harms (tel. -357) Director: Dr. Klaus Birk (tel. -349)

ST01 ST3 P01 P3 K01 EU01 Financial Management Department ST Financial Management Department P Development Cooperation and Transregional German Centres for Research and Innovation Communication, Quality and Audit Stephan Jeworski (tel. -7983) Scholarship Programmes Southern Hemisphere Dr Hendrik Kelzenberg (tel. -8687) Programmes (DWIH) Agnes Schulze-von Laszewski (tel. -645) Dr Christian Hülshörster (tel. -545) Stefan Bienefeld (tel. -600) Dr Christina Peters (tel. -8697) EU02 ST1 ST31 P1 ERASMUS+ Key Action 1: Latin America Project Policies, Research and P31 K1 Mobility of Individuals Scholarship Policies and Financial Support Almut Mester (tel. -315), Internationalisation, University Networks Institution Building in Higher Education Dr Markus Symmank (tel. -556) Dr Simone Burkhart (tel. -512) Dr Sybilla Tinapp (tel. -8631) Anke Stahl (tel. -217) Lars Gerold (tel. -685) Public Relations Theresa Holz (tel. -245) EU03 ST11 ST32 P11 ERASMUS+ Key Action 2: Scholarship Policies Project Funding Policies K11 Africa P32 Partnerships and Cooperation Projects Nicole Berners (tel. -491) Dr Thomas Schmidt-Dörr (tel. -658) Info Centre Cay Etholz (tel. -686) Development Cooperation: Partnership Programmes, Beate Körner (tel. -257) Mareike Khaskeia (tel. -8034) Theresa Holz (tel. -245) ST12 Alumni Projects and Higher Education Management EU04 Dr Ursula Paintner (tel. -8686) Financial Support, German Scholarship Holders ST33 P12A K12 ERASMUS+ Key Action 3: Marc Wilde (tel. -533) Ute Funke (tel. -436) Middle East, North Africa Project Auditing (P1, P2) Internal Communications Policy Support Elisabeth Stümper (tel. -4105) Mario Theisen (tel. -8744) Karin Norton (tel. -8729) Dr Katharina Fleckenstein (tel. -8611) P33 Martin Schifferings (tel. -716) P12B Project Funding for German Language and ST13 ST34 K13 Project Auditing (P3, P4) and Service Team for Inter- Research Mobility Financial Support, Foreign Scholarship Holders Asia, Pacific External Communications departmental Programmes Stephanie Knobloch (tel. -573) Claudia Petersen (tel. -722) Christian Strowa (tel. -342) Anke Sobieraj (tel. -4669) Birgit Profittlich-Bauch (tel. -641) ST14 ST35 K14 P13 P4 Financial Support, Teaching Staff Abroad Government Scholarship Programmes Middle East, Events Research and Internationalisation, University Net- Internationalisation of Higher Education Elisabeth Schüßler (tel. -352) North Africa Kirsten Habbich (tel. -206) works in Germany Dr Zahar Barth-Manzoori (-4667) ST15 Birgit Siebe-Herbig (tel. -168) Acting director: Anke Stahl (tel. -217) Insurance K2 P41 Marina Palm (tel. -294) ST4 P2 Internationalisation of Teaching Transregional Scholarship Programmes Marketing ST16 Transnational Education and Cooperation Tabea Kaiser (tel. -670) Dr Gisela Schneider (tel. -358) Dr Ursula Egyptien (tel. -388) Alumni: Concept and Coordination Programmes Beate Schindler-Kovats (tel. -575) P42 Dr Heidi Wedel (tel. -8625) Dr Stephan Geifes (tel. -326) Mobility Programmes and Student Support Services K20 ST41 P20 Frank Merkle (tel. -252) GATE Germany Office and Marketing Expertise German Schools Abroad, Internships, Summer ST2 Office of the Consortium for the Vietnamese-Ger- Dorothea Oeyen (tel. -188) Schools P43 Scholarship Programmes Northern Hemisphere man University (VGU) Dr Meltem Göben (tel. -653) Higher Education Programmes for Refugees Dr Roman Luckscheiter (tel.-314) Ursula Hardenbicker (tel. -8650) K21 Felicitas Schnabel (tel. -5201) Katharina Fourier (tel. -259) International Higher Education Marketing ST21 P21 Dr Guido Schnieders (tel. -669) P44 East Central Europe, South East Europe, Turkey ST42 Transnational Education Projects in Europe, Asia Digitalisation for Internationalisation, Universities Antje Schlamm (tel. -284) Scholarships for Development Cooperation and Central Asia K22 of Applied Sciences Andreas Böhler (tel. -127) Susanne Otte (tel. -219) International Research Marketing ST22 Nicole Ohlemüller (tel. -5611) Dr Katja Lasch (tel. -146) Eastern Europe, Central Asia and South Caucasus ST43 P22 Dr Martin Krispin (tel. -405) Research Fellowship Programmes Transnational Education Projects in the Middle K23 Dr Holger Finken (tel. -334) East, Africa, Latin America Information on Studying in Germany ST23 N.N. Anja Schnabel (tel. -648) North America, RISE Esther Kirk (tel. -665) Gabriele Knieps (tel. -271) P23 Cooperation Projects in Europe, South Caucasus, K24 ST24 Central Asia Information on Studying Abroad Western, Northern and Southern Europe Dr Peter Hiller (tel. -367) Alexander Haridi (tel. -763) Wolfgang Gairing (tel. -469) P24 Cooperation Projects in the Middle East, Asia, Africa, WORKS COUNCIL Latin America Dr Alexandra Gerstner (tel. -8738) Bonn Chairman: Torsten Meisel (tel. -392) P25 Office of the Consortium for the Turkish-German WORKS COUNCIL University (TGU) Berlin Dr Wiebke Bachmann (tel. -453) Chairperson: Sebastian Brehmer (tel. +49 (30) 202208-17) P26 German Office of the German-Argentine University WORKS COUNCIL Centre (DAHZ) Daniel Zimmermann (tel. -8761) Central works council Chairperson: Ruth Eberlein (tel. -8879)

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Elisabeth Hartmann (tel. -8180) Imprint

Published by Deutscher Akademischer Austauschdienst (DAAD) German Academic Exchange Service Kennedyallee 50 53175 Bonn (Germany) www.daad.de

Dr Dorothea Rüland, DAAD (responsible)

Concept Anke Sobieraj, DAAD

Coordination Bastian von Jarzebowski, Chantal Grede, DAAD

Editors Jörn Breiholz, Michael Netzhammer, netzhammer & breiholz (PartG), Hamburg

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Design and typesetting Atelier Hauer + Dörfler, Berlin

Printed by W. Kohlhammer Druckerei GmbH + Co KG, Stuttgart

Circulation April 2019 – 3,100 All rights reserved © DAAD

Image credits Michael Jordan (cover, p. 4, 5 all, 8/9, 13, 16/17, 44 top, 48/49, 84/85, 116/117), NASA (p. 2, 3), Lichtographie.de (p. 6), Katrina Friese (p. 14 top left), Marius Schwarz (p. 14 top right), DAAD (p. 14 bottom left), Iris Haidau (p. 14 bottom right), Matthias Kehrein (p. 15 top left), David Ausserhofer/ Stifterverband (p. 15 top centre, 41 left), Prof Vibha Surana (p. 15 top centre left), Dr Lyubomyr Borakovskyy (p. 15 top right), Uta Konopka (p. 15 bottom left), DWIH Tokyo (p. 15 bottom right, 78 both, 79), Stefan Falke (p. 18), Sigrid Dossow (p. 19), Daniela Schmitter (p. 20 all), Konstantin Gastmann (p. 21), Pavlina Jachimova (p. 22), Wendell Weithers Photography (p. 23), Cordula Flegel/Goethe- Institut (p. 24, 25), Stephan Sahm/laif (p. 26 left), Juergen Bauer (p. 26 right), Astrid Ackermann (p. 27 left), Krzysztof Zieliński (p. 27 right), Benjamin Gremler/unsplash (p. 28/29), Rachid Azzouzy (p. 30), Dörthe Hagenguth (p. 31), Matthias Lüdecke (p. 32), Anis Bouattour (p. 33), Michael Kabungo (p. 34), Diane Bernabei/Johns Hopkins University SAIS (p. 35 both), Oliver Fink/University of Heidelberg (p. 38, 39), Eric Lichtenscheidt (p. 41 left), Jan von Allwörden (p. 41 right), Norbert Hüttermann (p. 42), Wolfgang Hübner-Stauf (p. 43, 44 bottom), Thomas Pankau (p. 45, 46 both, 47 right, 68 bottom), Mirosław Kazmierczak (p. 47 top left); Ivan Annusyirvan (p. 47 bottom left), Martin Magunia (p. 50), Eberhard J. Schorr (p. 51 top), Peter Jost (p. 51 bottom), David Ausserhofer (p. 52), Andreas Paasch (p. 53, 60 both, 75, 80, 82), Samuel Tattah (p. 54, 55), Dr Dirk Hollmann/RoHan Archive (p. 56), TU Braunschweig (p. 57), TU Berlin (p. 58), ZEF (p. 59 both), DAAD (p. 61, 70, 72), Joshua Cleopas (p. 62, 63, 65), Oliver Reetz (p. 64), Dani Oshi (p. 66 top); Jan Kulke (p. 66 bottom), Thilo Vogel (p. 68 top), Felix Kindermann (p. 69), Uta Konopka Photographie (p. 73 bottom), Jürgen Lecher (p. 73 top), Armindo Ribeiro/DFKI (p. 76), Francine Schaepper (p. 77 both), German-Jordanian University (GJU) (p. 81), CAPAZ/Luis Enrique Siera (p. 83 bottom), Rolf K Wegst/CAPAZ (p. 83 top), Beowulf Sheehan (p. 97) www.daad.de