International Students in Germany 2016

Total Page:16

File Type:pdf, Size:1020Kb

International Students in Germany 2016 Zusatzlogo Beate Apolinarski, Tasso Brandt International Students in Germany 2016 Results of the Survey of International Students as Part of the 21st Social Survey of ­Deutsches Studentenwerk, conducted by the German Centre for Higher Education ­Research and Science Studies (DZHW) International Students in Germany 2016 in Germany Students International CONTENTS 1 Contents Summary 5 Introduction 11 1 General Information on the Survey 12 1.1 Survey Instrument ...........................................................................................................................................12 1.2 Conducting the Survey ....................................................................................................................................12 1.3 Response Rate and Sample ............................................................................................................................13 2 Access to Higher Education in Germany 15 2.1 Regions of Origin ..............................................................................................................................................15 2.2 Recognition of Previous Education ..............................................................................................................16 2.3 Knowledge of German .....................................................................................................................................20 3 Characteristics of Degree Courses Pursued 23 3.1 Degree Pursued .................................................................................................................................................23 3.2 Subject Area Structure .....................................................................................................................................24 3.3 Type of institution .............................................................................................................................................26 3.4 Semesters Spent in Germany .........................................................................................................................27 3.5 Language of Instruction ..................................................................................................................................28 3.6 Time Commitment for Study and Work ......................................................................................................28 3.7 Scholarship Students and Study Abroad Arrangements of Exchange Students ................................32 4 Socio-demographic Characteristics 35 4.1 Gender ................................................................................................................................................................35 4.2 Age ........................................................................................................................................................................36 4.3 Marital Status, Relationships ..........................................................................................................................36 4.4 Students with Children ....................................................................................................................................37 4.5 Family Educational Background ....................................................................................................................37 2 INTERNATIONAL STUDENTS IN GERMANY 2016 – 21ST SOCIAL SURVEY 5 Living Situation in Germany 39 5.1 Financing Living Expenses .............................................................................................................................39 5.2 Employment while Studying ..........................................................................................................................44 5.3 Housing Types and Housing Situation .........................................................................................................48 5.4 Canteen and Cafeteria Visits ..........................................................................................................................53 6 Germany as a Study Destination 56 6.1 Preferred Place to Study..................................................................................................................................56 6.2 Information on Studying in Germany ..........................................................................................................57 6.3 Reasons for Studying in Germany .................................................................................................................60 6.4 Difficulties in Student Life and Daily Life ....................................................................................................63 6.5 Student Services and Assistance ...................................................................................................................67 6.6 Recommending Germany as a Study Destination .....................................................................................69 6.7 Global Rating of Life in Germany ..................................................................................................................71 References 73 Appendix: Countries of Origin 74 DZHW Contributors 77 Imprint U3 CONTENTS 3 List of Figures Figure 1.1 International students by selected characteristics – obtained sample versus official statistics ...................................................................................................................................................13 Figure 1.2 International students by selected characteristics – obtained sample versus official statistics ...................................................................................................................................................14 Figure 2.1 Regions of origin ....................................................................................................................................15 Figure 2.2 Students by per capita income in the country of origin ...............................................................15 Figure 2.3 Students by per capita income in the country of origin and region of origin ..........................16 Figure 2.4 Type of previous education by selected regions of origin ............................................................16 Figure 2.5 Type of qualification recognised, by type of previous education ...............................................17 Figure 2.6 Type of previous education upon admission to study in Germany and type of qualifi- cation by degree currently pursued ...................................................................................................19 Figure 2.7 Students’ satisfaction with recognition of previous education by status of previous education .................................................................................................................................................20 Figure 2.8 Students’ satisfaction with recognition of previous education by region of origin ...............20 Figure 2.9 Place at which German language proficiency was acquired prior to admission to high- er education in Germany by type of degree pursued ....................................................................21 Figure 2.10 Participation in language courses while studying in Germany ..................................................21 Figure 3.1 Students by type of degree pursued .................................................................................................23 Figure 3.2 Degree pursued by gender ..................................................................................................................23 Figure 3.3 Degree pursued by per capita income in country of origin..........................................................24 Figure 3.4 Students by subject area groups 2012 vs. 2016 ..............................................................................25 Figure 3.5 Subject area groups by per capita income in country of origin and by gender .......................25 Figure 3.6 Subject area groups by type of degree pursued .............................................................................26 Figure 3.7 Type of HE institution by type of degree pursued .........................................................................27 Figure 3.8 Type of HE institution by per capita income in country of origin ..............................................27 Figure 3.9 Students by number of semesters spent in Germany ...................................................................28 Figure 3.10 Time commitment for study and work by type of degree pursued ...........................................29 Figure 3.11 Time commitment for study and work by subject area groups ..................................................30 Figure 3.12 Time commitment for study and work by age groups ..................................................................30 Figure 3.13 Time commitment of working vs. non-working students ...........................................................31 Figure 3.14 Time commitment and assessment of overall workload ............................................................31 Figure 3.15 Proportion of scholarship students by per capita income in country of origin and by type of degree pursued .......................................................................................................................32 Figure 3.16 Scholarship students by subject area group ....................................................................................33
Recommended publications
  • Studying in Germany a Good Choice for Your Child 15 Questions And
    Studying in Germany A Good Choice for Your Child 15 Questions and Answers for Parents AnzElternFlyer_105x210_HD_Aula_02_1_en_vek_rz.indd 1 26.01.2010 17:36:27 Uhr Studying in Germany A Good Choice for Your Child 15 Questions and Answers for Parents 2nd Edition Who are we? The German Academic Exchange Service (DAAD) is a joint organisation of German institutions of higher education and student bodies. Our task is to support academic cooperation around the world, especially by promoting the exchange of students and academics. You can find more information about studying and living in Germany in our info brochures, at www.daad.de and on our DAAD branch office and information centre websites. Studying in Germany 3 Dear Parents, We are happy that you and your child are considering Germany as a place to study abroad. Studying in a foreign country is a big challenge. As a mother myself, I am very aware of the concerns parents have about their children’s well-being and professional future. You’re probably a little nervous about how your child will fare in a foreign country. And you may have many questions that still need answering. This brochure should help you find those answers. Germany is a great place to study and has much to offer your child. German universities have an excellent reputation around the world – a reputation that has endured for hundreds of years. This might explain why Germany is one of the most popular destinations for international students. There are more than 260,000 young people from around the world who study and research in Germany today.
    [Show full text]
  • Studying in Germany Information for Students in South Africa
    Useful Links www.daad.de www.study-in.de www.hochschulkompass.de/en www.phdgermany.de www.research-in-germany.de www.research-explorer.de www.hrk.de/activities/research-map www.academics.com www.funding-guide.de www.euraxess.de/portal/funding_in.html www.testdaf.de www.goethe.de/johannesburg www.germanyandafrica.diplo.de www.alumniportal-deutschland.org www.dw-world.de www.african-excellence.de DAAD South Africa Information Centre Johannesburg SH 3151, Third Floor, Senate House Wits University Po Box 269, Wits, 2050 Tel. + 27 (0)11 717 9334 Fax. + 27 (0)11 717 9335 Fax to email: +27 (0)86 295 3175 Studying in Germany Email: [email protected] Information for students in South Africa www.daad.de Studying in Germany Information for students in South Africa DAAD South Africa Information Centre Johannesburg 2 3 Publisher Contents DAAD South Africa SH 3151, Third Floor, Senate House Wits University Po Box 269, Wits, 2050 Tel. +27 (0)11 717 9334 Fax. +27 (0)11 717 9335 What is the DAAD? Fax to email: +27 (0)86 295 3175 Email: [email protected] www.ic.daad.de/johannesburg DAAD in South Africa Editors: Dr Ralf Hermann & Ms Kerynn Dahl Designer: Ms Kerynn Dahl Higher education & research in Germany On behalf of DAAD Deutscher Akademischer Austausch Dienst German Academic Exchange Service Orientation and admission Kennedyallee 50, 53175 Bonn (Germany) www.daad.de Living in Germany The information contained in this brochure was compiled with greatest possible care. However a guarantee for the correctness of the contents cannot be given.
    [Show full text]
  • The Role of Music in European Integration Discourses on Intellectual Europe
    The Role of Music in European Integration Discourses on Intellectual Europe ALLEA ALLEuropean A cademies Published on behalf of ALLEA Series Editor: Günter Stock, President of ALLEA Volume 2 The Role of Music in European Integration Conciliating Eurocentrism and Multiculturalism Edited by Albrecht Riethmüller ISBN 978-3-11-047752-8 e-ISBN (PDF) 978-3-11-047959-1 e-ISBN (EPUB) 978-3-11-047755-9 ISSN 2364-1398 Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.dnb.de. © 2017 Walter de Gruyter GmbH, Berlin/Boston Cover: www.tagul.com Typesetting: Konvertus, Haarlem Printing: CPI books GmbH, Leck ♾ Printed on acid free paper Printed in Germany www.degruyter.com Foreword by the Series Editor There is a debate on the future of Europe that is currently in progress, and with it comes a perceived scepticism and lack of commitment towards the idea of European integration that increasingly manifests itself in politics, the media, culture and society. The question, however, remains as to what extent this report- ed scepticism truly reflects people’s opinions and feelings about Europe. We all consider it normal to cross borders within Europe, often while using the same money, as well as to take part in exchange programmes, invest in enterprises across Europe and appeal to European institutions if national regulations, for example, do not meet our expectations.
    [Show full text]
  • Colonial Education System in Africa: the German Experience in Cameroon 1884­1916
    Sociology Study, May 2018, Vol. 8, No. 5, 220‐231 D doi: 10.17265/2159‐5526/2018.05.003 DAVID PUBLISHING Colonial Education System in Africa: The German Experience in Cameroon 1884­1916 René Ngek Monteha Abstract In early colonial times, European scientists and politicians explained and justified the aggressive and devastating expansion of Europe to nearly every corner of the world. Africans, for example, had been dehumanized, infantilized, and bereft of history. The legacy of this colonial enterprise can still be observed in various activities of the African especially in the domain of education. The German colonial effort only began in 1884 with the scramble for Africa but was short‐lived in their stay in Africa. As a result, they implemented their own form of education in their colonies in Africa and that was the case in Cameroon. In this sphere, the German colonial authority realized that they gained strength over colonized nations not only through physical control, but also through mental control. This mental control was carried out through their education system. The German educational goal in Cameroon, like elsewhere in Africa, was to expose Africans to a superior culture with the hope that education will usher the natives into the modern world and will make them more civilized. Captured from this background, this paper, in the first segment, analyze the political objectives of the German educational system in Cameroon with emphasis on their desire to extend overseas culture to the natives. Secondly, the characteristics of this educational system in the domains of school premises, teaching style, curriculum contents, and educational organization are examined.
    [Show full text]
  • EDUCATION POLICY OUTLOOK: GERMANY © OECD 2020 0 June 2020 EDUCATION POLICY OUTLOOK
    EDUCATION POLICY OUTLOOK GERMANY EDUCATION POLICY OUTLOOK: GERMANY © OECD 2020 0 June 2020 EDUCATION POLICY OUTLOOK This policy profile on education in Germany is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD’s substantial comparative and sectoral policy knowledge base, the series offers a comparative outlook on education policy. This country policy profile is an update of the first policy profile of Germany (2014) and provides: analysis of the educational context, strengths, challenges and policies; analysis of international trends; and insight into policies and reforms on selected topics. It is an opportunity to take stock of progress and where the education system stands today from the perspective of the OECD through synthetic, evidence-based and comparable analysis. In addition to country-specific profiles, the series also includes a recurring publication. The first volume, Education Policy Outlook 2015: Making Reforms Happen, was released in 2015. The second volume, Education Policy Outlook 2018: Putting Student Learning at the Centre was released in 2018. Its complement, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential was released in autumn 2019. Designed for policy makers, analysts and practitioners who seek information and analysis of education policy taking into account the importance of national context, the country policy profiles offer constructive analysis of education policy
    [Show full text]
  • Politische Bildung Citizenship Education in Germany from Marginalization to New Challenges
    Country Report 118 Politische Bildung Citizenship Education in Germany from marginalization to new challenges Steve Kenner Leibniz University Hannover Keywords: (iti)en!*i% education, !c*ool develo%ment, democrac-, %artici%ation - .nal-!i! of different conce%t! and t*e /a!ic %rinci%le! of citi)en!*i% education in 0erman- - 1e!ult! fo a 2ualit- re!earc* on t*e con!titutional !tatus of citi)en!*i% education - Dea/te a/out citi)en!*i% education and neutralit- - 3ar4inali)ation of citi)en!*i% education a! a %ro/lem in !c*ool! - (*allen4e! for citi)en!*i% education: inclusion, %arti)i%ation, di4itali)ation Purpose: 6*e ai, of t*i! %a%er i! to de!cri/e t*e !tate of current citi)en!*i% education in 0erman- 7it* t*e focus on education in !c*ool!. 6*e ter, 8education9 in t*i! %a%er refer! to t*e conce%t of Bildun4. It not onl- de!cri/e! *o7 to teac*, /ut al!o t*e a/ilit- of !elf-determination of t*e individual. Methodology: 6*e main focus of t*i! article i! to di!cu!! t*e current !tate of citi)en!*i% education in 0erman- 7*ile ta;in4 into account various ,et*odolo4ie!. .,on4!t t*e!e are findin4! of 2ualitative !tudie!, 7*ic* for e<a,%le relate to t*e le4al anc*orin4 of citi)en!*i% education or to %olitical action a! a learnin4 o%%ortunit-. In addition, a co,%re*en!ive anal-!i! of t*e !tate=of=t*e=art re!earc* on t*e /a!ic %rinci%le! of citi)en!*i% education i! %rovided.
    [Show full text]
  • Educational Planning and School Reform: a Report on West Germany. PUB DATE Sep 75 • NOTE 22P
    DOCQ!EWT RESUME ED 131 587 EA009 909 AUTHOR Crowson, Robert L. TITLE Educational Planning and School Reform: A Report on West Germany. PUB DATE Sep 75 • NOTE 22p., EDRS PRICE fF-$0.83.HC-51.67 Plus Postage. DESCRIPTORS Adoption (Ideas); *Educational Change; *Educational Planning; Ele*entary Secondary Education; *Equal Education; Higher; Education IDENTIFIERS *West Germany ABSTRACT This .paper examines t he status of comprehensive planning for educational reform in the Federal Republic of Germany. Althugh a late entrant among thé European nations engaged in school reform, West Germarfy is now heavily involved in the problems and ' politics of,structural change. A "General Plan for Education," calling for widespread alteration in the nation's educational system was approved by the various state and federal governments in late 1973. The first section of this paper briefly reviews the background of Vest Germany's planning effort and the major provision of the "Plan." The second section assesses the current (aid-1975) situation in the implementation of German educational reform. The third, and major, section seeks to draw some general conclusions }bout educational planning and the initiation of structural change. In the author's view, the German experience.indicates the need for carefully designed strategies for implementation as a closely related function of•plan development. (Author/IRT) EDUCATIONAL PLANNING AND SCHOOL REFORM: A REPORT ON WEST GERMANY Robert L. Crowson, Assistant Professor of Urban Sciences and Education Collège of Urban Sciences University of Illinois at Chicago Circle September, 1975 Robert L. Crowson* EDUCATIONAL PLANNING AND SCHOOL REFORM: A REPORT ON WEST GERMANY Introduction This paper examines the status of comprehensive planning for educational reform in the Federal Republic of Germany.
    [Show full text]
  • The Education System in the Federal Republic of Germany 2012/2013
    The Education System in the Federal Republic of Germany 2012/2013 A description of the responsibilities, structures and developments in education policy for the exchange of information in Europe Published by: Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany Graurheindorfer Str. 157, 53117 Bonn Edited by: BRIGITTE LOHMAR THOMAS ECKHARDT Documentation and Education Information Service/ German EURYDICE Unit of the Länder in the Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany in cooperation with the German EURYDICE Unit of the Federal Government in the Federal Ministry of Education and Research Editorial deadline of the original version: September 2013 © KMK, Bonn 2014 PREFACE BY THE EDITOR The Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs is herewith presenting the NATIONAL DOSSIER for Germany as a contribution to the better mutual understanding of the education systems in Europe. The Dossier describes the responsibilities, structures and key developments in educational policy up to the middle of 2013. In Germany measures to develop and safeguard the quality of school education continue to re- main at the heart of education policy debate. The introduction of educational standards binding for all Länder and the establishment of the Institute for Educational Progress ( Institut zur Qua- litätsentwicklung im Bildungswesen – IQB) to review and develop them marked the beginning of a paradigm shift towards an output-oriented control of the education system. The Standing Con- ference had already decided, in March 2012, to develop a shared pool of standards-based Abitur examination tasks which apply to all Länder in the subjects German, mathematics and advanced foreign language.
    [Show full text]
  • Coloniality in the German Higher Education System: Implications for Policy and Institutional Practice
    Social Inclusion (ISSN: 2183–2803) 2021, Volume 9, Issue 3, Pages 142–153 https://doi.org/10.17645/si.v9i3.4139 Article Coloniality in the German Higher Education System: Implications for Policy and Institutional Practice Lisa Unangst 1,* and Ana M. Martínez Alemán 2 1 Centre for Higher Education Governance Ghent, Ghent University, Belgium; E‐Mail: [email protected] 2 Department of Educational Leadership and Higher Education, Lynch School of Education and Human Development, Boston College, USA; E‐Mail: ana.martinez‐[email protected] * Corresponding author Submitted: 3 February 2021 | Accepted: 16 April 2021 | Published: 21 July 2021 Abstract This article focuses on the public German higher education sector as a site upon and through which coloniality is enacted. This status quo indicates exclusionary effects and merits interrogation. We briefly discuss the history of German colonial‐ ism to understand how coloniality pervades higher educational structures in the German context today. Two proposals addressing coloniality in German higher education are made: the development of structures centering diverse faculty and the support of ethnic and identity studies. Keywords colonialism; coloniality; diversity; Germany; higher education; identity Issue This article is part of the issue “Inclusive Universities in a Globalized World” edited by Liudvika Leišytė (TU Dortmund, Germany), Rosemary Deem (Royal Holloway, UK) and Charikleia Tzanakou (Oxford Brookes University, UK). © 2021 by the authors; licensee Cogitatio (Lisbon, Portugal). This article is licensed under a Creative Commons Attribu‐ tion 4.0 International License (CC BY). 1. Introduction lematic by Italy’s colonial history, thereby “foreclosing any discussions of race and white privilege in public Coloniality has been described by Grosfoguel (2007, space.” This reflects a relationship between colonial‐ p.
    [Show full text]
  • Logistics Matters: the Growth of Little Americas in Occupied Germany By
    Logistics Matters: the Growth of Little Americas in Occupied Germany By Linda L. Kruger Submitted to the graduate degree program in History and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. _________________________________ Chairperson, Dr. Theodore Wilson _________________________________ Dr. Adrian Lewis _________________________________ Dr. Eve Levin _________________________________ Dr. Nathan Wood _________________________________ Dr. Jacob Kipp _________________________________ Dr. Leonie Marx Date Defended: August 22, 2014 The Dissertation Committee for Linda L. Kruger certifies that this is the approved version of the following dissertation: Logistics Matters: the Growth of Little Americas in Occupied Germany ________________________________ Chairperson, Theodore A. Wilson Date approved: 3 October 2014 ii ABSTRACT The U. S. Army’s presence in Germany after the Nazi regime’s capitulation in May 1945, required pursuit of two stated missions: (1) to secure German borders, and (2) to establish an occupation government within the U. S. assigned occupation zone. Both missions required logistics support, an often unstated but critical mission. The security mission, provided largely by the combat troops, declined between 1945 and 1948, but grew again, with the Berlin Blockade in 1948, and then with the Korean crisis in 1950. However, the occupation mission grew under the military government (1945-1949), and then during the Allied High Commission era (1949-1955). The build-up of U. S. Army infrastructure during the early occupation years has stood forward-deployed U. S. military forces in Europe in good stead throughout the ensuing years. The United States military force, predominantly the U. S. Army, was the only U.
    [Show full text]
  • Undergraduate Education in Germany
    Undergraduate Education in Germany Some basic information: 1. Undergraduate courses at German universities take normally three to four years and lead to a Bachelor’s degree. Exceptions apply, for example, to Medical Education and Law. 2. Most undergraduate courses at German universities are taught in German language. However, applicants can also select from a growing number of undergraduate courses with English as medium of instruction. 3. HSSC (FSc) is not accepted as an entrance qualification to German universities. 4. Undergraduate courses at public universities are free of tuition fees. 5. Neither DAAD nor any other German organization provide scholarships for foreign students enrolled in undergraduate courses! 6. Living expenses cannot be financed by part-time jobs only. General admission requirements: 1. A levels certificate comprising at least four academic subjects including one language and one subject from Mathematics, Biology, Chemistry or Physics. One subject may have been completed at AS level. (Depending on the selected degree course, more requirements may apply.) Language Certificate German (Level C1 or C2) or English (TOEFL/IELTS) according to the entrance requirements of the selected degree course. OR 2. FSc + one year Studienkolleg + university entrance exam (Feststellungsprüfung). To apply for admission to Studienkolleg, knowledge of German language level B1 is required. The Feststellungsprüfung later also will prove your proficiency in German. OR 3. FSc + two successfully completed years in the same or a similar subject at a Pakistani university + proof of language proficiency as under 1. Language requirements For undergraduate courses with German as language or instruction, you will have to pass a language test at the university (TestDaF or Deutsche Sprachprüfung für den Hochschulzugang - DSH).
    [Show full text]
  • The Shadow of the Habsburgs: Memory and National Identity in Austrian Politics and Education, 1918-1955
    ABSTRACT Title of dissertation: THE SHADOW OF THE HABSBURGS: MEMORY AND NATIONAL IDENTITY IN AUSTRIAN POLITICS AND EDUCATION, 1918-1955 Douglas Patrick Campbell, Doctor of Philosophy Dissertation directed by: Marsha L. Rozenblit Department of History This dissertation examines how the people of Austria portrayed their past as part of the centuries -old, multinational Habsburg Monarchy in order to conduct a public debate about what it meant to be an “Austrian” during a tumultuous era in Europe’s history. As its main sources, It draws upon the public writings of Austrian politicians and intellectuals, as well as on educational laws, curricula and history textbooks used by the different Austrian go vernments of the era in order to describe how Austrian leaders portrayed Austria’s past in an attempt to define its national future, even as Austrian schools tried to disseminate those national and historical ideals to the next generation of Austrian citiz ens in a practical sense. The first section describes how the leaders of the Austrian First Republic saw Austria’s newfound independence after 1918 as a clean break with its Habsburg past, and consequently pursued a union with Germany which was frustrated by the political interests of the victors of World War I. The second section details the rise of an “Austro -fascist” dictatorship in Austria during the mid -1930s which promoted an Austrian patriotism grounded in a positive portrayal of the Habsburg Monarc hy in order to remain independent from Nazi Germany. The third section examines Austria’s forcible incorporation into the Nazi German state, and the effort by the Third Reich to completely eradicate the existence of a distinctive Austrian identity by cast ing the Habsburg era in a negative light.
    [Show full text]