Why Are Higher Education Participation Rates in Germany so Low? Institutional Barriers to Higher Education Expansion

Autor/inn/en	Powell, Justin J. W.; Solga, Heike
Titel	Why Are Higher Education Participation Rates in Germany so Low? Institutional Barriers to Higher Education Expansion
Quelle	In: Journal of Education and Work, 24 (2011) 1-2, S.49-68 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
Schlagwörter	Higher Education; Global Approach; Foreign Countries; Vocational Education; Barriers; Institutional Characteristics; Performance Factors; Attendance Patterns; Trend Analysis; Educational Indicators; College Outcomes Assessment; Enrollment Rate; Germany + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Ausland; Ausbildung; Berufsbildung; Leistungsindikator; Trendanalyse; Educational indicato; Bildungsindikator; Deutschland
Abstract	Countries around the world have witnessed educational expansion at all levels, leading to the massification of tertiary education and training. Tertiary education has become a major factor of economic competitiveness in an increasingly science-based global economy and a key response to shifts in national labour markets. Within the EU, the reform of skill formation systems has been advanced by the Lisbon strategy, with the Bologna and Copenhagen processes in higher education (HE) and vocational education and training (VET) articulating and diffusing overarching goals in European skill formation. If European benchmarks call for at least 40% of all 30- to 34-year-olds to hold a tertiary-level certificate, Germany exhibits a relatively low proportion of each cohort entering HE and attaining that qualification level (28%). We analyse this "German exceptionalism", locating a range of factors in the educational system: the institutional logic of segregation, the structure of secondary schooling, the division or schism between the organisational fields of VET and HE, and limited permeability throughout. Regardless of isomorphic pressures that led Germany to quickly implement undergraduate bachelor's (BA) and graduate master's (MA) courses of study, these factors limit the extent of HE expansion visible among other European countries. (Contains 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10