Education at a Glance 2004

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In 2001, Germany spent 5.3% of its GDP on education and was therefore slightly below the OECD average of 5.6%. This is unsatisfactory. Our investment in minds must be further increased because they are and will be our most important resource.
In international comparison, Germany shows a good performance in expenditure at secondary level II per pupil/apprentice in relation to GDP (36% compared with 26%). In tertiary level A - i.e. universities and universities of applied sciences - Germany also shows a good performance with 44% in relation to the OECD average with 43%.
In the primary sector and in secondary level I, the situation is different. Here, Germany provides 17% and 20% respectively and is thus below the OECD country average of 21% and 23% respectively. We have a clear backlog here. The course for a successful career in education is set primarily at an early age.
The Federal Government's All-day School Programme as well as the programme for the care of children under three years aim specifically at better and, above all, earlier individual support of each individual child. The first evaluation of the all-day school programme for this school year shows that the Länder use the funds primarily for expanding primary schools into all-day schools. This is also the basic idea behind the programme.

Higher education is in a strong position in Germany

The strongly growing number of new university students in Germany is a very positive development. It has risen from 28% in 1998 to 36% in 2003 and continues to rise. Eight percentage points more new university students are a success of the comprehensive BAföG reform. An average 505,000 pupils and students are currently receiving BAföG each year - i.e. 47% more than in 1998 (up from 343.000). BAföG expenditure was increased by 74% since 1998, from €1.2 billion to €2.1 billion.

The OECD report clearly shows that it is worth taking up academic studies. Later success on the labour market is much more probable than with all other forms of training. With only 19% new students of an age group, Germany is currently strongly lagging behind the OECD average of 32%. One third of all higher education graduates conclude their studies in a subject of the sciences or engineering. In these particularly future-oriented subjects, Germany is ranking second. A particularly positive development is the increase in new students in the sciences by 72% since 1998 (from 37,600 to 64,600) and in engineering by 35% (from 44,900 to 60,800). Never before have there been so many students in these disciplines in Germany.
This success results from the information and image campaigns of the past few years. The Years of the Sciences which have been organized since 1999 from physics and chemistry to the life sciences and the year of technology in 2004 have contributed to the considerable increase in new students in the sciences and engineering.
Efforts to increase the international attractiveness of studies in Germany have also been successful. The first results of the "International Marketing for Education and Research in Germany" initiative, which the BMBF is organizing together with the DAAD and the Länder, are starting to show. Germany is an attractive place for higher education studies and is the second most favourite target country of foreign students worldwide. The percentage of foreign students has risen by 25% over the past four years, from 8 to 10%. The Immigration Act now provides that students from abroad may work in Germany after the conclusion of their studies. They can apply the knowledge they have acquired in Germany, and Germany also benefits when they return to their home countries.

Vocational education and training - successful reforms

In this year's study, the OECD also focused on vocational education and training and looked at the dual system of vocational education and training in Germany. The results show that the dual system ensures a relatively smooth transition from vocational training to employment. In Germany, there are fewer young people aged under 20 who are without a job or vocational training than in most other OECD countries.

This confirms the path taken by the Federal Government towards reforms and strengthening the dual system. Since 1998, over 160 training regulations for occupations in all major areas of industry have been modernized or newly established. By now, over half of all young people are trained in precisely these occupations. With the Law Amending Vocational Education and Training, which has recently been initiated, the vocational education and training system will become more efficient, transparent and international.

What remains to be done

The OECD figures clearly show that young people do not yet have all the opportunities which they need. The percentage of the working age population with a secondary level II school certificate is 83% and therefore far above the OECD average of 68%. But no significant improvements have been achieved for the age group which is now between 25 to 34 years in the past few years. Here, other countries show a better performance. However, Germany cannot afford not to use the potential of young people.
It will therefore be necessary in the future to give a greater percentage of each age group the opportunity to take up studies, either with a school qualification or a qualified vocational qualification. Early support must be increased and the German education system must facilitate transfer in order to achieve this. The Federal Government and the Länder will have to continue their intensive cooperation over the coming years.