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Expanding Access to Higher Education: Lifelong Learning Opportunities in Germany

This paper examines the evolving landscape of lifelong learning and non-traditional students in German higher education against a comparative European backdrop. It explores historical perceptions, demographics, and recent policy shifts aimed at widening participation in universities. The research outlines various categories of lifelong learners, such as second-chance learners and underrepresented groups, while highlighting institutional challenges like admission processes and program flexibility. Key European projects underscoring the importance of lifelong learning are discussed, emphasizing the need for an inclusive educational model.

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Expanding Access to Higher Education: Lifelong Learning Opportunities in Germany

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  1. Openingup Higher Education forNew Target Groups: The Situation of University Lifelong Learning in Germany in a Comparative European Perspective Andrä Wolter Paper presented at theSRHE seminar: „Pushing at the Academy Doors: International Developments in HE-basedLifelong Learning“ SRHE, London, 19 June 2014

  2. Contents • Introduction: The newpolicyinterest in openinguphighereducation • Whatarelifelonglearners in highereducation? • Non-traditional students in German highereducation • Continuinghighereducation in Germany • The European perspective: The Eurostudent-project • Non-traditional routes in Europe • Part-time studies • Conclusion

  3. The newpolicyinterest in openingup HE (1) In the past, only a marginal topic on the higher education policy agenda in Germany (2) Reasons:  widespread perception of a massive student overload  LLL as a responsibility of the continuing education system independent from higher education  hierarchy of missions of higher education: from research to LLL  constructionof an antagonismbetweenacademic excellence andopeninguniversities (3) Situation haschanged a bitsince ~ 2000 3

  4. Driving forces behind the new interest in widening participation (1) Expected demographic change → concern about a massive decline in the number of students → mobilizing new target groups as a compensatory strategy • Increasing need for a highly qualified workforce and the growing concern about a shortage of qualified labour force (3) European stimuli: - lifelong learning as a part of the Bologna process - permeability between vocational and higher education (Copenhagen process and EQF) (4) Strategies of institutional profiling and diversification (5) The diversity discourse concerning the composition of the student body 4

  5. Lifelong Learners in Higher Education: Different Types (1) Second chancelearners: Second andthirdeducational route in Germany (studyentitlement after VET) (2) Equity groups:under-representedgroups (firstgeneration) (3) Deferrers: break betweenleavingschool (withstudyentitlement) andenrollment (4) Recurrentlearners:returningtouniversityfor a seconddegree (5) Returners:drop-outanddrop-in (6) Refreshers:refreshingskillsandknowledgebycontinuingeducation at universitylevel Learners in laterlife Basedon a comparativestudyincluding 14 countries (Schuetze/Slowey 2012)

  6. Focus on twogroupsoflifelonglearners Often LLL identified with continuing education → extended understanding of LLL including the complete life-course Initial higher education: Non-traditional students (so called third educational route) as a sub-group of second chance learners Continuing higher education: refreshers Many new initiatives, programs and measures in the last years to open up higher education 6

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  8. Regulations in Germany • NTS: Focus on (4) access and admission, together with (3) life-course • Four admission models: - admission exam/aptitude test - conditional admission/trial studies - admission after interview/consultation but without test - automatic granting of admission for owners of further education degrees • Different regulations in the 16 German states 8

  9. Proportion of non-traditional first-year students (%), 2000 – 2012 Source: Statistisches Bundesamt, Hochschulstatistik 9

  10. German first-year students at universities and colleges (ISCED 5A) in winter semester 2010/11 by type of entitlement to study (in %) 10 Source: Bildungsbericht 2012

  11. Reasons for the small proportion of non-traditional students in Germany • Lack oftransparencyandinformationconcerningadmissionprerequisitesandprocedures • Resistance or disapproval by the universities (argument of individual deficits in the study proficiency) • Lack of flexibility in the organization of studies and the delivery modes • Lack of flexible admission procedures (including recognition of prior learning) 11

  12. Continuing higher education in Germany Can beinstitutionalized at different levels:  as a degreeprogram (mostly MA courses) • as a non-degreeprogram (but with a certificate) • as a kindof liberal education: publicunderstandingofhumanitiesandsciences (PUSH) • in-house provision in companies • in outsourcedinstitutions ► Paradigmshift in themissionofuniversitycontinuingeducation: frompurposelessacademiceducationfor a non-academic/academicpublicto a marketandresourcesorientedstrategyofeducationalmanagement

  13. Share ofhighereducationinstitutions in the total continuingeducationprovisions in Germany (source: AES)

  14. Non-traditional students:different international approaches • Age (e.g. older than 25) • Participation: groups underrepresented in higher education • Life-course: winding biographical paths to higher education, often with a vocational background • Access and admission: alternative often non-school routes to higher education • Modes of studying: e.g. part-time, distance, parallel to work 14

  15. Framework scheme for the different routes into higher education Source: EUROSTUDENT IV

  16. Students entering higher education through an alternative route Source: EUROSTUDENT IV 2008-2011

  17. Share of students studying part-time 17 Source: UOE, own calculations

  18. Conclusions ► Germany as a „delayed“ nationwithrespecttotheimplementationof LLL structures in HE ► Manydifferencesbetween countries: in some countries a larger proportionof LLL students, in others not ► Mythof a contrastbetweenopeningtheuniversityandacademic excellence ► Openinguniversitiesforlifelonglearningdoes not meanopeningupforeveryoneorrenunciationofrequirementsandstandards ► Openingupforlifelonglearnersadresseshighlyqualifiedgroups ► Noarbitrariness („anythinggoes“) in universitylifelonglearning

  19. Thank you very much for your attention! Email: andrae.wolter@hu-berlin.de 19

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