Programme Area Evaluation – Educational Cooperation with ... · Evaluation des...

Programme Area Evaluation

– Educational Cooperation with Developing Countries –

Band 74

Band 74

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Evaluation des DAAD-Programmbereichs IV„Förderung der Germanistik und der deutschen Sprache” Programme Area Evaluation– Educational Cooperation with Developing Countries –



Band 74

Band 74

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.d-nb.de

Publisher

DAAD

Deutscher Akademischer Austauschdienst

German Academic Exchange Service

Kennedyallee 50, D-53175 Bonn (Germany)

www.daad.de

Section „Evaluation, Statistics”

Editors

Dr. Simone Burkhart (DAAD)

Authors

Lennart Raetzell, Tobias Stern, Katharina Plutta, Mathias Krämer

Rambøll Management Consulting

Chilehaus C – Burchardstraße 13, D-20095 Hamburg

Layout (title)

erbach-com, Cologne (Germany)

Printed by

ditges print+more gmbh, Siegburg (Germany)

Circulation August 2013 – Print run 500

ISBN 978-3-87192-907-6

© DAAD

The conduction of this report and this publication was funded by the German Federal Foreign Office

and the Federal Ministry for Economic Cooperation and Development

Federal Ministryfor Economic Cooperationand Development

Federal Foreign Office

Foreword In this publication the German Academic Exchange Service (DAAD) presents the results of the evaluation of the “Higher Education Co-operation with Developing Countries” programme area. This programme area is one of five within which DAAD programmes are grouped. The DAAD evaluation strategy provides for a successive evaluation of all five areas. Following an open invitation to tender, the DAAD commissioned the company Ramboll Management to conduct the evaluation. Mr. Tobias Stern and Mr. Lennart Raetzell were responsible for the overall management of the evaluation. Support was provided by a working group made up of representatives of significant funding sponsors (the Federal Ministry for Economic Co-operation and Development (BMZ) and the Federal Foreign Office), German and foreign experts in the field of higher education co-operation with developing countries and DAAD staff. The DAAD would like to thank in particular the external members of the working group, Prof. Dr. Ulrich Hiemenz (Center for Development Research, University of Bonn), Prof. Dr. Abdel Meguid Kassem (Cairo University), Dr. Klaus Schnitzer (formerly Higher Education Information System) and Dr. Imme Scholz (German Development Institute), for their valuable contribution. The overall goal of the evaluation was to investigate the level of success of the DAAD and its programmes in generating an added value for partner countries, development co-operation, German cultural and educational foreign policy (AKBP) and the institutions and individuals involved. How do the different approaches (support for individuals (i.e. scholarships) and project funding) influence the impact of the programme area? To what extent are the interests of different stakeholders taken into account? Which mix of programmes has a particularly positive or negative impact in the countries investigated and what influence do DAAD selection procedures have on the achievement of the goals of the programmes? What motivates German universities to take part in the programmes? The evaluation procedure was based on the methodology proposed by the OECD/DAC and BMZ for the measurement of the impact of intervention related to development policy. The evaluation report presents in the final analysis a very positive appraisal of the work of the DAAD. The relevance of the programmes for partner countries, sponsors, the universities involved and programme participants is rated as very high. The DAAD is successful in uniting different interests and thus contributing substantially to the achievement of the related goals. The effectiveness is all in all positively rated. The academic results achieved within the scholarship programmes and the strengthening of structures through projects and networking are very successful. A particularly positive effect is attributed here to DAAD selection procedures. In addition, programme diversity enables the DAAD to react flexibly to partners’ needs. Efficiency is also rated positively. With regard to the overall long term impact it is concluded that the DAAD and its programmes contribute to the modernisation strategies of the partners and that sustainable and long term partnerships result. For sustainability a different picture emerges. The high numbers of graduates returning to their home country, the change processes initiated and the strong networks provide the foundation for a lasting effect. Criticism is voiced mainly concerning the coordination and complementarity of the programmes. Here, the DAAD is recommended to improve the linkage between programmes in the programme area and to develop a systematic and results orientated monitoring procedure. In addition, further clarification is required regarding the relationship to the activities of other parties in development co-operation (GIZ, KfW, international donors). Finally it is noted that there is room for improvement in the co-operation with industry and commerce in order to achieve a more lasting effect without the higher education system.

The findings result in recommendations to the sponsors, the DAAD and German higher education institutions. The DAAD will take up the questions and challenges arising from the recommendations and has already initiated the first steps towards improving internal coordination and developing a more systematic monitoring process. The present study has laid an important empirical basis for these tasks. At the same time it provides an important insight into the work of the DAAD in the development co-operation area for sponsors, partners, higher education institutions and students. Our task for the future is to take up the challenges together, to broaden our activities and to improve the quality and impact of the programmes. I wish you an interesting read. Yours sincerely Dr. Dorothea Rüland Secretary General of DAAD

Deutscher Akademischer Austauschdienst / German Academic Exchange Service Main Report

PROGRAMME AREA EVALUATION

EDUCATIONAL COOPERATION WITH

DEVELOPING COUNTRIES

EDUCATIONAL COOPERATION WITH DEVELOPING COUNTRIES

Contact partner: Lennart Raetzell Business Manager | Kompetenzzentrum Internationale Zusammenarbeit (Com-petence Centre for International Cooperation) Phone: +49 30 30 20 20 220 Mobile: +49 151 580 15 220 Fax: +49 30 30 20 20 299 E-Mail: [email protected]


CONTENTS

1. Management Summary 11 1.1 Background 11 1.2 Main conclusions and statements 11 1.3 Recommendations for action 14 2. Introduction 19 3. Overview of the programme area 20 3.1 Targets of the programme area 20 3.2 Target groups of the programme area 22 3.3 Logical impact matrix of the programme area 23 3.4 Structure and organisation of the programme area 24 4. Evaluation findings 26 4.1 Relevance of the programme area 26 4.2 Effectiveness of the programme area 33 4.3 Efficiency of the programme area 57 4.4 Impacts of the programme area 59 4.5 Sustainability of the programme area 63 4.6 Complementarity and coordination of the programme area 72 5. Addendum: Evaluation method 74 5.1. Evaluation questions and aspects 74 5.2. Methodical approach - Evaluation process 76 5.3. Flowchart of the programme area 85

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12

in their professional lives, since they can ap-ply these newly acquired competencies prof-itably in their professions. They can also use these skills to initiate change in their organi-sations in the higher education field. Howev-er, the change agents are rarely able to bring about changes to their organisations outside the higher education sector. The programme area’s alumni work enables the alumni to successfully update and deep-en their knowledge and to build up networks with each other. The alumni work also gives significant impetus towards paving the way for research collaboration with German sci-entists and academics. At organisational level, the programme area effectively strengthens partner country HEIs by equipping higher education teachers and scientists with qualifications, thus improving the quality of teaching and research and supporting HEIs in keeping abreast of scien-tific standards. It also successfully enhances management structures in partner country HEIs, in particular through the DIES pro-gramme. Collaboration between HEIs is a particularly significant factor in bolstering north-south, south-north and north-south-south exchange between German and part-ner country HEIs. This leads to the partner country HEIs establishing educational oppor-tunities in the region for the region. German HEIs benefit from the programme in terms of competence development, profile-raising and development of their research networks. The DAAD has succeeded in recent years in increasing the efficiency of this programme area by supplementing BMZ and Foreign Of-fice funding with funding from its partners in developing countries. In addition, it has been possible to integrate considerable amounts of the German HEIs’ own funds into the programmes carried out in this pro-gramme area. The programmes and measures within the programme area are shown by our study to be sustainable in almost all cases. The great majority of the trained change agents also return to their home country or region and use their newly acquired competencies to good effect in their professional lives. The changes to organisations brought about by the programme are also sustainable in that they have almost all become established as permanent processes and structures.

1.2.1 Strengthening the programme area The programme area’s relevance lies in the improvement of higher education structures and the training of change agents, in order to provide expertise for solving develop-ment-related issues in the partner countries and to support them in implementing mod-ernisation strategies. The diversity of the programme area involves a large number of local access points, partners and approaches which offer alternative approaches for Ger-man DC work and AKBP. For these reasons, the DAAD is perceived abroad as an attrac-tive partner and is in great demand in de-veloping countries. The programme area’s effectiveness in train-ing change agents in the higher education field is due in particular to the support the change agents receive in their efforts to ini-tiate change in their organisations from oth-er DAAD alumni, also from Programme Area 1 “Scholarships for international students” and through other DAAD programmes. Those who have been supported by DAAD in this programme area also have a large number of links to Germany which are main-tained and deepened by the alumni work. This is clearly seen in the alumni’s many contacts to scientists and academics in Ger-many. At organisational level, the programme area is particularly effective where various fund-ing instruments are combined and clustered and a multi-level approach is implemented. At this level, centres of excellence as well as national and regional systems for science and innovation with supra-regional signifi-cance have been established successfully. In addition, the programme area enables part-ner country HEIs to keep up more success-fully with the knowledge society, and it con-tributes to conflict prevention in these coun-tries through intercultural dialogue. German HEIs also become more involved in international discourse through the promo-tion of networking and collaboration struc-tures; this raises the profile of German sci-ence and of Germany as a centre for innova-tion in other parts of the world. Overall, the programme area’s efficiency was increased by the acquisition of co-funding from developing countries. The fact that German HEIs contribute their own fund-


13

ing improves the programme area’s efficien-cy even further. The great majority of the changes initiated through the programme area are sustaina-ble. Most of the trained change agents re-turn to their home countries or regions and use what they have learnt in their everyday professional lives. The change agents whose position enables them to initiate alterations also promote sustainable changes in the or-ganisations, since these changes are institu-tionalised in the processes, strategic plan-ning and structures of the organisations. The HEIs which have been supported by the DAAD are also in a position to sustain the changes initiated even without the DAAD’s further financial support. The programmes’ selection process is one of the strongest points in the implementation of the programme area. In particular, inter-national selection committees increase the transparency of the selection process and generate a sense of ownership of the pro-grammes among the DAAD’s international partners. In addition, mechanisms for coor-dination and harmonization have been es-tablished outside the programme area with the GIZ (German association for internation-al cooperation) and AKBP actors. 1.2.2 Weaknesses of the programme area Currently, the programme area does not cover all areas of need in the developing countries. In particular, the need for didactic and teaching methods has not been suffi-ciently addressed so far by the programme area. In addition, the DAAD should reinforce its hinge function between developing coun-tries, German HEIs and business, in order to make better use of the available potential for alternative approaches and access points for interested German businesses and Ger-man DC work and AKBP. At the same time, this process could also initiate long-term partnerships between alumni and the Ger-man business sector and German DC organi-sations. It would be possible to further increase the programme area’s effectiveness beyond the higher education sector. This is an area where change agents rarely initiate changes in their organisations, because they often receive no support from their managers or other colleagues. In addition, the increased readiness of programme graduates to move

to a new place of work following their sup-port period has a negative effect, because they must first regain an appropriate posi-tion in their new organisation in order to be able to initiate processes of change. Further opportunities to increase the pro-gramme area’s effectiveness can be seen at the organisational level, where the pro-gramme area’s programmes could more fre-quently follow a holistic approach to organi-sational development, or several different programmes could be combined to form a holistic approach. In particular, the pro-grammes in this programme area should fo-cus more attention on the administrative level of the HEIs (e.g. accounting depart-ments). Expanding the involvement of busi-ness in the programme area’s programmes could also increase the relevance of higher education curricula in developing countries. In terms of sustainability, the programme area is less successful in supporting partner country HEIs in the countries visited in the case studies in maintaining their own finan-cially independent links to international aca-demic debate. The programme area is not yet sufficiently successful in establishing structures and know-how for the acquisition of third-party funding in partner country HEIs, because its programmes concentrate primarily on supporting individual scientists and academics. In terms of implementation within the pro-gramme area, differences in selection proce-dures and in further quality assurance measures can be identified. Although all se-lection procedures complied with the DAAD’s quality standards, it was observed in one of the regional scholarship programmes we studied that the partner government exer-cised considerable influence. This partner government, which provided the larger part of the funding for this programme, under-took additional selection procedures for the candidates after the DAAD selection proce-dure. In relation to continuing quality assur-ance, some programmes have very elabo-rate measures such as tracer studies or monitoring systems while others implement-ed no further quality assurance measures to check the success of their programmes. More careful targeting of steering measures deliberately aimed at enabling the pro-grammes to be combined and clustered could also generate synergies which would

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15

developed countries. The evaluation clearly shows that the need for technical equipment, e.g. in the form of individual items of laboratory equipment, is great in the least developed countries and this need cannot be addressed by the pro-gramme area’s existing instruments. The existing materials programme funded by the BMZ generally allows a maximum grant of only 20,000 euros, which is not sufficient for most laboratory equipment. For this reason the financial limit for ma-terial goods in the existing materials programme should be raised to 100,000 euros for laboratory equipment.

1.3.2 Recommendations for action to the DAAD

6. The positive trend in the acquisition

of funding for co-funded pro-grammes by the DAAD should be maintained and expanded in order to further increase the programme ar-ea’s efficiency. The level of demand in the partner countries for the government programmes we evaluated is high, be-cause Germany is an attractive centre for study and teaching. The DAAD is popular among the partner countries be-cause it is seen as a reliable and compe-tent partner in programme implementa-tion. The high level of financial contribu-tions from the partner countries also en-sures that they gain a great sense of ownership of the government pro-grammes studied. The funding diversifi-cation in the programme area through the government scholarship programmes also increases the programme area’s ef-ficiency, because the programmes oper-ated by the DAAD are available to a wid-er range of people and/or institutions due to the additional funding. For this reason the DAAD should expand this business field in order to acquire more funding. The funds contributed by the DAAD should not come from its own in-stitutional funding but should be addi-tional funding acquired from funding providers. The DAAD should actively ap-proach its financial sources as soon as an opportunity for a new government programme is identified.

7. The DAAD should improve the coor-dination of its existing programmes and instruments within the pro-gramme area. The evaluation findings reveal that the coordination of pro-

grammes within the programme area generates synergies at the impacts level. However, the evaluation also revealed that the complementary implementation of DAAD programmes occurs more by chance than by conscious decision and the targeted application of a combination of instruments. In order for its pro-grammes to achieve more synergies at impact level, the DAAD should con-sciously apply its programmes in the partner countries in well-thought-out combinations. To achieve this, the DAAD must develop strategies which specify which combination of programmes is ef-fective in which contexts and these strategies should then be effectively communicated within the organisation. It must be taken into account however that efforts to achieve synergies at impact level may result in potential conflicts with the DAAD’s quality-based selection of scholarship holders, because the se-lection of the best scholarship holders does not always create synergies at im-pact level. The DAAD must face up to this conflict of aims and develop appro-priate guidelines for the selection com-mittee. The findings of this evaluation provide initial reference points for devel-oping this strategy. In order to imple-ment this strategy, however, the DAAD would need greater capacity, for exam-ple in its external structure, in order to take on the necessary steering tasks.

8. The DAAD should improve the coor-dination of its programmes and in-struments outside the programme area. Outside the programme area, the evaluation identified few coordination processes with external actors such as the GIZ and the KfW Bank (responsible for financial cooperation). The DAAD has already recognised this issue; it has signed a cooperation agreement with the GIZ and is in negotiations with the KfW on the subject of closer cooperation in future. Where programme content over-laps, the DAAD should accelerate this cooperation in future in order to gener-ate synergies between programmes in the national development cooperation field and this programme area. One starting point for this would be the in-creased use of the BMZ’s economic co-operation (EC) experts in the partner countries, in order to boost the collabo-ration in financial and technical coopera-tion fields. It is however also essential


16

that the BMZ and its EC experts also use their controlling facilities to further pro-mote the process of information, coordi-nation and harmonising the activities of the DAAD and the implementing organi-sations.

9. The DAAD should develop a compe-tence centre for capacity develop-ment in the higher education sector, in order to contribute to concomitant scientific research. Currently, a lack of personnel and financial resources at the DAAD are making it difficult to improve the strategic and conceptual steering of the programme area. The DAAD or its funding providers should provide the re-sources to enable the DAAD to collect and process its existing knowledge in the context of higher education cooperation with developing countries, to carry out concomitant research on its programmes and on this basis, to advise and support German HEIs and funding providers in the design and development of strate-gies and programme approaches. The DAAD could also use the results of this kind of concept work and the appropriate concomitant research to improve and continually optimise existing pro-grammes and to develop new formats. This would enable the DAAD to learn more quickly and would support it in its function as a think tank in the higher education field.

As a basic precondition for this, German HEIs should be equipped with the neces-sary knowledge and capacity for strate-gic steering and monitoring of the pro-jects. In most German HEIs this is not the case at present. However, since the DAAD relies on German HEIs as sources for its data on programme steering and development, it should advise or train the German HEIs in developing these capacities and should provide them with the resources to do so.

10. The DAAD should develop and intro-duce an impacts-oriented steering instrument for the BMZ pro-grammes. A wide variety of monitoring and steering systems are currently in use for the programmes in the pro-gramme area. Against the background of increasing demands on monitoring and steering systems in the development co-operation context, the DAAD should de-velop and introduce a unified impacts-oriented steering system in collaboration

with German HEIs, in particular for BMZ programmes. Programmes which are primarily funded by the partner countries should also be involved in this develop-ment. A unified impacts-oriented steer-ing system would define the targets of individual programmes more precisely and establishing common impacts indica-tors would enable success to be moni-tored at the impacts level. In addition, impacts-oriented monitoring would make it possible to carry out comparative effi-ciency observation in future. The unified impacts-oriented steering system should be integrated into the reporting system of the individual programmes, creating the basis for strategic programme steer-ing. The necessary financial and person-nel resources must be provided for this purpose.

Taking the demands of other funding providers as a starting point, the DAAD should develop the steering system fur-ther and continually apply it to the other programmes in the programme area.

11. The individual support programmes of the DAAD programme area which we evaluated should be supple-mented by a component to provide instruction in didactic and teaching methods. The evaluation findings reveal that the individuals supported in the partner countries urgently need to learn didactics and teaching methods during their scholarship period, because unlike the German system, they are required to teach students when they return to their home countries. This applies to Bachelor, Master and PhD students. It would therefore be sensible to develop differen-tiated modules for instruction in didactics and teaching methods for each specialist field which could be integrated into the individual support programmes within the programme area. In this context, it would be worth considering to what ex-tent Universities of Applied Sciences could take on a greater role in the indi-vidual support programmes in this pro-gramme area, (e.g. by organising a cross-disciplinary module for didactic quality).

12. The DAAD should introduce a new programme within the programme area targeting modernisation of the administrative level of higher educa-tion institutions in its partner coun-tries. The evaluation shows that with a


17

few exceptions, the programmes within the programme area do not target changes in the administration of HEIs in the partner countries. As a result, im-pacts of existing programmes are often unable to develop their full effects be-cause the partner country HEIs lack the appropriate administrative structures and processes to support the changes. For this reason a new programme should be introduced to support existing pro-grammes by targeting the modernisation of administrative structures of HEIs in the partner countries. New financial re-sources would be required for this, be-cause the DAAD does not have adequate financial resources to design and imple-ment a programme of this kind.

13. The DAAD should develop a pilot project to support holistic collabora-tion with strategic actors in a coop-eration system in a selected sector in a partner country. The evaluation reveals that the DAAD is less successful in achieving impacts on the organisa-tional and system level outside the high-er education sector. As a result, the DAAD is hardly present in the classical sectors which German development co-operation organisations focus on. How-ever, complete reorientation of the DAAD’s support logic along the lines of the contract procedure usually applied to German state development cooperation work would result in losses of efficiency and a decline in German HEIs’ interest in DAAD programmes. For this reason, the DAAD should design a pilot project by coordinating its existing instruments, applying them strategically and attempt-ing to achieve the intended impacts at organisational and system level in a se-lected sector of German development cooperation work. In this pilot project, the DAAD should test how far it can transfer its successes in the higher edu-cation sector to other thematic sectors in German development cooperation work through strategic steering and collabora-tion with carefully selected German HEIs. This project could be designed in one of two ways. In the first version, the DAAD designs a pilot project which con-centrates on the higher education sector yet also aims to achieve impacts beyond that sector. This could also be carried out following the contracts procedure, if necessary. In the second version, the DAAD could support an existing technical

cooperation (TC) project and supplement it with a higher education component on its own responsibility. Having designed the concept, the DAAD should approach the BMZ to acquire additional funding.

14. The DAAD should strengthen the in-terface between its programmes and German business. The evaluation clearly showed that German business has great interest in the DAAD’s pro-grammes and that opportunities for co-operation exist. However, businesses of-ten lack information on where their ac-tivities could tie in with DAAD pro-grammes. German HEIs should foster stronger links to business in their pro-grammes; at the same time, the DAAD should develop its hinge function be-tween German HEIs and German busi-ness. The first step in this direction should be to establish in which pro-grammes and countries successful coop-eration with business is already taking place. The second step should be to ex-pand the integration of the German Uni-versities of Applied Sciences, which are highly practice-oriented and have close links with business, into the programmes within the programme area. The net-working of DAAD alumni with business in each programme – such as the alumni special projects - should also be intensi-fied. The DAAD has already taken an im-portant step in the right direction with the support programme “Partners in Practice”, newly established in 2011.

1.3.3 Recommendations for action for inter-ested German higher education institu-tions

15. Interested German higher education

institutions should strengthen the links between German business and the DAAD programmes. The evalua-tion findings show that the potential for involving business in the German HEIs’ programmes has rarely been utilised. When applying for DAAD funding, Ger-man HEIs should identify more opportu-nities to involve German business active-ly in the programmes. The success fac-tors identified in this evaluation, such as involving representatives of business in lectures, compulsory internships and simulations or actual collaborative pro-jects could provide an initial basis for this process.


18

16. Interested German higher education institutions should work with the DAAD to jointly develop a strategic perspective for the field of German development cooperation in order to make the best use of their potential. Due to restricted funds and lack of de-mand, German HEIs have so far rarely collaborated with German development cooperation organisations on concrete projects or teaching events. The collabo-rations that have taken place have been restricted to the participation of German development cooperation organisations on study programme advisory boards. Against this background, German HEIs should work with the DAAD to jointly de-velop a strategy to make the best use of their existing expertise and potential in future in the context of German devel-opment cooperation. This should also in-clude discussing the role and function German HEIs would like to take in rela-tion to the BMZ and the implementing organisations.

17. Interested German higher education institutions should investigate op-portunities to coordinate and cluster their activities in development coop-eration to a greater extent. Particu-larly in view of the very diverse forms of involvement of German HEIs in devel-opment cooperation, closer, possibly even institutionalised forms of coopera-tion and networking would release op-portunities and synergy. This also ap-plies to promoting the professionalism of HEIs in this field and to further improv-ing the effectiveness of HEIs’ coopera-tion with developing countries.


19

2. INTRODUCTION

Rambøll Management Consulting was commissioned by the German Academic Exchange Service (DAAD) to carry out the evaluation of the DAAD programme area “Educational cooperation with developing countries”. The aim of the evaluation is to carry out an independent external inspec-tion of the programme area in relation to relevance, effectiveness, programme implementation, efficiency, long-term impacts and sustainability. The analysis aims to examine the results of indi-vidual programmes and their support instruments in the context of the whole programme spec-trum. This is intended to reveal the interplay of the individual measures and if possible, to identi-fy potential opportunities for optimising its work and for developing synergies with other instru-ments of development, science and cultural policy. The evaluation findings are intended to pro-vide a basis for recommendations for the future direction and further development of the pro-gramme area. The main beneficiaries of the information provided by this programme area evaluation (PAE) are the DAAD itself and the German and partner country HEIs involved in the programme area, cur-rent DAAD scholarship holders and alumni. The information will also be available to the general public as well as to the Federal Ministry of Economic Cooperation and Development (BMZ) and the Federal Foreign Office (AA) as funding providers. The DAAD is particularly interested in point-ers the PAE may give to increasing the effectiveness of the programme area and its strategic de-velopment. The PAE was carried out from January 2011 to September 2012. During this period, the Rambøll Management Consulting team carried out four individual evaluations of programmes within the programme area: “Academic Reconstruction in South Eastern Europe”, “Alumni Special Projects” and “Development-related Postgraduate Courses” and three government scholarship programmes in Egypt, Kazakhstan and Mexico. These individual evaluations included numerous in-depth inter-views and quantitative surveys. Four case studies in Colombia, Kenya, Serbia and Vietnam com-prised a further central component of the PAE. Rambøll Management Consulting developed rec-ommendations for action for the strategic direction of the programme area, based on the infor-mation from these surveys. This evaluation report documents the evaluation findings. It is structured as follows:

• Chapter 3 gives an overview of the programme area.

• Chapter 4 presents the evaluation findings. They concentrate on relevance, effective-ness, efficiency, impacts, sustainability, complementarity and coordination.

EDUC

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COUNTRIES

20

E PROGR

an higher edther countrie

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ips for intern

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and developmdemics, placination of aint policy whrying to addprofessionalterests and the entire cyd programmparticipatinn (see fig. 1

Annual report 2

s annual report 2

federal departme

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RAMME

ducation inses, mainly t

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g actors are1).

011.

009: “Due to its

ents, between th

emia and politics”

AREA

titutions andhrough exchs task defin

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n institutions

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nly serves tientation aidarea 5 does nication relaogrammes wprogramme a

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ess of target on. At each

e picked up

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”. (DAAD 2009: 1

d student bohanges of stnition, which

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anguage

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16).

odies whose tudents and h the DAAD

s a form of g the DAAD e organisa-programme focus is on

ion by Ger-es. In other of receiving

HEIs. The ntries” is to ests and re-DAAD pro-

ers (AA and f higher ed-n these ele- education-

area and its ssary to or-r to achieve nternational programme is feedback

sive process

ons as an in-

nder (who fund


21

target definition

programme design

implementation

evaluation

programme modification

DAAD Federal Foreign office

BMZ BMBF HEIs

Students Academics

Private interests Funding providers

Etc. interests

interests

Fig. 1: (Ideal) typical feedback cycle of DAAD programme development

Source: DAAD Evaluationskonzept 2002

This made it necessary to define the programme area’s current targets for the purposes of the evaluation. Therefore a workshop was held on 14 April 2011 in which a logical impact matrix was developed which establishes the target dimensions for the programme area. The programme ar-ea currently pursues the following four target dimensions which are relevant to the evaluation (cf. also Chapter 3.3). (The order in which the target dimensions are listed does not reflect their priority.)

• In the first target dimension, the programme area carries out capacity development at individual level with the aim of contributing to meeting its partner countries’4 require-ments for experts and managers and to develop and qualify change agents.

• Within the second target dimension, the DAAD carries out capacity development at or-ganisational level by strengthening higher education structures in its partner countries. The aim in doing this is to bolster regional and national systems of knowledge and inno-vation and to improve the quality of teaching, research and management, in order to strengthen the HEIs as transformative social powers in the partner countries and to ena-ble them to keep abreast of scientific standards.

• The third target dimension pursues the aim of promoting south-south, north-south, south-north and north-south-south exchange and intercultural exchange by developing cooperative structures and networks. One aim of this is to increase knowledge transfer and to raise the profile of German science and of Germany as a centre for innovation. This target dimension also focuses on creating joint structures between Germany and the partner countries in order to gain new cooperation partners in Germany for additional programmes.

• In the fourth target dimension, active alumni work is aimed at developing long-term links to Germany at the level of (former) scholarship holders. The intention is also to support German companies and German DC work in investing in partner countries through the alumni.

The target dimensions are more precisely differentiated in chapter 3.3.

4 The term “partner country” in this evaluation report is not identical with the partner countries in bilateral DC work. It relates here to

all countries on the OECD-DAC list which are open to DAAD programmes.

EDUC

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CATIONAL COOP

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COUNTRIES

22

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EDUC

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CATIONAL COOP

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COUNTRIES

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EDUC

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CATIONAL COOP

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COUNTRIES

24

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up 43 in orgng and impleprogrammes

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25

The programme area is indirectly managed within the DAAD; the major part of the responsibility for it lies with the head of Department 4. Because the programme area cuts across the struc-tures, there are no content-based, organisational or monetary targets to provide direction for it. However, in principle we can differentiate between two basic forms of support in the programme area: individual support for people and institutional support for projects.

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27

educational policy (AKBP). We also describe which DAAD target groups are reached by the pro-gramme area. 4.1.1 Taking into account the diverse interests of the various actors in the programme area The programme area’s targets are to develop and further qualify change agents through capacity development, to strengthen higher education structures, to actively bind the alumni to Germany through alumni work and to develop cooperative and networking structures; these targets are to a great extent in line with the Federal Foreign Office (AA) and the Federal Ministry for Economic Cooperation and Development (BMZ)’s strategic targets. The DAAD legislature period document 2009 – 2013 and the BMZ education strategy 2010 – 201312 state that some of the main fields of action for international higher education and science are: educating experts and managers from developing countries as a way of helping partner countries to help themselves; improving the quality of teaching, research and management at HEIs in developing countries; strengthening the relevance of higher education in developing countries for business; and the BMZ making use of graduates of German HEIs from developing countries as partners for the German economy and development cooperation (DC). Among the AA’s central strategic aims are the quality-oriented award of scholarships to the young generation of the elite in partner countries, the promotion of educational cooperation to develop academic structures, for example through targeted further education and training, as well as the promotion of the internationalisation of German HEIs, the German language and a contemporary image of Germany abroad.13 In addition, under its target agreement with the AA, the DAAD aims to contribute to gaining partners and friends for Germany among the academic elites in the partner countries, bolstering Germany’s role as a leading centre for higher education and science, thereby also boosting innovative capacity and economic strength and supporting de-veloping countries and countries in transition in establishing effective higher education and sci-ence systems.14 The DAAD also succeeds in taking the interests of its partner countries into account. As the case studies show, the DAAD is perceived in partner countries as a highly specialised actor in the higher education field which commands a range of instruments and carries out on-going invest-ment in the higher education sector of each country. This is even more so in the regions where the DAAD has a branch office. The partners in the countries visited emphasise in particular that the DAAD has years of experience and therefore is better informed about the higher education sector than other donors, in contrast to donor organisations such as the British Council or USAid. Partners also value the continuity of support and the variety of available instruments, factors which they consider to be unique to the DAAD. According to all the actors interviewed, the DAAD succeeds in targeting the diverse and changing needs in its partner countries (in particular in re-lation to capacity development, coping with high numbers of students or quality assurance) and offering programmes tailored to their requirements. The partners consider that the DAAD’s branch offices play a decisive role in determining partners’ needs, because they act as contact points for the partners. In this way they determine existing needs in each higher education sector and meet these needs through the programmes within the programme area. This is particularly clear in the government scholarship programmes which in some cases are fi-nanced to a large extent by the partner governments. In these cases the partner countries work with the DAAD to design programme targets and set the focus. The partner governments inter-viewed stated that they carry out these programmes with the DAAD because it is a long-term partner and has a great deal of experience in the relevant higher education sector. Another rea-son often mentioned is that German HEIs are global leaders in their research and teaching in fields such as engineering sciences, making the DAAD the preferred partner in these disciplines. Partners interviewed also emphasised that Germany and the DAAD are well-known for the fact that they do not attempt to ‘headhunt’ the students they support as other donor organisations of- 12 DAAD (unknown). Legislature period document 2009−2013, part 3, pp. 8−13. BMZ (2010). Zehn Ziele für mehr Bildung. 13 DAAD (unknown). Legislature period document 2009−2013, part 3. 14 DAAD and AA (2005). Strategische Zielvereinbarung zwischen dem Auswärtigen Amt und dem Deutschen Akademischen Austausch-

dienst.


28

ten do; this guarantees that the country benefits from a ‘brain gain’ rather than suffering from a ‘brain drain’. The case studies reveal that HEIs in partner countries see the special advantage of collaborating with the DAAD in the fact that they can discuss challenges in academic administration, teaching and research as equals with their German partners and develop solutions jointly. The federal na-ture of the German higher education system is of particular interest for many countries, since they are also in the process of regionalising their higher education systems. In addition, the part-ner HEIs interviewed all stated that the meshing of research and teaching at German HEIs is an interesting approach which they aim to take as a model. However, this is often impossible in the countries where we carried out the case study interviews, because the political focus is on teach-ing and research is of lower priority. The special advantages described above which German HEIs contribute to German DC work and AKBP in the partner countries is often not perceived within Germany by other German DC and AKBP organisations. All those interviewed stated that the interface between German DC organisa-tions and German HEIs is generally restricted to German DC organisations cooperating in student bodies and attending each other’s conferences. Joint projects are implemented only in isolated cases, because there is hardly any demand from the DC organisations for additional cooperation (cf. also chapter 4.6.1). In contrast to this, the four German representatives of business interviewed expressed a high level of demand for cooperation with the DAAD and its alumni; this is already being met to some extent by programmes such as the alumni special projects. All four business representatives agree that the DAAD can take on an important hinge function between developing countries, German HEIs and business. The business representatives are aware of the DAAD as an organisa-tion, with its tasks and functions. However they lack specific information about the DAAD’s pro-gramme portfolio, in particular about which programmes are being implemented in which coun-tries. In other words, German business is not familiar with the targets and contents of the DAAD programmes so that they are not in a position to identify possible points of contact. The DAAD also succeeds in reacting to the interests of German HEIs in this programme area. The German HEIs’ interest and motivation in participating in the programme area’s programmes lies in the usefulness of the programmes to them. For example, they use the programme area’s pro-grammes in order to drive their own internationalisation, to develop unique selling points and to further develop areas of research. The individual evaluations of post-graduate courses (AST) show for example that HEIs use the Master’s programmes established with DAAD support to de-velop additional internationally-oriented study programmes. Nine out of ten (90%) of the HEIs surveyed were able to establish international cooperation agreements with higher education insti-tutions in developing countries as spin-offs from the AST, which also promoted the internationali-sation of the German higher education institutions. All the HEIs perceived the relevant AST as a central component in their internationalisation strategy. Eight out of nine of the HEIs surveyed (89 per cent) or 81 per cent of the HEIs (N=31) gain an advantage from the government scholarships and the Academic Reconstruction in South Eastern Europe in that they benefit from the internationalisation and expansion of their personal and in-stitutional networks. This also applies to the alumni special projects; all the HEIs stated that they use the alumni projects to increase their alumni’s links to Germany, to drive forward the interna-tionalisation of their institutions and to strengthen networks between their institutions and busi-ness. At the same time, the HEIs also use the AST and the government scholarship programmes to de-velop unique selling points. In the individual evaluations of the government scholarship pro-grammes, all the HEIs we surveyed stated that they use the presence of international scholarship holders to distinguish themselves more clearly from other institutions, making them more attrac-tive to other students. This also applies to half the HEIs (five out of ten) at which ASTs are being carried out. These institutions see the AST as a unique selling point which makes them more at-tractive to other students, since attracting new students is becoming more and more difficult in Germany.


29

61%

56%

76%

6%

39%

55%

57%

61%

31%

16%

37%

31%

50%

60%

14%

33%

23%

27%

13%

11%

35%

25%

28%

25%

17%

19%

20%

30%

30%

19%

16%

31%

10%

11%

4%

15%

17%

12%

11%

10%

17%

21%

18%

21%

12%

8%

20%

21%

3%

4%

3%

16%

6%

5%

2%

2%

14%

16%

9%

9%

4%

3%

16%

7%

3%

2%

5%

53%

3%

3%

2%

2%

21%

27%

16%

10%

4%

10%

35%

9%

0% 25% 50% 75% 100%

Better Employment Opportunities (N=2289)

Chance to Study Abroad and learn about a Foreign Culture(N=2290)

Chance to Broaden my Knowledge (N=2300)

Requested by Employer (N=2235)

Interdisciplinary Approach of the Programme (N=2259)

Interest in a Scientific / Academic Career (N=2298)

Interest in Particular Subject Areas of that Programme (N=2285)

Interest in Specialisation in my Field (N=2298)

Not Possible to Study that Subject in my Home Country(N=2268)

Recommendation by others (N=2263)

Personal Reasons (N=2249)

Reputation of Lecturers, University, Programme (N=2260)

Reputation of Studying in Germany (N=2263)

Scholarship / Grant when studying in Germany (N=2270)

Social / Political / Environmental Factors in my Country / Region(N=2251)

Broader Examination and Discussion of the Subjects within theProgramme (N=2244)

Very important 2 3 4 Not at all important

The ASTs, the government scholarship programmes and the Academic Reconstruction in South Eastern Europe also serve the German HEIs’ research interests. For example, four of the eight in-stitutions involved in the government scholarship programme stated in the survey that they gain access to new regional knowledge through the international students. One German HEI, for ex-ample, was able to gain access to layers of earth from the Cretaceous period in Egypt for re-search purposes and to prepare joint publications with the visiting scientist. In the Academic Re-construction of South Eastern Europe programme, 70 per cent (N=33) of the project managers surveyed stated that one of their main reasons for participating in the programme was to im-prove research in their department. Nine out of ten (90 per cent) of the institutions surveyed in relation to the AST stated that access to regional knowledge is gained through the international students. This enriches teaching, because the students’ diverse perspectives illuminate issues from all sides. At the same time, Masters’ theses could be developed into to research projects, which contribute to research at the HEI. The HEIs can also use research in the AST context to gain expertise in DC work, in order to develop their topic areas further. The individuals who had received support whom we interviewed in the individual evaluations and the case studies considered that their interests were sufficiently taken into account by the indi-vidual programmes in the programme area. In the online survey on the AST, for example, 76 per cent of those surveyed stated that their main interest in participating in the AST was to broaden their knowledge. Other motivating factors were the chance of better employment opportunities in the future and the desire to specialise in their field (61 per cent for each). Other aspects which played an important role in the decision to participate in the AST were the opportunity to learn about another culture and to study abroad (56 per cent), interest in a particular subject area (57 per cent) and the scholarship received for study in Germany (60 per cent) (cf. fig.3). Fig. 3: Interests of students supported on the AST – individual evaluation AST

Source: Universität Oldenburg 2011


30

The other individual evaluations confirm these findings. In addition, all the individuals who had received support who were interviewed in the case studies and the qualitative interviews stated that the DAAD and its programmes met their interests. For example, they all confirmed that their participation in the programme had been useful personally, professionally and in academic terms. They identified the main benefits as being in the development of their expertise in their discipline and in methodology, the establishment of personal and professional networks and the interna-tional experience which the scholarships made possible. In the case studies, however, the individuals supported and the partner country HEIs also ex-pressed further needs which are not currently covered by the DAAD and its programmes. In par-ticular, the individuals surveyed in the case studies expressed the need for improving the infra-structure at the HEIs in their home countries to enable them to carry out research to a high aca-demic level in their laboratories.15 Many of the DAAD scholarship holders interviewed also pointed out that they were not equipped with the necessary teaching methodology to enable them to teach students in the partner countries effectively. These skills are needed in the countries we visited, however, because the majority of the DAAD scholarship holders – unlike German scholar-ship holders – have to teach and guide students in their home countries as soon as they have completed their Master’s or PhD degree. In the case studies in Kenya and Serbia, the individuals interviewed also pointed out critically that in some partner country HEIs, the administrative level (e.g. financial accounting, project management or acquisition of funding) was not addressed by the DAAD programmes. As a result, some programmes could not be implemented effectively, ei-ther because of lack of support from the administrative structure or because the necessary ad-ministrative structures were not of adequate quality (e.g. standardised financial accounting pro-cedures). When the partners, the German HEIs or those receiving support report changing requirements, these are usually quickly met by the programme area, according to the statements of those who receive support, because the DAAD has a range of instruments available which makes it flexible in its response. The analyses we carried out confirmed a high level of expertise and didactic quality in line with current scientific standards in all the programmes in the individual evaluations and revealed that the programme measures are logically structured. This was also confirmed in the case studies in which all those who received support and actors in related areas attested that the DAAD pro-grammes were of high quality, with the exception of the case study in Colombia. In the case study in Colombia, some of those who had received support remarked that the academic stand-ard in the first year of their Master’s studies in Germany was not high enough. The German HEIs explained this by stating that the initial standard of the international students was extremely var-ied at the start of the Master’s programme so that it was necessary first to bring all students up to the same standard. 4.1.2 The significance of the DAAD support logic for its programmes As an autonomous academic organisation, the DAAD is supported by German HEIs and student bodies. This means that the DAAD programmes must be aligned with the interests of the HEIs. For this reason the DAAD follows a particular support logic which is different in principle from the usual contracts procedure in German state development cooperation policy. The DAAD’s programmes are designed taking into account the German HEIs, the needs of the partner countries and the funding providers’ targets. For this reason every DAAD programme must be relevant for all three participating actors (HEI, funding provider and partner country). However, the DAAD depends on the German HEIs collaboration in its programmes, because they either implement the programme in the form of projects or provide the places for the students. Therefore the DAAD’s programmes are constantly being developed in a continual dialogue be-

15 We must point out however that DAAD alumni can apply to the DAAD materials programme for e.g. laboratory equipment worth up

to 20,000 euros. However, this programme was not a specific subject of study in the programme area evaluation.


31

tween the funding providers, German HEIs and the partners in the developing countries and countries in transition. This situation also means that the DAAD’s programmes are open for ten-der to all German HEIs and the HEIs who are particularly interested in the topic and the country will apply. In contrast to this process, in German state development cooperation work, programmes or pro-jects are assigned to the implementing organisations on the basis of a contracts procedure. The starting point for this procedure entails government negotiations between the BMZ and the part-ner government which jointly identify sectors to be focused on and strategic partners. Within the political parameters set down, the GIZ or the KfW develop projects with the partners identified in this way which are then applied for as “services” to the BMZ through the contracts procedure and implemented accordingly. In this way, the GIZ and the KfW steer and implement their projects themselves, while the DAAD’s support logic means that parts of the steering and implementation are the responsibility of the German HEIs. This results in two fundamentally different approaches to the steering and implementation of projects and programmes which are also reflected in different strategic align-ments. The DAAD sets its strategic focus in the higher education sector, in line with its members’ inter-ests, whereas the German implementation organisations adhere to the sectors of focus defined by the BMZ, in which the higher education sector is a cross-cutting topic. Against this back-ground, the implementation organisations we surveyed find the DAAD’s focus difficult to compre-hend; in their view, this makes it difficult to collaborate with the DAAD because it cannot be clearly classified in terms of the BMZ’s sectors of focus. However, all the German DC organisa-tions interviewed see and appreciate the added value the DAAD contributes to German DC work in the partner countries. The BMZ and other DC organisations also describe the DAAD as a valua-ble and well-established organisation which has grown in recent years as an actor in development cooperation. The only difficulty lies in collaboration due to their differing strategic alignments. For this reason the DAAD signed a cooperation agreement with the GIZ in February 2012 in order to coordinate their activities better in future. The DAAD is currently in the process of negotiating a similar agreement with the KfW (cf. also chapter 4.6). 4.1.3 Reaching target groups According to the target group descriptions in the programme area’s programmes, the programme area aims to reach German and partner country HEIs, German students, lecturers and research-ers and partner country students, lecturers, researchers and alumni. In this context, the German and partner country HEIs act both as intermediaries and as direct target groups. The individual evaluation findings show that without exception, the German HEIs are successful in their role as intermediaries in the programmes we examined. In the Academic Reconstruction in South Eastern Europe, they act as initiators for regional networks and science systems as well as knowledge providers for developing teaching in south-eastern Europe. In the government scholarship programmes, AST and alumni special projects, they equip the students supported by the DAAD with expert knowledge and methodology (see chapter 4.2). At the same time they uti-lise the programme area’s programmes as a direct target group in order to drive their research, their internationalisation, their networks and their specialisations (cf. chapter 4.1.1). The partner country HEI’s participation in the programme area’s programmes is guaranteed by the DAAD’s support logic, which specifies that one German and at least one partner country HEI must collaborate in each programme. It was observed in the course of the case studies and the individual evaluations that the partner country HEIs which received DAAD funding were usually the academically stronger institutions, whereas weaker HEIs were often not directly addressed by the programmes. This is related to the DAAD’s support logic whereby the German HEIs usually have the opportunity to select their own partners in the developing countries. This process of natural selection results in the German HEIs selecting partner country HEIs which they estimate to have the academic capacity to enable the targets to be reached in the time allocated to the project.


32

At the level of those receiving support, the individual evaluations showed a varied picture relating to reaching the target groups. The AST and the government scholarship programmes reach their target groups, while in the case of the alumni special projects and the Academic Reconstruction in South Eastern Europe programme, adjustments in steering are required in relation to the tar-get groups from business and administration. For example, in the alumni special projects, only a small proportion of the participating alumni were employed in business (20 per cent) although the programme was specifically directed at alumni in business. Overall, the interviews in the case studies and the surveys in the individual evaluations revealed that the target groups reached, with the exception of those on the ASTs, often comprised partici-pants from better-situated socio-economic groups in each country. This can be explained by the fact that in most developing countries and countries in transition, access to higher education is selective, because social selection processes already take place at primary and secondary school level (for example, in Kenya, high-quality secondary education is linked to high school fees for parents, which only the better-off can afford). Because the DAAD’s funding applies at the level of the academic Master’s degree or above, the basic population of those who qualify for support is already strongly pre-selected in favour of the better-situated classes in the developing countries or countries in transition. However, all actors interviewed in the case studies stated that this does not prevent the DAAD’ funding from being appropriate to the countries’ needs, because regard-less of the selection which takes place in the partner countries’ education systems, the countries still require highly educated specialists in a range of disciplines for their country’s development. The state authorities interviewed in particular emphasised that such specialists are needed to de-velop the higher education structures required to enable them to educate their own experts. The countries also need specialists in order to develop industries which can increase the countries’ prosperity. 4.1.4 Evaluation of the relevance of the programme area The evaluation team attested a high level of relevance to the programme area. It succeeds in re-acting appropriately to the diverse interests of the BMZ, the AA, the German and partner country HEIs and the individuals who receive support. With its diverse instruments, its branch offices, the continuity of its support and its experience, the DAAD is particularly well equipped to successfully respond to the requirements of its partners abroad through this programme area. In the part-ners’ view, the DAAD is particularly noted for the continuity of its support and its resulting expe-rience in the higher education sector; it is perceived as a highly specialised actor and is clearly differentiated from other donor organisations. Its diverse instruments also enable it to respond flexibly to the changing needs of its partners and the individuals who receive support, and to of-fer tailor-made programmes. The DAAD is also respected for the fact that it does not head-hunt the students it supports, unlike other donor organisations, which guarantees a brain gain for the partner country. The German HEIs and the German higher education system are also particularly valued by the partner countries because they can learn from the federal system and the organi-sation of teaching and research and adapt processes to their own contexts. This added value which the DAAD contributes to the German DC work is perceived by all the rel-evant actors. The different strategic alignment of the DAAD and its support logic, however, make collaboration with German bilateral development cooperation organisations difficult. While the GIZ and the KfW go through a contracts procedure to implement projects abroad, which have to be relevant for the partner country and the BMZ, the DAAD has to ensure in addition that the programmes are relevant for the German HEIs on whose cooperation it depends, being a member of the German HEI organisation. However, in order to improve the collaboration with German bi-lateral development cooperation organisations, the DAAD has already actively approached the GIZ and signed a cooperation agreement with it. The DAAD is currently also involved in negotia-tions with the KfW on future forms of cooperation. The other German DC and AKBP organisations are not yet sufficiently aware of the added value which German HEIs contribute to DC work and AKBP. For this reason, their demand for German HEIs is limited. The evaluation team identified potential for improvement in this area, whereby the interfaces with German DC and AKBP could be emphasised more strongly, which would gen-erate increased demand from German DC and AKBP organisations and generate value from the

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all the relevaost partner cted in socios addressed

eaker HEIs ag in line withe of disciplin

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are not addrh the needs nes are neeon structure

effectivenessre identified pact matrix. structures,

velop changeo achieve thised knowleprogramme

wledge in thee” - 97 per

knowledge inc Reconstruc

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r cent of re-n their fieldction South-


34

Eastern Europe stated this. In the government scholarship programme, 92 or 93 per cent (Egypt), 96 per cent (Mexico), and 97 per cent (Kazakhstan) of those supported stated that they had gained knowledge in their field (cf. Fig. 4).

Fig. 4: Specialised knowledge gained through the programmes within the programme area

Source: Rambøll Management Consulting 2011

These findings were confirmed overall in the case studies and the qualitative survey. All the man-agers of the DAAD scholarship holders whom we interviewed stated that that the DAAD alumni had broadened their knowledge in their field and had more understanding of methodology after completing their scholarship, as well as being better able to work autonomously. The individuals who received support and the alumni also gained better knowledge of methodolo-gy, though not to the same extent as knowledge in their discipline. In the AST - combining the categories “strongly agree” and “agree” – 91 per cent of respondents to the online survey stated that they had learnt new methodology skills through the programme. In the Academic Recon-struction of South Eastern Europe programme, 71 per cent of respondents and in the government scholarship programmes 80 or 85 per cent (Egypt), 94 per cent (Mexico), and 87 per cent (Ka-zakhstan) stated that they had gained additional knowledge of methodology through the pro-grammes (cf. Fig. 5).

6%

6%

10%

35%

42%

19%

22%

24%

45%

62%

50%

74%

74%

73%

42%

0% 25% 50% 75% 100%

Development-related postgraduate courses(N=365)

Government scholarships Egypt GERLS (N= 103)

Government scholarships Egypt GERSS (N=47)

Government scholarships Mexico (N=245)

Government scholarships Kazakhstan (N=74)

Academic Reconstruction in South EasternEurope (N=459)

Strongly disagree disagree undecided agree strongly agree


35

Fig. 5: Knowledge of methodology gained through the programmes within the programme area


Different factors determining the successful teaching of specialised knowledge and methodology skills emerged in the quantitative analyses in the individual evaluations and the case studies. In the programmes which target the direct application of what is learnt in the professional context outside the higher education sector (e.g. AST), practical orientation was identified as a factor contributing to the programme’s success. In the context of these programmes, DAAD alumni and those receiving support who had participated in project work, workshops for autonomous solu-tions, case studies or management games emphasised their freshly acquired knowledge and methodological expertise more clearly than those who had been taught by more classical didactic methods (such as lectures or seminars). The involvement of actors from business in the work-shops, seminars or lectures was also mentioned as a success factor in these programmes be-cause the DAAD alumni were able to test and apply their newly gained knowledge and their new methodology in these events. In the more scientifically-oriented programmes such as the government scholarships, DIES or the Academic Reconstruction of South Eastern Europe, the exchange as equals with higher education experts was identified as a success factor. In all the qualitative analyses and case studies the op-portunity to exchange views with academics and researchers within the projects was highlighted as the element which made it possible to discuss similar challenges as equals and to develop so-lutions jointly. This was particularly successful in the programmes in which the solutions devel-oped could be piloted and implemented immediately. In the context of supporting individuals, those supported and alumni pinpointed the opportunity to learn new research methods in Ger-many; they emphasised that this enabled them to gain new expertise and learn new methodolo-gy which would be impossible in developing countries due to the lack of equipment. However, in some cases this also results in the individuals supported and the alumni learning skills which they cannot apply in their home countries because of the lack of infrastructure – despite the discus-sions held in the selection committees. A representative example of this aspect can be found in the government scholarship programme in Egypt, where a doctor carried out stem-cell research in Germany as part of his PhD project. After returning to Egypt, however, he was unable to con-tinue his research because there are no stem cell laboratories in Egypt. On this topic we must al-so point out that in the context of supporting individuals, the responsibility for ensuring the “fit” of the research methods taught to the research conditions in the developing country concerned is also shared by the German professors or HEIs, because it is not always possible for the DAAD to assess this situation fully.

5%

11%

7%

8%

17%

11%

17%

50%

30%

17%

36%

30%

38%

41%

50%

68%

58%

57%

33%

0% 25% 50% 75% 100%

Development-related postgraduate courses (N=364)

Government scholarships Egypt GERLS (N= 103)

Government scholarships Egypt GERSS (N=47)

Government scholarships Mexico (N=245)

Government scholarships Kazakhstan (N=74)

Academic Reconstruction in South Eastern Europe (N=459)



36

In addition to expertise and knowledge of methodology, the intercultural competence16 of the German and partner country scientists, academics and students on the programmes is also pro-moted by the programme area. The individual evaluations of the AST, the Academic Reconstruc-tion and the government scholarships programmes show that both cultural knowledge and the motivation/interest in the other culture increase. The ability to take on new viewpoints remains consistent or is reduced with the exception of the AST participants, who spent the longest period in Germany on average. One explanation for this may be in the way the individuals supported answered the questions; at the start of their participation in the programme, they estimate their ability to take on new viewpoints as very high from their experience of other evaluations (for ex-ample the evaluation of the German government volunteer service “weltwärts”). In the course of the programme they usually revise their estimate so that by the end of the programme they give a more realistic estimate which is only slightly different from the original. The findings of the online survey of the individual evaluations were confirmed in the qualitative surveys. In these, all respondents among those supported and their managers stated that they (i.e. those supported) had improved their intercultural competence through the DAAD pro-grammes. In this context, the time spent in Germany was identified as a success factor in the case of the AST, the higher education dialogue and the government scholarships. All the individ-uals supported stated that their stay in Germany enabled them to find out how to cope in a dif-ferent culture with different cultural, professional and social demands. In the individual evalua-tions of the AST, the international nature of the programmes was emphasised. Working with stu-dents from other cultures forced the participants, in their own view, to reduce their prejudices, to attempt to understand other ways of thinking and to tolerate different social and political ap-proaches. This was also confirmed by all seven AST programme heads interviewed. In the individual evaluations of the Academic Reconstruction in South Eastern Europe, on the other hand, the meetings between participants from different south-eastern European countries were pinpointed as success factors in the case studies and the qualitative surveys. All those sup-ported stated that at the start of the project, they lacked confidence and felt prejudiced when meeting students or academics from neighbouring south-eastern European countries because they were meeting people from the other countries for the first time. They stated that this lack of confidence was soon overcome, however, because they got to know and appreciate their neigh-bours quickly through the project. In particular the younger individuals supported stated that at the start of the project, they were very curious because the project was the first opportunity for some of them to exchange views with people from neighbouring countries.

The programme area and its programmes also promote the links of those it supports to Germany. In the case studies and in the qualitative interviews of the individual evaluations, theses links can be seen in particular in the wishes of all those supported to return to Germany in future, either for further study or for private reasons (cf. also chapter 4.2.4). However, the qualitative analyses also showed that although all alumni and those supported who had spent between two months and two years in Germany (N=101) claimed strong links to Germany, 82 per cent (N=83) had no partnerships17 with Germany or German organisations. The only exceptions were partnerships with German HEIs or their German supervisors. Factors contributing to the lack of partnerships outside the higher education sector are lack of knowledge, for example about German DC pro-jects in their country, and on the other hand, the lack of platforms or forums where such contacts to German business could be set up. In the higher education sector, contacts naturally tend to be

16 Because of the DAAD’s interest in knowing about changes to the intercultural understanding of the individuals it supports, the cur-

rent state of research was examined in order to operationalize intercultural understanding. It emerged that in many theories and mod-

els of intercultural competence, three facets are of central importance: cultural knowledge, the ability to take on other viewpoints and

motivation/interest in the culture of the host country. The documenting of intercultural understanding was therefore structured in line

with these three aspects. Respondents were asked to assess themselves on the basis of three or four statements on each of the three

aspects before and after receiving DAAD support on a four-stage scale. In the evaluation, these questions were subjected to an inter-

nal consistency test and summarised to give indices of the three aspects cultural knowledge, the ability to take on other viewpoints

and motivation /interest in the host country culture. Finally the relevant data were subjected to bivariate and multivariate examination. 17 For this evaluation, partnerships were defined as relationships between people or organisations comprising regular exchange on sub-

ject-related topics (weekly, monthly, quarterly etc.) or e.g. where joint projects were carried out. Ad-hoc contacts or those relating to

a particular occasion were not considered to be partnerships.


37

individualised and are based on private contacts which can be activated if necessary to drive joint projects or publications. One representative example is that of a DAAD alumnus in Kenya who has produced several joint publications with a scientist at Potsdam University in recent years. In the programme area’s programmes which entail spending time in Germany, students receiving support and alumni gain a more sophisticated idea of Germany. The time spent in Germany on government scholarship programmes and the AST enabled the participants to learn new things about the country’s educational landscape. In the individual evaluation of the government schol-arship programme in Egypt (GERLS), for example - combining the categories “strongly agree” and “agree” – 90 per cent (N=98) of the respondents to the online survey stated that they were able to get to know the central values of the German culture. At the same time Germany was perceived by 100 per cent (N=98) of the online respondents as an economically important coun-try in which people from different cultures can live together peacefully and where everyone can express their opinion. In addition, 93 per cent (N=98) expressed the perception that the German HEIs stand out in international comparison for the high quality of their research and modern teaching and learning methods. 79 per cent (N=98) also perceived German HEIs as being open to international students. These findings were also confirmed by the alumni who responded to the online survey in the indi-vidual evaluations of the AST, in which 59 per cent (N=364) of those supported by the DAAD state that German HEIs are internationally recognised for their research in their fields and 48 per cent (N=364) state that German HEIs are well known internationally for innovative, up-to-date learning methods. 67 per cent (N=361) also state that Germany is a constitutional state and 69 per cent (N=364) state that Germany develops and implements innovative technologies in their professional field. The qualitative analyses in both the individual evaluations and the case studies confirmed these findings. For example, 91 per cent of the AST alumni who responded to the qualitative survey (N=23) perceived Germany as a country in which the HEIs work very professionally and the staff have an excellent work ethic. They are also impressed by the level of scientific work and the ap-plied didactics which make it possible to discuss scientific issues critically and openly. At the same time, the individuals supported by the programme area benefit from improved profi-ciency in the German language in the programmes in which this is one of the targets. The find-ings show that the students’ and the alumni’s command of German is sufficient for everyday con-versation but in some cases is not adequate for actively participating in or directing academic discussions. In the government scholarship programme in Egypt (GERLS) for example, 100 per cent are able to cope in everyday situations in German, while 36 per cent can participate in aca-demic discussions in German. In the AST this applies to 63 per cent and 24 per cent. In the Aca-demic Reconstruction in South Eastern Europe, on the other hand, the majority of participants on the German courses attain good or very good proficiency levels in German (see Fig. 7). The ma-jority of them can apply their German language in everyday situations (86 per cent; N=36). 17 per cent (N=36) can take an active part in academic discussions.


38

42% 28%

11%

25%

31% 50%

6%

8%

0% 25% 50% 75% 100%

German proficiency – before the programme

German proficiency – now

Poor sufficient satisfactory good very good

Fig. 6: German proficiency acquired – Academic Reconstruction in South Eastern Europe

Source: Rambøll Management Consulting 2011 (N=36)

In the qualitative analyses and the case studies, all respondents who had received support and who had little knowledge of German, with the exception of the respondents in the case study in Serbia, attributed this to the following factors: on the one hand, many consider that the German course is too short. The respondents stated unanimously that the course is a good preparation but is not long enough to learn German to a high level. On the other hand, communication takes place in English in the majority of cases in the individual scholarships or supported projects, so there is little opportunity to practise or deepen the German learnt. Although this had a negative effect on their knowledge of German, all respondents who had studied or carried out research in Germany assessed this practice as positive, because they usually have to use English to apply what they have learnt in their everyday professional lives. The respondents also stated that they had forgotten some of their German because they had little opportunity to use the language in their home countries and in their professional lives. The respondents in the case study in Serbia were proficient or very proficient in German because the German courses in the Academic Recon-struction in South Eastern Europe programme were usually longer and in contrast to other coun-tries, more contacts to Germany took place through follow-up projects after the DAAD support period. On returning to their home country or region, the individuals supported by DAAD and the alumni quickly gained influential positions, particularly in the higher education sector, with responsibility for projects or staff, in which they could profitably contribute their new skills in their professions and could act as change agents. For example, 50 per cent of respondents to the online survey in the individual evaluation of the AST stated that their colleagues showed them more respect after their period of study in Germany and that their professional position had improved. 43 per cent were also able to take on more responsibility in their work and felt capable of taking on man-agement tasks. 33 per cent were also able to command a higher salary (see Fig. 8). These find-ings were also confirmed in the individual evaluations of the government scholarship programmes (see Fig. 19).


39

15%

3%

7%

5%

2%

4%

5%

2%

8%

3%

5%

3%

3%

4%

4%

3%

20%

13%

15%

12%

11%

14%

12%

15%

23%

30%

30%

31%

34%

34%

29%

35%

33%

50%

43%

49%

50%

43%

50%

44%

0% 25% 50% 75% 100%

Because of my postgraduate studies in Germany I receive a higher salary. (N=2244)

Because of my postgraduate studies in Germany I receive more recognition and respect from my colleagues and business partners. (N=2258)

Because of my postgraduate studies in Germany I have been given more responsibility in my job. (N=2240)

Because of my postgraduate studies in Germany I have been able to take on more interesting tasks at work. (N=2248)

Because of my postgraduate studies in Germany I have acquired up-to-date and improved expertise. (N=2249)

Because of my postgraduate studies in Germany I am better equipped to take on managerial responsibilities. (N=2245)

Because of my postgraduate studies in Germany my professional position has improved. (N=2234)

Because of my postgraduate studies in Germany it is easier for me to initiate and implement projects succesfully. (N=2238)

Not at all true 4 3 2 Very true

Fig. 7: Professional usefulness of the AST programme

Source: Universität Oldenburg 2011

The individual evaluations of the ATS also showed that the longer the period since their scholar-ships and studies, the higher the management positions reached by students supported by the DAAD and alumni. Ten to twelve years after their studies, the proportion of students and alumni in higher management positions rises sharply, whereas the proportion of students and alumni in lower management positions already declines after six to nine years after their studies. On the other hand, six out of ten cases in the qualitative surveys and the case studies in Colombia and Kenya showed that the students and alumni’s increased willingness to change their employer af-ter their studies slowed their professional advance. After moving to a new employer, the students and alumni first have to position themselves in the new organisation before they are promoted to higher positions. They also stated that they did not always encounter managers in their new or-ganisations who promoted their careers, because these managers were not involved in the alum-ni’s career planning before their DAAD-supported studies. This applies in particular to the busi-ness sector and to a lesser extent to the public sector. Similar effects were seen in the government scholarship programmes. In these programmes too, 33 per cent (N=78) of the individuals from Mexico who had received support are in management positions in which they are responsible for projects. 38 per cent (N=78) have management posi-tions with responsibility for staff and for projects and 21 per cent (N=78) anticipate taking on re-sponsibility for staff or for projects within the next five years. The case studies and qualitative surveys also made clear however that when those supported (re)enter the professional field, they are initially employed for the least demanding jobs and at low salaries, particularly in the public service and in business. However, the majority of those supported anticipate that the period of study in Germany will improve their career chances as soon as they have become professionally established to some extent in their company/institution. This was confirmed by two of the nine managers (22 per cent) interviewed. In the higher education sector, those supported on the government scholarship programme are in a different situation. They have permanent employment contracts with their HEIs in their home


40

countries, guaranteeing them a higher position when they return with their Master’s degree or PhD. The individual evaluations of the Academic Reconstruction in South Eastern Europe also revealed a similar situation for 69 per cent (N=185) of those supported, who apply their new skills either currently or will do so within the next five years in management positions in the higher education sector. 11 per cent of them (N=185) have responsibility for staff in their current position, while 34 per cent (N=185) have responsibility for topics. 5 per cent (N=185) in these positions have responsibility for both staff and topics. A representative example can be given from the case study in Serbia. Two female interview partners, the president of the accreditation committee and the vice-rector of the University of Belgrade, were former DAAD scholarship holders. They stated that the experience they gained from their scholarship in Germany had given them a new, more comprehensive view of teaching and research. This experience motivated them to get involved in their country’s higher education policy in order to initiate changes there. The findings of the case studies show that the change agents who were trained or further edu-cated fulfil the need for specialists and managers both in business and in the fields of research and science. In Kenya, for example, the DAAD is the biggest provider of scholarships in the high-er education sector, according to all those interviewed who work in this field. The DAAD gives ap-prox. 300 Master’s and PhD scholarships annually, mostly in the form of on-the-spot or third country scholarships, which according to all Kenyan HEIs produce highly-qualified experts who are in great demand. These experts are educated in disciplines which are in line with the main fo-cus fields of Kenyan development strategy for 2030. The findings of the interviews carried out in Vietnam and Serbia with partner organisations and those supported showed that here too, the DAAD programmes contribute towards meeting the need for experts and managers – both in terms of the quantity of experts available and the quality of their education. The DAAD’s main fo-cus is on qualifying experts and managers for administration and for the higher education sector, not for the private economy, which is in line with the Vietnamese government’s explicitly stated priorities. In Colombia, the DAAD trains experts and managers to meet existing needs both in the economy and in the fields of research and science. In addition, we observed in the AST programme, the government scholarship programmes and in the case studies that the students supported by the DAAD actively contribute their knowledge in their (home) organisations in order to bring about changes in them. It is striking that knowledge is mainly passed on in the organisations through informal channels and rarely through structured channels such as workshops or training courses. All respondents, whether those supported, alumni or managers, confirmed in interviews the informal way knowledge is passed on, stating that it mainly occurs through conversations between those supported and other staff. Fig. 9 shows the findings of the online survey for the individual evaluation of the AST.


41

23%

28%

8%

7%

30%

30%

14%

8%

7%

11%

11%

22%

21%

32%

11%

17%

21%

25%

21%

10%

8%

29%

32%

40%

28%

39%

46%

15%

13%

21%

54%

27%

37%

21%

18%

0% 25% 50% 75% 100%

The quality of existing structures, projects etc. was improved bywhat I learnt while supported by DAAD (N=1131)

New ideas and concepts were developed by what I learnt whilesupported by DAAD (N=1143)







strongly disagree disagree undecided agree strongly agree

Fig. 8: Knowledge transfer in the current organisation – individual evaluation AST


How far the change agents were able to effect lasting changes in their (home) organisations through passing on their knowledge and through their new qualifications must be viewed in a dif-ferentiated way, however. According to the online survey findings in both individual evaluations, changes were brought about by the AST or the government scholarships in an average of about 55 per cent of the organisations overall. For example, 21 per cent of respondents or 65 per cent if the first two categories are taken together stated that their organisation developed new ideas and concepts through the AST or the government scholarships in Mexico. 25 per cent or 57 per cent of the organisations increased their ability to act by improving their structures (see Fig. 10).

Fig. 9: Changes in the (home) organisation – individual evaluations AST and government scholarships


43 %

77 %

67 %

68 %

77 %

57 %

23 %

33 %

32 %

23 %

0% 25% 50% 75% 100%

Within informal talks at work I explained about my newly acquiredknowledge and skills.

I organized an exchange of experience in which I explained aboutmy newly acquired knowledge and skills.

I distributed learning and information material from mypostgraduate course in Germany to my colleagues.

On the basis of my newly acquired knowledge and skills, Ideveloped my own materials and concepts and distributed them

within my organization.

Within my organization we have implemented a project with theobjective to transfer my newly acquired knowledge and skills to

the organization.

no yes

Development-related

postgraduate courses

Government scholar-

ships in Egypt GERSS

Government scholar-

ships in Mexico

Government scholar-

ships in Kazakhstan


42

Differences can be observed in the survey findings when looking at the sectors of the (home) or-ganisation. The largest number of changes in organisations was achieved through the AST and the government scholarships in the educational and higher education sector, followed by the DC sector. The fewest changes were achieved in the public and business sectors. This was consistent with the findings of the qualitative surveys and the case studies, where we also observed that those supported and the alumni in the public sector and in business faced bigger challenges when they wanted to initiate changes, compared to the higher education sector. One factor we identi-fied in this context was the readiness of the alumni to change their jobs, which places them in new organisations where they must first earn a position in which they can initiate changes. An-other factor is that they also tend to be the only people in their organisation who have received DAAD support – whether or not they change jobs, so they cannot look to other DAAD alumni for support in their efforts to make changes, as they could in the higher education sector where the DAAD has a broader basis and more financial resources. However, there are also synergies in the higher education sector which arise through the combination of various programmes directed to-wards particular organisations. In this way, the combination of support for individuals and for projects creates conditions in which those supported and alumni can effect changes more easily (cf. Chapter 4.6). In the business and public sectors, DAAD alumni are usually lone warriors who receive little support from their managers. It was also noticeable that when changes were initiat-ed in these sectors, only those among the alumni we interviewed who had been working profes-sionally for at least five to six years took the initiative. It was also shown that managers who had also studied abroad were more likely to permit the changes suggested by DAAD students and alumni than managers who had not studied abroad. 4.2.2 Reaching the targets in the field of strengthening HEIs In its second target dimension, the DAAD’s programme area aims to strengthen higher education structures in its partner countries. The aim is to bolster regional and national knowledge and in-novation systems and to improve the quality of teaching, research and management in order to enable the HEIs to keep abreast of scientific standards. To achieve this, the programme area and its programmes aim to increase the numbers of spe-cialists in the departments and the overall numbers of higher education lecturers in developing countries. It became clear that higher education systems in the case study countries are experi-encing a great shortage of sufficiently qualified higher education lecturers and specialists, be-cause the numbers of students have increased considerably in recent years. This results in bot-tlenecks in the teaching and training of doctorate students in Kenya, for example, because there are not enough university lecturers with PhDs. The Kenyan ministry responsible for higher educa-tion estimates that Kenya needs 1,000 qualified doctorate students annually for the next five years. The current rate is 220 doctorate students annually. Similar challenges were observed in Vietnam, where the shortage is already visible at the level of Master’s graduates. Against this background, all respondents in the field in the case studies agree that the DAAD makes a significant contribution to educating the experts needed in each country’s higher educa-tion sector. Respondents stated that above all in Kenya, Vietnam and Colombia, the DAAD makes a major contribution to increasing the number of higher education lecturers and specialists in the HEI faculties through on-the-spot and third-country scholarships and government scholarships in these countries. In addition, the government scholarships in Egypt in particular qualify the next generation of scientists and academics for the higher education sector. The funding of periods of study and research by the government scholarship programmes enables the next generation of scientists and academics to develop new expertise and to encounter new ways of working, re-search and teaching methods and to get to know international standards (cf. chapter 4.2). The support received contributes to the development of knowledge as well as to improving the formal qualifications of teaching personnel and increasing the number of qualified lecturers. The funda-mental contribution made by government scholarships towards qualifying the next generation of academics was also confirmed explicitly by the findings of the online survey. A large majority of the respondents in all countries agreed with the statement that the DAAD support contributed to qualifying the next generation of academics and scientists. Many also agreed with the statement that the programmes improve the qualifications of academic teaching staff, promote the devel-


43

opment of new research and teaching methods and strengthen higher education structures (cf. Fig. 15). The institutional support provided by the programme area also contributes to increasing the number of qualified lecturers and enabling the HEIs to keep abreast of scientific standards. As mentioned above, this does not only occur through individuals achieving qualifications during a period of study in Germany and benefiting from that, but also through the activities in the Exceed context and the subject-related partnerships which were examined in the case studies in Vietnam and Colombia. The subject-related partnerships with HEIs in developing countries concentrate on structural development in the form of curricular development, setting up international study pro-grammes and mutual recognition of university degrees, whereas the Exceed activities are more broadly-based (for example setting up joint study programmes, developing new teaching materi-als, visiting lectureships, joint symposia, establishing top research, strengthening north-south and south-south networks) and also contribute to increasing the number of qualified lecturers. A further representative example was identified in the case study in Colombia, where the pro-gramme area doubled the number of lecturers with doctorates from nine to 18 in one HEI, ac-cording to those responsible. The students interviewed in Colombia, Kenya and Vietnam stated that the better qualifications and increased numbers of lecturers had resulted in improved teaching quality at their HEIs, which also enabled them to catch up with scientific standards. The dean’s offices in the universities we visited in Colombia and Vietnam also confirmed that the increased number of lecturers with doc-torates has led to increased intensity in research. For example, the researchers in the field of machine engineering now produce more publications than any other HEI in this field in Colombia. However, in all the countries it was pointed out that more instruction in didactic methods is nec-essary to qualify the DAAD-supported students and alumni better for their task of teaching at their HEIs. In addition, all respondents interviewed for the case study in Kenya stated that the establishment of centres of excellence through programmes in the programme area improved the quality of teaching and research. To achieve this, the DAAD concentrated various programmes within the programme area on selected HEIs or faculties, combining HEI partnerships, on-the-spot scholar-ships and DIES programmes, for example. A leading faculty for ophthalmology was established at the University of Nairobi, for example, in which around half of all ophthalmologists in Africa are trained. Alongside the continuity of support for the faculty, the combination of a range of the DAAD’s instruments was the decisive success factor in establishing this centre for excellence. This combination made capacity development possible at both administrative and academic level. A similar success was observed at the College for Basic Sciences at the University of Nairobi which was supported by the programme area with scholarships and management courses. 50 per cent of the staff at this institute have received their qualifications through DAAD programmes. The faculty today has the highest proportion of academic staff with PhDs (200 of 250 staff members have PhDs) and the highest publication rate (460 publications in 2011), making it the most re-spected faculty in its discipline in Kenya. In Vietnam, all interviewees in the case study stated that the Exceed activities mentioned above, which also aim to develop centres of excellence, contribute to improving the quality of teaching and research. The development of new curricula, the establishment of new programmes of study and the mutual recognition of university degrees (some of them double degrees) are the main factors in the creation of new educational options with high academic standards in Vietnam. These approaches make a decisive contribution to the Vietnamese government’s initiatives for improving and professionalising curricula in line with international standards and increasing the number of graduates with Master’s degrees and PhDs. This benefits not only the current genera-tion of students and academics but also future generations. The findings of the online survey of project managers and project partners involved in the Aca-demic Reconstruction in South Eastern Europe also make clear the scale of the programme area’s contribution to improving the quality of teaching and research in Serbia. For example, 80 per cent (N=77) of the project partners and 64 per cent (N=33) of the project managers stated that through the stability pact, the methodology and didactics of the teaching at the partner HEIs made an increased contribution to bringing subject content up to date (83 per cent; N=74 and 78


44

per cent; N=33). In addition, 73 per cent (N=76) of the project partners and 56 per cent (N=32) of the project managers pointed out that the programme contributes to the accreditation of pro-grammes of study in accordance with Bologna standards. A representative example of this is the establishment of an English-language study programme at one university in the field of civil en-gineering in the context of the Academic Reconstruction in South Eastern Europe programme. This was offered at the university for two years but then had to be discontinued due to the Bolo-gna reform. The curriculum content however was almost all transferred to a newly designed PhD programme which was also established jointly with the project partners and which was in the ac-creditation process while the case study was taking place. Another example is the chemistry fac-ulty at a university at which summer schools were developed jointly with the project partners during the support period of over ten years, in which participants learnt how to use research in-struments to analyse chemical structures.

Through targeted network-building between the south-eastern European HEIs in the Academic Reconstruction in South Eastern Europe programme and the centres of excellence established in Kenya and Vietnam, the programme area also strengthens national and regional systems for knowledge and innovation in the partner countries. The findings of the case study in Serbia show that the Academic Reconstruction in South Eastern Europe programme contributes to the devel-opment of science systems in south-eastern Europe. For example, respondents involved in two of the Academic Reconstruction in South Eastern Europe’s six projects visited in the case study stated that in future, regional excellence clusters will emerge from the networks. In addition, all six of the project partners interviewed view the creation of networks and science systems as a huge benefit provided by the Academic Reconstruction in South Eastern Europe programme. They consider that the exchange of ideas and research projects via these science systems enriches their own research and relates them to general research trends in south-eastern Europe. All re-spondent project partners were also of the opinion that the HEI cooperation agreements promot-ed by the stability pact constituted the first opportunity for many faculties to collaborate profes-sionally with neighbouring countries, enabling them to improve teaching and research at their faculties. This was particularly significant against the background of Serbia’s ten-year period of isolation. The project partners we interviewed attributed a key role to the German HEIs in medi-ating between the various south-eastern European HEIs. The interviewees considered that these science systems and networks would not have been set up without the German HEI’s mediation, even if other funding had been available.

These findings are confirmed by the additional qualitative surveys and the online survey in the individual evaluations of the Academic Reconstruction in South Eastern Europe programme. In the online survey, for example, 88 per cent (N=80) of the project partners and 70 per cent (N=34) of the project managers stated that the networks set up through the Academic Recon-struction in South Eastern Europe enrich the teaching at the partner faculties and give academic impetus to the development of science systems. At the same time, these networks enable the south-eastern European HEIs to catch up with scientific discourse, according to the project man-agers (90 per cent; N=34) and project partners (97 per cent; N=80). 69 per cent (N= 80) of the project partners also agree that through the German project partners, they were able to gain access to additional European cooperation partners and project funding to further support the modernisation of their higher education systems. In this context, 55 per cent (N=80) attribute a decisive role to the German HEIs; they consider that the exchange between the south-eastern European HEIs would not exist without the German HEIs‘ mediation – even if other funding had been available. The programme area has also succeeded in establishing national and regional systems for knowledge and innovation in Kenya. In the case study we saw how the International Centre for Insect Physiology and Ecology (ICIPE) and the International Livestock Research Institute (ILRI) were supported by scholarships from the programme area. Both institutions contribute to capaci-ty development in the fields of science and technology and are part of the African Union’s NEPAD process. They bring together African scientists to bolster research into the fields of poverty re-duction and sustainable development.


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As well as supporting regional and national knowledge systems, the programme area also strengthens higher education structures by improving academic higher education administration and management. This mainly occurs through the institutional support provided by the pro-gramme area, for example through the HEI partnerships, the Exceed programme already men-tioned or the DIES programme. However, it is striking that the reform of administrative struc-tures is not a focus-point of the programme. In Vietnam, the Exceed programme raised aware-ness of the need for administrative reform at the HEIs it visited. Systematic changes were not observed, however, despite individual examples of increased professionalism. In contrast to this situation, a regional quality assurance programme was established in East Afri-ca through the DIES programme, involving 46 HEIs. The programme was implemented in collab-oration with the Inter-University Council for East Africa (IUCEA) of the East African Community, the German HEI Rector’s Conference, the DAAD and the University of Oldenburg. The programme trained presidents, vice-presidents and deans in quality assurance. 50 staff members of the par-ticipating HEIs also received further training in quality assurance processes, enabling them to take on positions as directors for quality assurance at their HEIs after completing the course. A peer review mechanism between the HEIs was also established. In the case study in Kenya and the other East African countries18, quality assurance departments were set up with the support of the DIES programme at the HEIs visited, all of which had introduced quality assurance strategies at their HEIs. In addition, the Kenyan committee for higher education was involved; it intends make the existence of internal quality assurance at the HEIs a new prerequisite for the accredita-tion of curricula in future. National committees or regulatory bodies and HEIs from the other par-ticipating East African countries (Tanzania, Uganda, Ruanda and Burundi) are also involved, so the regional integration process is also being supported. The DIES programme has also enabled the training of deans and staff in middle management in HEI management and administration. This has led to reforms in all the HEIs visited for the case study in Kenya. As a representative example of this, at one HEI personal target agreements for the staff have been introduced to enable staff to better structure their achievements and career development; at another HEI, project management processes have been made more professional by the development and introduction of quality manuals. Overall, the surveys revealed that the strengthening of HEI structures was particularly successful in cases where various programmes and instruments of the programme area were combined. For example, on-the-spot and third country scholarships were combined with the DIES programme and the HEI partnerships in the case of the centres of excellence. This enabled a multi-level ap-proach (middle management, top management and researchers) to be taken at each HEI. It also meant that a critical mass of people was reached in the organisations who could initiate changes. The continuity of support lasting over ten years in some cases was also identified as a success factor. 4.2.3 Reaching the target in the field of networking In the third target dimension, the programme area aims to develop cooperation structures and networks for south-south, north-south, south-north and north-south-south exchange and for in-tercultural exchange. The aim is to increase knowledge transfer and raise the profile of German science and of Germany as a centre for innovation. To achieve this, the focus is on creating joint structures between Germany and the partner countries in order to gain new cooperation partners in Germany for additional programmes. The programme area applies its institutional funding in this field to promote HEI cooperation be-tween Germany and developing countries as well as between developing countries themselves. In the case studies in Colombia, Kenya, Serbia and Vietnam, cooperation agreements between German and partner country HEIs were formalised by the programme area, because a basic pre-requisite for cooperation is a formal cooperation agreement between the participating HEIs. For

18 This was confirmed by an independent evaluation of the DIES programme commissioned by the DAAD. (Lemaitre, M., Matos, N. &

Teichler, U. 2011).


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this reason the programme area’s activities at institutional level contribute to strengthening and expanding these cooperation structures between German and e.g. Vietnamese universities. Sub-ject-related partnerships with HEIs in developing countries concentrate on structure building in the form of curriculum development, setting up international study programmes and mutual recognition of each other’s university degrees; the Exceed activities are more broadly based, as mentioned. They focus much more strongly on strengthening networks and cooperation struc-tures. In the case studies in Vietnam, Kenya and Colombia, the personal contacts of the students and academics, in some cases DAAD scholarship holders, with colleagues in Germany was the starting point for all the contacts and cooperation agreements which are now institutionalised. More sys-tematic cooperation approaches gradually developed on the basis of these contacts. This type of transition from personal to institutional level takes a long time and requires intensive application of resources - and it is not always successful; a personal contact only develops into an institu-tional contact in isolated cases. The programme area’s programmes in the case study in Vietnam not only led to cooperation agreements and networks between the Vietnamese HEIs and those in Germany (i.e. north-south), but also drove academic exchange in the region and the creation of south-south net-works. Cooperation agreements between HEIs in the neighbouring countries of Cambodia and Laos are particularly common. A representative example for this is a Vietnamese HEI which is considering making the curriculum which has been newly developed through the HEI partnership available to partners in these other countries as well, to enable them to offer the study pro-gramme there too. An important element in the Vietnam Academy of Water Resources’ activities within the Exceed framework is to develop new courses for the region’s training centres – also in other countries in the region. This would create new educational opportunities in the region for the region. The Exceed cooperation agreements are a starting point for south-south cooperation and net-working activities beyond the region as well. For example, other major partners in the Vietnam-ese CNRD (centre for natural resources and development) network are located in Egypt, Brazil, Chile, Indonesia, Jordan, Mexico, Mozambique and Nepal – and the cooperation activities in the network are equally international. The regional and global networks here are not formalised apart from in the DAAD or the Exceed cooperation agreements, however. Through its Academic Reconstruction in South Eastern Europe programme, the programme area also promotes the development of networks for the exchange of views between students, gradu-ates and academics within south-eastern Europe and with Germany. The programme also pro-motes regional educational centres. The findings of the online survey for the individual evalua-tions show that all three target groups in the region (individuals supported by the DAAD, project partners and project managers) have built up a large number of contacts19. On average the pro-ject managers were able to form 30 contacts (N=32) and project partners had formed 18 (N=78) contacts with academics from (other) south-eastern European countries. Individuals supported by the DAAD had an average of 26 contacts with other students and academics (N=471). When the survey was carried out, all three target groups were still in touch with many of these contacts; for example, the individuals supported were still in contact with eight people from south-eastern Europe on average, while the project partners had an average of eleven contacts with academics in south-eastern Europe.

The individual evaluations of the AST also showed that the AST promoted the creation or devel-opment of networks and cooperative structures. Nine out of ten (90 per cent) of interview part-ners in this context stated that cooperative agreements with HEIs in developing countries pro-moting north-south or south-north dialogue had developed through the AST. Various forms of co-operation are mentioned, from student exchanges and academic exchanges to joint publications and joint study programmes which have emerged from the AST study programmes. For example, one HEI developed a PhD programme with a South African HEI which emerged from AST and 19 For this evaluation, a contact was defined as two-way contact between two people.


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which was supported by another DAAD project. In the course of the collaboration, many students of the German HEI went to the South African HEI to do their PhDs. In order to prevent this emi-gration, the German HEI founded its own PhD programme and linked it to the one in South Afri-ca. At a different HEI, the AST gave the impetus for another programme in which lecturers sup-ported partner universities in developing countries in establishing similar study programmes. In another example, AST alumni helped to set up three cooperation agreements with HEIs in China, Nepal and South America, which include lecturer exchanges and joint research projects. In addition, by supporting individuals the programme area promotes further cooperation struc-tures. The case study in Kenya shows that the programme area strengthens the following scien-tific networks through Master’s and PhD scholarships: the African Network of Scientific and Tech-nological Institutions (ANSTI), the Collaborative Masters Programme in Agricultural and Applied Economics in Eastern, Central and Southern Africa (CMAAE), ICIPE, ILRI, Integrated Watershed Management (IWM) und Natural Products Research Network for Eastern and Central Africa (NAPRECA). All these networks aim to boost research capacity in their fields and promote net-working among the researchers in Africa. For example, NAPRECA currently has 80 active mem-bers in eleven African countries. It has a functioning office at the University of Nairobi and organ-ises annual symposia to give its members the opportunity to exchange views. It also offers scien-tist exchanges and DAAD Master’s and PhD scholarships to the participating HEIs. CMAEE on the other hand is a formal African network which supports research, development and the strength-ening of small-scale farmers, particularly women. With DAAD help, it has established a coopera-tive network with six HEIs in five African countries which offer a joint Master’s programme in this topic area. About 60 – 80 students take this programme annually; they have to take the main module of the programme outside their home country. The individual evaluations and the case studies revealed that one success factor for the estab-lishment of networks and cooperative structures between HEIs is the initiation of small networks which are continually expanded in the course of the project. This makes it possible to first consol-idate cooperative structures initiated between HEIs on a small scale before they are extended to other HEIs. A long period of support was also beneficial in this context as in the Academic Recon-struction in South Eastern Europe. This enables participating HEIs in the programme to get to know each other in the first years of the project, so that good relationships can be built up. In the following years, joint activities such as summer schools or small research projects can be car-ried out; based on these developments, large-scale structural changes (e.g. changing the cur-riculum) can then be undertaken. These networking and cooperative structures also promote competence development and raise the profiles of German HEIs in DC programmes. For example, all the German HEIs interviewed in the Academic Reconstruction in South Eastern Europe were able to develop their research net-works with the region through the programme and to drive their internationalisation strategy forward. One example for this is a project in which international publications are produced jointly with all the HEIs in the network. The individual evaluations of the AST also showed that the programme area promotes compe-tence development in German HEIs. All seven study programme heads and all three HEI man-agements interviewed in the individual evaluations stated that the AST contributed to the inter-nationalisation of each of their HEIs due to the long duration of its support. All ten interviewees stated that their HEI or faculty gained experience through the AST which benefits other study programmes with an international orientation. One HEI, for example, succeeded in acquiring ad-ditional programmes in international cooperation on the basis of this experience while at another HEI, a joint study programme with mutual recognition of the degrees was set up as a spin-off of the AST. Five (71 per cent) of these respondents also stated that the AST is anchored at their HEI as a beacon project in their HEI’s existing internationalisation strategy. One HEI is currently a candidate for the Excellence Initiative in the international field, thanks to its AST. Another has replicated the AST and created seven more study programmes modelled on it. These interview partners all stated that the HEI cooperative structures described which arise out of the AST also contribute to embedding the German HEIs more effectively in international dis-


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course. New contacts arise through the joint research projects, publications and exchanges which give German academics, scientists and lecturers additional access to the international discourse. However, the programme area rarely gains new cooperation partners in Germany. Involving oth-er actors from outside the higher education field was not a priority, according to the HEIs sur-veyed in the individual evaluations of the AST and the Academic Reconstruction in South Eastern Europe. Such forms of cooperation in Germany are usually limited to e.g. German DC organisa-tions’ involvement in the advisory bodies for study programmes and attending each other’s con-ferences. A few examples of closer cooperation were observed, however, where staff members of DC organisations acted as visiting lecturers at the HEIs or joint projects were carried out with the GIZ (the German Society for International Cooperation); for example, an environmental project in the Amazon region. There is no structured collaboration with business. The contact partners in-terviewed at the HEIs stated that the non-university partners usually had little interest in cooper-ation – and the HEI’s resources are too limited to enable it to actively form cooperative structures of this kind. The programme area’s success in strengthening networking and cooperative structures also plays a part in raising the profile of German science and of Germany as a centre for innovation. In all the case study countries, all interviewees stated that Germany is viewed as an attractive and well-known cooperation partner. Thanks to the scholarships and the development of cooperative structures through the DAAD, Germany is perceived by those supported as an HEI location with high academic standards and a good research and learning environment – a world leader with an excellent reputation, particularly in special fields such as engineering or the environ-ment/sustainability. In Serbia, German research in certain fields such as chemistry is seen as among the best in the world. If free to choose, students and graduates from Serbia and Kenya would prefer a semester or internship in Germany to one in the USA. 4.2.4 Reaching the target in the field of alumni work In the fourth target dimension, the programme area is intended to establish active alumni work which develops (former) scholarship holders’ long-term links to Germany. In addition, the aim is that alumni should also support German companies in investing in the partner countries. To achieve this, alumni from the programme area and from the German HEIs are invited to Ger-many for further courses to deepen and update their specialist knowledge. The online survey in the individual evaluation of the alumni special projects showed that the majority of alumni deep-ened their specialist knowledge (92 per cent; N=402) or their knowledge of methodology (83 per cent; N=401). However, five of the seven people responsible for the project qualified these esti-mates in the telephone interviews. They stated that the alumni special projects are only an effec-tive instrument for further education of alumni if the participants’ profiles coincide with the the-matic alignment of the summer school and if the participants are motivated to gain new knowledge. The fact that the programme only lasts one week limits the possible depth of the course. The five people responsible for the projects consider that these further courses are more useful as presenting the state of science in the relevant sector and demonstrating current tech-nologies which can give the impetus and ideas for future work and projects, than as a compre-hensive, in-depth educational course. The five people responsible for the projects stated that it was important for the alumni special projects to be homogenous in the topics covered or that the regional mix should be in line with the topics if they are to be successful. Three of these five people explained that their summer schools were attended by groups which were too diverse in their subject background or regional origin which reduced the summer school’s usefulness to the alumni. One of them expressed the explicit wish to be able to arrange summer schools for alumni from one region, because this in-creased the opportunities to work together after the summer school. In two other cases, the groups were more homogenous, which those responsible for the project considered as a positive factor. In one case, the majority of alumni at a summer school had previously taken part in the same doctorate programme at one university. These alumni knew each other before the summer school, so they could use the summer school to improve their networks. The alumni’s similar background also meant that the content could be very well planned, as the person responsible for


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the project explained. In the second case, the group mainly comprised doctors which also made it easier to plan the summer school content. The programme area promotes networking among the alumni and with German representatives of the scientific field. The online survey in the individual evaluations of the alumni special projects revealed that at the time of the survey, more than half of the alumni respondents were in contact with up to ten other alumni or other participants in the programme (60 per cent; N=145). 45 per cent (N=145) of these alumni are also in contact with the others at least once a month; 15 per cent (N=145) do so weekly and the rest less often. 47 per cent (N=396) stated that cooperative work had emerged from these exchanges of views. For example, one alumnus is planning a re-search study with another. On the subject of the alumni’s organisation in networks, the online survey findings show that 26 per cent (N=408) are members of a network related to their discipline, while a further 15 per cent (N=408) are members of other networks not established by the DAAD. Most of the latter are HEI networks. The people responsible for the project at the TU Berlin, the TU Ilmenau and the Frankfurt School of Economics stated that these HEIs all have their own alumni networks in which the alumni can get involved and which are also used to advertise the alumni special projects. One of the networks founded through the DAAD alumni programme is the German Alumni Water Net-work (GAWN) of which 16 per cent (N=408) of the respondents are members. In the other DAAD alumni programme networks, the doctors’ alumni network (MEDALNETZ), the German Alumni Network Energy (GANE) and the German Academic Food Network (GAFOON), two, three and five per cent of the respondents respectively are members. It could also be seen in the case studies that the alumni are networked in alumni associations. In Kenya, the Kenyan DAAD Scholars Association (KDSA) was founded; it carries out workshops, conferences, seminars and courses about writing applications for support for Master’s and PhD students. The association has its own national office and regional units in Kenya and charges a membership fee. The alumni interviewed in the case study explained that the association is very important to them because through it they can exchange views and find contacts for research projects and jobs. The presence of the DAAD’s branch office in Kenya is a decisive factor in the alumni network’s success, because the office supports the coordination and implementation of their activities. In Vietnam and Serbia, many alumni activities are also organised which are in demand and at-tended by 66 per cent (N=21) of the alumni interviewed in these case studies, who evaluate them as interesting and worthwhile. For them too, the activities are an opportunity to exchange views and renew contacts. The alumni networks in Colombia are ASPRA (Asociación de Profesionales con Estudios en Ale-mania/Association for former scholarship holders who studied in Germany) located in Bogotá and ASPA (Asociación Antioqueña de Profesionales con Estudios en Alemania/Association in Antioquia for former scholarship holders who studied in Germany) located in Medellín. Both these alumni networks are active in organising seminars, conferences, information events and in advising for-mer students when they return to Colombia. These events are popular and attendance is high, according to the DAAD in Colombia and the partner organisations. In addition, 62 per cent (N=397) of the alumni in the individual evaluations of the alumni special projects have up to five contacts with representatives of German science and 19 per cent of the alumni stated that they have between six and 20 contacts. Four per cent of the alumni stated that they have contact to more than 20 people. 16 per cent of respondents, however, stated that they have no active contact to representatives of HEIs or HEI-independent scientists. These find-ings were confirmed in the case studies, in which the alumni surveyed claimed five contacts to German representatives of science on average and stated that they are in contact with them once a month. In this context the alumni stated in the online survey that the cooperative research activities comprise joint research projects (68 per cent), exchanges of information (60 per cent), joint pub-lications (44 per cent) and scientist exchanges (40 per cent) (cf. Fig. 10).


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Fig. 10: Form of cooperative research – individual evaluations, alumni special projects

Source: Rambøll Management Consulting 2012 (N=218; multiple answers were possible)

In contrast to the survey findings, the case studies and the qualitative surveys in the individual evaluations of the alumni special projects revealed that cooperative research directly arising from the DAAD’s alumni work was only seen in isolated cases. One example can be given from Kenya where a joint publication in Chemistry was initiated thanks to the alumni programme. Two of the seven people responsible for the project who were interviewed in the individual evalu-ations of the alumni special projects see the reason for this in the fact that cooperative research does in fact take place with alumni from developing countries, but not based on the alumni spe-cial projects or any other individual alumni measures. These respondents stated that establishing cooperative research is a long-term process to which the DAAD’s alumni work contributes con-structively through direct exchange. They consider that the alumni work with its summer schools, experts seminars etc. is an important instrument for paving the way for cooperative research which is likely to lead to future cooperative research projects. As well as contacts to German representatives of science, according to the individual evaluations of the alumni special projects, 37 per cent (N=141) of the alumni who responded to the online survey have developed cooperative activities with representatives of German business. Of these, 35 per cent (N=141) have established two, 19 per cent three and seven per cent up to five coop-erative activities with German business. According to the alumni interviewed, most of these co-operative activities comprise exchange of information and experience (65 per cent) and joint pro-jects (55 per cent), while a smaller proportion comprise joint events (21 per cent) and trade (20 per cent) (cf. Fig. 11).

68 %

60 %

44 %

40 %

29 %

5 %

1 %

0% 25% 50% 75%

Joint research project (e.g. conference or summer school)

Exchange of information

Joint publications

Scientists’ exchange

Joint events

Other

Patents


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Fig. 11: Type of cooperative business activities – individual evaluations, alumni special projects


The findings of the online survey from the individual evaluations of the alumni special projects were only partly confirmed by the four interview partners from business or the case studies, however. For example, two of the four business-based interview partners stated that they had contact to alumni, but that no cooperative activity had emerged from these contacts. In the case studies, none of the interviewees could demonstrate any cooperative activities with German busi-ness. According to all those responsible for the projects in the individual evaluations of the alumni spe-cial projects whom we interviewed, these findings can be explained by the lack of opportunities for targeted meetings and exchange between alumni and companies in the DAAD’s individual alumni projects. Four of the seven people responsible for the projects consider that the alumni work should focus more on company visits and talks; this would involve companies and give more opportunity for making contacts. However in this context it must be remembered that the design and choice of topics is the responsibility of the HEIs, not the DAAD. On the other hand, the representatives of business we interviewed would like to see the DAAD take on a more prom-inent role as intermediary (cf. chapter 4.1). For example, they suggested increasing the involve-ment of the chambers of foreign trade, which could provide information for German businesses about DAAD programmes in each country. The DAAD could also set up a service point which would establish contacts between businesses and relevant alumni. None of the alumni surveyed could pinpoint cooperative activities between alumni and German DC organisations. This is mainly due to the fact that the alumni surveyed are not informed about German DC programmes and projects in their countries and are not familiar with forums which would enable them to gain information about or make contact with the relevant German DC or-ganisations. However, the findings of the individual evaluations and the case studies showed that all the alumni interviewed had strong links to Germany. The findings of the individual evaluations of the AST, for example, revealed that 71 per cent (N=358) of the AST alumni would like to collaborate with German organisations in future and 62 per cent (N=360) would like closer contacts to Ger-mans. In addition, 60 per cent (N=359) would like to work for German organisations in their countries. 72 per cent (N=96) of current and former scholarship holders in the Egyptian govern-ment scholarship programme GERLS also stated the desire to have closer contacts with Germany

65%

55%

21%

20%

1%

0% 20% 40% 60% 80% 100%

Exchange of information andexperience

Joint projects

Joint events

Trade

Other, e.g.:


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in future and 70 per cent (N=95) said that they would like to work for a German company or or-ganisation in their home country in future. In the individual evaluations of the alumni special pro-jects, 74 per cent (N=402) stated that they had taken part in the programme in order to main-tain contact with their HEI in Germany and with Germany in general. All the alumni interviewed in the individual evaluations and the case studies have an up-to-date image of Germany. They all claimed to have got to know the central values of German culture and view Germany as an economically significant country. In the alumni’s’ view, the German HEIs are outstanding in international comparison for their high quality research and modern teaching and learning methods. All the interviews showed that this image of Germany was mainly the result of a long period spent in Germany with DAAD support, rather than being specifically due to the alumni work itself – but the alumni work enables visits to Germany which renew and strengthen the links to the country, as the alumni meet old acquaintances and encounter new developments in Germany. Alumni activities in developing countries on the other hand bolster the positive image of German science and of Germany as a location for HEIs and a centre for innova-tion, because German professors take part and give lectures at most of them. The PAE did not reveal any explicit teaching of the German language through the alumni work. 4.2.5 Implementation of the programme area In this chapter we address the implementation of the programme area. We will focus on the analysis of the DAAD selection committees and the quality assurance systems implemented in the programme area. 4.2.5.1 Significance of the selection procedure The DAAD’s selection procedure for the individual programmes within the programme area is viewed as a mark of its quality by all partner country partners and individuals who had received support. The government scholarship programme in Egypt is a good example. All the partners in-terviewed in the case study consider the programme’s selection process to be transparent and comprehensible, because it is a cleverly designed multi-level process, demonstrating objectivity and competitiveness (2012: 199 applications v. 50 accepted candidates). One member of the se-lection committee stated that he had only remained a member of the committee for so many years because he valued the objectivity and transparency of the process which he saw as positive aspects distinguishing it from other study programmes. Interview partners in other countries such as Mexico also praised the international selection committees, which other donors do not have. The partner country partners find that the presence of local and German representatives is an ideal supplement to the selection process, because the locals are familiar with the HEI land-scape in their country and the Germans with that in Germany. In other words, the selection procedures are of key significance to the quality assurance of the programme area (cf. also chapter 4.2.5.2). They are used to identify potential change agents and high-quality projects or applicants right at the start of the funding period for individuals or pro-jects. The composition of the selection committees is decisive in guaranteeing high quality right from the start. For this reason the selection committees comprise both German and partner country experts (usually from the applicants’ home countries) and other experienced experts from German HEIs, enabling a comprehensive assessment of the candidates’ and project applica-tions. The standardised process for DAAD selection procedures makes them more transparent and the two-stage process in which first the application and then the personal qualities of the ap-plicant are assessed guarantee that the selection is objective. The large number of applications, usually 1 to 3 or 1 to 4 per scholarship, also makes a competitive procedure possible which guar-antees a competition for the best brains, ensuring the quality of the programmes in the pro-gramme area from the word go. However, in the individual evaluations and case studies, areas of friction were pinpointed in one selection procedure. In the government scholarship programme in Kazakhstan, a two-stage se-lection procedure takes place. The DAAD selection for this programme is carried out by a commit-tee of independent German HEI lecturers in accordance with DAAD standards on the basis of the


53

quality of expertise shown in the application, but the funding provider (the Kazakh government) insists on holding a separate, additional examination in Kazakh history and civics. All participants interviewed stated that family contacts also played a part in this examination. Some also viewed it as a “test of loyalty to the state”. The work units responsible for the programme implementa-tion in the North Regional Department stated that although they view it critically, they have ac-cepted this additional selection procedure by the funding provider after considering all the cir-cumstances and in view of the fact that almost the entire funding for this project comes from the Kazakh government. Something similar was observed in the case study in Vietnam, where in general, people are only supported if they comply with the system; corruption was also an issue in the selection process. In addition to these facts, two other issues in the selection procedure were identified by the indi-vidual evaluations of the AST – although all 23 AST alumni interviewed considered the selection procedure to be fair and transparent. Within the application procedure, e.g. in a personal state-ment, the applicants currently do not critically consider the conditions for the recognition of their future degree in their home countries. This can lead to AST alumni having no access to the job market because their degrees are not recognised nationally. This limits the AST’s ability to meet partner country needs because the alumni cannot make use of their new skills in their country, although they are actually in line with their country’s needs. Another challenge in the selection procedure arises from the German HEI’s admissions regula-tions and the DAAD’s support logic, which entail organising a free competition in which the best applicant wins. This means that the selection procedure is open to everyone who fulfils the appli-cation conditions. It cannot therefore be oriented to meet the needs of selected organisations which for example aim to develop their capacity through targeted further education of members of staff. This makes it impossible, particularly in the business field, to reach a critical mass of people in certain organisations who could initiate changes successfully. This also undermines the effectiveness of the AST programmes in some cases (cf. chapter 4.2.1). 4.2.5.2 Quality assurance in the programme area Alongside the selection procedure which is a key element in the programme area’s quality assur-ance aspect (cf. chapter 4.2.5.1), the DAAD also has a unified evaluation concept which is also binding for the programme area’s programmes and in which central quality assurance elements through evaluations are specified. Accordingly, the implementation of quality assurance in the in-dividual programmes of the programme area examined takes many different forms. The AST have the most comprehensive quality assurance concept, whereby the degree to which the pro-gramme targets are reached is continually tested against the annual reports produced by the participating HEIs. In addition, an external programme evaluation was carried out in 1993 and a cross-cutting evaluation was undertaken in 2011 which shed light on the effectiveness and rele-vance of the AST. Three tracer studies were also carried out in 1998, 2004 and 2011 to deter-mine the impacts of the AST at scholarship holder level. In addition, all AST alumni receive a final DAAD questionnaire to obtain their feedback to the programme and since 2003, continual exter-nal evaluations of all AST programmes have been carried out. In practice, therefore, three to five evaluations have taken place every year; so far, about 50 per cent of the ASTs have been evalu-ated. However in the individual evaluations carried out so far, the DeGEval (German Evaluation Society) or OECD-DAC evaluation standards were not systematically applied, which reduces the quality and informative value of the evaluations. Finally, there is also an AST working group (post-graduate studies working group: AGEP) which keeps the DAAD informed about the needs and challenges at the HEIs. According to the findings of a cross-cutting evaluation20 commissioned by the DAAD and the statements of all study programme heads and the HEI heads interviewed in the individual evalua-tions, quality assurance within the individual HEIs which carry out the AST takes place primarily through the accreditation of study programmes which is a basic prerequisite and ensures the

20 Petereit, Katja & Schnitzer, Klaus (2010). Querschnittsanalyse der Einzelevaluationen „Aufbaustudiengänge mit entwicklungsbezog-

ner Thematik“. Bonn & Hannover, p.29.


54

quality of the study programmes in terms of content and structure. In addition, standardised event evaluations, study programme-related alumni surveys, feedback conversations/meetings with students and seminars for lecturers are carried out in the AST which address the need for changes based on the evaluation and feedback findings. Subsequently the content and structure of each AST are adapted by the relevant actors. In the Academic Reconstruction in South Eastern Europe programme, on the other hand, the DAAD’s quality assurance at programme level is based on annual project reports, on-the-spot visits to the projects and partner HEIs of the stability pact and informal telephone conversations with those responsible for the project. One or two individual evaluations are carried annually at project level. In addition, two regional conferences were held in south-eastern Europe in 2006 and 2012 to take stock and develop strategies for developing the programme further. Through these the extent to which the programme had achieved its targets was examined and corrections could be undertaken if necessary jointly with the participants. The quality assurance of the alumni special projects is more comprehensive. It initially takes place through a DAAD questionnaire which the alumni fill in after taking part in one of the alumni special projects. DAAD staff members also make use of the conferences organised by the pro-gramme to exchange views with the alumni and gain their feedback. Six months after each alumni special project, the alumni also receive a feedback questionnaire from the DAAD. Howev-er, all those responsible for the projects from the German HEIs stated that they receive no infor-mation about findings or how they are applied, so they cannot make use of them when designing their summer schools. The quality assurance measures applied to the government scholarship programmes vary greatly from country to country. The degree to which the programme meets its targets at the level of in-dividual scholarship holders is continually checked by regular progress reports which those sup-ported are required to produce. In addition, in some countries the supervisors at the German HEIs receive interim and final DAAD questionnaires in order to track the extent to which the scholarship holders are meeting their targets. In Kazakhstan and Mexico, no further monitoring measures or evaluations are carried out, whereas in Egypt, a differentiated monitoring system exists which also contains information on the scholarship holder’s subsequent careers. The DAAD is in the process of introducing a monitoring system for the German-Arabic/Iranian HEI dialogue which is intended to contribute to active controlling of the programme and to joint learning in future. 4.2.6 Evaluation of the programme area’s effectiveness The evaluation team found a varied picture when it comes to evaluating effectiveness. In the field of human capacity development, the programme area successfully conveys expertise and knowledge of methodology to the individuals supported and to alumni. The evaluation identified factors which contributed to this success: practical orientation, involvement of actors from busi-ness in the programme and the simultaneous development and application of proposed solutions developed during the funding period. The programme area also improves the intercultural competence of individuals supported and alumni – in particular in the programmes of which this is an explicitly stated aim. Factors identi-fied as contributing to this success were identified as time spent in Germany and the internation-al mix of people supported in the various programmes. Time spent in Germany also contributed to giving those supported a modern image of Germany and enabling them to create links to Ger-many, as well as giving information about Germany as a location for higher education. The Ger-man courses offered did not generally teach those supported and the alumni more German than they need for everyday life, because the language of study during the scholarship period is main-ly English, the German courses in many programmes only last four months on average, which those supported and the alumni consider too short, and programme participants often lose the German they learn because they can only rarely use it in their home countries. The evaluation team also notes, however, that it would not necessarily benefit most of the programme area’s programmes if those supported and the alumni gained more proficiency in German. Everyday


55

German is sufficient to cope in Germany during the period spent here. In their later careers, those supported and the alumni usually apply what they have learnt in English and otherwise rarely use German. For these reasons, expanding the German courses would not improve the ef-fectiveness of the programme area’s programmes. The evaluation team found that the qualifications gained through the programme area qualify those supported and the alumni as change agents, because the great majority of them are em-ployed in responsible positions after their period of support and their careers benefit from the programmes. The trained change agents meet the partner countries’ needs both in the higher education sector and in business. However in recent years, those supported and the alumni are more willing to change jobs and spend more time seeking a new position, which limits their effec-tiveness as change agents. One negative factor particularly in the public and business sectors is that those supported often gain management positions after their studies, but they are rarely able to initiate processes of change in these organisations. One factor which could explain this is the willingness of the alumni to change their jobs, as mentioned, which places them in new or-ganisations where they must first earn a position in which they can initiate changes. Those sup-ported and the alumni in business and the public sector also tend to be the only ones in their or-ganisation so they cannot look to other DAAD alumni for support in their efforts to initiate chang-es, as would be possible in the higher education sector. In the higher education sector we also observed that the combination and clustering of different support programmes relating to indi-viduals and to projects creates synergies in organisations which makes it easier for those sup-ported and alumni to initiate changes. The reason for this is that the DAAD has a broader basis and more financial resources in the higher education sector. In business and the public sector, DAAD alumni are isolated and receive little support from their managers. Where they do encoun-ter support, it is often from managers who also received education abroad. In addition, some reasons for these conditions lie in the support logic of some of the programmes in the programme area such as the AST, which currently supports quality of expertise and appli-cation orientation over a wide range. This approach means that the funding in a country is not di-rected towards one particular sector or organisation. This in turn leads to the fact that those sup-ported and alumni lack support for initiating changes in their organisations because firstly, they are isolated; secondly, they receive little support from colleagues or managers and thirdly, they are not supported by other DAAD programmes as they would be in the higher education sector, for example. Changing the DAAD’s support logic would be a very complex process; it should therefore be discussed in detail within the DAAD and with the BMZ and German HEIs. The evaluation team’s found that the DAAD reached their targets in the field of strengthening HEIs. The programme area makes a successful contribution to increasing in the number of spe-cialists and lecturers in the higher education sector. The further qualification of lecturers, scien-tists and academics provided by the programme area also improves the quality of teaching and research; this enables the HEIs in the partner countries to keep abreast of scientific standards. Both the support for individuals and institutional support contribute to these improvements; the combination of a range of the programme area’s support instruments linked with an extended funding period is more effective than the individual application of specific instruments since it en-ables several levels within the organisation to be addressed simultaneously (multi-level ap-proach). The programme area’s combination of several instruments is also successful in creating centres of excellence and bolstering national and regional science systems and innovation sys-tems which are of supra-regional importance. One field where there is still potential for improvement is the strengthening of the administrative level of partner country HEIs. The programme area’s existing programmes rarely address reforms in this field. In consequence, chances to implement programmes more effectively are sometimes lost, due to the lack of a holistic approach to organisational development which would include de-veloping the necessary administrative and support structures at the HEIs. The evaluation team also considered that targets in the field of networking are generally met. The programme area successfully promotes HEI cooperation both between Germany and devel-oping countries and between the developing countries themselves, so boosting north-south, south-north and north-south-south exchange. This also results in the creation of new educational opportunities in the region for the region; the Exceed and the Academic Reconstruction in South


56

Eastern Europe programmes made particular contributions to this. However, it became clear that the regional and global networks in particular are not yet formalised. The main success factor for the development of networks and cooperation structures between HEIs is the initiation of small networks which can be expanded gradually in the course of the funding period. Successful networking through the programme area also promotes the German HEI’s compe-tence-building and raises their profile in the DC field. For example, German HEIs can develop their research networks and strategically drive their internationalisation through the programme area’s programmes. In addition, German HEIs use the funding successfully to develop unique selling points which enable them to recruit students. The HEI cooperation agreements which have emerged from this contribute to increasing German HEI’s links to international discourse through exchanges and joint publications, which also help raise Germany’s profile in other countries as a centre for research and innovation; Germany is considered a world leader in some specialist fields. New cooperative partners in Germany outside the higher education sector are rarely found through the programme area’s work, however. There is the potential for improvement in this ar-ea; German HEIs have a great deal of potential which is seldom used to generate value in the German DC, AKBP and business fields. This is partly due to the lack of demand from the DC and AKBP organisations and partly to the HEI’s limited resources which often make it impossible to in-itiate cooperative agreements of this kind. However, the DAAD signed a cooperative agreement with the GIZ in February 2012 and is currently negotiating with the KfW to address this issue. Almost all aspects of the programme area’s alumni work was assessed positively by the evalua-tion team. The alumni work is successful in enabling alumni to deepen and update their knowledge. However, it emerged that a homogenous mix of alumni in individual projects is more effective for the purpose of updating and deepening knowledge than a heterogeneous mix. The programme area is also successful in enabling networking among the alumni. In the partner countries, alumni networking mainly takes place through DAAD-funded networks which have formal structures. The alumni have numerous contacts to German representatives of science and academia, although the collaborative research activities arising from these contacts are not di-rectly due to the programme area’s alumni work. However, the alumni work gives a significant impetus to initiating collaborative research, which then materialises later in response to external factors and demands. The findings on the topic of networking with business must be interpreted with care, because the findings in the online survey may only be partly valid. The interviews with alumni revealed that they often understand cooperation as being the exchange of contact details rather than as coop-eration in a substantial sense. This does not mean that the findings of the online survey are not significant, but we must assume that they are not quite as positive as they currently appear. The evaluation does confirm however that company visits or lectures to involve companies in the alumni work, which is the responsibility of the German HEIs, would constitute a success factor in the alumni’s networking with business. The networking of alumni with German DC organisations and the teaching of the German lan-guage are both areas where potential for improvement was noted. The evaluation did not reveal either the setting up of contacts between alumni and German DC organisations or the teaching of German in the programme area’s alumni work. On the other hand, it was shown that the pro-gramme area’s alumni work successfully promotes the alumni’s links to Germany and ensures that they have an up-to-date image of Germany. The programmes’ selection procedures emerged as a mark of quality in the implementation of the programme area. In particular, international selection committees increase the transparency of the selection process and generate a sense of ownership of the programme for the partner coun-try partners. In addition, they guarantee the selection of the best possible participants which has a positive effect on the degree to which the programme area and its programmes reach their tar-gets. However friction was observed in some of the selection procedures; in some cases the se-lection procedures vary in quality, particularly in the government scholarship programmes. The

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58

funding spent in this period. The funding volume of the individual programmes studied ranged from 0.8 million to 42.9 million euros. The ASTs were the most cost-intensive programme, fol-lowed by the government scholarship programme in Mexico, the Academic Reconstruction in South Eastern Europe, the government scholarship programmes in Egypt (GERLS) and Kazakh-stan, the alumni special projects and the government scholarship programme in Egypt (GERSS) (see Fig.13). Fig. 13 Costs of the individual programmes studied

Programme 2008 2009 2010 2011 Total

Academic Reconstruction in South Eastern Europe € 2,875,970 € 2,304,260 € 2,291,681 €1,660,529 € 9,132,440

Alumni special projects € 475,91 € 730,27 € 558,79 € 738,90 € 2,503,860

Development-related postgraduate courses (AST) € 10,284,791 € 10,743,131 € 11,084,475 € 10,744,990 € 42,857,386

Government scholarship programme Kazakhstan € 934,98 € 1,047,883 € 1,277,745 € 1,129,239 € 4,389,847

Government scholarship programme Mexico € 2,675,934 € 2,877,416 € 3,477,360 € 3,309,079 € 12,339,788

Government scholarship programme Egypt (GERSS) € 162,32 € 234,49 € 219,10 € 239,03 € 854,94

Government scholarship programme Egypt (GERLS) - € 757,96 € 2,247,234 € 3,453,002 € 6,458,200

Total € 17,409,903 € 18,695,412 € 21,156,385 € 21,274,760 € 78,536,460

Source: DAAD Datenbank 2012

4.3.3 Efficiency study Unlike the methodological approach envisaged, we did not carry out a comparative efficiency study because the existing data did not permit the calculation of comparative values for input and output data. Nor was it possible to establish a direct connection between effects and the funding applied in the programmes studied. Application forms and expenditure reports do not itemise the costs in sufficient detail. Another factor is the heterogeneity of the fields of applica-tion of the programmes studied, which makes it very difficult to directly compare quality and range of effects. For all these reasons we undertook a qualitative study, which is explained be-low. The programmes within the programme area are funded by means of mobilising resources in the project field. This means that the German HEIs taking part in these programmes make their con-tribution in the form of providing their professors and staff’s working time or the HEI infrastruc-ture free of charge. These HEI contributions are currently not documented in monetary terms; therefore they cannot be included in the calculations for this evaluation. The same applies to the individual support, i.e. the scholarship funding in which the study place costs are provided by the basic funding for German HEIs or by the German Länder. This means that the costs for the programmes turn out to be higher than estimated in the project applica-tions, because the sum is increased by the contributions as explained above. It also means how-ever that the programmes are cheaper for the funding providers, because they only supply the “uncovered demand” and do not have to fund the staff fees and infrastructure provided by the HEIs. In other funding procedures such as the contracts procedure, in which projects and interventions are carried out for business purposes, the funding providers would have to finance the staff costs mentioned above. These are currently supplied “free of charge” by the German HEIs, which are intrinsically motivated to do so due to the programme content. The financial development of the programme area in recent years also shows that the DAAD is increasingly successful in obtaining funding from partners in developing countries. For example, the proportion of this type of funding increased from 17 per cent in 2008 to 26 per cent in 2011.

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10 %

21 %

21 %

20 %

35 %

47 %

47 %

38 %

33 %

34 %

32 %

27 %

30 %

32 %

35 %

53 %

37 %

39 %

45 %

43 %

51 %

59 %

58 %

45 %

41 %

35 %

0% 25% 50% 75% 100%

The things I learnt during my time in Germany are useful to my country (N=102)

The GERLS scholarship contributes to tackling development policy issues in my country(N=103)

The GERLS scholarship supports my country’s modernisation strategies (N=102)

The GERLS scholarship contributes to qualifying future experts in my country (N=102)

The GERLS scholarship contributes to qualifying future managers in my country (N=102)

The GERLS scholarship contributes to meeting the need for new research and teachingmethods in my country (N=103)

The GERLS scholarship contributes to improving the qualifications of the next generationof scientists and academics and of existing scientists and academics in my country

(N=103)

The GERLS scholarship contributes to improving the qualifications of academic teachingstaff in my country (N=102)

The GERLS scholarship contributes to strengthening higher education structures in mycountry (N=103)

The GERLS scholarship contributes to developing effective science systems in mycountry (N=103)

The Egyptian government’s targets are reached through the GERLS scholarship (N=103)


evaluations of the AST, 14 out of 23 alumni interviewed (61 per cent) were seen to have contrib-uted to sustainable development in developing countries and countries in transition. The exam-ples of an alumnus in Thailand and one in Afghanistan can be taken as representative. Each of them contributed to improving the health situation in their countries by restructuring a hospital as a teaching hospital and acquiring and implementing a project to improve rural health, their AST study being the decisive factor in enabling them to do this. It must be stated however that most change agents’ ability to contribute to the development of their home countries is restricted to the higher education sector; their potential to bring about change outside this sector is limited (cf. chapter 4.2). Respondents to the online survey in the individual evaluations of government scholarship pro-grammes also estimated the programme’s utility for their home countries as high (cf. Fig. 14). According to their statements, the scholarship programme contributes to the development of ef-fective science systems, the strengthening of higher education structures and the qualification of lecturers in their countries. Fig. 14: Evaluation of utility for the home country – individual evaluations of government scholarship programmes; government scholarship programme Egypt (GERLS)

Source: Rambøll Management Consulting 2012 The findings of the individual evaluations of the AST and the alumni special projects also showed that all the alumni respondents work in sectors which are relevant to the achievement of the Mil-lennium Development Goals (MDGs) (for example, health or water) and so contribute to achiev-ing these goals. An AST alumna in Vietnam is a representative example; she had the opportunity to expand her knowledge of sustainable building design and so was able to develop new designs in her company which are now being implemented in buildings in Vietnam and China. In the case study in Vietnam, the Exceed cooperation agreements made a specific contribution to reaching the MDGs 7: “Ecological Sustainability” and 8: “Developing a global partnership for develop-ment”, because the majority of those supported by this programme also went on to work in these fields.


61

The programme area also supports the partner countries in implementing their modernisation strategies. All the programme area’s programmes we studied take the core issues in developing countries as their starting point (cf. chapter 4.1). This was confirmed by all the state authorities interviewed in the case studies. For example, in the individual evaluations of the government scholarships, the partners of the government scholarship programmes in Mexico and Egypt stated that their country’s development is supported by the training of qualified experts and managers in and outside the higher education sector. In the case study in Kenya, the ministry responsible stated that this was the reason for their setting up a government scholarship programme with the DAAD in order to train experts and managers in specific fields (e.g. environmental technolo-gies). The aim is that these experts and managers should develop new branches of industry in Kenya through joint ventures with foreign companies. The programme area’s contributions to enabling the partner country HEIs to improve their access to the knowledge society were also identified in all the case studies. For example all the manag-ers interviewed in the case studies in Serbia, Colombia and Kenya agreed that that the depart-ments where a large number of DAAD alumni work have a higher publication rate than other de-partments. They also stated that the DAAD alumni have the one of the highest publication rates at their HEIs. DAAD alumni also take part in international conferences more frequently than their colleagues, because they receive DAAD funding for their participation. The findings showed that the programme area made fewer contributions to increasing the rele-vance of higher education curricula. On the one hand, the findings of the case study countries and the individual programme evaluations show that the programme area succeeds in integrating higher education graduates in relevant professional fields. The majority of the higher education graduates in supported fields of study are employed in the field in which they gained their qualifi-cations. On the other hand, however, this success is qualified by the fact that most of them work in the higher education sector and do not often aim for or gain a position in business or industry. This could be due to the fact that within the scope of the programme area, it has only been pos-sible in exceptional cases such as in the case study in Kenya to achieve a significant increase in the proportion of HEIs which involve business actors in curriculum development. At the same time external factors such as the capacity of the job market prevent those supported from finding jobs in the wider economy. This was seen in the case study in Serbia, where the difficult econom-ic situation means that few of those who have received support find positions outside the higher education sector. The findings show further untapped potential in relation to the programme area’s contributions to retaining alternative channels for access and dialogue through their partners and obtaining coop-erative partners for German DC organisations in the partner countries. The findings of the indi-vidual evaluations and in the case study countries show that in principle, cooperation between DAAD partners and German DC organisations is seen to have potential, but so far this has not been exploited due to the lack of demand by the German DC organisations and the German HEI’s lack of resources. 4.4.2 Contributions to the long-term impacts of German foreign cultural and educational policy The case studies in Serbia, Vietnam and Kenya and the individual evaluations of the Academic Reconstruction in South Eastern Europe show that the programme area contributes to conflict prevention through intercultural dialogue. In Kenya, the third country scholarships and the sci-ence networks supported by the DAAD promote intercultural understanding between East African countries; carrying out joint research has the effect of reducing stereotypes. All the interviews with DAAD alumni confirmed this; they actively questioned their own perception of other cul-tures. In addition, the DAAD-implemented regional quality assurance system (cf. Chapter 4.2) has contributed to increased understanding for different ways of working and in some cases, to the mutual recognition of higher education degrees. In Vietnam too the networks established by the DAAD within and beyond the region promote intercultural understanding and so contribute to conflict prevention. Contributions to conflict prevention were also identified in the individual evaluations of the Aca-demic Reconstruction in South Eastern Europe. The findings of the qualitative surveys in this area show that the DAAD-supported exchange between the countries of former Yugoslavia help to re-


62

4%

4%

6%

5%

6%

1%

12%

21%

18%

12%

31%

25%

11%

12%

3%

18%

41%

51%

48%

47%

44%

45%

38%

52%

48%

30%

40%

41%

21%

28%

32%

18%

23%

41%

33%

36%

61%

41%

0% 25% 50% 75% 100%

Project manager

Projektpartner

Total

Project manager

Project partner

Total

Project manager

Project partner

Total

Project manager

Project partner


duce conflict potential and improve understanding. This contribution should be particularly highly valued because over half the project partners attribute the exchange to the German HEI’s media-tion. These findings are also confirmed by the findings of the online survey carried out in the individual evaluations. Taking the categories “agree” and “strongly agree” together, 82 per cent of the pro-ject managers and 72 per cent of the project partners consider that the Academic Reconstruction in South Eastern Europe programme contributes to reducing the conflict potential between the countries and ethnic groups in south-eastern Europe. 79 per cent of the project managers and 85 per cent of the project partners also state that the stability pact has improved the understanding between south-eastern European countries (cf. Fig. 15). Fig. 15: Estimates of conflict prevention through the stability pact

To reduce the conflict potential between countries of S-E Europe

To reduce the conflict potential between ethnic groups in S-E Europe

Improving understanding between countries of S-E Europe

Increasing S-E Europe’s interest in Germany

Source: Rambøll Management Consulting 2011 (N Project manager=34; N Project partner=74)

In the case study in Serbia, all actors involved in the field stated that few international donors are involved in the higher education sector in Serbia or the Balkans. In their view, the pro-gramme therefore took on a particularly significant role in conflict prevention, especially in its early years, because it was able to reach members of elites and multipliers in particular. Long-term partnerships between German HEIs and scientists and academics have been estab-lished through the programme area’s work. The programme area has a significant effect in pav-ing the way for research cooperation agreements which result in joint publications and exchanges of scientists. The programme area also contributes to the establishment of partnerships between German and partner country HEIs. This is clearly shown in the individual evaluations and case studies where joint study programmes, publications and exchanges at the level of students and of scientists and academics are established through the funding of subject-related partnerships and scientific networks. Outside the higher education sector, however, the evaluation did not identify any long-term partnerships with actors in German business or DC organisations (cf. Chapter 4.2). The evaluation identified the programme area’s contributions towards communicating a modern, more attractive image of Germany. The findings of the individual evaluations and the case stud-ies show that the individuals supported by the programme area gain more insight into the social and political structures in Germany. At the same time, the successful cooperative activities with

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64

Fig. 16: Return quotas in the programmes studied


The individuals supported in the government scholarship programmes also show a high return quota. However, there are great differences between the countries, because the scholarship holder’s immediate return after the end of their scholarship is obligatory in some countries but not in others. The findings of the online survey on the Kazakh government scholarship pro-gramme showed a return quota of 84 per cent, while in the Mexican government scholarship pro-gramme the equivalent figure was 53 per cent. This can be attributed to the fact that a return is an obligatory condition of the Kazakh government scholarship programme whereas in the Mexi-can programme, it is not obligatory to the same extent. In the case study in Mexico, however, it emerged that the return quota for the government scholarship programme is higher than in com-parable programmes carried out with e.g. Britain, according to statements by partner organisa-tions. The number of individuals who receive support and then remain in Britain to work is much higher. The individual evaluations of the Academic Reconstruction in South Eastern Europe also revealed that the programme area’s programmes contribute to the fact that those supported remain in their regions. The findings of the online survey show that all those supported stayed in their home countries (see Fig. 17). These findings were also confirmed by a tracer study carried out by the responsible DAAD department which showed that 95 per cent of those supported remain in the region of south-eastern Europe after their studies.

66%

80%

53%

84%

0% 25% 50% 75% 100%

Development-related postgraduate courses (AST)(N=2352)

Government scholarship programme Kazakhstan(N=35)

Government scholarship programme Mexico(N=93)

Government scholarship programme Egypt(GERSS) (N=38)


65

0,0% 5,0% 10,0% 15,0% 20,0% 25,0% 30,0%

Albania

Bosnia and Herzegovina

Bulgaria

Germany

Kosovo

Croatia

Macedonia

Montenegro

Moldova

Romania

Serbia

Slovenia

Hungary

Country of residence

Home country

Fig. 17: Home country versus country of residence of those supported – individual evaluations of Aca-demic Reconstruction


The survey findings also revealed that 73 per cent (N=455) of those supported will remain in their home country or a neighbouring country in south-eastern Europe (2 per cent) for the next five years. At the same time, however, 21 per cent of those supported plan to live in another EU country. Four per cent of those supported plan to live outside Europe.

The case studies also showed that factors contributing to the decision made by those supported and the alumni to remain in their home countries included, alongside family and private reasons, above all the sense of their roots being in their home country and the desire or sense of self-imposed obligation to make their skills and new knowledge useful to their home country and to contribute to the country’s development. Those supported and the alumni only considered going abroad again for further educational purposes, in particular to do a doctorate. At the same time we observed in the case studies that all those supported by the programme ar-ea’s programmes and the alumni surveyed apply and use their new knowledge and skills in their everyday professional lives. According to the findings of the online survey in the individual evalu-ations of the AST and the government scholarship programmes, those supported are also given more responsibility in their professions or gain a better position as a result of what they have learnt. In the individual evaluations of the AST – taking the categories “strongly agree” and “agree” together – 73 per cent of those surveyed stated that they have been given more respon-sibility in their profession due to the DAAD support while 79 per cent have gained a better posi-tion. In the government scholarship programme in Mexico for example this applies to 55 per cent and 67 per cent (cf. Fig. 18).


66

43%

50%

28%

21%

14%

5%

7%

30%

29%

17%

10%

5%

7%

7%

15%

12%

17%

10%

25%

21%

23%

20%

5%

34%

38%

21%

24%

27%

27%

7%

5%

21%

34%

43%

40%

43%

0% 25% 50% 75% 100%

Due to the experience gained during my time in Germany, Ihave been given more responsibility at my place of work

(N=2240)

Due to the experience gained during my time in Germany,my professional position has improved (N=2234)


(N=29)



(N=76)



(N=30)



Fig. 18: Usefulness of knowledge acquired in everyday professional life

Development-related postgraduate courses (AST) Government scholarship Egypt GERSS Government scholarship Mexico Government scholarship Kazakhstan


However, if the findings relating to each sector are viewed separately, it is striking that those supported and alumni from the higher education sector can look back on a more positive career development after their period of support than those in business and the public sector. Taken alongside the results of the case studies and other qualitative analyses, this finding can be at-tributed to the factors described in chapter 4.2.1, namely the individual DAAD support for solitary people within an organisation, the lack of support from managers and the lack of influence of other DAAD support measures on the organisation. The individual evaluations and the case studies also showed that where changes in organisations were initiated through programmes within the programme area - in particular in the higher edu-cation sector – these changes were sustainable. In the individual evaluations in the AST it was seen in the qualitative surveys that changes initiated in the (original) organisation were institu-tionalised, because they were translated into permanent processes, strategies and structures in the (original) organisation. A representative example of this is that of an alumnus in Kenya who changed the safety procedures in his biochemical laboratory so they are now compliant with cur-rent safety standards. To do this, he developed various quality management manuals and trained his colleagues in the necessary safety procedures. In the individual evaluations of the government scholarship programmes, one out of nine (11 per cent) of the alumni’s managers surveyed could report changes in the (original) organisation which were initiated and permanently established in the organisation. In this particular case it re-lated to improvements in processes in a radiological examination procedure to improve the quali-ty of the results. This low number can be attributed to the fact that most of those supported through the Kazakh and Mexican government scholarship programme work in the private sector or in public administration, where they are not able to initiate changes for the reasons mentioned above. No findings relating to sustainability could be established in this PAE for the Egyptian gov-ernment scholarship programme, due to the fact that the programme has not been running for long enough.


67

4.5.2 Sustainability in the field of strengthening HEIs The changes initiated through the programme area’s programmes at partner country HEIs are sustainable in almost all cases. In the individual evaluations of the Academic Reconstruction of South Eastern Europe, 18 per cent (N=80) of the project partners stated in the online survey that additional new study programmes were developed after completion of the project. Some of them also said that joint study modules (14 per cent; N=80) and joint summer schools (18 per cent; N=80) were carried out after completion of the project. 15 per cent (N=80) signed additional co-operation agreements with each other after the projects were completed. These findings were confirmed in two of the six projects in the case study in Serbia, in which the development of autonomous cooperation structures was driven forward outside the stability pact funding. For example, the partners in these projects set up consortia to prepare an application for the 8th EU Framework Programme for Research. In two other cases, the Ministry of Education will continue to support workshops and summer schools which were originally funded by the stability pact. In these two cases the project funding was also supplemented by financial support from the district governments. In two other projects of the Academic Reconstruction in South Eastern Europe which were visited in the case studies in Serbia, the project partners stated that it will probably not be possible to continue the project activities, summer schools and workshops when the DAAD ceases its sup-port. They stated that, due to the lack of other donors and the Serbian Ministry for Education’s limited financial resources, there was no alternative to DAAD funding. All six project partners surveyed in the case study in Serbia stated in addition that the courses and study programmes which have emerged from the programme are integrated in the curricula and have received accreditation. They anticipate that the cooperation agreements signed while the programme was still running will also permit collaboration in future beyond the funding peri-od of the Academic Reconstruction of South Eastern Europe. In the other case studies, with the exception of Vietnam, we saw that the changes at HEIs were integrated into the HEIs’ strategic annual planning. One representative example is the establish-ment of quality assurance departments in the HEIs which took part in the DIES project in East Af-rica. Budget items to fund them were set up at each HEI we visited and the organisation charts adapted accordingly. In another example, the curricula in the department of water management were changed and developed at one of the HEIs visited, in order to set up a new Master’s study programme.

On-going funding through the combination of a range of programmes in the programme area was identified as a factor in the success in institutionalising structures and making them permanent. All respondents stated that changing structures or processes in organisations in developing coun-tries takes a great deal of time. It was striking that in programmes which were funded over a long period, the transfer of positive changes into firm structures was made easier by a systematic approach. However, we also found little evidence of strategic planning in the form of a systematic approach and targeted implementation of the programme area’s programmes. The consequence is that the programmes are not coordinated in relation to institutionalising changes in an organi-sation, making it more difficult to make changes permanent (cf. also chapter 4.6.1). Another ob-stacle to sustainable change was identified in the case studies in Vietnam and Serbia in the form of the social and political conditions. It is difficult to anchor changes in Vietnam, for example, be-cause structural decisions in HEIs are not taken at the HEIs themselves but in the ministry re-sponsible for higher education. In Serbia, the Ministry of Education’s limited budget is a challenge when attempting to establish initiated changes permanently, independently of external funding. The programme area and its programmes are however less sustainable in their efforts to strengthen partner country HEIs in keeping abreast of international academic debates using their own funding. At all HEIs visited in the case studies, it was clear that the activities to enable sci-entists and academics to take part in academic debates or to attend conferences are mainly funded by the programme area. However, the programme area’s programmes primarily target


68

the support of researchers, scientists and academics, not HEI structures such as the internation-alisation departments. The consequence is that the partner country HEIs do not develop perma-nent structures and knowledge for the acquisition of third party funding to enable their scientists and academics to participate in events which would guarantee that the HEI keeps abreast of the academic discourse. A positive exception to this are the courses funded by DIES on writing appli-cations, which enable the scientists and academics supported to apply autonomously for third-party funding from other national, bilateral and multi-lateral donors. In this context we must point out that the external actors interviewed in the case studies stated that in many developing countries, international donors fund the internationalisation activities of the local HEIs so that they have no need to develop autonomous structures in this area. The German HEIs, on the other hand, are in a position to maintain the changes initiated by the programmes in the programme area without support. According to six of the seven (86 per cent) study programme heads in the individual evaluations of the AST, the AST developed through the programme is maintained without DAAD funding. This is mainly due to the fact that the DAAD scholarship holders comprise one third of the students on average and so the ASTs could be car-ried out without them. However, four of the seven (57 per cent) interview partners stated that without the DAAD funding, no students from less developed countries – in particular from Africa – would be able to afford to study in Germany. Furthermore, without the DAAD subsidies for the additional administrative costs caused by the international students, the HEIs and the faculties would not be able to afford these on the current scale. All three HEI managers interviewed consider that it is important to their HEIs to continue the ASTs already developed, since the ASTs help improve the HEI’s reputation and are often per-ceived as a ‘beacon’ in relation to the internationalisation of their HEIs. In addition, the ASTs of-ten provide an impetus to develop additional study programmes, since these study programmes benefit from the experience gathered in each AST. The individual evaluations of the AST and the Academic Reconstruction in South Eastern Europe programmes also show that the cooperative partnerships with partner country HEIs initiated by the programmes are long-lasting. This was confirmed in the individual evaluations by nine of ten (90 per cent) of the German HEIs and by all four in the Academic Reconstruction. These coopera-tive partnerships are characterised by institutionalised structures through which student and sci-entist exchanges take place and joint publications are produced. In individual cases, joint study programmes have been developed and set up at the partner HEIs in the developing countries. In five out of fourteen cases (36 per cent) these cooperative partnerships have been formalised with cooperation agreements. In individual cases these cooperative agreements have existed for five or nine years; in other words, they can be considered sustainable. Developing partnerships outside the higher education field only occurs sporadically, according to the findings of the individual evaluations (cf. also chapter 4.2.3). Where formalised partnerships do exist, they usually take place in the form of advisers appointed to study programmes. Apart from these, no formal independent networking structures with business, DC organisations or oth-er non-university actors were identified. 4.5.3 Sustainability in the networking field The findings of the online survey in the individual evaluations of the Academic Reconstruction in South Eastern Europe showed that the networks created and the regional educational opportuni-ties set up in the region for the region are sustainable. For example, the German project manag-ers and the partner country project partners expressed optimism in the online survey that the cooperative activities between the south-eastern European HEIs will continue after the project is completed. Taking the categories “strongly agree” and “agree” together, 57 per cent of the pro-ject managers and 71 per cent of the project partners are confident that the collaboration be-tween the HEIs involved in the project will continue when the project ends. In addition, 41 per cent of the project managers and 51 per cent of the project partners are convinced that the net-works developed through the stability pact will continue to exist. This is reinforced by the fact that 58 per cent of project managers and 62 per cent of project partners are still in contact with people from several other countries even after the project has ended. Only five per cent of the


69

project managers and ten per cent of the project partners stated in the online survey that they no longer have any active contacts. In addition, 44 per cent of project managers and 36 per cent of project partners are convinced that the networks developed can be transformed into firm structures in future (cf. Fig. 19).

Fig. 19: Sustainability of networks – individual evaluations of the Academic Reconstruction in South

Eastern Europe

The survey findings are consistent with the case study results in Serbia. The project partners and the individuals who received support in the three completed projects stated that they are still in contact with their partners. These contacts take the form of student exchanges, small-scale re-search projects or attendance at conferences, for example. In one project, the partners planned to continue their cooperation in another framework with other funding. However, the case study did not identify any formal networking structures which are supervised and administered by the partner HEIs.

All those responsible for the networks between German and Colombian or Vietnamese HEIs stud-ied in the case studies in Colombia and Vietnam stated that these networks are sustainable. A contributory factor to their sustainability, in the respondents’ opinion, was the fact that the coop-erative activities were formalised (cooperation agreements were signed between partner univer-sities) before the DAAD funding period began. In particular, however, they consider the long pe-riod over which the partnerships were developed to be a significant indicator of their sustainabil-ity. The HEI cooperative relationships studied in Colombia have developed through a mixture of instruments applied by change agents who had studied at German universities on doctoral schol-arships. The openness to and interest in a partnership with a Colombian university arose through the doctoral students’ ideas and based on their relationship of trust with the professors; it was then supported by the programme area. Those responsible for these HEI partnerships on the Co-lumbian side see an indicator for their sustainability in the fact that the cooperation activities have survived a change in personnel on the German side and have even been expanded. The change in personnel also entailed a change in the research focus, which made the situation even more challenging. Despite this positive example, all the case studies and qualitative surveys re-vealed that the sustainability of networks depends to a great extent on the individuals involved and their commitment, which makes their sustainability a challenge when personnel changes oc-

The established networks continue to exist after the

DAAD funding period

The collaboration between South Eastern European

HEIs will continue after the project has ended

We will succeed in maintaining firm cooperative structures independently of

DAAD project funding

The HEIs in South Eastern Europe will find/have found

other donors to support regional cooperative

17 %

16 %

6 %

15 %

12 %

10 %

25 %

24 %

30 %

23 %

53 %

30 %

30 %

16 %

31 %

35 %

33 %

39 %

26 %

42 %

36 %

56 %

28 %

29 %

20 %

19 %

15 %

9 %

21 %

15 %

16 %

7 %

0% 25% 50% 75% 100%

Project manager

Project partner

Project manager

Project partner

Project manager

Project partner

Project manager

Project partner

Strongly disagree Disagree Undecided Agree Strongly agree

Source: Rambøll Management Consulting 2011 (Project manager N=34; Project partner N=74)


70

cur. However, it is typical of networks in the academic field that they are generally extremely in-dividualised. 4.5.4 Sustainability in the field of alumni work The sustainability situation in the alumni work is complex. According to the findings of the indi-vidual evaluations of the special alumni projects, the alumni maintain active contacts in the Ger-man business and academic fields after their period of support. For example, alumni who took part in one or more alumni special project(s) between 2004 and 2010 still have active contacts to German business as well as to HEIs and other alumni. Of these, 43 per cent are in contact with German business representatives at least twice a year, 45 per cent with German HEIs and 29 per cent with other alumni (cf. Fig. 20).

Fig. 20: Participants’ active contacts between 2005 and 2010 – individual evaluations, alumni special

projects

Source: Rambøll Management Consulting 2012 (multiple answers were possible)

The qualitative surveys in this individual evaluation confirmed that these contacts mainly take place through the alumni networks funded by the DAAD. However, the case studies and the indi-vidual evaluations of the AST identified no long-term partnerships between alumni and non-university actors in German (e.g. in the business sector). Existing contacts were mostly limited to private contacts and professional or academic contacts to the alumni’s German HEIs. The contact frequency varies considerably as it is based on demand. In the case study countries themselves however, sustainable alumni networks developed by the DAAD were found in Colombia, Kenya and Vietnam; these networks were characterised by strong partnerships between the alumni. The networks ASPRA and ASPA in Colombia, for example, or-ganise annual seminars and conferences which are popular and well attended. In addition, the funding for these networks and for those in Kenya is largely independent of DAAD support. They only rely on financial support for large-scale events. However, in terms of sustainability of the networks, it was pointed out that currently the older scholarship holders are active and the in-volvement of the younger scholarship holders must be strengthened. In Vietnam, political and administrative stipulations make it very difficult to found autonomous associations; despite this however the German Alumni Green Group (GAGGroup) has been estab-lished with the support of the DAAD branch office. This group is intended to bring together alum-

43%

45%

29%

0,0% 20,0% 40,0% 60,0% 80,0% 100,0%

Business contacts (N=198)

Academic contacts (N=240)

Alumni contacts (N=108)


71

ni of all generations who work in the fields of environmental protection and environmental sci-ences. It has only been in existence for a short time so far and is still dependent on DAAD fund-ing. 4.5.5 Evaluation of the sustainability of the programme area A complex picture emerges when viewing the sustainability of the programme area and its pro-grammes. The vast majority of those supported and the alumni return to their home country or region after their period of support and apply their new knowledge and skills in their everyday professional lives. The changes initiated in their organisations by those supported and the alumni who are in a position to do so are sustainable, because the processes, strategic plans and struc-tures of the organisations are institutionalised. The changes in German and partner country HEIs were also assessed as being sustainable by the evaluation team. For example, the great majority of the German and partner country HEIs are able to continue the changes initiated even without the DAAD’s financial support. The German HEIs receive support from their management and can transfer the changes initiated into perma-nent structures and processes, as can the partner country HEIs. The surveys revealed that conti-nuity of support through combining and clustering a range of the programme area’s programmes is a success factor in institutionalising the structures and making them permanent. Obstacles to this process are social and political conditions and the lack of coordination between the pro-gramme area’s programmes. The programme area and its programmes are less successful in achieving sustainable results when it comes to strengthening partner country HEIs to enable them independently to keep abreast of the knowledge society. The programmes studied in the programme area evaluation primarily focus on supporting individual researchers, scientists and academics rather than on de-veloping permanent structures in the HEIs and the faculties, such as internationalisation depart-ments.21 The consequence is that the partner country HEIs do not develop permanent structures and funding opportunities for acquiring third-party funding which would enable the scientists and academics at their HEIs to attend events which would guarantee that the HEIs could keep abreast of academic discourse. This is reinforced by the fact that international donors frequently fund the local HEI’s internationalisation activities, so the latter have no need to develop these self-supporting structures. This also explains why the governments in the case study countries visited also invest little in this field. In the field of networking, the programme area succeeds in developing sustainable networks and regional educational opportunities in the region for the region. In particular, the establishment of permanent cooperative structures was promoted by the application of several instruments com-bined with a long period of support. However, these networks are often highly dependent on the individuals involved and their commitment, resulting in challenges to sustainability when person-nel changes occur. The evaluation uncovered the potential for optimising the programme area’s alumni work. The programme area succeeds in establishing contacts between alumni and German business and ac-ademia, but professional contacts or cooperative relationships in which exchange of expertise and/or joint projects were carried out were restricted to contacts with German HEIs. Contacts to the business field were generally characterised by personal exchange with no business-related background. In the developing countries themselves, however, DAAD support enabled the for-mation of formalised alumni networks which have their own structures and which provide popular events. These alumni networks in Colombia and Kenya are largely self-supporting, whereas in Vi-etnam the network is still dependent on DAAD funding due to the fact that it has only been in ex-istence for a short time.

21 In contrast to this, the DAAD points out that other programmes in the programme area which were not studied in this programme

area evaluation do target the institutional improvement at HEIs in this field.

EDUC

4.6 In tcoorDAAgram 4.6. In twithatelthatmecsult DAAregiisted Howhouthe Strana wtakeple plemkindnerswhic In athe atteand subjtive nen For fere

4.6. Coogramplacand ativ

CATIONAL COOP

Complem

his chapter rdination. ItAD programmme area an

1 Coordinat

he individuahin the progry steers andt loose agreechanisms suc

in country AD’s new stronal strategd, e.g. for C

wever, we dgh these weparallel imp

ategies (DIESwas able to ien part in thin the case

mentation ofd of value-chship were mch would not

addition, the AST. At one

ended were aimplementa

ject orientat effect on tht professiona

these reasoent ways with

• First, thprogramallel whi

• Second, ners for turned t

• Finally, tGermanythrough

2 Coordinat

ordinating thmmes took ce. For exam

political cone activities a

PERATION WITH

mentarity a

we present t includes stme area annd with othe

tion of progra

al evaluationramme aread coordinateements takech as departstrategies

rategy papergies. When thhina.

id observe sere not due tplementationS) scholarshintroduce a nhe DIES progstudy in Vief a subject-hain was creade permant have been

individual ee university, alumni of thation of thetion. The cohe alumni’s al contacts e

ons, the progh other DAA

e programmmmes. Syner

ch reinforce

programmecarrying ou

o the organi

the programy if they fola networkin

tion with prog

he programmplace spora

mple the DAAnsultation inalso occur b

DEVELOPING C

and coordin

the evaluatitatements onnd on the per internation

ammes within

s and the ca were obseres the progre place throutment headsor targeted

r, however, ehe evaluatio

synergies beto DAAD stra of AST scho

hips generatenew supervigramme andtnam, synerrelated part

eated, in thanent by the E

possible wit

evaluations oan alumni s

he AST offere project posmmon backnetworking

emerged from

grammes wiAD programm

mes can be imrgies are gen

each other

es can be imut future proisations with

mmes can prolow on direc

ng approach.

grammes fro

me area’s padically in sAD collabora the field of etween Germ

COUNTRIES

72

nation of th

ion findings n the coordlanning of pnal donors.

n the program

ase studies,rved. Howevrammes. In ugh meetings’ reports ond coordinatioexpressly pln took place

etween the ategy or steeolarships aned synergiession system

d had a positrgies were gtnership andt the useful Exceed progthout the su

of the alumnspecial projered there. Thssible becauground arisiwith each om it.

thin the promes in order

mplementednerated by dwhen combi

mplemented ogrammes cah which the D

omote a susctly from oth.

om outside th

rogrammes elected progates with theenergy and

man DC org

he program

in relation tination of thprogramme

mme area

no conflictser, there waall the inte

gs of departmn funding apon processeans the deve

e, however, o

programmesering. For exd the Dialogs in that for for Master’stive attitudeenerated at

d the Exceedfactors gen

gramme and bject-related

i special proect took plachis made mouse the orgaing from theother and w

ogramme areto gain syne

d at operativdeliberately ined.

at different an be traineDAAD intend

stainability fuher program

e programme

with other grammes upe GIZ in Bra energy efficanisations a

me area

o the criterihe programmcoordination

s between thas little sign rviews with ment heads plications. T

es between elopment of only isolated

s within thexample, in thgue on Innovexample at

s theses, bec to the chana Vietname

d programmerated by thadditional s

d partnership

ojects revealce where theore intensiveanisers alreae postgraduaith the unive

ea can be coergies in dev

ve level to simplementin

times so thaed on the spds to work in

unction and mmes or cont

e area

German DCp to the timazil in a joinciency. In innd HEIs who

a complememes with otn both with

he various pthat the DAthe DAAD, and other c

These do notthe program

f country strd country str

e programmehe case studvative Higheone HEI, ancause her mnges. In anoese HEI throume at differehe subject-restructures wp.

ed synergy e majority ofe, in-depth ady knew thate studies ersity, beca

oordinated iveloping cou

upplement ong programm

at multiplierpot and delibn future.

perpetuate tribute to su

C interventiome when thet initiative f

ndividual caso are taking

entarity and thers in the in the pro-

rogrammes AAD deliber-

it emerged coordination t usually re-mmes. The ategies and rategies ex-

e area, alt-y in Kenya,

er Education n AST alum-anager had

other exam-ugh the im-nt times. A elated part-ere created

effects with f those who preparation he alumni’s had a posi-use perma-

n three dif-untries:

other DAAD mes in par-

rs and part-berately re-

the links to ustainability

ons or pro-e PAE took for research ses, cooper- part in the


73

programme area’s programmes. However, a systematic approach towards cooperation with Ger-man DC organisations at programme area level was not identified during the time available for the programme area evaluation. However, the DAAD signed a framework agreement covering future collaboration with the GIZ in February 2012. This is intended to provide the basis for more intensive cooperation in future in which competences are clustered and networks used jointly. The partners interviewed also stated that the DAAD is negotiating with the KfW on closer cooperation in future. In the AKBP field, the DAAD cooperates with the Goethe Institute and the Alexander von Hum-boldt Foundation (AvH). For example, the case study in Kenya revealed that the DAAD presented its scholarship provision at Goethe Institute events. The German language courses for the schol-arship holders who are due to come to Germany are also held at the Goethe Institute. In the case study in Serbia, we observed cooperation between the DAAD and the AvH in alumni work; alumni events were planned and carried out jointly by the DAAD and the AvH. In the international field, the DAAD has annual meetings with European sister organisations in order to exchange information and experiences in and about the programme work. This type of exchange also takes place at joint conferences and expert seminars. Beyond this, however, the evaluation did not reveal any further cooperative arrangements or plans for future coordination of the programme area with international bilateral and multi-lateral donors. 4.6.3 Evaluation of the complementarity and coordination of the programme area The evaluation team identified a great deal of potential for improvement in the field of comple-mentarity. When the PAE took place, the programmes were not often actively coordinated with other programmes within the programme area. Synergies which the PAE identified occurred ran-domly in most cases and were rarely the result of active steering by the DAAD. There are oppor-tunities to apply the programmes deliberately and to cluster them with others in order to create more synergies. It has emerged that the combination of individual support programmes and pro-ject support programmes in particular make impacts at the organisational level. In this context, a coordinated strategy must be developed for the programme area and its programmes in order to apply the strengths of individual programmes to maximum effect. The examples given show that this is possible. However, the strategy must differentiate between different countries and regions in order to take into account the conditions in each place. In terms of coordination, the DAAD has successfully taken steps to systematise the coordination at programme area level outside the programme area. Time will tell whether the DAAD can iden-tify interfaces for joint cooperation with the GIZ and the KfW. This evaluation has for example identified a great need for infrastructure at the partner country HEIs; on the basis of these find-ings, fruitful partnerships with the KfW in particular could arise. It must also be investigated how and to what extent the German HEIs and therefore also the DAAD could make the most of their value for the German DC organisations, so that additional cooperation opportunities e.g. with the GIZ could be developed. Prospects are emerging in areas where government consultations and research complement each other or where the development of organisations and industries is ac-companied by the provision of educated experts and managers. The coordination with AKPB actors and with international bilateral and multi-lateral donors is as-sessed as positive. However, in the case of international bilateral and multi-lateral donors it should be investigated how far cooperative activities can be entered into which go beyond the exchange of information and experience. For example, the DAAD could examine whether the pro-grammes of other donors could be strengthened by DAAD scholarship programmes.

EDUC

5.

5.1

The wellteriaoutcdividof tand scierecogram

CATIONAL COOP

ADDE

Evaluatio

purpose of l as of four ia. The evalucome of the dual programhe entire pridentify the

entific and commendatiomme area. I

• How sho

o Will spongeth

o Whaprojatiomen

o Are

o Will can

• Will the

o Howtiondesi

o Howmadcounand streas wtern

o Howand

o Whipartachi

PERATION WITH

ENDUM

on question

the evaluatndividual pr

uation shouldprogramme

mmes and trogramme se potential foultural-politins for measIn the study,

ould the dev

the DAAD bnsored indivher?

For the spolicies, opment c

For the ament, car

For univeand reseauniversiti

Partner c

at leeway dojects between projects, nts) in order

the program

the DAAD athe relevanc

goals of the

w do the prs, long-termired target g

w do the prode to the prntries? Are timproved m

ngthening owell as Germnational disco

w do DAAD sprojects?

ch facts inflticularly posieving goals

DEVELOPING C

: EVALU

ns and aspe

tion was to rogrammes fd focus on the area and thheir output pectrum in

or optimisatiical instrumesures for th, the followin

velopment of

be able to amviduals, unive

sponsors: prthe security

cooperation

applicants anreer perspec

ersity cooperarch, integraes (in Germ

ountries: su

oes the DAAen non-gove

independento promote

mmes up-to-

adequately ce of the end

e programme

ogrammes am career persgroups be rea

ogrammes erofessional athere structumanagemenof the develoman scholarsourse?)

selection co

luence reachsitive resultshigher in ce

COUNTRIES

74

UATION

ects

conduct an from the prohe analysis ohe selected and fundingorder to shion, also witents. In thehe future ding evaluatio

f political rel

mply considersities cond

riorities of ty policies (co

nd sponsorectives, inter-

ration projeation in the any as well

stainable "c

AD achieve –rnmental sta

nt of politicasocial disco

-date with cu

react to newdeavour be

e area be ac

affect the sspectives, coached?

effect the paand personnural changesnt at universopment of cs in the deve

mmittees en

hing programs (if applicaertain areas

N METH

independenogramme areof the effectindividual p

g instrumentow the inteh regard to

e end, the erection undn questions

evance be a

er the intereducting proje

he developmountries in c

ed individual-cultural exp

cts: interestinternationaas in the pa

apacity build

– sponsored akeholders (ally negotiaurse and cri

urrent scienc

wly emerginensured or i

chieved (effic

ponsored inonnection to

articipating nel developms to be notedsities? Do tcompetence elopment coo

nsure the qu

mme goals?ble, also necompared to

OD

t study of thea accordingiveness, prorogrammes. s shall be evraction of thsynergies w

evaluation shfurther dev

were answe

ssessed?

ests of the sects, partner

ment policiescrisis), focus

s: scientific eriences

ts of the cooalisation conrtner countr

ding".

university p(and, in partted framewtical debates

ce?

g needs in ncreased in

cacy)?

ndividuals (a Germany a

institutions?ment of unid, for examphe programand profile operation an

uality of the

Are there egative resuo others?

he programg to the OECogramme exe Regarding valuated in he individua

with other dehould providvelopment o

ered:

stakeholdersr countries)

s, the foreigs of the Ger

and person

operation inncepts of theries)

projects as ct, developme

works betwes with politic

a timely mathe future?

acquisition ond the DAAD

? (What coniversities in ple: increase

mmes contribof German

nd the integr

e sponsored

measures thlts)? Is the

me area as CD-DAC cri-ecution and the four in-the context

al measures evelopment, de concrete of the pro-

s (sponsors, and act to-

gn research man devel-

al develop-

academics e respective

cooperation ent cooper-en govern-cs?

anner? How

of qualifica-D)? Will the

ntribution is developing

ed efficiency bute to the universities ration in in-

individuals

hat achieve efficacy in


75

o Which of the programmes examined and with which experiences were the South-South networks established and promoted?

o Have the programme goals changed? Have unintended effects (positive and negative) ensued? Is it possible to react in a reasonable way to changes in goals or in the gen-eral conditions of the target countries?

o Are there complementary and/or conflicting goals within the programmes? If yes, how do these effect the achievement of goals?

o How can the efficacy of the programmes and their measures be ensured in the fu-ture?

• Are the programmes of the programme area and their measures efficient?

o How can the relationship between the resources used and the results be evaluated?

o Are the various programme measures logically structured and targeted? Should indi-vidual programmes be re-structured or even bundled?

o How important is the presence of a foreign lectorship office or an IC lectorship in the target country for assistance measures?

o Are the individual programmes coordinated sensibly? Are synergy effects attained, al-so with other measures of the development cooperation as well as other agents of the development cooperation as well as AKBP measures?

o How are the employed quality assurance/evaluation measures assessed?

• Which overriding effects are achieved in terms of development politics?

o What contribution do the programmes provide in terms of changes in the higher edu-cation systems in the developing countries?

o What contribution do the programmes provide in terms of offering expertise to solve problems relevant to development?

o What contribution do the programmes provide for the economic and political stabilisa-tion in the target countries?

• How sustainable are the achieved effects?

o To what extent can the observed effects on individual, organisations and systems be considered permanent?

o What steps were taken in order to ensure the sustainability of the achieved effects? Which factors facilitate the sustainability of the efficacy and which are hindering fac-tors? To what extent are the partners prepared and able to sustain the positive ef-fects of the programme without support?

• Which connections exist between other programmes/stakeholders (German bi-lateral de-velopment cooperation, international NRO or multi-lateral organisations)? Which synergy effects does this achieve? (Complementarities)

• How can the programme measures be coordinated with other bi-lateral and multi-lateral donors in the future? What synergy effects can be achieved? (Coordination)

Furthermore, six additional questions were identified in the course of the programme area evalu-ation together with the DAAD, which should be answered by the evaluation:

1. How do the universities und university cooperation projects create added value for the partner countries and the German EZ as well as AKBP?

2. What motivates the German universities to participate in the programmes of the pro-gramme area?

3. To what extent do the various sponsoring approaches effect (individually vs. institutional-ly) the efficacy of the program area?

4. To what extent is the DAAD able to successfully consider and communicate the interests of its stakeholders?

EDUC

5.2

The ed isighprepuati 5.2. At tConproj In tanaknothe to p“Edu“Posconsotheand ritie Withterncharternagewith

Base“Mo Paraviewstaktureindivarea

CATIONAL COOP

5. What pgramme

6. What ingramme

Method

following inn the evalua

hts derived fparation anaon and the f

1 Preparatio

he start of tsulting and ject planning

the preparatalysis (Deskwledge of thfurther anal

provide an inucational Cost-Graduate struction of er hand, it sfor the eval

es, coordinat

hin the scopnational coracteristics onational edument Consuh developing

• Instituttested p

• Goal: T

• Target should e

• Fields oare activ

• Sponsoprogram

ed on the dest Similar D

allel to the ws with relekeholders. e, goals, relevidual progra and the fo

PERATION WITH

rogramme me area in the

fluence doese and the pro

dical approa

ntroduces thation procesfrom the re

alyses is desfour individu

on Analyses

the project athe DAAD i

g and organi

tion phase, k Research) he programmysis steps. Tnitial descripooperation wStudy ProgrSoutheast Ehould providluation critertion).

pe of the deomparison. of the DAADcation coope

ulting exami countries b

tional Backprogrammes

This criterion

Groups: Thexperience c

of Activity:ve.

orship volummes are en

eveloped criesign” and c

desk researevant individThe intervie

evance, coorrammes. Furour individua

DEVELOPING C

mixes have e respective

s the selectiogramme ar

ach – Evalu

e examinatioss. This descsults and wcribed and t

ual programm

a joint coordn order to dsation.

Rambøll Maas the first me area andThe desk resption of the with Develoramme with Europe”, “Spde an initial ria (relevanc

esk researchThe goal o

programmeeration withned relevantased on the

king: This . Furthermo

represents

his includes change via th

: This criteri

me: This cdowed.

teria, the aicompared to

ch, Rambøllduals within ews in the Drdination andrthermore, ial programm

COUNTRIES

76

a positive ocountries?

ion process rea?

uation proc

on steps, whcription shouwhich instrumthen the evames.

dination meedefine the d

nagement Cstep. The g

d the four insearch pursucontents, go

oping Countra Topic Rel

pecial Alumnbaseline for ce, efficacy,

h, Rambøll Mof the interne area comph developingt aid prografollowing fiv

criterion dere, it illustra

the intended

the targetehe programm

ion includes

riterion des

d programm the DAAD p

l Managemethe DAAD,

DAAD were ad complemennitial apprai

mes could be

or negative

have on the

ess

hich Rambøluld offer an ments were luation conc

eting took pletails of the

Consulting cooal of the d

ndividual proued various goals and theries”, as weated to Deveni Projects” the answersefficiency, e

Managementnational com

pared to othe countries.

ammes for ive criteria:

scribes the ates their rel

d goals and

d individualmes.

the themat

cribes the f

mes researchprogramme a

ent Consultinas well as 1

aimed at obtntarities of tsals regardidiscussed.

effect on th

e achieveme

l Managemeimpression oused in the

cepts for the

ace betweene job and to

onducted a desk researcogrammes agoals to thise structure oell as the ineloping Counand “Governs to the queseffect, sustai

Consulting mparison waer internatioIn this comnternational

organisationationship to

impact of th

s and organ

tic fields in w

financial res

hed were anaarea.

ng conducte15 interviewtaining deepthe programng the outcoAt this junct

he efficacy

nt of goals f

ent Consultinof the source evaluatione programme

n Rambøll M agree upon

documentsch was to gaand to lay ths end: on theof the progrndividual prntries “, “Acnment Granstions in theinability, com

also conducas to view tnal program

mparison, Ra education c

ns, which e the governm

he programm

nisations, wh

which the p

sources with

alysed by m

ed 15, in-dews with super insight inme area, asome of the ture, questio

of the pro-

for the pro-

ng conduct-e of the in-

n. First, the e area eval-

Management n a detailed

s and data ain in-depth he basis for e one hand, amme area rogrammes, cademic Re-ts”. On the

e evaluation mplementa-

cted an in-the specific

mmes for in-mbøll Man-cooperation

execute thement.

mes.

ho or which

rogrammes

h which the

eans of the

epth inter-urrounding n the struc- well as the programme ons regard-


77

ing the various sponsors and their demands, as well as the resulting demands on the DAAD as the mediating organisation in the areas of conflict between the universities, sponsors and the needs of the partner countries were also the central focus. Hereby, the information collected within the parameters of the desk research could be supplemented as needed and a more broad basis for the development of the evaluation design could be formed. In the interviews with the surrounding stakeholders, a pinpointing of the programme area and the DAAD within the landscape of the German development cooperation was carried out. For this purpose, the interviewed stakeholders were asked about their perception of the DAAD, its strengths and weaknesses, as well as its potential in the future. The results of these inter-views were presented to the DAAD in a strategy workshop, and were used in the development of a strategic direction for the future programme area. Based on the results of the previous analysis steps, the evaluation criteria of the BMZ and the OECD-DAC together with the DAAD were further developed in order to accommodate the specific characteristics of the DAAD as an independent, semi-autonomous mediating organisation, which acts as an association of German universities and students, in contrast to organisations of the development cooperation. Therefore, the evaluation criteria of the OECD-DAC and the BMZ, as well as the collectively developed evaluation criteria, upon which this evaluation is based, are il-lustrated in the form of a table.

ED

UC

ATIO

NA

L C

OO

PER

ATIO

N W

ITH

DEV

ELO

PIN

G C

OU

NTR

IES

78

Evalu

ati

on

Cri

teri

a

Evalu

ati

on

C

rite

ria

OEC

D-D

AC

Defi

nit

ion

B

MZ

Defi

nit

ion

D

AA

D D

efi

nit

ion

Rele

van

ce

The

exte

nt

to w

hic

h t

he

obje

ctiv

es o

f a

dev

elopm

ent

inte

rven

tion a

re c

onsi

sten

t w

ith b

enef

icia

ries

’ re

-quirem

ents

, co

untr

y nee

ds,

glo

bal

priorities

and

par

tner

’ an

d d

onors

’ polic

ies.

22

The

criter

ion r

efer

s to

the

exte

nt

to w

hic

h t

he

dev

el-

opm

ent

mea

sure

goal

s m

atch

the

nee

ds

of

the

targ

et

gro

ups,

polic

ies

of

the

cooper

atio

n c

ountr

y, p

artn

er

inst

itutions,

the

glo

bal

dev

elopm

ent

goal

s, a

s w

ell as

th

e basi

c orien

tation o

f th

e gove

rnm

ent’s

dev

elop-

men

t polic

y.23

The

criter

ion r

efer

s to

the

deg

ree

to w

hic

h t

he

goal

s of

the

DAAD

pro

gra

mm

es m

atch

the

chan

gin

g n

eeds

of

the

sponso

rs,

par

tner

countr

ies,

Ger

man a

nd f

or-

eign u

niv

ersi

ties

, as

wel

l as

to t

he

nee

ds

of

those

ai

ded

and h

ow

the

DAAD

can

succ

essf

ully

, if n

eed

be,

har

monis

e th

ese

various

goal

s.

Eff

icacy

The

exte

nt

to w

hic

h t

he

dev

elopm

ent

inte

rven

tion’s

obje

ctiv

es w

ere

achie

ved,

or

are

expec

ted t

o b

e ac

hie

ved,

taki

ng into

acc

ount

thei

r re

lative

im

-port

ance

. Als

o u

sed a

s an

aggre

gat

e m

easu

re o

f (o

r ju

dgm

ent

about)

the

mer

it o

r w

ort

h o

f an

act

ivity,

i.e.

the

exte

nt

to w

hic

h a

n inte

rven

tion h

as a

ttain

ed,

or

is e

xpec

ted t

o a

ttai

n,

its

maj

or

rele

vant

obje

ctiv

es

effici

ently

in a

sust

ainab

le f

ashio

n a

nd w

ith a

posi

tive

in

stitutional dev

elopm

ent

impac

t.24

The

criter

ion r

efer

s to

the

exte

nt

to w

hic

h m

easu

res

contr

ibute

to t

he

achie

vem

ent

of

the

(dir

ect)

goal

s of

the

dev

elopm

ent

mea

sure

(ta

rget

-per

form

ance

com

-par

ison).

25

The

criter

ion r

efer

s to

the

exte

nt

to w

hic

h d

egre

e th

e D

AAD

mea

sure

s co

ntr

ibute

to t

he

succ

essf

ul

ach

ieve

men

t of

the

short

-ter

m a

nd m

id-t

erm

goal

s of

the

pro

gra

mm

es,

whic

h c

an b

e dir

ectly

trac

ed

bac

k to

the

mea

sure

and w

hic

h a

re inte

nded

.

Eff

icie

ncy

Effic

iency

mea

sure

s th

e outp

uts

--

qual

itat

ive

and

quantita

tive

--

in r

elat

ion t

o t

he

inputs

. It

is

an e

co-

nom

ic t

erm

, w

hic

h s

ignifie

s th

at t

he

aid

use

s th

e le

ast

cost

ly r

esourc

es p

oss

ible

in o

rder

to a

chie

ve

the

des

ired

res

ults.

26

The

criter

ion r

efer

s to

the

adeq

uac

y of

reso

urc

es

use

d f

or

a dev

elopm

ent

mea

sure

with r

egar

d t

o t

he

achie

ved r

esults.

27

The

criter

ion m

easu

res

the

adeq

uac

y of

the

re-

sourc

es u

sed f

or

a dev

elopm

ent

mea

sure

with r

egar

d

to t

he

short

-ter

m a

nd m

id-t

erm

goal

s.

Eff

ect

Po

sitive

and n

egat

ive,

prim

ary

and s

econdary

long-

term

eff

ects

pro

duce

d b

y a

dev

elopm

ent

inte

rven

-tion,

dir

ectly

or

indir

ectly,

inte

nded

or

unin

tended

. 28

The

scope

of

this

crite

rion incl

udes

pro

ofing w

het

her

or

not,

and t

o w

hat

ext

ent

the

dev

elopm

ent

mea

s-ure

men

t co

ntr

ibute

s to

the

targ

eted

ove

rrid

ing d

e-ve

lopm

ent

polic

y goals

. Fu

rther

more

, it w

ill b

e ex

-am

ined

if

and w

hic

h o

ther

posi

tive

and n

egative

ef-

fect

s hav

e re

sulted

.29

This

crite

rion m

easu

res,

whet

her

or

not

and t

o w

hat

ex

tent

the

DAAD

pro

gra

mm

es c

ontr

ibute

to t

he

goal

s of

the

Ger

man d

evel

opm

ent

polic

ies

and t

he

Ger

man

Fe

der

al F

ore

ign O

ffic

e’s

Cultura

l an

d E

duca

tional

Pol-

icy

(AKBP).

Furt

her

more

, w

het

her

or

not

and w

hic

h

oth

er p

osi

tive

and n

egative

eff

ects

res

ult is

exam

-in

ed.

22 O

ECD

-DAC (

1991).

DAC P

rinci

ple

s fo

r th

e Eva

luat

ion o

f D

evel

opm

ent

Ass

ista

nce

. Pa

ris:

OECD

23 B

MZ (

2006).

Eva

luie

rungsk

rite

rien

für

die

deu

tsch

e bila

tera

le E

ntw

ickl

ungsz

usa

mm

enar

bei

t. B

onn:

BM

Z

24 O

ECD

-DAC (

1991).

DAC P

rinci

ple

s fo

r th

e Eva

luat

ion o

f D

evel

opm

ent

Ass

ista

nce

. Pa

ris:

OECD

25 B

MZ (

2006).

Eva

luie

rungsk

rite

rien

für

die

deu

tsch

e bila

tera

le E

ntw

ickl

ungsz

usa

mm

enar

bei

t. B

onn:

BM

Z

26 O

ECD

-DAC (

1991).

DAC P

rinci

ple

s fo

r th

e Eva

luat

ion o

f D

evel

opm

ent

Ass

ista

nce

. Pa

ris:

OECD

27 B

MZ (

2006).

Eva

luie

rungsk

rite

rien

für

die

deu

tsch

e bila

tera

le E

ntw

ickl

ungsz

usa

mm

enar

bei

t. B

onn:

BM

Z

28 O

ECD

-DAC (

1991).

DAC P

rinci

ple

s fo

r th

e Eva

luat

ion o

f D

evel

opm

ent

Ass

ista

nce

. Pa

ris:

OECD

29 B

MZ (

2006).

Eva

luie

rungsk

rite

rien

für

die

deu

tsch

e bila

tera

le E

ntw

ickl

ungsz

usa

mm

enar

bei

t. B

onn:

BM

Z

ED

UC

ATIO

NA

L C

OO

PER

ATIO

N W

ITH

DEV

ELO

PIN

G C

OU

NTR

IES

79

Su

stain

ab

ilit

y

The

continuat

ion o

f ben

efits

from

a d

evel

opm

ent

in-

terv

ention a

fter

maj

or

dev

elopm

ent

ass

ista

nce

has

bee

n c

om

ple

ted.

The

pro

bab

ility

of

continued

long-

term

ben

efits.

The

resi

lience

to r

isk

of

the

net

ben

efit

flow

s ove

r tim

e. 3

0

In t

he

scope

of

this

cri

terion,

the

exte

nt

to w

hic

h t

he

posi

tive

effec

ts o

f th

e dev

elopm

ent

mea

sure

will

con-

tinue

bey

ond t

he

end o

f th

e aid

is

estim

ate

d. 3

1

In t

he

scope

of

this

cri

terion,

it is

estim

ate

d t

o w

hat

ex

tent

and u

nder

what

conditio

ns,

the

posi

tive

short

-te

rm a

nd m

id-t

erm

eff

ects

of

the

DAAD

pro

gra

mm

es

can s

ust

ain b

eyond t

he

end o

f th

e su

pport

fro

m t

he

DAAD

.

Co

mp

lem

en

tari

-ti

es

- The

goal

s an

d m

easu

res

within

the

Ger

man

(st

ate)

bi-

late

ral EZ a

re c

onduct

ed c

om

ple

men

tary

and a

c-co

rdin

g t

o a

div

isio

n o

f la

bour.

32

The

DAAD

goal

s an

d p

rogra

mm

es a

re e

xecu

ted in

par

tner

ship

and b

ased

on t

he

div

isio

n o

f la

bour.

Co

ord

inati

on

-

The

dev

elopm

ent

mea

sure

(goal

s, m

easu

res

and

pro

cess

) is

coord

inate

d a

nd h

arm

onis

ed w

ith o

ther

bi-

late

ral and m

ulti-

late

ral donors

and o

rganis

ations.

33

The

DAAD

pro

gra

mm

es (

goal

s, m

easu

res

and p

ro-

cess

) dev

elop f

utu

re m

echan

ism

s, in o

rder

to a

gre

e upon a

nd c

oord

inate

with o

ther

Ger

man

and inte

rna-

tional st

akeh

old

ers

of

the

dev

elopm

ent

cooper

atio

n

and A

KBP

(bi-

late

ral an

d m

ulti-

late

ral sp

onso

rs).

30 O

ECD

-DAC (

1991).

DAC P

rinci

ple

s fo

r th

e Eva

luat

ion o

f D

evel

opm

ent

Ass

ista

nce

. Pa

ris:

OECD

31 B

MZ (

2006).

Eva

luie

rungsk

rite

rien

für

die

deu

tsch

e bila

tera

le E

ntw

ickl

ungsz

usa

mm

enar

bei

t. B

onn:

BM

Z

32 B

MZ (

2006).

Eva

luie

rungsk

rite

rien

für

die

deu

tsch

e bila

tera

le E

ntw

ickl

ungsz

usa

mm

enar

bei

t. B

onn:

BM

Z

33 B

MZ (

2006).

Eva

luie

rungsk

rite

rien

für

die

deu

tsch

e bila

tera

le E

ntw

ickl

ungsz

usa

mm

enar

bei

t. B

onn:

BM

Z


80

Parallel to the further development of the evaluation questions and criteria, Rambøll Management Consulting conducted an examination of the current selection of countries for the case stud-ies. For this purpose, Rambøll Management Consulting developed, in close coordination with the DAAD, the following selection criteria, upon which the selection of countries was revised and pre-sented to the external work group in a workshop.

• Proportional Commitment of the Programme area 5: In order to be able to make statements regarding the results of the programme area in the respective countries, the portion of the programme area in relation to the entire portfolio must be relatively high. Hereby, one must ensure that the portion of the programme area as a percent of the en-tire DAAD portfolio in the respective country is an adequate portion of the absolute num-ber of the executed programmes.34

• Funding Volume: In addition to the proportional distribution of the programmes, the funding volume used in the respective country for the programme area should be accord-ingly high enough, so that significant aid contributions can be recorded.35

• Critical Mass of Foreign Aid Recipients: In each country, there should be an adequate number of foreigners receiving aid, who participated in the programme area so that a re-liable basis for the analysis is provided.

• Regional Representation: Rambøll Management Consulting suggests that the case studies should take place in all major world regions (Africa, Asia, Latin America and Southeast Europe), in which the DAAD is active. In this way, it is also guaranteed that all the world regions are considered that are relevant for the German EZ.

• Socio-Economic Conditions: According to Rambøll Management Consulting, in order to be able to judge the impact of national conditions on the programme area, countries should be chosen, in which various economic conditions prevail. To this end, the following economic country types were used according to the World Bank:

o High-income countries o Top-mid income countries o Lower-mid income countries o Low income countries36

• Local DAAD Presence: The presence of a DAAD information centre or foreign office in the country can be a deciding influence factor on the effects of the programme area. In this regard, at least one country should be chosen, in which the DAAD has a local pres-ence.

Based on the developed criteria, Kenya, Columbia, Serbia and Vietnam were chosen together with the DAAD as case study countries. Based on the background of the previous analytical steps, Rambøll Management Consulting de-veloped a flowchart for the programme area and four reaction chains for the individual pro-grammes. These served as a basis for discussions in the workshop for the development of the flowchart and the workshop for the development of the reaction chains, which were conducted on 14 April 2011 and 9 May 2011 with all relevant all stakeholders. Rambøll Manage-ment Consulting entered all suggestions and remarks from these workshops in a protocol and ad-justed the flowchart and reaction chains accordingly. The final version of the flowchart can be found at the end of this addendum.

34 The proportional commitment was calculated based on the country statistics 2010. Rambøll Management Consulting points out that

these calculations can only represent reference points, since the programmes can only be recorded for a specific year, for one thing

and second, that programmes in the database of the DAAD are not always consistently allotted to a programme area and country. In

this respect, a minor blurriness ensues with this criterion for the choice of the case study countries, which is however negligible. 35 Rambøll Management Consulting points out that the financial data provided by the DAAD for this criterion are only reference values.

The calculation resulted based on the financial data from 2003 to 2010. These calculations were only conducted, however, for the clos-

er selection of the case study countries (Kenya, Serbia, Vietnam, Indonesia, Costa Rica and Columbia), since the preparation of data

demanded a lot time and effort from the DAAD, which could not be justified for all countries. In this respect, a minor blurriness ensues

with this criterion regarding the selection of the case study countries, which is, however, negligible. 36 Low-income countries are defined according to the World Bank as countries with a gross net inland product (GDP) of up to $995 per

head. Lower-mid income countries are defined by a GDP of $996 to $3,945 and top-mid income countries from $3,946 to $12,195.

High-income countries are defined by a GDP of $12,196 or higher (World Bank 2010: http://data.worldbank.org/about/country-

classifications).

EDUC

BasevelogridtionwhicThe FurtCongramer 5.2. The sisteSougranregaevacoulies (

Eval

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ed on the fioped an evads for the is and aspecch could be se evaluatio

thermore, insulting addeduate studr of 2011.

2 Evaluatio

evaluation ed of four theast Euront programmard, the proluations, as ld be drawn (see illustrat

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81

final reactionprogramm

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“EducationaevaluationsAlumni Specase studieslysed exempse studies. four individt - Programm

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mbøll Manawell as fouese grids inscriptors forduring the fon (see attac

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t, Rambøll Me graduate this survey i

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nsulting de-evaluation entral ques-arch aspect, aminations.

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Management survey of n the sum-

ntries” con-estructuringgovernment ries. In this programmeamme area

e case stud-

Case Studies

− Preparation of the case studies − Context analyses− Interviews with the country directors− Creation of the cast study portfolios − Internal workshop for the international

surveyors− Execution of the case studies − 25-35 qualitative, guideline-based

interviews, focus groups or workshops− Survey according to participative data

collection methods− Creation of the case study report

Completion and Synthesis PhaseInternal synthesis workshop for the consolidation of results and development of recommendations for measures

Two coordination workshopsCreation of a draft of the main report

Creation of the final version of the main report

Operation and Case Study Phase

Graduate Studies− Analysis of the graduate survey from the University of Oldenburg− Execution of guideline-based, in-depth interviews with project

directors at universities− Guideline-based telephone interviews with graduates − Consolidation of the results of the ongoing evaluations

Alumni Special Projects (SoPro)− Online survey of all alumni− In-depth interviews with seven project directors− In-depth interviews with selected representatives of the economy

Co-financed Programmes (esp. government grants)− Online questionnaire of former and current aided individuals− Guideline-based telephone interviews with grant recipients,

cooperation partners in Germany and superiors from alumni (35 in total)

Academic Restructuring Southeast Europe− Online questionnaire for all current and former project directors and

project partners− Online questionnaire for all former and current individuals receiving

aid− Desk Research and in-depth expert interviews− In-depth analysis of individual case studies


82

In the programme area evaluation, each of the four individual programme evaluations was con-sidered a case study for the programme area evaluation. On the other hand, they were also viewed as respectively separate, independent evaluations. This fact generated on the one hand, a certain complexity and diversity with regards to the planned analyses, data collection instruments and research steps. On the other hand, this diversity was used in order to enrich and comple-ment the results of the individual programme evaluations alternatively, to thereby generate addi-tional insights, which would not have been discovered within the individual programme evalua-tions. Via this approach, the results could be additionally validated in reference to the individual programmes. In order to measure the effects of the individual programmes, it was the job of the evaluator to answer the hypothetical question "What would have been, if the intervention never happened?” In order to answer this question, it is often suggested as an ideal research design, to use an ap-propriate control group design, to approximate the counterfactual situation of the hypothetical non-participation. This is, however, is often not possible since the appropriate control groups are missing, intervening factors cannot be separated and the effort for the identification of the con-trol groups, conception and designation is disparately higher. Also a reference measurement, which serves to compare the economic, social or environmental and personal context between a defined baseline time point and the status after the execution of the programme, is often problematic during the evaluation of instruments in the development cooperation. It is often impossible to measure the individual or group-related quality of life, par-ticipation possibilities, as well as economic and social disadvantage before the project start. In the case at hand, it is about aid programmes, which have already been established for many years, effects that unfolded on an individual, organisationally as well as on a social level, and in which stakeholders from Germany and from abroad were involved. In order to approach this problem, and still be able to make reliable statements with regard to the effects and impact of the individual programmes, a three-pronged approach was chosen: First, an appraisal was developed with the involved stakeholders to find an answer to the ques-tion "What would have been, if the intervention never took place?" in the case studies, where the respective individual programmes were implemented. Second, all surveys and their questioning instruments were applied within the scope of the indi-vidual programmes as programmed comparisons. The programmed comparison is a comprehen-sive survey of all former as well as currently sponsored individuals and projects from the DAAD in the individual programmes, which were entered in the programmes by the time of the study. The surveys were thereby generated as an approximated longitudinal study. By surveying all of the programme participants, directors and sponsored individuals, both past and present, a pro-grammed comparison was possible, whereby the development of the individuals and the progress of the projects and sponsored individuals could be retraced. Since, at the time of the study, the sponsored individuals and projects were in various phases of the project process (i.e. starting project or individual aid (up to one year), ongoing project spon-sorships or individual sponsorship (longer than one year), concluded project or individual spon-sorship), a longitudinal analyses could be conducted, which in turn, allowed inferences regarding individual developments and project developments over time. However, this could not be imple-mented in all surveys, since the portion of the sponsored individuals reached in comparison to the former sponsored individual was too small. In this way, a baseline was established, against which the changes due to the programme partic-ipation could be measured. Changes of individually sponsored individuals or projects could per-haps not be measured directly due to programme participation, since it is regarding a former study. Since the individuals and projects, however, were in the programme for varying lengths of time, changes on an individual and project level could be approximated in the longitudinal com-parison. The data produced in this way, delivered valid results with regards to the developments


83

and changes at an individual and project level due to programme participation Considerably more reliable data could be produced with this prospective longitudinal design approximate approach compared to the alternative, retrospective logging of changes, which, due to lack of human memory capabilities, can lead to distorted measurements,. Third, the special characteristic of the evaluation bid could be used with the differentiation in in-dividual programme evaluations first on the programme area level, as well as secondly, on the level of the individual programmes, to enrich the respective evaluations and thereby better ex-tract results. Where this was possible, individual questions/question blocks were constantly held in the quantitative surveys within the scope of the individual programmes, or respectively in all surveys with the same research dimensions, same operationalisation (see evaluation grid in at-tachment volume 2). Hereby, individual results were also comparable to each other beyond the level of the respective individual programme. Also, the same research aspects in the individual programmes could be considered in a similar way to the qualitative research aspects in agree-ment with the big picture flow chart and the individual effect logic. Also regarding the programme area, the measurement and the analysis of effects of the methodi-cal standpoint should have always been conducted according to a comparison – ideally within the scope of a control group design in order to identify which effects occurred due to the programme area and which did not. The research of this contra factual situation was not possible on the first level of the programme area via a comparison group design, since the intermediary variables were too numerous in the case study countries, so that they could not be kept constant by such a design. In the programme area evaluation, however, based on a qualitative comparison between the four case study countries, effects on the programme area level could be approximated. This became possible in that the achievement of goals and the achieved intended effects of the programme area of the DAAD immanent between the four case study countries were compared on a qualita-tive basis. In this way, various external socio-economic and cultural influence factors on the in-tended effects could be also be examined within this comparison. Hereby, the measurement of the effects of the programme area was conducted according to the four case studies, however only exemplarily. In preparation of the case studies, context analyses and interviews were conducted in the DAAD with the country directors in order to gain an initial, in-depth insight regarding the con-ditions in the case study countries. Through the context analyses, the factors - independent of the individual or the organisation - which had influence on the various programmes of the pro-gramme area in the socio-cultural environment, were made visible. In the context analyses, the focus was placed, among others, on the political conditions (i.e. changes in governance indica-tors), economic factors (such as average income as well as educational and qualification status of the target group) and educational policy factors (i.e. development of university graduates) in or-der to thereby be able to deduce external success and failure factors. In a next step, a portfolio for the case studies was created in order to guarantee consistent quality for the case studies and to obtain high quality results. The portfolio included a short pro-ject and task description, notes regarding method, contact information, various interview guide-lines for various stakeholders, a standardised template for the case study reports and the de-briefing notes, as well as the developed evaluation grids for the programme area and the individ-ual programmes. The method concept for the case studies was coordinated subsequently with the DAAD and the work group in a joint coordination workshop. The Portfolio, the evaluation method, as well as the tasks and goals for the case studies were presented and explained to eve-ry evaluator in a joint internal case study kick-off workshop. In the scope of the case studies, Rambøll Management Consulting conducted a total of 156 inter-views and workshops in order to collect the necessary information to answer the evaluation ques-tions and evaluation criteria. Thereby, one of the case studies was conducted as a pilot case study in order to make amendments to the methodical concept. Rambøll Management Consulting


84

conducted these interviews and workshops with various organisations and target groups, which can be organised in the following groups:

• Currently sponsored young researchers • Currently sponsored young experts and managers • Currently sponsored students • Academic representatives • DAAD Alumni and its programmes • National partner organisations (i.e. universities) • New and established partner organisations in the individual programmes • National sponsors (for example government grants) • Project directors • Project employees • Target groups/aided individuals (i.e. specialists and managers, future university teachers,

young researchers, etc.) • Unassisted • German EZ and AKBP organisations • Local/national public offices and economic operators • Representatives and/or organisations of the civil society, which are active in areas rele-

vant to the programmes • Other (inter)national donors, who are active in areas relevant to the programme

Furthermore, debriefings with the foreign office or with the IC of the DAAD were conducted in every country. All collected results of the individual case studies were analysed and systemised by the respective international experts from Rambøll Management Consulting together with the local experts. The case study reports were composed once a common understanding regarding the answering of the questions, which should be answered in the case studies, was reached. After completing the case studies and the individual evaluations, the results gleaned were re-flected, synchronised and analysed again in an internal synthesis workshop with all experts from Rambøll Management Consulting. The workshops created an added value in that all expert perspectives could be integrated in the evaluation of the results once again, so that a triangula-tion of the results could take place again. Therefore, the goals of this workshop were, on the one hand, to consolidate and evaluate all findings of the various research steps, and on the other hand, to develop recommendations based on the results. For this, the research results were evaluated together by the evaluators. Afterwards, the areas of action were identified in the next step, based on the research results. As a next step, these fields of action were, in consideration of the research results, laid the basis for the initial options for action in reference to the efficacy of the programme area, as well as the involved content-related, methodical, structural and pro-cedural success and failure factors. These were further developed in a coordination workshop for recommendations regarding the course of action with the DAAD. In conclusion, Rambøll Management provided the DAAD with a draft of the main report. The draft was presented and discussed in a common coordination workshop with the DAAD and the work group. Rambøll Management Consulting entered all remarks from the coordination workshop in a protocol and requests for changes were incorporated into the report as far as pos-sible. Rambøll Management Consulting submitted the final version of the main report to the DAAD on 31 October 2012.

86

1

.

Exec

utio

n an

d

Org

anis

atio

n of

a

Com

petit

ivel

y

Orie

nted

and

Q

ualit

ativ

e

Sele

ctio

n an

d

App

licat

ion

Pro-

cess

Mat

eria

l Res

ourc

es

Fact

-Fin

ding

M

issi

ons

Dev

elop

men

t of

Com

mon

D

egre

e Pr

ogra

mm

es

Esta

blis

hmen

t of

Uni

vers

ity

Partn

ersh

ips

betw

een

Ger

man

an

d Fo

reig

n

Uni

vers

ities

Dia

logu

e Ev

ents

Wor

ksho

ps,

Con

fere

nces

an

d Se

min

ars

(Fur

ther

)Qua

lific

atio

n of

pe

ople

acc

ordi

ng to

the

pr

ojec

t goa

ls o

f the

par

tner

co

untri

es (m

atch

ing

fund

s/

gove

rnm

ent g

rant

s)

Qua

lific

atio

n of

you

ng

scie

ntis

ts a

nd sc

hola

rs

Trai

ning

of p

erso

n-ne

l/stu

dent

s acc

ordi

ng to

the

prin

cipl

e of

goo

d go

vern

ance

The

DA

AD

pr

ovid

es a

co

ntrib

utio

n to

re

ach

the

MD

G in

de

velo

ping

and

tra

nsfo

rmin

g

coun

tries

A c

ontri

butio

n

tow

ard

the

se

lf-de

term

ined

de

velo

pmen

t of

deve

lopi

ng c

oun-

tries

is p

rovi

ded

Mat

eria

l Res

ourc

es

Fina

ncia

l Res

ourc

es

Alu

mni

Pro

gram

me

(Fur

ther

)Qua

lific

atio

n of

fu

ture

spec

ialis

ts

and

man

ager

s

Con

tribu

tion

to c

over

the

ne

ed fo

r spe

cial

ists

in

deve

lopi

ng c

ount

ries i

n

spec

ialis

t fie

lds

Qua

ntita

tive

incr

ease

of

educ

ated

teac

hers

at u

nive

rsiti

es

in d

evel

opin

g co

untri

es

Impr

ovem

ent o

f the

qu

alifi

catio

ns fo

r spe

cial

ist

and

man

agem

ent p

erso

nnel

in

scie

nce,

aca

dem

ic

teac

hing

per

sonn

el a

nd

youn

g re

sear

cher

s

Esta

blis

hmen

t of r

esea

rch

ca

paci

ty a

nd e

quip

men

t

Esta

blis

hmen

t of b

eaco

ns a

nd

best

pra

ctic

e

Prom

ote

the

coop

erat

ion

be

twee

n hi

gher

edu

catio

n an

d th

e ec

onom

y

Impr

ove

univ

ersi

ty

man

agem

ent v

ia c

ontin

uing

ed-

ucat

ion

for d

eans

and

m

anag

emen

t per

sonn

el

Esta

blis

hmen

t of r

egio

nal

qual

ity a

ssur

ance

sys

tem

s

Forti

ficat

ion

of th

e na

tiona

l and

re

gion

al k

now

ledg

e an

d in

nova

tion

sy

stem

s in

de

velo

ping

cou

n-tri

es

The

DA

AD

hel

ps

univ

ersi

ties i

n

deve

lopi

ng a

nd

trans

form

atio

n co

untri

es to

reac

h to

scie

ntifi

c st

and-

ards

Incr

ease

the

qual

ity

of te

achi

ng,

rese

arch

and

m

anag

emen

t as

wel

l as i

mpr

ove

the

ad

min

istra

tive

stru

ctur

es a

t un

iver

sitie

s in

em

ergi

ng c

ount

ries

Forti

ficat

ion

of th

e un

iver

sitie

s as

trans

form

ativ

e so

cial

po

wer

s

Con

tribu

tion

to

cove

r the

nee

d fo

r sp

ecia

lists

and

m

anag

ers

Qua

lific

atio

n an

d fu

rther

dev

elop

men

t of

“ch

ange

age

nts”

Th

e pa

rtner

s’

mod

erni

satio

n st

rate

gies

w

ere

supp

orte

d

The

DA

AD

pro

vide

s a

cont

ribut

ion

to c

onne

ct

deve

lopi

ng c

ount

ries t

o th

e in

form

atio

n so

ciet

y

Pow

erfu

l un

iver

sity

and

sc

ient

ific

syst

ems h

ave

been

form

ed

The

rele

vanc

e of

the

co

nten

ts o

f hig

her

educ

atio

n in

dev

elop

-in

g co

untri

es fo

r the

ec

onom

y an

d th

e jo

b m

arke

t (em

ploy

abili

ty)

incr

ease

s

The

DA

AD

pro

vide

s a

cont

ribut

ion

to

stre

ngth

en g

over

nanc

e ca

paci

ties

abov

e-al

l with

rega

rd to

de

moc

racy

/ de

moc

ratis

atio

n, th

e

crea

tion

of a

civ

il

soci

ety

and

due

proc

ess

in d

evel

opin

g an

d

trans

form

ing

coun

tries

The

DA

AD

pro

vide

s a

cont

ribut

ion

to th

e

prev

entio

n of

con

flict

s vi

a in

ter-

cultu

ral d

ialo

gue

Fie

ld o

f A

ctiv

ity:

H

um

an C

apac

ity

Dev

elop

men

t

Fie

ld o

f A

ctiv

ity:

Str

ength

enin

g o

f

Hig

her

Educa

tion

Str

uct

ure

s

FLO

WC

HA

RT O

F T

HE

PR

OG

RA

MM

E A

RE

A

Input

(DAAD

inst

rum

ents

)

Outp

ut

(Mea

sure

s use

d)

Outc

om

e (G

oal

s -

Sust

ainab

ility

)

Impac

t (

Des

ired

res

ults)

Key

87

Alte

rnat

ive

met

hods

, di

alog

ue c

hann

els

and

partn

ers a

s wel

l as

coo

pera

tion

ap

proa

ches

to th

e st

ate

EZ in

de

velo

ping

cou

ntrie

s ar

e es

tabl

ishe

d

The

DA

AD

pro

vide

s a

cont

ribut

ion

tow

ard

the

deve

lopm

ent o

f pa

rtner

ship

s with

G

erm

any,

the

ad

vanc

emen

t of t

he

Ger

man

lang

uage

abr

oad,

as

wel

l as f

or a

pos

itive

im

age

for G

erm

any

and

the

prom

otio

n of

a

mod

ern

im

age

for G

erm

any

Hum

an R

esou

rces

Rea

lisat

ion

of c

omm

on re

-se

arch

inte

rest

s

Incr

ease

in th

e vi

sibi

lity

of

Ger

man

scho

lars

hip

and

G

erm

any

as a

cen

tre

for i

nnov

atio

n

Mot

ivat

e an

d bu

ild c

ompe

-te

nce

and

prof

ile o

f Ger

man

un

iver

sitie

s in

the

deve

lopm

enta

l coo

pera

tion

and

inte

grat

ion

in in

tern

atio

nal

disc

ours

e

Faci

litat

ion

of in

ter-

cultu

ral u

n-de

rsta

ndin

g

Exec

utio

n of

30

In

divi

dual

Pr

ogra

mm

es w

ithin

th

e D

AA

D

Prog

ram

me

“E

duca

tiona

l C

oope

ratio

n w

ith

Dev

elop

ing

C

ount

ries”

Supp

ort o

f Ger

man

co

mpa

nies

with

in

vest

men

ts in

pa

rtner

cou

ntrie

s

Win

ning

-ove

r and

m

otiv

atin

g

coop

erat

ing

partn

ers

in G

erm

any

Dev

elop

men

t of

coop

erat

ion

stru

c-tu

res f

or th

e ad

-va

ncem

ent o

f the

So

uth-

Sout

h,

Nor

th-S

outh

-Sou

th,

Nor

d-So

uth

and

Sout

h-N

orth

Fie

ld o

f A

ctiv

ity:

N

etw

ork

ing

Shor

t-Ter

m a

nd

Long

-Ter

m

Lect

ures

hips

Upd

ate,

dee

pen

and

ex

pand

alu

mni

exp

ertis

e

Prom

otio

n of

alu

mni

ne

twor

king

(N

-S, S

-S a

nd N

-S-S

)

Adv

ance

men

t of t

he

coop

erat

ion

betw

een

gr

adua

tes o

f Ger

man

un

iver

sitie

s (A

lum

ni) a

nd

from

dev

elop

ing

coun

tries

as

par

tner

s for

the

Ger

man

ec

onom

y an

d de

velo

pmen

t co

oper

atio

n

Esta

blis

hmen

t of a

lo

ng-te

rm

rela

tions

hip

with

G

erm

any

at g

rant

le

vel

Fie

ldof

Act

ivit

y:

Alu

mni W

ork

Surp

lace

and

For

eign

G

rant

s

Aid

from

C

onsu

ltant

s

Dia

logu

e St

udy

Trip

s

Gra

nts f

or S

tude

nts,

Gra

duat

es, Y

oung

Sc

hola

rs, a

nd

Scie

ntis

ts

Res

earc

h

Res

iden

cies

Sum

mer

Sch

ools

Trai

ning

s

The

DA

AD

act

s as a

n

ante

nna

for i

nter

ests

, op

portu

nitie

s and

nee

ds

for i

ts p

artn

ers

Cre

atio

n of

com

-m

on st

ruct

ures

be-

twee

n G

erm

any

and

deve

lopi

ng c

oun-

tries

Prom

otio

n of

glo

bal a

nd

regi

onal

net

wor

ks

Dev

elop

men

t of c

urric

ula

and

com

mon

stru

ctur

es in

co

ordi

natio

n be

twee

n N

-S;

N-S

-S;S

-S

Org

anis

atio

n of

com

mon

de

gree

pro

gram

mes

Cre

atio

n of

ed

ucat

iona

l pos

sibi

litie

s in

the

regi

on fo

r the

regi

on

in th

e de

velo

ping

cou

ntrie

s



Band 74

Band 74

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