Country report

1. STEM education

Germany has high enrolment rates in STEM in tertiary education. In 2023, with a 35.5% enrolment rate, Germany exceeded both the EU average of 26.9% and the proposed EU target of 32%, despite a 1.7 pp decline since 2017. Engineering dominated STEM enrolments in higher education, making up 51.6% of all STEM students, followed by natural sciences and mathematics (26.2%) and ICT (22.1%). However, dropout rates from STEM fields remain above the rate for all bachelor programmes with around 13.0 % (Destatis, 2025a). Furthermore, 31.5 % of students who enrolled in mathematics and natural sciences and 23.7 % enrolled in engineering change their subject (Destatis, 2025b). The influx of international students has helped slow the decline in STEM enrolments, with engineering attracting the highest share of international students at 25.6% (CHE, 2024b). At PhD level, ICT accounted for only 4.4% of total PhD enrolments, slightly below the proposed EU target of 5%. In 2023, 33.3% of the students in medium-level VET programmes were enrolled in STEM fields, slightly below the EU average of 36.3% (with a proposed EU target of at least 45% by 2030).

Women remain underrepresented in ICT, engineering and STEM VET programmes. In 2023, 29.7% of higher education students enrolled in STEM were women (EU 32.2%), below the EU proposed target of 40% by 2030. While women predominantly chose natural sciences and mathematics, nearing gender balance in these fields with 48.4%, they remained significantly underrepresented in ICT and engineering studies at tertiary level, with 22.1% and 23.4%, respectively. Key factors contributing to lower female enrolment include negative stereotypes, perceived lower ability in STEM subjects during secondary school and low confidence in digital skills (Dietrich et al., 2023; Ertl et al., 2017). In VET programmes, fewer than one out of ten students were female (9.5% in 2023, EU average: 15.4%; with an EU wide target of at least 25% by 2030) .

Policy efforts to further increase STEM participation continue, with a dedicated STEM action plan. The 2022 STEM-Action plan 2.0, is a flagship initiative that supports STEM education from early childhood through vocational and tertiary levels (BMFTR, 2024). The plan also supports girls and disadvantaged groups with EUR 45 million from the Federal Ministry of Education and Research, involving the parents as well as STEM actors external to schools (BMFTR, 2024). While Germany has a projected lack of 49 000 teachers until 2035, the mismatch is particularly strong in STEM subjects (KMK, 2025). Various initiatives aim at training more teachers in concerned subject areas, such as the joint initiative of the Laender “QuaMath teacher training”, a 10-year programme launched in September 2023, to strengthen mathematics education (KMK, 2025). To further boost interest, the German Conference of Education Ministers (KMK) sponsors several school and youth competitions in STEM subjects.

Germany has well developed dual study programmes also in the area of STEM. In particular Universities of Applied Sciences (Fachhochschulen) offer dual study programmes integrating work experience and academic studies. Students can simultaneously earn a university degree and gain practical work experience through part-time employment with a company (Euler, 2013). Dual study programmes are increasingly popular, specifically in IT and engineering (BDA, n.d.; Euler, 2013; Statista, 2024). They have significantly lower dropout rates, around 7% compared to approximately 28% in traditional bachelor’s programmes, indicating higher student retention and engagement (BDA, n.d.).

2. Early childhood education and care

Although Germany continues to expand early childhood education and care (ECEC), challenges meeting the demand for childcare services remain. In 2023, 95.3% of children between three and compulsory school age attended ECEC, just above the EU average (94.6%) and close to the EU-level target of 96% by 2030. The share of under three-year-olds in formal childcare had remained relatively stable for years, at around 28%, but started to drop in 2022 reaching 25.1% in 2024. Advantaged children participate more in ECEC (28.3%) than disadvantaged ones (13.8%). According to estimates, around 306 000 to 430 000 places for under-three-year-olds were missing in 2023/2024 (Geis-Thöne, 2024 and Bertelsmann, 2023), meaning that close to 15% of children of that age group did not get a place, suggesting only a modest improvement compared to 2019.

Despite significant staff increases, shortages persist affecting ECEC quality and the workload of teaching staff. The share of fully trained staff keeps shrinking (ABBE, 2024). Although ECEC staff more than doubled between 2003 and 2023, serious staff shortages persist. An estimated 51 000 to 88 500 posts will be vacant by 2030, according to projections based on the current training capabilities (ABBE, 2024). In addition, the recommended child-staff-ratios are not reached for any age group on average, with strong regional variations. A ratio of 3:1 is recommended for a group of under-three-years-olds, but it was 3.9:1 in 2022; for groups from age three onwards, a ratio of 7.5:1 is recommended, but it was 8.2:1 (Bock-Famulla et al., 2023). In a recent survey, around 60% of heads of ECEC institutions agreed that it became more difficult to recruit qualified staff in the past year and 96% agreed that the high workload leads to more absences and illness, negatively impacting child-to-staff ratios (DKLK, 2025).

Germany continues efforts to expand ECEC capacities and ensure equal conditions and quality for all children. Generally, the Laender are responsible for ECEC services and coordination among them is non-binding. Therefore, monitoring and evaluation is undertaken at local level with the involvement of the youth welfare offices (European Commission/EACEA/EURYDICE, 2025). The 2025 country-specific recommendation invited Germany to (i) improve the availability and quality of ECEC and whole-day schools, (ii) encourage carers to join the profession and (iii) promote equal opportunities for all children (Council of the EU, 2025). In response, Germany continues to take measures to improve the quality of ECEC services. The federal government is investing EUR 4 billion in 2025 and 2026 to further expand places, increase the number of fully qualified staff, improve child-staff ratios and foster early language learning (3^rd KiQuTG, 2024). The government aims to create equal conditions and to establish quality standards for ECEC at federal level from 2025 onwards. Similarly to the ‘Startchancen Programm’ for schools, the ‘Startchancen-Kitas’ will allocate investments to ECEC institutions in disadvantaged areas, to upgrade infrastructure, and strengthen language learning (CDU-CSU-SPD, 2025). As part of the "Infrastructure and Climate Neutrality (SVIK)" fund EUR 3.76 billion is allocated for the construction, expansion, renovation, and modernisation of childcare facilities (BMBFSFJ, 2025). Mandatory diagnostics for the German language ability of four-year-olds will be introduced. Improving German skills is particularly important as in 18% of households German is not the main language (European Commission, 2025).

3. School education and basic skills

Early school leaving is high, particularly among boys and foreign-born young people. The share of early leavers from education and training increased from 10.1% in 2015 to 12.9% in 2024, whereas it declined from 11% to 9.4% in the EU during the same period. Germany thus moves away from the EU target of <9% by 2030. In 2024, boys had a higher early leaving rate than girls (14.9% vs 10.7). At 27.2%, the rate was also significantly higher for foreign-born young people (EU: 19.5%), but on a downwards trend since 2021 when it was 30%. National data show that in 2022, 10.1% of people under 18 with a migration background and 12.8% of children in single-parent households faced major socio-economic risks. For the total group of under-18-years-olds the risk was only 4.0%. These risk factors influenced school choice, as merely 45% of young people exposed to major socio-economic risks attended secondary schools, compared to 68% for those without any risks (ABBE, 2024).

Basic skills have continuously weakened over time with about a quarter of a cohort showing low achievement. According to the OECD Programme for International Student Assessment (PISA) 2022, the performance of 15-year-olds shows a downward trend in all tested areas. Top performance significantly declined compared to 2015 (by 3.5 pps in reading, 4.3 pps in maths, and 1.1 pp in science) though it remains above the EU average. These declines were more pronounced than in the EU average. At the same time, underachievement increased significantly in mathematics, reading and science between 2015 and 2022 (+12.3/9.3/5.9 pps, respectively) (OECD, 2023b). Now, 29.5% of 15-year-olds show low performance in mathematics, 25.5% in reading, and 22.9% in science (OECD, 2023b). This trend was largely confirmed by other international surveys: low achievement has grown for fourth graders in reading (+10 pps over ten years) to 25% in 2021 (McElvany et al, 2023). For science underachievement increased by 8 pps between 2015 and 2023 to 30% and in mathematics by 6 pps (Schwippert et al., 2024; Wendt et al., 2016). 15-year-olds with disadvantaged socio-economic status and migrant background are more often concerned. In 2022, about half (46.6%) of students from disadvantaged backgrounds did not reach a minimum proficiency level in mathematics (vs 29.8% in 2015). Alarmingly, about two-thirds (64.0%) of students born abroad underachieve in mathematics. At the same time the share of socio-economically disadvantaged 15-year-olds that achieved at least level 4 in one PISA 2022 domain dropped to 17.8% (from 26.5% in 2015), slightly above the EU average (16.3%).

Germany continues investments in digital infrastructure and competences, as young people, have significant digital literacy gaps. The 2023 International Computer and Information Literacy Study (ICILS) found that 41% of 8th graders lack basic digital skills, around the EU average of 43%, far above the <15% EU target. Only a third of teachers report that the use of digital tools for teaching and learning processes was part of their training, indicating a need to boost continuous training of teachers in this area (Eickelmann et al., 2024). The federal government and the Laender continue to support digitalisation in schools with the ‘Digital Pact 2.0’, investing EUR 5 billion by 2030 to develop digital infrastructure in schools, improve the professional development of teachers and promote the development of innovative teaching and learning methods (BMFTR, 2024a). The federal government also supports these areas of action with its Open Education Resources (OER) strategy.

Despite significant civic literacy gaps, young people show great interest in politics but lack confidence in participation. In the 2022 International Civic and Citizenship Education Study (ICCS), 66.8% of 8^th graders showed adequate civic knowledge, slightly above the EU average of 63.1% (Schulz et al., 2025). German 8th-graders displayed great interest in politics (44-48% in the participating Laender vs an average of 30% in the other participating European countries). However, they scored lower on political self-efficacy, such as participating in concrete civic processes like organising school gatherings (48-50% vs 60%). Incorporating real-life contexts into civic education and expanding student participation opportunities in schools might enhance political engagement (Abs et al., 2024).

Various policy measures aim to strengthen basic skills. The 2015 strategy to support high-potential students led to the 'Leistung macht Schule' initiative (Box). Since 2006, all-day schools have been an important tool for quality improvement and as of August 2026 all first graders will have the right to a place (KMK, n.d.). In 2022/2023, after continuous expansion supported by federal level with EUR 3.5 billion between 2020 and 2027, 73% of primary schools are all-day schools. According to estimates, 342 000 additional places are needed by 2026/2027 and 391 000 additional places need to be created by 2029/2030. Schools continue to face the challenge of fully staffing and engaging fully trained personnel (BMFTR, 2024b). The 2024 updated KMK agreements for primary schools strengthen writing and basic skills, with a new minimum of teaching hours (KMK, 2024a). EUR 6 million support the KMK initiative “Strong start to primary school - for quality assurance in the education system” aims to improve linguistic and mathematics skills in primary schools (KMK, 2024b). The “StartchancenProgramm”, launched in 2024, aims at improving educational opportunities for disadvantaged students. The Laender and the federal level committed to invest EUR 20 billion from 2024-2034 for 4 000 schools with the highest socio-economic challenges (European Commission, 2024). By the end of 2025, researchers and 200 schools will collaborate to gain scientifically based insights into how students from socio-economically disadvantaged backgrounds can be supported effectively. These findings will then be transferred to the “Startchancen Programme.

4. Vocational education and training

Germany’s vocational education and training (VET) system is strongly based on work-based learning and employment. In 2024, 94.5% of recent VET graduates participated in work-based learning, the highest rate in the EU, well above the EU average of 65.2%. The employment rate of recent VET graduates, at 92.2% in 2024, is among the highest in the EU (average: 80%) and has been stable throughout the last decade. Despite these strengths, the shortages of skilled labour remain one of Germany’s key challenges. VET in Germany also offers attractive career pathways that lead to VET degrees at tertiary education levels (for more information see Chapter 5 Tertiary Education).

Recent reforms focus on flexibility in skills recognition and digitalisation. The Vocational Training Validation and Digitisation Act (BVaDiG), enacted in July 2024, gives individuals without formal vocational qualifications the right to have their skills evaluated and certified according to dual training standards. The Act also aims to simplify and digitise the administrative processes within VET (Cedefop & ReferNet, 2025a). The Coalition Agreement of the new government commits to enhancing the equivalence of vocational and academic education through the German Qualification Framework (DQR). This framework facilitates orientation within the German education system and ensures comparability across Europe by aligning with the European Qualifications Framework (EQF). The Agreement also promotes the labour market integration of adults over 25 without formal qualifications, through partial qualifications.

Despite a high level of vacancies in VET positions, many young people remain without apprenticeships. Over 100 thousand apprenticeship places remained vacant and close to half of companies perceived difficulties in filling job vacancies (DIHK, 2024) Problems at the transition from school to further education are often associated with high dropout rates and low basic skills of students. Young people with a migrant background are underrepresented in STEM-related VET programmes (BIBB, 2023). To address these challenges, the VET Guarantee was launched in July 2024 to ensure that eligible young people have access to education and training. The initiative offers counselling, career orientation and Public Employment Services (PES) financial support for in-company training. In January 2024, the “Perfect Match” programme was merged with the “Welcome Guides” programme to help companies fill vacant training positions (Cedefop & ReferNet, 2025b).  ESF+ co-finances several projects providing specialised innovative apprentice training outside of companies (ÜLU – Überbetriebliche Lehrlingsunterweisung) that cannot provide these themselves due to high material and know how costs.

5. Tertiary education

Tertiary educational attainment has increased significantly in the past decade, but still remains below the EU average. Between 2015 and 2024, the tertiary educational attainment rate of people aged 25-34 increased significantly by 10.3 pps to 39.9% but is still below the EU average (44.1%) and the 45% EU-level target by 2030. The rather small gender gap of 5.6 pps favours women (EU: 11.2 pps). Holding a tertiary education degree is still strongly influenced by socio-economic status and parental education. In 2022, 32.3% of all Germans aged 25-64 obtained a tertiary education degree. The share increased to 63.5% if at least one parent had a university degree and dropped to 17.8% for parents with less than upper secondary educational attainment (ABBE, 2024). The relatively low attainment rate can partly be explained by the strong dual VET system.

Germany offers professionally oriented programmes that are comparable to tertiary programmes at the bachelor’s or master’s level (ISCED level 6 or 7) and build on a prior vocational qualification. These programmes are strongly oriented towards labour market needs, combining advanced theoretical knowledge with practical training, and typically aim to enable individuals to progress into highly skilled or managerial positions. In light of the labour market transformations driven by digitalisation and the ecological transition, professionally oriented programmes are gaining importance. In 2024, about 6.1% of the population aged 25 to 30 held a professionally oriented tertiary qualification, while 28.4% held an academic tertiary qualification. Thus, in Germany every sixth tertiary qualification among this age group was professionally oriented (ABBE, 2024).

Concrete actions in school can have important impact on the choice to pursue tertiary education. The Berlin “Best Up” study demonstrated that workshops about the cost, possibilities for financial support and benefits of tertiary education made 12 pps more young people with non-academic parents opt to go to university (Peter et al., 2018, 2021). Similarly, individual counselling schemes in North Rhine Westphalia increased this propensity by 8 pps („ZuBAb“-Study) (Erdmann et al., 2022). Programmes like “startklar” in Baden-Württemberg or “NRWege ins Studium” in North Rhine-Westphalia prepare students from disadvantaged backgrounds for university, through preparation and orientation courses, mentoring and other targeted support (MKW-NRW, n.d.).

Internationalisation of higher education remains strong, contributing to reducing skills shortages. In 2022, 11.2% of all graduates were international students (5.7% of first-degree holders and 19.3% of post-graduate degree holders) (ABBE, 2024). Ten years after starting their studies, around 40% of them are still in Germany, providing an important contribution to the labour force and contributing to public finance and growth (IW, 2025). The number of international students keeps growing, making Germany one of the top hosting countries worldwide (DAAD, 2024). In 2023, 9.8% of German tertiary graduates participated in learning mobility (EU average: 11.0%). The 2024-2034 Strategy for Internationalisation of Higher Education proposes measures to further attract international students. These include easing legal requirements (visas, access conditions), facilitating access to programmes (more individual recognition of skills and diplomas), provision of language courses, housing and counselling.

6. Adult skills and learning

Participation in adult learning is high and increasing in Germany. In 2022, 53.7% of Germans engaged in adult learning, which was well above the EU average of 39.5%. However, this is still below the national 2030 target of 65% and the EU target of 60%, making continued progress necessary. Adult learning is based on two major policy frameworks: (1) The National Skills Strategy, which promotes continuing education to secure skilled labour and (2) the National Decade for Literacy and Basic Education (AlphaDekade) aimed at improving basic reading and writing skills of adults.

Despite rising participation, access to adult learning remains unequal along socio-economic lines. Individuals with the lowest levels of education are far less likely to take part in adult learning: only 30% compared to 71.5% of those with tertiary education. In addition, participation of people with a migrant background is low and declining (Bilger & Koubek, 2024; Rammstedt, 2013). Unequal participation particularly affects adults with low basic reading and writing skills (Dutz & Bilger, 2020), highlighting the need for a continuation of the National Decade for Literacy and Basic Education. The current Coalition Agreement mentions building on the AlphaDekade, which is set to conclude in 2026. Findings from the Survey of Adult Skills (PIAAC) indicate that around 20% of the adult population has very low skills in literacy, numeracy and problem-solving (OECD, 2023a).

Migration is a key factor in meeting Germany’s skilled labour needs but needs to be accompanied by educational measures. In 2024, close to 30% of workers coming from other EU countries and 28% of workers from outside of the EU worked below their qualification levels, compared to 16% of German nationals, suggesting a potential improvement in reskilling, language learning and recognition of qualifications. Improving comprehensive and flexible continuing education for all levels of education remains essential for the labour market integration of vulnerable groups. Two recent initiatives: the “Initial Check for Refugees from Ukraine” and “Check.work” assist Ukrainian refugees in validating their prior qualifications (Basna., 2024). Both programmes aim to make work experience visible and increase the chances of successful integration into the labour market. “ValiKom Transfer”, which ended in 2024 is the basis of the aforementioned Vocational Validation and Digitisation Act (BVaDiG). It developed a standardised validation procedure to assess and certify vocational skills that lie outside of formal education. Besides the recognition of initial qualifications, a further barrier to continuing education and training for women, is the limited childcare availability (see Section 2).