https://doi.org/10.32575/ppb.2022.4.3
e-Government in Germany is usually not ranked top of the class in Europe. Rankings, such as the EU eGovernment Benchmark 2022, UN E-Government Development Index and others show that Germany is rather poorly ranked among the developed nations of the world. The authors assume that there is a correlation between the quality of Public Sector Education regarding digital competences and the quality of e-Government the so digitally educated civil servants can deliver. Civil servants in Germany usually graduate from one of the approximately 20 main universities of public administration; hence, an overview of the digital competences taught there is the core of this article. The main result is that both the quantity and the quality of digital competences taught need to be improved and, in the worst case depend on the university chosen, even zero digital competences are taught to the future civil servants.
Keywords: Public Sector Education, e-Government, curricular development
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Rankings of complex course programmes do have significant shortcomings,[2] but they can at least provide a good image of where a specific entity stands when putting several rankings together. When looking at the leading institutions of the World, Europe and Germany the rankings and analysis of German e-Government look like the following:
(i) United Nations E-Government Survey 2020:[3] "Thirteen countries with very high levels of human capital development and well-developed infrastructure (Barbados, Belarus, Belgium, Brunei Darussalam, Czech Republic, Germany, Greece, Israel, Latvia, Liechtenstein, Romania, Saudi Arabia and Slovakia) have relatively lower OSI[4] values. Apart from Barbados and Brunei Darussalam, these countries also have very high EGDI[5] values, but focusing on improvements in online services provision could greatly accelerate progress in overall e-government development."[6] Germany ranks 25[th] among the countries with the highest EGDI values, well behind countries like Cyprus, Malta, Poland, Slovenia and United Arab Emirates. Infrastructure criteria like the Telecommunications infrastructure index are 0.8856 and lag behind countries like Cyprus (0.9057), Malta (0.9232), New Zealand (0.9207), UAE (0.9344) but also larger countries like the USA (0.9182). The Online Service Index stands at 0.7353, which sounds not encouraging when compared to Albania (0.8412), Argentina (0.8471), Belarus (0.7059), Brazil (0.8706), Bulgaria (0.7706), Chile (0.8529), China (0.9059), Croatia (0.7522), Cyprus (0.8706) and the Czech Republic (0.7235).[7] According to the press the ranking did not improve since the survey, rather the opposite: Germany lost 13 ranks and fell from 12[th] to 25[th] place.[8]
(ii) European Commission eGovernment Benchmark 2022:[9] Germany ranks 21[st] among 35 countries included in the benchmark in overall eGovernment maturity. Hungary ranks 20[th], the Czech Republic ranks 22[nd]. Countries economically peers of Germany rank 18[th] (France), 24[th] (Italy) and 11[th] (Spain).[10] The country fact sheets are more conclusive, the detailed values for Germany are:[11]
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a. User Centricity: 91, EU average 88.3
b. Transparency: 49, EU average 59.5
c. Key Enablers: 60, EU average 68.7
d. Cross-Border Services : 53, EU average 54.5
An interesting single observation is the eID issue. eID is considered a key enabler, here Germany gets 53 at an EU average standing at 62.8; but also an enabler of cross border services, here Germany gets 10 at an EU average of 23.8. Also very interesting is the penetration indicator, which states how many individuals used the internet for interaction with public authorities. Here Germany is fourth-last in class before Italy, Bulgaria and Romania. The figure for Germany is 55% while the EU average stands at 71%.[12]
(iii) The Commission of Experts for Research and Innovation (EFI) publishes annual Reports on behalf of the Federal Government of Germany. These reports include also statements and findings on e-Government.
a. Report 2022:
"Furthermore, Germany should vigorously promote e-government."[13]
b. Report 2021:
"Compared with other European countries, Germany is lagging considerably and increasingly behind in e-government. The Commission of Experts advises vigorous pursuit of the goals set in the Online Access Act (Onlinezugangsgesetz) of making all public administrative services digitally available by 2022."[14]
c. Report 2018:
"Targets for the year 2025 [...] Take on a pioneering role in e-government."[15]
d. Report 2017:
"Germany is lagging behind in e-government and is therefore wasting important innovative and value-creation potential." "Although Germany's e-government has now reached the level of the leading nations - Estonia, Finland, South Korea and the USA - in simple forms of interaction such as the provision of information by authorities, Germany is a long way behind the leading nations when it comes to the more advanced Stage 4 services, such as individualised services." "E-government services in Germany are fragmentary and often not fully digitised."
"E-government is used less intensively by citizens in Germany than in other countries as a result of the fragmentary range of services and low level of user-friendliness." [16]
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(iv) European Commission Digital Economy and Society Index 2022:[17]
Germany ranks 13[th] among 27 EU members in the index.[18] Some interesting facts regarding Germany are:[19]
a. Digital Skills: rank 22
b. Fibre to the premises (FTTP) coverage mid 2021: rank 26
c. Digital Public Services : rank 18
d. e-Government users interacting online with public authorities over the internet in the last 12 months: rank 24
e. Pre-filled forms: rank 23
f. Key enabler status in Member States: rank 21
Interesting quotes from the country report for Germany are:[20]
- "As the EU's largest economy, Germany's progress with digital transformation in the coming years will be crucial, to enable the EU as a whole to reach its 2030 Digital Decade targets."[21]
- "Performance on Digital public services is mixed. Germany scores well on open data, but interaction between the government and the public could be improved. Germany needs to continue with the work it is doing to achieve the Digital Decade target of 100% online provision of key public services for European citizens and businesses."[22]
With a view to the paper's topic, the table "Human Capital" is alarming.[23] Regarding "At least basic digital skills", "Above basic digital skills" and "At least basic digital content creation skills" are all below the EU average.[24] Only the figures regarding IT specialists are above or at EU average.
It is obvious that the e-Government of Germany is not at the level that would be expected from a G7 Member State.
The press in Germany recently acknowledged broadly that e-Government in Germany is lagging behind most European nations.[25] Recent press articles state that the citizens have
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to stand in long lines at Citizens Service Centres for e.g. new passports and, unfortunately often in vain.[26] In Stuttgart, capital of the Federal State of Baden-Württemberg, the mayor appointed a Task Force for dealing with the situation at the Citizens Service Centres.[27]
In order not to provide anecdotic evidence, we refer to statements by the Federal Government of Germany in their most recent Digital Strategy:[28]
(i) "Until now we are in the Digital Economy and Society Index DESI 2022 index overall ranked 13[th] out of EU27"[29]
(ii) Dimension Human Capital ranked 16[th] out of EU27
(iii) Dimension Integration of digital technology 16[th] out of EU27
(iv) Dimension Digital public services 18[th] out of EU27
The strategy paper concludes with the statement, that this cannot and must not be considered sufficient for a nation which wants to actively play in the international premier league.
Germany operates a system of universities, mostly universities of applied sciences, which are dedicated to the education of civil servants. This system includes 38 universities, probably a few more.[30]
Most of the universities offer a Bachelor Degree in Public Administration at the level of a university of applied sciences. This course consists mostly of four semesters at the university and two to three semesters with agencies, probably their future employing agency.
The core content of the teaching is, at a very high level, defined by a common paper of the conference of the ministries of the interior of Germany (all 17).[31] The paper was amended
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in 2005.[32] Unfortunately, it was not amended ever since, because the competence of the Federal Republic to regulate these affairs was transferred to the Federal States at the last reform of the German Fundamental Law a few years later.
Each of the 16 federal states and the Federal Republic itself issued a legal act, a regulation concerning the requirements for a career in Public Administration.[33] These regulations are the basis for the universities issuing their own regulations (including syllabi), thereby limiting them.
The ICT content of the studies of Public Administration in Germany looks, as compared to the content in psychology and sociology, and to civil law like the following:
Table 1 Selected content of Public Administration Studies in Germany
| Federal State | University | Studies | Total teaching hours ICT | Total teaching hours psychology and sociology | Total teaching hours civil law |
| Baden- Württemberg | HS Kehl, HS Ludwigsburg | Public Management | 48.75 | 72.6 | 127.5 |
| Bavaria | HföD Bayern AIV | Diplom- Verwaltungswirt (FH) | 58.5 | 43.5 | 93 |
| Berlin | HWR | Öffentliche Verwaltung | 40.5 | 64.8 | 40.5 |
| Brandenburg | TH Wildau | Öffentliche Verwaltung Brandenburg | 45 | 45 | 90 |
| Bremen | HS Bremen | Public Administration was transferred to a regular university. | 45 | 22.5 | 67.5 |
| Federal Republic | HS Bund | Allgemeine Innere Verwaltung | 0 | 33 | 105 |
| Hamburg | an der HAW Hamburg, keine eigene HÖD | Public Management | 96 | 72 | 96 |
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| Federal State | University | Studies | Total teaching hours ICT | Total teaching hours psychology and sociology | Total teaching hours civil law |
| Hesse | HfPV | Public Administration | 0 | 115.5 | 74.25 |
| Mecklenburg- Vorpommern | FH Güstrow | Öffentliche Verwaltung | 18 | 63 | 159 |
| Lower Saxony | HSVN | Allgemeine Verwaltung | 0 | 40.5 | 94.5 |
| North Rhine- Westphalia | HSPV | Allgemeine Verwaltung (LL.B.) | 0 | 90 | 93 |
| Rhineland- Palatinate | HÖV RLP | Allgemeine Verwaltung | 0 | 14.25 | 72 |
| Saarland* | FHSV Saar | Allgemeiner Verwaltungs- dienst | |||
| Saxony | HS Meißen | Allgemeine Verwaltung | 78 | 67.5 | 81.75 |
| Saxony- Anhalt | HS Hartz | Öffentliche Verwaltung | 0 | 67.5 | 45 |
| Schleswig- Holstein | FHVD | Allgemeine Verwaltung / Public Administration | 16.5 | 16.5 | 16.5 |
| Thuringia | Türinger FH für ÖV | KSAV | 45 | 45 | 97.5 |
| Average | 30.70 | 54.57 | 84.56 |
Source: Taken from the publicly available module catalogues and syllabuses of the public administration study programs.
Please note that the subjects compared were chosen randomly, this should not be a value judgement about the importance of these subjects. Unfortunately, the secondary school system does not provide students with these basic IT skills either.
Just five out of 16 Federal States of Germany have ICT as a mandatory part of secondary education.[34]
Why is the ICT teaching content of Public Administration studies in Germany so small as compared to other subjects? One has to consider that Germany is highly decentralised with 16 highly independent Federal States plus the Federal Republic itself, which have regulations issued by their respective Ministries of the Interior, regulating the content of the Public Administration studies in the respective Federal State. 12 of these 17 regulations do not even mention ICT, digital courses or such subjects. There is an agreement in the Federal States paper mentioned above,[35] which set some minimum standards.
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Unfortunately - for the ICT knowledge of the civil servants in Public Administration - the last big reform of the German Fundamental Law took away the Federal Republic's competence to set a framework, i.e. calling for minimum ICT content of these studies.
In addition, the respective universities, which had to transform the regulation on the level of the respective Federal State into syllabi and regulations, failed at times as well. If we take Lower Saxony for example, the universities there should teach ICT in the Public Administration studies - but they do not, their syllabi and regulations on university level fail to comply with the regulations of Lower Saxony.
The authors analysed all the syllabi and regulations and found the following:
Table 2 Selected content of Syllabi and Regulations concerning Public Administration Studies in Germany
| Regulation at the level of the Federal State | |||||
| Digital competences explicitly mentioned | Digital content in the regulation | ICT relevant for exams | Any ICT share of teaching hours implemented | ||
| 1 | Baden-Württemberg | no | yes | yes | yes |
| 2 | Bavaria | n/a | yes | yes | yes |
| 3 | Berlin | no | no | n/a | yes |
| 4 | Brandenburg | n/a | no | n/a | yes |
| 5 | Bremen | n/a | yes | yes | n/a |
| 6 | Federal Republic of Germany | no | no | n/a | NONE |
| 7 | Hamburg | no | yes | yes | yes |
| 8 | Hesse | no | yes | yes | NONE |
| 9 | Mecklenburg- Vorpommern | n/a | yes | yes | Yes |
| 10 | Lower Saxony | n/a | yes | yes | NONE |
| 11 | North Rhine- Westphalia | n/a | yes | yes | NONE |
| 12 | Rhineland-Palatinate | n/a | yes | yes | NONE |
| 13 | Saarland | n/a | yes | no | no data available |
| 14 | Saxony | n/a | no | n/a | yes |
| 15 | Saxony-Anhalt | n/a | no | n/a | NONE |
| 16 | Schleswig-Holstein | n/a | yes | yes | yes |
| 17 | Thuringia | yes | yes | yes | yes |
Source: Taken from the public available regulatory/statutory requirements of the states and the federal government.
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It is obvious that not all Federal States fully comply with their own legal obligations and it is also obvious that the level of ICT knowledge acquired at the universities when studying Public Administration differs significantly from Federal State to Federal State.
If we recall the introducing lines of this study, the state of e-Government in Germany is saddening in the international comparison. We have shown that the staff, whose task is to digitalise Public Administration, is poorly trained both in their secondary and tertiary level education with respect to ICT knowledge.
In order to improve this situation, we have to distinguish between a short and a medium-term horizon. But this alone cannot solve the issue that a long-term strategy has to be conducted to generate an adequate ICT learning track as part of the education for public administration. Also, the lack of ICT knowledge students get during secondary education must be addressed.
There is a worldwide agreed and recognised education program which provides basic as well as advanced ICT knowledge: The International Certification of Digital Literacy (ICDL),[36] formerly known as European Computer Driving License (ECDL). It consists of several modules, grouped into:[37]
- ICDL Workforce Modules
• Essential Skills
• Application Essentials
• Computer and Online Essentials
• Computer Essentials
• Online Essentials
• Office Applications
• Documents
• Spreadsheets
• Presentation
• Good Practice
• IT Security
• Online Collaboration
• Data Protection
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- ICDL Professional Modules
• Creative
• Presentations (Advanced)
• Documents (Advanced)
• Entrepreneurial
• Digital Marketing
• Project Planning
• E-Commerce
• Computational
• Management Spreadsheets
• Financial Spreadsheets
• Data Analytics
• Using Databases
- ICDL Digital Students Module[38]
• Essential Skills
• Information Literacy
Remarkably, ICDL is a mandatory content in many countries, e.g. for Austrian police officers and army officers and in Austrian secondary schools it is offered to each pupil, but in Germany it is often only considered for the unemployed by the employment administrations as individual training measure.[39]
The modules are available as online trainings together with a decentralised exam infrastructure, hence it can be easily implemented for the Public Administration universities within a few months.
The so-called eGov-Campus[40] is a project on behalf of the central Germany's governments IT institution, the IT-Planungsrat, the intention to provide e-Government teachers with teaching materials, easily available and implementable. Several reputable universities are project partners. A number of such modules does exist and is available for self-learning online.
The modules available have a workload of around 150 hours each; hence for a use in the real world the creation of smaller modules seems to be more appropriate. The German University of Administrative Sciences Speyer is the first University to start to apply an
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on-Campus program to teach a selection of eGov-Campus Modules in a hybrid manner, so that these courses are taught partly in presence lessons.
e-Government in Germany lags heavily behind its peers and even far less developed countries. We believe one of the main reasons for this situation is that ICT is terribly neglected in those universities and institutions that provide Public Administration tertiary education. This is either because of ICT skills need not be taught due to individual Federal State regulations or, if a regulatory element, are neglected by the universities. Such inadequately trained staff, which simply has "average John Doe ICT skills", cannot be expected to digitise the public administration.
The authors recommend two measures to be implemented immediately, first the mandatory introduction of the approved ICDL as a quick fix and, in the medium run, a streamlining and standardisation of e-Government training by deepening and widening the existing e-Government Campus. And, furthermore, making the use of the modules and materials developed in the e-Government Campus mandatory.
The current situation of little and non-unified syllabi is definitely not satisfying and, highly likely, one of the main reasons why we have such a situation with German e-Government.
1. Bavarian Research Institute for Digital Transformation (2020). Online: www.bidt.digital/e-government-development-index-egdi-der-un-mitgliedstaaten-deutschland-rutscht-13-plaetze-auf-rang-25-ab/
2. Büring, Andrea - Sans, Sabine (2021): E-Government: Deutschland hinkt bei digitalen Behördengängen hinterher. Euronews, 21 September 2021. Online: https://de.euronews.com/2021/09/21/e-government-noch-viel-spielraum-bei-digitalen-behordengangen
3. Commission of Experts for Research and Innovation (2022): Report on Research, Innovation and Technological Performance in Germany 2022. Online: www.e-fi.de/fileadmin/Assets/Gutachten/2022/EFI_Report_2022.pdf
4. Commission of Experts for Research and Innovation (2021): Report on Research, Innovation and Technological Performance in Germany 2021. Online: www.e-fi.de/fileadmin/Assets/Gutachten/2021/EFI_Report_2021.pdf
5. Commission of Experts for Research and Innovation (2018): Report on Research, Innovation and Technological Performance in Germany 2018. Online: www.e-fi.de/fileadmin/Assets/Gutachten/2018/EFI_Report_2018.pdf
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6. Commission of Experts for Research and Innovation (2017): Report on Research, Innovation and Technological Performance in Germany 2017. Online: www.e-fi.de/fileadmin/Assets/Gutachten/2017/EFI_Report_2017.pdf
7. Dams, Jan - Kaiser, Tobias (2017): Wie Deutschland die digitale Zukunft verpennt. Welt, 24 July 2017. Online: www.welt.de/wirtschaft/plus166947647/Wie-Deutschland-die-digitale-Zukunft-verpennt.html
8. European Commission (2022a): eGovernment Benchmark 2022. Synchronising Digital Governments. Brussels, July 2022. Online: https://doi.org/10.2759/488218
9. European Commission (2022b): eGovernment Benchmark 2022. Country Factsheets. Brussels, July 2022. Online: https://ec.europa.eu/newsroom/dae/redirection/document/88733 ; DOI: https://doi.org/10.2759/721646
10. European Commission (2022c): eGovernment Benchmark 2022. Background Reports. Brussels, July 2022. Online: https://doi.org/10.2759/204448
11. European Commission (2022d): Digital Economy and Society Index (DESI) 2022. Thematic Chapters. Online: https://ec.europa.eu/newsroom/dae/redirection/document/88764
12. European Commission (2022e): Digital Economy and Society Index (DESI) 2022. Germany. Online: https://ec.europa.eu/newsroom/dae/redirection/document/88702
13. Fassrainer, Werner - Müller-Török, Robert (2013): Rang, Ranking und Wert - eine kritische Betrachtung aus Sicht von Philosophie und Ökonomie. Tagungsband des 16. Internationalen Rechtsinformatik Symposions - IRIS 2013. Salzburg, 21-23 February 2013.
14. Federal Ministry for Digital Affairs and Transport (s. a.): Digitalstrategie - Gemeinsam digitale Werte schöpfen. Online: https://digitalstrategie-deutschland.de/static/1a7bee26afd1570d3f0e5950b215abac/20830_Digitalstrategie_fin-barrierefrei.pdf
15. Free State of Bavaria (2011): Verordnung über den fachlichen Schwerpunkt nichttechnischer Verwaltungsdienst in der Fachlaufbahn Verwaltung und Finanzen (Fachverordnung nichttechnischer Verwaltungsdienst - FachV-nVD) Vom 25. Oktober 2011 (GVBl. S. 553) BayRS 2038-3-1-7-I (§§ 1-63). Online: www.gesetze-bayern.de/Content/Document/BayFachVnVD
16. Gottbehüt, Cornelia (2021): "Wir warten seit Jahren auf den Tschakka-Moment." EY Deutschland, 19 October 2021. Online: www.ey.com/de_de/government-public-sector/luft-nach-oben-ergebnisse-des-e-government-monitors
17. IWD (2022): E-Government in Deutschland im Schneckentempo. IWD, 01 August 2022. Online: www.iwd.de/artikel/e-government-im-schneckentempo-554029/
18. Jahns, Sophia (2022): Lange Wartezeiten beim Bürgeramt: "Mehr als eine Zumutung". Schwäbisches Tagblatt, 25 May 2022. Online: www.tagblatt.de/Nachrichten/Lange-Wartezeiten-beim-Buergeramt-Mehr-als-eine-Zumutung-547436.html
19. Landeshauptstadt Stuttgart (2022): OB Nopper setzt "Taskforce Bürgerbüros" ein. Landeshauptstadt Stuttgart, 08 August 2022. Online: www.stuttgart.de/service/aktuelle-meldungen/august/ob-nopper-setzt-taskforce-buergerbueros-ein.php
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20. SWR (2022): Schlangen vor Stuttgarter Bürgerbüros: Stadt setzt Taskforce ein. SWR, 10 August 2022. Online: www.swr.de/swraktuell/baden-wuerttemberg/stuttgart/ueberforderte-behoerden-stuttgart-100.html
21. United Nations (2020): E-Government Survey 2020. Digital Government in the Decade of Action for Sustainable Development. New York: United Nations Department of Economic and Social Affairs. Online: https://publicadministration.un.org/egovkb/Portals/egovkb/Documents/un/2020-Survey/2020%20UN%20E-Government%20Survey%20(Full%20Report).pdf
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Robert Müller-Török, PhD, obtained his PhD in 1997 from the University of Economics and Business Administration Vienna. He moved to Germany and was a Business Consultant in the Financial Services Sector, held positions in municipal Asset Management and the Automotive Industry and regularly taught Small Business Management and Computer Science from 1997 to 2012 in Debrecen and Vienna. In 2012, he was appointed Full Professor in Ludwigsburg. His research areas include citizen participation, e-democracy in general and, with a view on Computer Science, all applications of Business Processes and ERP Systems. Electoral affairs are his special research interest.
Thomas Hemker, PhD, obtained his PhD in 2008 from the Technische Universität Darmstadt. He studied in Münster and Madrid, worked at TU Darmstadt as a Pre- and Post-Doc. He is a Certified Document Imaging Architect (CDIA+) as well as a Certified Information Systems Auditor (CISA) and became a Certified Public Accountant when he served with KPMG from 2010 to 2016. In 2017 he was appointed Full Professor in Münster. His research interests include, among others, ERP systems and didactics of Public Sector ICT. ■
NOTES
[1] This work is the continuation of a series of publications on this topic which started with an article in Behördenspiegel 7/2022 in July 2022.
[2] Fassrainer-Müller-Török 2013.
[3] United Nations 2020.
[4] OSI stands for Online Services Index in the quoted publication.
[5] EGDI stands for E-Government Development Index in the quoted publication.
[6] United Nations 2020: 21.
[7] United Nations 2020: 266 (after "c" the comparison was ended because the demonstration effect is already sufficient).
[8] Cf. Bavarian Research Institute for Digital Transformation 2020.
[9] European Commission 2022a.
[10] European Commission 2022a: 9.
[11] European Commission 2022b: 23.
[12] European Commission 2022c: 7.
[13] Commission of Experts for Research and Innovation 2022: 14.
[14] Commission of Experts for Research and Innovation 2021: 34.
[15] Commission of Experts for Research and Innovation 2018: 22.
[16] Commission of Experts for Research and Innovation 2017: 104.
[17] European Commission 2022d.
[18] European Commission 2022e: 3.
[19] Cf. European Commission 2022d.
[20] European Commission 2022e.
[21] European Commission 2022e: 3.
[22] European Commission 2022e: 4.
[23] European Commission 2022e: 7.
[24] European Commission 2022e: 7.
[25] For a stochastic selection of statements from the press, consulting companies and business lobbyists cf. DamsKaiser 2017; Büring-Sans 2021; Gottbehüt 2021; IWD 2022.
[26] Cf. Jahns 2022; SWR 2022.
[27] Landeshauptstadt Stuttgart 2022.
[28] Federal Ministry for Digital Affairs and Transport s. a. Note that the paper is published on an official government website but lacks date and place of issue as well as authors. For https://digitalstrategie-deutschland.de/impressum/_we_believe_it_is_authentic.
[29] Federal Ministry for Digital Affairs and Transport s. a.: 3 (translated by the authors).
[30] According to the list of the conference of the rectors of the universities of public service, cf. www.rkhoed.de/hochschulen/. Note that not all of them provide official English versions of their names; hence the authors had to translate on their own sometimes.
[31] Ständige Konferenz der Innenminister und Senatoren der Länder, Anforderungen für Studiengänge an internen Fachhochschulen sowie an Fachhochschulen, deren Abschlüsse einer Ausbildung für den gehobenen allgemeinen (nichttechnischen) Verwaltungsdienst gleichgestellt werden können. Zur Wahrung der Einheitlichkeit laufbahnrechtlicher Anforderungen nach § 14 Abs. 2 bis 4 BRRG (online: www.innenministerkonferenz.de/IMK/DE/termine/to-beschluesse/05-06-24/05-06-24-anlage-nr-26-2.pdf?__blob=publicationFile&v=2).
[32] Positionspapier zur Gleichwertigkeit von Bachelor-Studiengängen und -Abschlüssen mit Diplom Studiengängen und -Abschlüssen an Fachhochschulen im Rahmen einer Ausbildung für den gehobenen allgemeinen (nichttechnischen) Verwaltungsdienst. Ergänzung zum Positionspapier der Innenministerkonferenz vom 19./20.11.1998 (online: http://docplayer.org/25730643-Ergaenzung-zum-positionspapier-der-innenminis-terkonferenz-vom-19-die-nachstehenden-ausfuehrungen-beziehen-sich-auf-bachelor-studiengaenge.html).
[33] For the regulation of, for example, Bavaria see Free State of Bavaria 2011.
[34] Informatik Monitor, Gesellschaft für Informatik (GI), 15.03.2021.
[35] Positionspapier zur Gleichwertigkeit von Bachelor-Studiengängen und - Abschlüssen mit Diplom Studiengängen und -Abschlüssen an Fachhochschulen im Rahmen einer Ausbildung für den gehobenen allgemeinen (nichttechnischen) Verwaltungsdienst. Ergänzung zum Positionspapier der Innenministerkonferenz vom 19./20.11.1998 (online: http://docplayer.org/25730643-Ergaenzung-zum-positionspapier-der-innenminis-terkonferenz-vom-19-die-nachstehenden-ausfuehrungen-beziehen-sich-auf-bachelor-studiengaenge.html).
[36] Cf. icdl.org.
[37] Cf. https://icdl.org/icdl-programmes/. The authors listed only those modules, which they believe fit into a Public Administration education.
[38] Note that these modules are developed and not all of them are available yet from the ICDL foundation. The authors considered only those available.
[39] Cf. https://bildungsgutschein.kursportal.info/g170
[40] Cf. https://egov-campus.org/projekt/beschreibung. Like many ICT-related official websites in Germany it is unfortunately available in German language only.
Lábjegyzetek:
[1] The author is Professor, Hochschule für öffentliche Verwaltung und Finanzen Ludwigsburg, robert.mueller-toeroek@hs-ludwigsburg.de.
[2] The author is Professor, Hochschule des Bundes für öffentliche Verwaltung, Fachbereich Finanzen, Münster, thomas.hemker@vit-bund.de.
Visszaugrás
