The numerus clausus (NC)

Interested students are not without further ado admitted to every degree program. Some programs are admission-restricted and require either an internship, a thesis (often in the case of artistic courses of study) or a certain Abitur average. This required average grade is also called numerus clausus - but, what is it actually?

History:

After World War II, German education policy wanted to ensure that as many high school graduates as possible began university studies after graduation. This led to a doubling of the number of students in Germany between 1952 and 1967. As a result, universities and colleges reached the limits of their capacity, and there was a shortage of teachers and lecture rooms. In 1968, the West German Rectors' Conference drew up a catalog of emergency measures, of which the central point was the numerus clausus.

Literally, numerus clausus actually describes the "limited number" of study places, but in practice it is equated with the grade point average achieved in the Abitur.

Usefulness:

In order not to overload the limited capacities at universities and colleges, it makes sense to allocate study places. This must be done on the basis of well-considered criteria, and the choice of the Abitur average as an admission criterion is certainly open to debate. However, various studies* have already shown that young people with good final grades also perform better in their studies and have less exam anxiety and worries. For these reasons, they are also more likely to finish a study they have started, as they are better in coping with challenges.

In addition, the combination of cognitive and motivational influences, as well as long-term performance (over two years) and short-term performance (in the form of tests and exams), creates an objective overall picture of students' abilities.

Criticism:

Nevertheless, there is also criticism of the use of the NC. The Federal Constitutional Court has often been tasked with reviewing this admission restriction, since Article 12 of the Basic Law stipulates a free choice of profession, workplace and educational institution. The result: gradually, supplementary rules were added, such as the requirement that universities also exhaust their capacities, a waiting period quota of 20% and a further selection criterion in addition to the NC.

The lack of objectivity of teachers is also often criticized. Here, however, it is natural and human that the evaluation of students often includes prejudices, experiences and opinions of the respective teacher. That should not be the point here, rather it should be about the desire to take these facts into account when considering grades and not to attach too much importance to them because of this.

More and more often, the awarding of grades is also criticized in general, since they primarily evaluate the ability to memorize something and to reproduce it correctly. A grade therefore says nothing about other abilities and skills. Skeptics point out that a high school diploma does not contain any information about empathy, the ability to deal with conflict, politeness, a sense of justice, openness, leadership qualities or other socially important character traits of a person.

Additional food for thought:

Ultimately, good grades cannot be used to determine that someone will be successful in the profession they are learning, only how likely they are to successfully complete their studies.

Finally, it must also be mentioned that everyone is an individual and these assumptions only reflect the average. They by no means apply equally to all students. Thus, there are examples in every direction that cannot be assigned to the average. There are high school graduates with excellent final grades who drop out or fail their studies, but also people who just barely pass their high school exams and then perform above average in the right course of study. In addition, a person's career is always shaped by external influences, so that strokes of fate, experiences or changing life circumstances can also lead to exceptions.

This blog article is intended to enable readers to form their own opinion on the numerus clausus and its usefulness. It does not claim to promote a favored way of thinking. There is always the possibility that both opinions are correct or both opinions are wrong. As is often the case, the world is not black and white.

*Studies:

Baron-Boldt, Schuler & Funke (1988); Roth, BeVier, Switzer III & Schippmann (1996); Trapmann, Hell, Weigand & Schuler (2007); Schierling (2021)