There is little discussion in Germany on governance of further education. This is surprising for two reasons--first, that the process of German unification should have sparked such a debate, and second, because it was expected that the current international discussions about governance would also reach a scholarly debate on further education. A potential cause for the absent debate on governance might lie in the lack of adequate models to help grasp the diversity of actors, structures, and processes in the field of further education. Against this background and in the context of governance theories in the social sciences, the present article develops a framework model for multilevel analyses of governance of further education. The proposed model might prove stimulating for further research in a synchronic or diachronic perspective as well as in national or international comparisons. (Contains 1 figure and 2 notes.)