Matching Practices for Secondary Schools – Finland

January 9, 2017February 8, 2014 by admin

This country profile is part of a collective effort by the network members to map matching practices across Europe. If you find it useful and want to refer to it in your own work, please refer to it as ”Salonen, Mikko A.A. (2014), Matching Practices for Secondary Schools – Finland, MiP Country Profile 19.”

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Relevant country background

The education system in Finland is made of daycare programs (for babies and toddlers), a one-year preschool and a nine-year compulsory comprehensive school (from age 7 till age 16). After comprehensive school, a student can start upper secondary school, vocational secondary school or decide to work. Approximately half of the pupils go to upper secondary school upon graduation from comprehensive school and the other half

Matching practices for Elementary Schools – Estonia

January 9, 2017February 5, 2014 by admin

This country profile is part of a collective effort by the network members to map matching practices across Europe. If you find it useful and want to refer to it in your own work, please refer to it as “Lauri, T., Põder, K. and Veski, A (2014), Matching practices for Elementary Schools – Estonia, MiP Country Profile 18.”

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Relevant country background

The Estonian education system is largely decentralized. Local authorities are responsible for providing general education (from pre-primary to upper secondary), monitoring compulsory school attendance, and maintaining pre-primary institutions and general education schools. School education is compulsory and municipality-funded from age 7 till the end of lower-secondary school (in total 9 years).

Matching Practices for elementary and secondary Schools – Spain

March 5, 2018January 16, 2014 by admin

This country profile is part of a collective effort by the network members to map matching practices across Europe. If you find it useful and want to refer to it in your own work, please refer to it as “Calsamiglia, Caterina (2014), Matching Practices for elementary and secondary Schools – Spain, MiP Country Profile 17.”

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Relevant country background

A seat in a public school is guaranteed to every child starting at age 3. That is when families enroll their children to school, since most schools include both preschool and primary school. School becomes compulsory in primary school, which starts at age 6, but more than 95% of the children attend school earlier. Most public schools include either preschool and primary school, or secondary school. This implies that at the end of primary school children need to be reallocated to a secondary school.

Matching practices in secondary schools – France

November 5, 2018July 18, 2013 by admin

This country profile is part of a collective effort by the network members to map matching practices across Europe. If you find it useful and want to refer to it in your own work, please refer to it as “Hiller, Victor and Olivier Tercieux (2013), Matching practices in secondary schools – France, MiP Country Profile 16.”

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Relevant country background

The French education system is divided into public schools and private schools. Overall 85% of primary school students and 80% of secondary school students attend public school (this has been a rather stable proportion over the last decade).^[1] Private schools are mostly made of schools that have a contract with the State, which specifies that they should respect the official curriculum (in return, teachers are paid by the State) – these are mainly catholic schools. A small proportion of private schools do not have such a contract (because they do not respect the curriculum) and rely on a strong financial participation of families.

Matching Practices for Primary and Secondary Schools in Scotland

April 7, 2021May 3, 2013 by admin

This country profile is part of a collective effort by the network members to map matching practices across Europe. If you find it useful and want to refer to it in your own work, please refer to it as “Manlove, David (2012), Matching Practices for Primary and Secondary Schools – Scotland, MiP Country Profile 12.”

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Relevant country background

Attendance at primary and secondary school in Scotland is compulsory for all children aged between the ages of 4-16. To start primary school in the August intake a child must have reached 4 on or before the 28 (or 29) February of the same year. Parents can defer entry to primary school for a year for children who are 4 years old between 31 December and 28 (or 29) February, at the discretion of the local authority. To start secondary school in the August intake, a child must usually have reached 11 on or before the 28 (or 29) February of the same year. General education policy is determined at a national level by the Scottish Government and is implemented at a local level by the Scottish local authorities (there are currently 32 of these). Admission to schools is devolved to local authorities.

Higher Education in Italy

January 9, 2017May 3, 2013 by admin

This country profile is part of a collective effort by the network members to map matching practices across Europe. If you find it useful and want to refer to it in your own work, please refer to it as “Merlino, Luca Paolo and Antonio Nicoló(2012), University admissions practices – Italy,MiP Country Profile 15.”

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Relevant country background

Students typically enter university at age 19 in Italy, one year later than in most EU countries. Following the Bologna harmonization process, universities are organized in a first cycle of 3 years (BA), followed by a 2-year secondary cycle of two years (MA).

Elementary Schools in Italy

March 19, 2018May 3, 2013 by admin

This country profile is part of a collective effort by the network members to map matching practices across Europe. If you find it useful and want to refer to it in your own work, please refer to it as “Merlino, Luca Paolo and Antonio Nicoló (2012), Matching practices for Elementary Schools – Italy, MiP Country Profile 13.”

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Relevant country background

The Italian school system is governed by the central government that defines the schools’ organization, the curriculum, and allocates funds to schools, primarily based on the number of students. Nonetheless schools have, since 2000, been granted some autonomy regarding the curriculum, the day schedule, the material taught and extra-curriculum activities. They can do this also in collaboration with other schools, e.g., through school networks. The autonomy of organization is higher in the 5 regions that have a special autonomous status (Friuli Venezia Giulia, Sardinia, Sicily, Trentino-Alto Adige and Valle d’Aosta) and (in some cases) recognized languages other than Italian taught in schools.

Higher Education in Germany

April 6, 2021May 3, 2013 by admin

This country profile is part of a collective effort by the network members to map matching practices across Europe. If you find it useful and want to refer to it in your own work, please refer to it as “Kübler, Dorothea (2011), University admission practices – Germany, MiP Country Profile 2.” MiP Profile 29 is an updated version of this, accounting for the recent reforms.

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Relevant country background

Education in Germany is only partially regulated at the national level through federal law (Hochschulrahmengesetz, HRG). Most issues of education are determined by the 16 German states (Bundesländer). Thus, each state has its own law that complements the federal rules (e.g. Berliner Hochschulgesetz (Berl HG) or Bayerisches Hochschulgesetz (BayHSchG)).

Secondary Schools in Italy

March 19, 2018May 3, 2013 by admin

This country profile is part of a collective effort by the network members to map matching practices across Europe. If you find it useful and want to refer to it in your own work, please refer to it as “Merlino, Luca Paolo and Antonio Nicoló(2012), Matching practices for Secondary Schools – Italy, MiP Country Profile 14.”

Download full profile pdf

Relevant country background

The Italian school system is governed by the central government that defines the schools’ organization, the curriculum, and allocates funds to schools, primarily based on the number of students. Nonetheless schools have, since 2000, been granted some autonomy regarding the curriculum, the organization of the day, the material taught and extra-curriculum activities. They can do this also in collaboration with other schools, e.g., through school networks. The autonomy of organization is higher in the 5 regions that have a special autonomous status (Friuli Venezia Giulia, Sardinia, Sicily, Trentino-Alto Adige and Valle d’Aosta) and (in some cases) recognized languages other than Italian taught in schools.