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Matching Practices for Trainee Teachers – Germany

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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 “Thilo Klein and Philip vom Baur (2019), Matching Practices for Trainee Teachers – Germany, MiP Country Profile 28.”

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Relevant country background

In Germany, students usually pass two phases of studies in order to become a teacher at a public school. The first phase consists of theoretical education taking place at a university or an educational college. The second phase is a trainee teacher program composed of some practical training courses at a teacher seminar and a teaching position at a school. It requires each student to be assigned to a seminar, which then determines at which school in its district the student will be teaching. Students enter the second phase after completion of the first phase and a successful application to the trainee teacher program.

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Matching Practices for childcare – Germany

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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 “Herzog, Sabrina and Thilo Klein (2018), Matching Practices for childcare – Germany, MiP Country Profile 26.”

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Background on the German childcare system

In Germany, policies concerning kindergartens and daycare are governed by federal and state law and implemented at the municipal level. Framework policies at the national level are laid out in Volume VIII of the Social Insurance Code (Achtes Buch Sozialgesetzbuch – SGB VIII) [1]. The legal framework is specified at the state level, meaning that each of the 16 states (Bundesländer) has its own state law for kindergartens and daycare (also known as “Kita-Gesetze”). Furthermore, each municipality is responsible for enforcing federal law as well as state law, but can decide for itself how to apply it.

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The Israeli Medical Internship Match

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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 “Slava Bronfman, Avinatan Hassidim, Gideon Kalif, and Assaf Romm (2017), Matching practices for entry-labor markets – The Israeli Medical Internship Match, MiP Country Profile 25.”

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Relevant country background

In Israel there are roughly 500 medical school graduates each year. These graduates must participate in a one-year long internship program before they receive their medical degrees. There are also 200 additional graduates who complete their medical studies abroad but wish to practice medicine in Israel and are required to participate in an internship as well. For this purpose, each student is assigned to one out of 24 hospitals across the country (the number of hospitals that are eligible to receive interns may change from time to time). The number of students assigned to each hospital is proportional to the average number of patients in that hospital, except for hospitals located at the periphery of the country which receive more interns than their proportional quota. The hospitals vary in their location, working environment, the specializations of medical staff, the amount of attention given to instructing interns, and the terms of the internship.

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Matching practices of teachers to Schools – France

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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 “Camille Terrier (2014), Matching Practices for secondary public school teachers – France, MiP Country Profile 20.”

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Relevant country background

The French education system is divided into public schools and private schools. Private schools make up 16% of teachers.[1] Anyone who wishes to become a teacher has to pass a competitive examination. Those who succeed are allocated a teaching position for a probation period of one year, at the end of which they get tenure or not. Once they get tenure, teachers in public schools are civil servants, which is not the case of teachers

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The Scottish Foundation Allocation Scheme (SFAS)

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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 “Irving, Rob (2011), Matching practices for entry-labor markets – Scotland, MiP Country Profile 3.”

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Relevant country background

Medical School graduates seeking to practice medicine in the UK must undertake two-years of a “foundation training programme”. For this purpose they are initially assigned to a “foundation school” by a national matching process overseen by the UK Foundation Programme Office (UKFPO). The country is subdivided, essentially on a regional basis, into 21 foundation schools, of which Scotland is the largest. Details of this national scheme are available here.

Once applicants have been assigned to foundation schools, it is up to each school to decide how to match applicants with available positions. In Scotland, this process is overseen by NHS Education for Scotland (http://www.nes.scot.nhs.uk/), using a matching scheme known as the Scottish Foundation Allocation Scheme (SFAS) – see [5].

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