Eurybase ENG 2006.pdf by Vlaanderen-be

Department of Education Eurydice Flanders Brussels, 2006

CONTENTS AT A GLANCE

Political, social and economic background and trends

General organisation of the education system and administration of education

Pre-primary education

Primary education

Secondary and post-secondary non-tertiary education

Tertiary education

127

Continuing education and training for young school leavers and adults

147

Teachers and education staff

199

Evaluation of educational institutions and the education system

231

10 Special educational support

249

11 The European and international dimension in education

269

This report also exists in original Dutch version. Full reports and annexes are consultable on the website of Eurydice: http://www.eurydice.org > Browse by country > Belgium – Flemish Community > Eurybase > Belgium – Dutch speaking These annexes entail lists of relevant: • • • •

Legislation Institutions Bibliography Glossary terms

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Contents at a glance / 3

ACKNOWLEDGMENTS

A lot of experts provided accurate and up-to-date information, checked the texts or acted as a mediator for experts. Many thanks to VĂŠronique Adriaens, Frank Baert, Lou Bontens, Wilfried Boomgaert, Toon Boon, Bea Buysse, Michel Clerincx, Aron De Hondt, Geertrui De Ruytter, Chris Deloof, Annemie Dewael, Chris Dockx, Els Exter, Frederic Geers, Fernand Koekelberg, Ruth Lamotte, Fons Leroy, Hilde Lesage, Erwin Malfroy, Nina Mares, Sabine Meuwis, Bart Meysmans, Peter Michielsens, Mark Pattyn, Willy Sleurs, Roger Standaert, Jean Steenbergen, Carine Steverlynck, Jos Thys, Sonja Van Craeymeersch, Jan Van Damme, Ria Van Herck, Annemie Vercruysse, Hugo Verdurmen, Roland Voet. The websites of many institutions offered valuable information, especially the website of the Flemish department of education, which was essential for the update of this report. The Statistical Yearbook of the Flemish Department of Education too provided most of the relevant statistics. For this English version, Lieve Cuypers proved to be an invaluable assistant. The lack of an up-to-date authoritative bilingual list of Flemish educational and administrative concepts stimulated interesting discussions with several experts. The input in the Eurybase database generated many problems, meticulously fixed by Brigitte Gendebien. Horst Kucharczyk provided valuable programme tips. Ilse Scheirlinckx and Gaby Hostens constituted a very stimulating and supporting steering committee.

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CONTENTS

1. POLITICAL, SOCIAL AND ECONOMIC BACKGROUND AND TRENDS 1.1. HISTORICAL OVERVIEW 1.1.1. The establishment of a federal state and communitarization of education 1.1.2. Levels of Decision-Making 1.1.3. Political parties in Flanders 1.1.4. Constitutional Guarantees for Education 1.2. MAIN EXECUTIVE AND LEGISLATIVE BODIES 1.2.1 Federal 1.2.2 Flemish Community and Flemish Region

15 15 16 17 18 18 18 19

1.2.3 Brussels Capital-Region 1.2.4 Provinces, cities and municipalities 1.3. RELIGION AND EDUCATION 1.4. OFFICIAL AND MINORITY LANGUAGES 1.5. DEMOGRAPHIC SITUATION 1.6. ECONOMIC SITUATION 1.6.1. Flemish Economic Development 1.6.2. Flemish Working Populations 1.7. STATISTICS

23 24 25 25 25 26 26 28 29

1.2.2.1 Education 21 1.2.2.2 Vocational training and entrepreneurial training 21 1.2.2.3 Agricultural Training 22 1.2.2.4 Socio-cultural adult work 22 1.2.2.5 Towards an integrated policy for education, training and work 22 1.2.2.5.1 Policy formulation: the ministerial committee education, training and work (Ministerieel ComitÃ© Onderwijs, Vorming en Werk) 22 1.2.2.5.2 Policy preparation and planning: the interdepartmental steering group 23 1.2.2.5.3 Policy executing entities 23

2. GENERAL ORGANISATION OF THE EDUCATION SYSTEM AND ADMINISTRATION OF EDUCATION

2.1. HISTORICAL OVERVIEW 2.2. ONGOING DEBATES 2.3. FUNDAMENTAL PRINCIPLES AND BASIC LEGISLATION 2.3.1. Freedom of Education

31 32 32 32

2.3.2. Educational networks and educational umbrella organizations 2.3.3. Legal Provisions for Subsidized Schools 2.3.4. Teaching Methods and the pedagogical project (pedagogisch project) 2.3.5. Final objectives and Curriculum Development 2.4. GENERAL STRUCTURE AND DEFINING MOMENTS IN EDUCATIONAL GUIDANCE 2.5. COMPULSORY EDUCATION 2.5.1. Historical Overview 2.5.2. Compulsory Education: Present Law 2.5.3. Monitoring Compulsory Education 2.6. GENERAL ADMINISTRATION 2.6.1. General Administration at National Level 2.6.2. General Administration at Regional Level

34 35 36 37 37 38 38 38 39 39 40 40

2.3.1.1. Freedom of Providing Education 2.3.1.2. Freedom of School Choice

2.6.2.1. General Administration in Community Education 2.6.2.1.1. Micro Level: the Schools 2.6.2.1.2. Meso Level: the School Groups 2.6.2.1.3. Macro Level: the Council of Community Education

2.6.3. General Administration at Local Level

2.6.3.1. General Administration at Local Level 2.6.3.2. Governing Bodies and School Councils 2.6.3.3. School clusters 2.6.3.3.1. Secondary education

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40 41 41 42

42 42 42 43

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2.6.3.3.2. Elementary education

2.6.4. Educational Institutions, Administration, Management

2.6.4.1. Educational Institutions, Administration and Management at Nursery, Primary and Secondary Level 45 2.6.4.1.1. Administrative Offices and Decision-making Bodies at the School Level 45 2.6.4.1.2. Competences 45 2.6.4.1.3. Recruitment and Appointment Procedures 46 2.6.4.1.4. Organisation and Planning of Education 47 2.6.4.2. Educational institutions, administration, and management at university colleges (hogescholen) 47 2.6.4.2.1. General Administrative Structures and Offices 47 2.6.4.2.2. Administrative Structures and Offices on a Lower Level 49 2.6.4.3. Educational institutions, administration and management at universities 49 2.6.4.3.1. General Administrative Bodies and Administrative Offices 49 2.6.4.3.2. General Administrative Offices at the Top: the Rector 50 2.6.4.3.3. Administrative Bodies at a Lower Level 50 2.6.4.4. Educational institutions, administration and management at the level of associations of universities and university colleges 51

2.7. INTERNAL AND EXTERNAL CONSULTATION 2.7.1. Internal Consultation in Elementary and Secondary Schools

51 51

2.7.1.2. School Councils in every subsidized elementary and secondary school 2.7.1.3. Participation board at school cluster level 2.7.1.4. Class Councils 2.7.1.5. Informal participational structures : subject Councils and staff councils

52 53 53 53

2.7.2. Consultation involving Players in Society at large

2.8. METHODS OF FINANCING EDUCATION 2.8.1. Origin of the Flemish Educational Budget 2.8.2. The Magnitude of the Educational Budget 2.8.3. Relevant Themes Concerning Resource Allocation 2.8.4. Important Entries in the Educational Budget 2.8.5. Financing and Financial Management

57 58 58 59 61 61

2.9. STATISTICS

2.7.2.1. Flemish Education Council (Vlaamse Onderwijsraad) (VLOR) 2.7.2.2. Flemish Interuniversity Council (VLIR) and Flemish Higher Education Council (VLHORA) 2.7.2.3. Parents' Associations 2.7.2.4. Teachers' Unions 2.7.2.5. Student Umbrella Associations 2.7.2.6. Participation Concerning Working Conditions 2.7.2.6.1. At the central level 2.7.2.6.2. At the local level 2.7.2.7. Relation with the Labour Market and Other Education Providers

2.8.5.1. Financing and Financial Management in the Different Educational Networks 2.8.5.2. Financing and Financial Management in the University colleges 2.8.5.3. Financing and Financial Management in Universities

3. PRE-PRIMARY EDUCATION 3.1. HISTORICAL OVERVIEW 3.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS 3.3. SPECIFIC LEGISLATIVE FRAMEWORK 3.4. GENERAL OBJECTIVES 3.5. GEOGRAPHICAL ACCESSIBILITY 3.6. ADMISSION REQUIREMENTS AND CHOICE OF INSTITUTION/CENTRE 3.7. FINANCIAL SUPPORT FOR PUPILS' FAMILIES 3.8. AGE LEVELS AND GROUPING OF CHILDREN 3.9. ORGANIZATION OF TIME 3.10. CURRICULUM, TYPES OF ACTIVITY, NUMBER OF PERIODS 3.11. TEACHING METHODS AND MATERIALS 3.12. EVALUATION OF CHILDREN 3.13. SUPPORT FACILITIES 3.14. PRIVATE EDUCATION 3.15. ORGANIZATIONAL VARIATIONS AND ALTERNATIVE STRUCTURES 3.16. STATISTICS

54 54 55 55 55 56 56 56 57

61 62 63

75 75 75 75 76 76 76 76 77 77 77 77 78 78 78 79 81

4. PRIMARY EDUCATION

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4.1. HISTORICAL OVERVIEW 4.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS 4.3. SPECIFIC LEGISLATIVE FRAMEWORK 4.4. GENERAL OBJECTIVES 4.5. GEOGRAPHICAL ACCESSIBILITY 4.6. ADMISSION REQUIREMENTS AND CHOICE OF SCHOOL 4.7. FINANCIAL SUPPORT FOR PUPILS' FAMILIES 4.8. AGE LEVELS AND GROUPING OF PUPILS 4.9. ORGANISATION OF SCHOOL TIME 4.9.1. Organization of the School Year 4.9.2. Weekly and Daily Timetable 4.10. CURRICULUM, SUBJECTS, NUMBER OF PERIODS 4.11. TEACHING METHODS AND MATERIALS 4.12. PUPIL ASSESSMENT 4.13. PROGRESSION OF PUPILS 4.14. CERTIFICATION 4.15. EDUCATIONAL GUIDANCE 4.15.1. The New Integrated Equal Educational Opportunities Policy (GOK)

83 83 84 84 85 85 86 86 86 87 87 87 88 89 89 89 89 90

4.15.2. The role of the pupil guidance centres (CLB) 4.16. PRIVATE EDUCATION 4.17. ORGANIZATIONAL VARIATIONS AND ALTERNATIVE STRUCTURES 4.17.1. Type 5-education (hospital schools and preventoria) 4.17.2. Permanent home education (POAH) 4.17.3. Temporary home education (TOAH) 4.17.4. K-services (K-diensten) youth psychiatric services 4.18. STATISTICS

92 93 93 94 94 94 95 95

4.15.1.1. Right of enrolment 4.15.1.2. Local consultative platforms (LOPs) and pupils' rights commission 4.15.1.3. Support 4.15.1.4. Extra special needs periods 4.15.1.5. Temporary art initiation projects 4.15.1.6. GOK support centre

5. SECONDARY AND POST-SECONDARY NON-TERTIARY EDUCATION

90 90 90 91 91 92

5.1. HISTORICAL OVERVIEW 5.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS 5.3. SPECIFIC LEGISLATIVE FRAMEWORK 5.4. GENERAL OBJECTIVES 5.5. TYPES OF INSTITUTION 5.6. GEOGRAPHICAL ACCESSIBILITY 5.7. ADMISSION REQUIREMENTS AND CHOICE OF SCHOOL 5.8. REGISTRATION AND/OR TUITION FEES 5.9. FINANCIAL SUPPORT FOR PUPILS 5.10. AGE LEVELS AND AGE GROUPING 5.11. COURSES OF STUDY AND SPECIALISATION 5.12. ORGANISATION OF SCHOOL TIME 5.12.1. Organisation of the School Year 5.12.2. Weekly and Daily Timetable 5.13. CURRICULUM, SUBJECTS, NUMBER OF PERIODS 5.13.1 Final objectives and developmental objectives 5.13.2 Curricula 5.13.3 Timetables

99 100 101 102 102 104 104 105 105 106 106 107 107 107 108 108 109 109

5.14. TEACHING METHODS AND MATERIALS

119

5.13.3.1 The core curriculum 5.13.3.2. The optional component (fundamental and complementary part) 5.13.3.2.1. First Stage 5.13.3.2.2. General secondary education (ASO) 5.13.3.2.3. Technical secondary education (TSO) 5.13.3.2.4. Artistic secondary education (KSO) 5.13.3.2.5. Full-Time vocational secondary education (BSO) 5.13.3.2.6. Part-time Compulsory Education 5.13.3.2.7. Fourth Stage of vocational secondary education

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5.15. PUPIL ASSESSMENT 5.16. PROGRESSION OF PUPILS 5.17. CERTIFICATION 5.18. EDUCATIONAL/VOCATIONAL GUIDANCE, EDUCATION/EMPLOYMENT LINKS 5.19. PRIVATE EDUCATION 5.20. ORGANISATIONAL VARIATIONS AND ALTERNATIVE STRUCTURES 5.21. STATISTICS 6. TERTIARY EDUCATION 6.1. HISTORICAL OVERVIEW 6.1.1. University colleges: History 6.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS 6.3. SPECIFIC LEGISLATIVE FRAMEWORK 6.4. GENERAL OBJECTIVES 6.5. TYPES OF INSTITUTION 6.6. ADMISSION REQUIREMENTS 6.7. REGISTRATION AND/OR TUITION FEES 6.8. FINANCIAL SUPPORT FOR STUDENTS 6.9. ORGANIZATION OF THE ACADEMIC YEAR 6.10. AREAS OF STUDY 6.11. CURRICULUM 6.12. TEACHING METHODS 6.13. STUDENT ASSESSMENT 6.14. PROGRESSION OF STUDENTS 6.15. CERTIFICATION 6.16. EDUCATIONAL/VOCATIONAL GUIDANCE, EDUCATION/EMPLOYMENT LINKS 6.17. PRIVATE EDUCATION 6.18. ORGANIZATIONAL VARIATIONS, ALTERNATIVE STRUCTURES 6.19. STATISTICS

119 120 120 121 123 123 123 127 127 127 129 130 130 131 132 133 134 135 135 136 137 137 137 138 138 138 139 139

7. CONTINUING EDUCATION AND TRAINING FOR YOUNG SCHOOL LEAVERS AND ADULTS 147 7.1. HISTORICAL OVERVIEW 7.1.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) 7.1.2 Tutored home studying (Begeleid Individueel Studeren) (BIS) 7.1.3. Adult basic education 7.1.4. Vocational training (VDAB) 7.1.5. Entrepreneurial training (SYNTRA-Flanders) 7.1.6. Part-time artistic education (DKO) 7.1.7. Agricultural training 7.1.8. Social-cultural adult education 7.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS 7.2.1 OSP – on-going debates and new developments 7.2.2. Tutored home studying (BIS) – on-going debates and new developments 7.2.3 Adult basic education 7.2.4. Vocational training (VDAB) 7.2.5. Entrepreneurial training (SYNTRA-Flanders) 7.2.6. Part-time artistic education (DKO) 7.2.7. Agricultural training 7.2.8. Social-cultural adult education 7.3. SPECIFIC LEGISLATIVE FRAMEWORK 7.3.1. Social advancement education (OSP) 7.3.2 BIS 7.3.3. Adult basic education 7.3.4. Vocational training (VDAB) 7.3.5. Entrepreneurial training (SYNTRA-Flanders) 7.3.6. Part-time artistic education (DKO) 7.3.7. Agricultural training 7.3.8. Social-cultural adult education 7.4. GENERAL OBJECTIVES

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7.4.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) 7.4.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) 7.4.3. Adult basic education 7.4.4. Vocational training (VDAB) 7.4.5. Entrepreneurial training (SYNTRA-Flanders) 7.4.6. Part-time artistic education (DKO) 7.4.7. Agricultural training 7.4.8. Social-cultural adult education 7.5. TYPES OF INSTITUTION 7.5.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) 7.5.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) 7.5.3. Adult basic education 7.5.4. Vocational training (VDAB) 7.5.5. Entrepreneurial training (SYNTRA-Flanders) 7.5.6. Part-time artistic education (DKO) 7.5.7. Agricultural training 7.5.8. Social-cultural adult education 7.6 GEOGRAPHICAL ACCESSIBILITY 7.6.1 OSP geographical accessibility 7.6.2 Geographical Accessibility â€“ BIS 7.6.3 Geographical Accessibility adult basic education 7.6.4. Vocational training (VDAB) 7.6.5. Entrepreneurial training (SYNTRA-Flanders) 7.6.6. Part-time artistic education (DKO) 7.6.7. Agricultural training 7.6.8. Social-cultural adult education 7.7. ADMISSION REQUIREMENTS 7.7.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) 7.7.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) 7.7.3. Adult basic education 7.7.4. Vocational training (VDAB) 7.7.5. Entrepreneurial training (SYNTRA-Flanders) 7.7.6. Part-time artistic education (DKO) 7.7.7. Agricultural training 7.7.8. Social-cultural adult education 7.8. REGISTRATION AND/OR TUITION FEES 7.8.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) 7.8.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) 7.8.3. Adult basic education (Basiseducatie) 7.8.4. Vocational training (VDAB) 7.8.5. Entrepreneurial training (SYNTRA-Flanders) 7.8.6. Part-time artistic education (DKO) 7.8.7. Agricultural training 7.8.8. Social-cultural adult education 7.9. FINANCIAL SUPPORT FOR LEARNERS 7.9.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) 7.9.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) 7.9.3. Adult basic education (Basiseducatie) 7.9.4. Vocational training (VDAB) 7.9.5. Entrepreneurial training (SYNTRA-Flanders) 7.9.6. Part-time artistic education (DKO) 7.9.7. Agricultural training 7.9.8. Social-cultural adult education 7.10. MAIN AREAS OF SPECIALIZATION 7.10.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) 7.10.1.1 Secondary education for social advancement 7.10.1.2 Higher education for social advancement

7.10.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) 7.10.3. Adult basic education (Basiseducatie) 7.10.4. Vocational training (VDAB)

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173 175

175 176 176

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7.10.5. Entrepreneurial training (SYNTRA-Flanders) 7.10.6. Part-time artistic education (DKO) 7.10.7. Agricultural training 7.10.8. Social-cultural adult education 7.11. TEACHING METHODS 7.11.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) 7.11.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) 7.11.3. Adult basic education (Basiseducatie) 7.11.4. Vocational training (VDAB) 7.11.5. Entrepreneurial training (SYNTRA-Flanders) 7.11.6. Part-time artistic education (DKO) 7.11.7. Agricultural training 7.11.8. Social-cultural adult education 7.12. TRAINERS 7.12.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) 7.12.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) 7.12.3. Adult basic education (Basiseducatie) 7.12.4. Vocational training (VDAB) 7.12.5. Entrepreneurial training (SYNTRA-Flanders) 7.12.6. Part-time artistic education (DKO) 7.12.7. Agricultural training 7.12.8. Social-cultural adult education 7.13. LEARNER ASSESSMENT/ PROGRESSION 7.13.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) 7.13.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) 7.13.3. Adult basic education (Basiseducatie) 7.13.4. Vocational training (VDAB) 7.13.5. Entrepreneurial training (SYNTRA-Flanders) 7.13.6. Part-time artistic education (DKO) 7.13.7. Agricultural training 7.13.8. Social-cultural adult education 7.14. CERTIFICATION 7.14.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) 7.14.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) 7.14.3. Adult basic education (Basiseducatie) 7.14.4. Vocational training (VDAB) 7.14.5. Entrepreneurial training (SYNTRA-Flanders) 7.14.6. Part-time artistic education (DKO) 7.14.7. Agricultural training 7.14.8. Social-cultural adult education 7.15. GUIDANCE AND LINK WITH FURTHER STUDIES/JOB MARKET 7.15.1. Guidance and link with further studies/job market 7.15.2. Guidance and link with further studies/job market 7.15.3. Guidance and link with further studies/jobmarket 7.15.4. Vocational training (VDAB) 7.15.5. Entrepreneurial training (SYNTRA-Flanders) 7.15.6. Part-time artistic education (DKO) 7.15.7. Agricultural training 7.15.8. Social-cultural adult education 7.16. PRIVATE EDUCATION 7.17. STATISTICS 8. TEACHERS, MANAGEMENT PERSONNEL AND EDUCATION STAFF 8.1. INITIAL TRAINING OF TEACHERS 8.1.1. Historical Overview 8.1.2. Ongoing Debates and Future Developments 8.1.3. Specific Legislative Framework 8.1.4. Institutions, Level and Models of Training

8.1.4.1. Elementary School Teachers and Secondary School Teachers - Group 1 8.1.4.2. Secondary School Teachers - Group 2

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201 201

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8.1.4.3 Dance teacher 8.1.5. ADMISSION REQUIREMENTS 8.1.6. Curriculum, Special Competences, Specialization

8.1.6.1. Elementary School Teachers and Secondary School Teachers - Group 1 8.1.6.2. Secondary School Teachers - Group 2

8.1.7. Evaluation, Certificates

8.1.7.1. Elementary School Teachers and Secondary School Teachers - Group 1 8.1.7.2. Secondary School Teachers - Group 2

8.1.8. Alternative Training Pathways 8.2. CONDITIONS OF SERVICE OF TEACHERS 8.2.1. Historical Overview 8.2.2. Ongoing Debates

8.2.3. Specific Legislative Framework 8.2.3.1. Elementary School Teachers and Secondary School Teachers 8.2.3.2. Educational Staff at University colleges 8.2.3.3. Academic Personnel at Universities

202 202 202

202 203

203

204 204

204 205 206 207

207 207 207 207

8.2.4. Planning Policy 8.2.5. Entry to the Profession

208 208

8.2.6. Professional Status

210

8.2.7. Replacement Measures

212

8.2.8. Supporting Measures for Teachers 8.2.9. Evaluation of Teachers

212 213

8.2.10. In-service Training 8.2.11. Salaries

214 215

8.2.12. Working Time and Holidays

217

8.2.13. Promotion, Advancement

218

8.2.14. Transfers

220

8.2.15. Dismissal

220

8.2.5.1. Elementary School Teachers and Secondary School Teachers 8.2.5.2. Educational Staff at University colleges 8.2.5.3. Academic Personnel at Universities 8.2.6.1. Elementary School Teachers and Secondary School Teachers 8.2.6.2. Educational Staff at University colleges 8.2.6.3. Academic Personnel at Universities 8.2.7.1. Elementary School Teachers and Secondary School Teachers 8.2.7.2. Educational Staff at university colleges 8.2.7.3. Academic Personnel at Universities 8.2.9.1. Elementary School Teachers and Secondary School Teachers 8.2.9.2. Educational Staff at University colleges 8.2.9.3. Academic Personnel at Universities 8.2.9.4. Academic personnel at universities 8.2.11.1. Elementary School Teachers and Secondary School Teachers 8.2.11.2. Educational Staff at University colleges 8.2.11.3. Academic Personnel at Universities 8.2.12.1. Elementary school teachers and secondary school teachers 8.2.12.2. Educational staff at university colleges 8.2.12.3. Academic Personnel at Universities 8.2.13.1. Elementary school teachers and secondary school teachers 8.2.13.2. Educational staff at university colleges 8.2.13.3. Academic personnel at universities 8.2.14.1. Elementary school teachers and secondary school teachers 8.2.14.2. Educational personnel at university colleges 8.2.14.3. Academic personnel at universities 8.2.15.1. Elementary school teachers and secondary school teachers 8.2.15.2. Educational staff at university colleges 8.2.15.3. Academic personnel at universities

8.2.16. Retirement and Pensions 8.3. SCHOOL ADMINISTRATIVE AND/OR MANAGEMENT STAFF 8.3.1. Requirements for Appointment as a Headmaster 8.3.2. Conditions of Service 8.4. STAFF INVOLVED IN MONITORING EDUCATIONAL QUALITY 8.4.1. Requirements for Appointment as an Inspector 8.4.2. Conditions of Service 8.5. EDUCATIONAL STAFF RESPONSIBLE FOR SUPPORT AND GUIDANCE

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212 212 212

213 213 214 214

215 216 216

217 218 218 218 219 219

220 220 220

220 221 222

222 222 222 224 224 224 225 226

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8.6. OTHER EDUCATIONAL STAFF OR STAFF WORKING WITH SCHOOLS 8.7 STATISTICS

227 228

9. EVALUATION OF EDUCATIONAL INSTITUTIONS AND THE EDUCATIONAL SYSTEM 9.1. HISTORICAL OVERVIEW 9.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS 9.3. ADMINISTRATIVE AND LEGISLATIVE FRAMEWORK 9.3.1. The Inspectorate of Education 9.3.1.1. Organisation of the Inspectorate 9.3.1.2. Tasks of the Inspectorate 9.3.1.3. Method of working 9.3.1.4. Evaluation of the Inspectorate

231 231 232 232 233

233 233 234 235

9.3.2. Department for Educational Development (Dienst voor Onderwijsontwikkeling) (DVO) 9.3.3. Pedagogical counselling services (Pedagogische Begeleidingsdiensten) 9.3.4. Special arrangements

235 236 237

9.4.1. Internal Evaluation

238

9.4.2. External Evaluation

239

9.3.4.1. Control and Support in Relation to Philosophy of Life Courses 9.3.4.2. City and province-based Inspectorate 9.4.1.1. Internal Evaluation in Primary and Secondary Education 9.4.1.2. Internal Evaluation in Higher Education 9.4.1.2.1. Internal Quality Assurance in University colleges 9.4.1.2.2. Internal Quality Assurance in Universities 9.4.2.1. Primary education 9.4.2.1.1. Instruments 9.4.2.1.2. Procedure 9.4.2.1.3. The Final Use of the Inspection Report 9.4.2.2. Secondary education 9.4.2.2.1. Instruments 9.4.2.2.2. Procedure 9.4.2.2.3. The Final Use of the Inspection Report 9.4.2.3 Adult education (OSP) and part-time artistic education (DKO) 9.4.2.4. Higher education

9.4.3 The accreditation of courses in higher education 9.5. EVALUATION OF THE EDUCATIONAL SYSTEM 9.5.1. The Annual Report of the Inspectorate of Education 9.5.2. Periodical Assessment test 9.5.3. Participation in International Comparative Research 9.6. RESEARCH ON EDUCATION 9.7. STATISTICS 10. SPECIAL EDUCATIONAL SUPPORT 10.1. HISTORICAL OVERVIEW 10.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS 10.3. DEFINITION AND DIAGNOSIS OF THE TARGET GROUP(S) 10.4. FINANCIAL SUPPORT FOR PUPILS' FAMILIES 10.5. SPECIAL PROVISION WITHIN MAINSTREAM EDUCATION 10.5.1. Integrated Education (GON) 10.5.1.1 Legislative framework 10.5.1.2. General Objectives 10.5.1.3. Specific Support Measures

10.5.2. Inclusive education (ION)

10.5.2.1. Legislative framework 10.5.2.2. General objectives 10.5.2.3. Specific support measures

10.6. SEPARATE SPECIAL PROVISION 10.6.1. Specific Legislative Framework 10.6.2. General Objectives 10.6.3. Geographical Accessibility 10.6.4. Admission Requirements and Choice of School 10.6.5. Age Levels and Grouping of Pupils 10.6.6. Organisation of the School Year 10.6.7. Curriculum, Subjects

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10.6.8. Teaching Methods and Materials 10.6.9. Progression of Pupils 10.6.10. Educational/ Vocational Guidance, Education/Employment Links 10.6.11. Certification 10.6.12. Private Education 10.7 MEASURES FOR CHILDREN/PUPILS OF IMMIGRANTS 10.7.1 The educational priority policy (onderwijsvoorrang) (OVB) in special education 10.7.1.1 Legislative framework 10.7.1.2 Target group 10.7.1.3 Specific support measures 10.7.1.4 Action territories 10.7.1.5 Term

259 259 259 260 261 261 261

261 261 261 262 262

10.7.2 Reception education (onthaalonderwijs) for non-Dutch speaking newcomers in mainstream education (OKAN) 262 10.7.2.1 Legislative framework 10.7.2.2. Target group 10.7.2.3. Specific support measures 10.7.2.4. Action territory 10.7.2.5. Statistics OKAN

10.8. STATISTICS

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11. THE EUROPEAN AND INTERNATIONAL DIMENSION IN EDUCATION

269

11.1. HISTORICAL OVERVIEW 11.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS 11.2.1. Current European Influence on the Flemish Educational System 11.2.2. European Cooperation

269 269 269 270

11.3. National Policy Guidelines/Specific Legislative Framework 11.4. NATIONAL PROGRAMMES AND INITIATIVES 11.4.1. Bilateral Programmes and Initiatives

271 272 272

11.2.2.1. The Bologna Process 11.2.2.2. The European Objectives Process 11.2.2.3. The Copenhagen Process

11.4.1.1. Cultural Agreements 11.4.1.2. Flemish Treaties 11.4.1.3. Educational agreements 11.4.1.3.1. Cooperation with the Netherlands 11.4.1.3.2. Agreement with Russia 11.4.1.3.3. Agreement with Morocco 11.4.1.4. Cooperation across orders

11.4.2. Multilateral Programmes and Initiatives

11.4.2.1. Cooperation within the Council of Europe 11.4.2.2. Cooperation within OECD 11.4.2.3. Cooperation within UNESCO 11.4.2.4. EU-programmes

11.5. EUROPEAN/ INTERNATIONAL DIMENSION THROUGH THE NATIONAL CURRICULUM 11.6. MOBILITY AND EXCHANGE 11.6.1. Mobility and Exchange of Pupils/ Students 11.6.1.1. Programmes for elementary education 11.6.1.2. Programmes for secondary Education 11.6.1.3. Programmes for higher education

11.6.2. Mobility and Exchange of Teaching and Academic Staff 11.6.2.1. Elementary education 11.6.2.2. Secondary education

11.7. STATISTICS

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1. POLITICAL, SOCIAL AND ECONOMIC BACKGROUND AND TRENDS The movement toward a federal state in Belgium has had important implications for education. Since 1989, authority over education has been almost fully transferred to the three Communities the Flemish, the French and the German-speaking Community. The Communities have from then on followed their own paths as regards educational structures and policy. We describe the educational system of the Flemish Community, including Flemish education in Brussels.

1.1. Historical overview We will treat: • • • •

The establishment of a federal state and communitarization of education via five state reforms, see [1.1.1.] The different levels of decision-making, see [1.1.2.] The political party landscape, see [1.1.3.] The constitutional guarantees of the right to education, see [1.1.5.]

1.1.1. The establishment of a federal state and communitarization of education Since the foundation of the Belgian State (1830), the Constitution, promulgated in February 1831, established the structures of a centralised state based on the principle of unified legislation and government for the entire country. The Constitution honours the principle of division of powers: the legislative power (consisting of the King, the Chamber of Representatives, and the Senate), the executive power (consisting of the King and the Government) and the judicial power. The provinces and municipalities have a fairly large degree of autonomy, but their powers are restricted, and their decisions are subject to review by the central government. They had an important role in the development of the educational system. In the second half of the 19th century a language conflict surfaced, for the recognition of Dutch as a full fledged language next to French. The latter, until then the only official language in Belgium. • • • •

It was not until 1930 that the university of Ghent became the first official Dutch university. At the university of Leuven most classes were taught both in French and Dutch from 1936 onwards. The definitive split of the university in two parts was officially determined only in 1970. It was not until 1959 that Dutch became a full fledged legal language in Belgium. In 1962 the minister portfolio for culture was split, in 1968 the one of national upbringing (Nationale Opvoeding). In 1962 the language boundary was territorially laid down and in 1963 Belgium was divided into 4 language regions. o The Flemish language region (the provinces Antwerp, Limburg, Flemish Brabant, Eastand West-Flanders) o The French language region, the Walloons (the provinces Henegouwen, Luik, Luxembourg, Namen en Waals-Brabant) o The German language region (the 9 municipalities of the East Cantons (Oostkantons)) o The bilingual region Brussels-Capital (the 19 Brussels municipalities) Each Community (Gemeenschap) belongs to a language region, the borders of which can only be changed by a specific law requiring a special majority in the national parliament. Bilingualism applies for the area making up the 19 municipalities of the capital city of Brussels with a majority of French-speakers, which is surrounded by the Flemish region, but the majority of the inhabitants are French-speaking. Around this bilingual region, there are a number of Dutchspeaking municipalities with administrative facilities for their French-speaking inhabitants.

The language conflict in the 60s resulted in different state reforms and revisions of the constitution which resulted in the setting-up of a federal state with 3 Communities and 3 Regions. •

The 1 state reform (1970) resulted in the setting-up of 3 cultural communities, a response to the pursuit of cultural autonomy by the Flemish people. At the same time the foundations were laid for setting-up 3 Regions, a response to the pursuit by French-speakers (the Walloons and French-speaking people of Brussels) for economic autonomy.

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•

In the 2 state reform (1980) the cultural communities were extended to become Communities. That happened because the Communities (the Flemish, the French and the German-speaking Community) hence decided not only about cultural matters but also matters relating to the individual, in other words health and social services. These Communities were each given a council (their parliament) and a government. With the state reform of 1980, two Regions were also established: the Flemish Region and the Walloon Region. They too, were each given a council and a government. In Flanders, the government and the council of the Flemish Region merged with the government and the council of the Flemish Community. So, in Flanders, there is only one government and one council for the Community and the Region. The French-speaking population did not choose to merge the institutions of the French Community and the Walloon Region. There are many more French-speaking people in Brussels as compared to French-speaking Walloons than there are Dutch-speaking people in Brussels as compared to people in Flanders. Another important feature of this second phase in 1980 is that the Brussels Region, although recognized in 1970, was (with regard to its institutions) put "on hold". But that changed in the next, third state reform. rd During the 3 state reform (1988-89), it was mainly the Brussels-Capital Region that took shape. Like the other two Regions it received its own institutions, and in particular a council - its parliament - and a government. The council of the Brussels-Capital Region votes on ordinances, and the Government implements them. With the third state reform of 1988-1989, the Communities were given more powers and the Regions were consolidated. So the Communities were given responsibility for education, while the Regions were given powers for transport and public works. Also, the earlier guarantees of the so called Schools Pact Act of 29 May 1959 (art. 24) became part of the written Constitution. Article 142 of the revised Constitution (17 February 1994) provides the right to appeal to the court of arbitration ('Arbitragehof') for every interested citizen who judges there to be a violation of the principles and the guarantees as laid down in among others article 24 of the Constitution concerning education. th The 4 state reform (1993) constituted Belgium as a full federal state. The former bilingual province Brabant was divided into two provinces: Flemish Brabant (Flemish-speaking) and Walloon Brabant (French-speaking). Brussels, the capital of Belgium and geographically speaking the centre of the former province Brabant, from then on was no longer part of a province. Its special bilingual character was strenghtened. th The 5 state reform (the so-called Lambermontagreements) (2001) allocated more financial means and power to the federal states. The federal states obtained fiscal autonomy and almost total control over different kinds of taxes, such as traffic, registration and succession taxes. The federal states also obtained control over agriculture, foreign trade and development and authority over the provinces, municipalities and social service departments. The institutions of the Brussels-Capital Region were once again reformed.

References • • • •

http://www.belgium.be http://www.vlaamsparlement.be Clair, Ysebaert, Politiek zakboekje (structuren), Kluwer, yearly Res Publica

1.1.2. Levels of Decision-Making First of all the relationship between the Communities, the (geographical) Regions and language regions of Belgium will be explained (for 'language regions' see [1.1.1.]). Belgium consists of 3 Communities (see [1.1.1]) •

• •

The Flemish Community = the Flemish Region + the Flemish-speaking institutions of the BrusselsCapital Region. In bilingual Brussels, the decisions of the Communities only have legal force for those institutions of the Brussels-Capital which are considered (due to their organizational nature) to belong exclusively to one or the other Community (e.g. Flemish schools in Brussels). The French Community = the Walloon Region without the German-speaking Region + the Frenchspeaking institutions of the Brussels-Capital. The German Community = the German-speaking Region.

Belgium also consists of 3 Regions (see [1.1.1]) • • •

The Flemish Region = the Flemish-speaking Region The Walloon Region = the French-speaking Region + the German-speaking Region The Brussels-Capital Region = the bilingual Region Brussels-Capital

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Belgium also consists of 10 provinces and 589 municipalities (19 of which in the Brussels-Capital Region and 308 in the Flemish Region). References •

Res Publica 2000:1 the consequences of multi-level governance

1.1.3. Political parties in Flanders The political landscape in Flanders has changed a lot in the 21st century due to: •

• •

position relocation and name change of political parties: o Christian-democratic party: from CVP (Christelijke Volkspartij) to CD&V (Christen-Democratisch en Vlaams) °2001 o Socialist party: from SP (Socialistische Partij) to SP.A (SP Anders - with subtitle "social progressive alternative") °2002 o Liberal party: from PVV (Partij voor Vrijheid en Vooruitgang) to VLD (Vlaamse Liberalen en Democraten) °1992 o Green party: from Agalev (Anders Gaan Leven) to Groen! °2003 o Extreem-right: from Vlaams Blok to Vlaams Belang ° 2004 (due to condemnation on legal grounds for racism) the emergence of new parties, due to the split in 2001 of the Flemish-nationalist party Volksunie (VU) in o NVA (''Nieuw-Vlaamse Alliantie'') °2001 o spirit (with subtitle the Flemish Left-liberals) °2001 (emerged from VU and the left-liberal iD 21) formation of cartels (partly due to the implementation of a new electoral threshold of 5% for the parliamentary elections) in 2004 o CD&V + NVA o SP.A + Spirit (already a cartel in the build-up to the federal elections of 2002) o VLD + Vivant (°1997)

In Flemish Brabant one French-speaking political party is active: the 'Union des Francophones' (UF). Political composition of the Flemish parliament 2004 – 2009 CD&V + NVA Vlaams Belang SP.A / spirit VLD / Vivant Groen! UF

ministers 4 (3+1)

seats 29+6 32

Of which in BHG 1 3

3 (2+1) 3 (3+0)

25 25 6 1

1 1 0 0

124

total

1999 – 2004 CVP Vlaams Blok SP VLD Agalev UF VU&ID

seats 30 22

Of which in BHG 2 2

20 27 12 1 12 124

1 6

Since the 2003 federal elections the VLD en SP A/Spirit co-constitute the Federal government. At the municipal level, there are sometimes local parties. In relation to education, their influence is limited and only of local importance. Sometimes these local parties have links with the major parties. References • • • • • • • • •

www.cdenv.be www.n-va.be www.s-p-a.be www.meerspirit.be www.vld.be www.vivant.org www.groen.be www.vlaamsbelang.org www.uniondesfrancophones.be

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1.1.4. Constitutional Guarantees for Education The Constitution, after the revision of 15 July 1988, turned over all responsibilities (Art. 127 par. 1, 2) concerning the educational system to the Communities (Gemeenschappen) with the exception of three: • • •

fixing the beginning and end of the compulsory school attendance period; establishing the minimum conditions for granting diplomas; the pension system.

These first two exceptions are necessary to safeguard a minimum degree of coherence between the educational systems of the three Communities. The pension system is still part of the national social security system for which there still is a national funding system based on solidarity between the Communities and the Regions. As a consequence, the authority over educational matters has been allocated to the Flemish parliament (Vlaams parlement) and the Community Minister since 1 January 1989. Therefore, the Flemish Community governs its own educational system.

1.2. Main Executive and Legislative Bodies 1.2.1 Federal In 1989 the Flemish Community obtained authority over educational matters and as a result of this is responsible for the administration of education in its language area. Indeed, after the constitution revision of 15 July 1988, the Constitution (17 February 1994) allocated all responsibilities (art 127 § 1.2) concerning the educational system to the Communities with the exception of three: • • •

fixing the beginning and end of the compulsory school attendance period; establishing the minimum conditions for granting diplomas; the pension system.

These first two exceptions are necessary to safeguard a minimum degree of coherence between the educational systems of the three Communities. The pension system is still part of the national social security system for which there still is a national funding system based on solidarity between the Communities and the Regions. The federal legislative power is executed by means of laws. The government issues royal decisions. For some matters the authority remains at the federal level. •

•

Pensions o Competent minister: Minister for environment and pensions (Bruno Tobback) o Competent administration: Administratie der pensioenen (AP); from 1/1/2006 autonomous institution – before under the ministry of finances; pension administration: allocation, calculation and management of public sector pensions Federal public service finance (Federale overheidsdienst Financiën) > Treasury administration (Administratie der Thesaurie) > Central service for fixed costs – pensions (Centrale dienst der vast uitgaven – pensioenen); for disbursement; http://www.ap.fgov.be Paid educational leave o Competent minister: Minister for employment (Peter Vanvelthoven) o Competent administration: FOD employment, labour and social consultation (Werkgelegenheid, Arbeid en sociaal overleg) > Algemene directie werkgelegenheid en arbeidsmarkt > Afdeling van het werkgelegenheidsbeleid > Directie van het BEV; http://meta.fgov.be . See [7.3.].

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Some vocational trainings also remain under federal authority. •

•

Military Training o Competent minister: Minister for defence (André Flahaut) o Competent administration: Federale overheidsdienst (FOD) Defensie > Algemene directie vorming (DG FMN) Police Training o Competent ministers: Deputy Prime Minister and minister of the interior (Patrick Dewael), and Deputy Prime Minister and Minister of justice (Laurette Onkelinx). Analogous the Royal Decree (KB) of 30 March 2001 concerning regulation of the legal position of the police services staff (RPPol), the training policy for the police services is determined by the minister of the interior and the minister of justice. The initiative and the daily management of the training are under the authority of the minister of the interior who involves the minister of justice in the general policy concerning the training of policemen. The minister of justice has a role in the training of the staff of the general directorate of the legal police (investigation and criminal investigation service). The RPPol therefore determines that the minister of justice within the federal policy establishes a criminal investigation school which provides legal trainings. o Competent administration: Commissariaat-generaal federale politie > Algemene directie personeel > Directie van de opleiding van de Belgische politie (DPF); www.police.ac.be. As the directorate of the training is open to external trainings, it collaborates with the training institution of the federal government (Opleidingsinstituut voor de Federale Overheid) (OFO). This training institute of the federal government is an entity of the federal government service 'personnel and organization' (personeel en organisatie). It manages complete training programmes for the administration of federal public services, among which the police. The police staff can enrol at the training institution of the federal government. o Educational institutions Police schools The national school for officers (De nationale school voor officieren) (DPEO) The national criminal investigation school (De nationale rechercheschool) (DPER) The federal school (DPEF)

1.2.2 Flemish Community and Flemish Region Besides the minister for education other ministers are competent for specific forms of training and education. • • • •

Education, see [1.2.2.1.] Vocational training en entrepreneurial training, see [1.2.2.2.] Training in agriculture, see [1.2.2.3.] Socio-cultural adult education, see [1.2.2.4]

http://www2.vlaanderen.be/ned/sites/dagvlaanderen/wegwijs.html The Flemish parliament The legislature of Flanders is the Flemish parliament (Vlaams parlement), which is the parliament of the Flemish Community (Vlaamse Gemeenschap) and the Flemish Region (Vlaams Gewest). The Flemish parliament has 124 members: 118 directly elected by the inhabitants of the Flemish Region and 6 elected from among the Dutchspeaking representatives of the Council of the Brussels Region. The Flemish parliament has the three classic functions of a parliament: legislation, formation of governments, and supervision. The Flemish parliament exercises its legislative powers by means of decrees, which have the same legal force as a law of the national Parliament. These decrees are to be implemented in the Dutch language area and in the institutions in the bilingual area Brussels-Capital which are exclusively aimed at the Flemish Community. For regional matters the decrees are only in force in the Dutch language area and not in the Brussels-Capital Region. The Flemish government issues decisions, the federal government issues royal decrees. The elections for the Flemish parliament are held every 5 years (since 1995 separate from the federal elections which are held every 4 years). The most recent election was held in 2004.

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The Flemish government The executive power rests with the Flemish government. By decree it has a maximum of 11 members, at least one of whom must reside in the Brussels Capital-Region (and consequently is not competent for Flemish regional matters; the other ministers are competent for both regional and community matters). The ministers are elected from and appointed by the Flemish parliament. The Flemish government decides collegially: all decisions are taken by the entire government, unless delegation is explicitly granted to an individual minister. The Flemish government is a so called legislative government. The Flemish parliament can abandon its confidence in the government, but it can only dismiss the government if at the same time a new government is proposed. The Flemish Administration As a result of the 5 state reforms with every time new Flemish authorities, the Flemish administration developed into one ministry of the Flemish Community (ministerie van de Vlaamse Gemeenschap) with 7 departments, 58 Flemish public institutions (Vlaamse openbare instellingen)(VOIs), 7 scientific institutions (Vlaamse wetenschappelijke instellingen) (VWIs), 23 services with separate management (diensten met afzonderlijk beheer) and dozens of other legal persons, each with own statutes, structures and division of tasks. In view of a better administrative policy (Beter Bestuurlijk Beleid) a new structure and new working principles were established in new decrees and decisions. • •

The frame decree administrative policy (kaderdecreet Bestuurlijk Beleid) of 18 July 2003 determines the new organizational-administrative frame of the Flemish government. The organization decision (Organisatiebesluit) of 3 June 2005 made the organizational structure more concrete. It was put into force on 1 January 2006.

For every policy domain there is a department for policy support work and autonomous agencies for policy executive tasks. Departments are directly governed by the minister, as far as the agencies are concerned tasks are put down in a management agreement. There are different levels of autonomy: internal (IVAs) and external (EVAs) autonomous agencies. Every policy domain is allocated a strategic advice council such as the Flemish educational council (Vlaamse Onderwijsraad) (VLOR) (see [2.7.2.1.] and the Flemish socio-economical council (Sociaal Economische Raad van Vlaanderen) (SERV)), with experts and representatives of the social midfield. Moreover, every policy domain is allocated a policy council, which is responsible for strategic consultation between the minister and the leading officials. By 2007, a management agreement has to be entered into with every agency. The budget structure is adjusted accordingly. Henceforward a Flemish ministry equals: the department and the IVAs without legal individuality of a policy domain. There are 13 policy domains. Within each of these the following institutions are established: • • •

13 departments Internal autonomous agencies (IVAs): o 29 without legal individuality o 9 with legal individuality (IVA RP) External autonomous agencies (EVA's): o 11 statutory EVAs o 11 private contract EVAs

Within the renewal operation better administrative policy effort is also put into a new culture aimed at knowledge sharing, coaching, continuing education and innovation, greater internal mobility and improved internal and external quality care.

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1.2.2.1 Education Within the policy domain education and training are operational, as from 1 April 2006 • • • • •

the department education and training (Departement Onderwijs en Vorming) the Educational Service Centre compulsory education (Onderwijsdienstencentrum Leerplichtonderwijs) (an IVA) the Educational Service Centre higher education and adult education (Onderwijsdienstencentrum Hoger Onderwijs en volwassenenonderwijs) (IVA) the Agency for Communication on Education (Agentschap voor Onderwijscommunicatie) (IVA) the Agency for Educational Building (Agentschap voor Infrastructuur in het Onderwijs) (AGIOn) (an IVA RP), see [2.8.3.]

Frank Vandenbroucke, Vice-Minister-President of the Flemish government and Flemish minister for work, education and training is competent for: • • •

the employment policy: vocational retraining and advanced trainings; education, pre-primary school formation in playgroups, post and para-school formation, social advancement education (OSP) and adult basic education (basiseducatie); coordination of the policy concerning the Flemish belt around Brussels.

http://www.ministerfrankvandenbroucke.be Schools are established and organized by 'governing bodies'. •

• • • • • •

Until 1989 the minister for education held the establishing power of state education (now community education) which was completely and directly financed by the Flemish Community. Now the school groups of community education and the Council of community education are the governing bodies. Community Education (het Gemeenschapsonderwijs - capital letters) functions as the umbrella organization, see [2.6.2.2.] Catholic education has a great number of governing bodies. The Flemish secretariat of Catholic education (Vlaams Secretariaat van het Katholiek Onderwijs) (VSKO) functions as umbrella organization, see [2.6.2.3.] Also cities and municipalities function as governing bodies, see [1.2.4.] and [2.6.2.4.] Next to the above, a number of governing bodies organize alternative schools, Liberal, Protestant and Jewish schools, see [2.3.2.] and [2.6.2.1.] In Brussels-Capital Region the Flemish Community commission functions as governing body for the metropolitan Flemish schools, see [1.2.3.]. The Decree on elementary education (27 February 1997) introduced the concept 'schoolbestuur' as a synonym for inrichtende macht (both are translated as 'governing body'). See also [2.3.1.1.].

1.2.2.2 Vocational training and entrepreneurial training Within the new policy domain work and social economics are important for education: • •

The Flemish Public Employment Service (VDAB) (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding) which organizes vocational trainings for job-seekers and employees (an EVA), see [7.3.4.] The Flemish Agency for Entrepreneurial Training - SYNTRA Flanders (Vlaams Agentschap voor Ondernemersvorming – Syntra Vlaanderen) (an EVA) is responsible for the training of entrepreneurs and small and medium-sized organizations (KMOs) (the earlier 'middenstandsopleiding'). It has taken over the tasks of the VIZO, see [7.3.5.]

Both the VDAB and the Flemish Agency for Entrepreneurial Training are under the supervision of the Flemish minister for employment, since 2004 this is Frank Vandenbroucke, Flemish minister for work, education and training. (Decision of 23 September 2005 concerning amendment of the decision of the Flemish government of 27 July 2004 concerning the stipulation of authorities of the members of the Flemish government)

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1.2.2.3 Agricultural Training Vocational training aimed at the agricultural sector, earlier under the authority of the federal minister for agriculture, was transferred to the Communities by a Special Law of 8 August 1980. Agriculture and fishery only th came under full Flemish authority after the 5 state reform in 2002. • •

Competent minister: the policy domain agriculture and fishery is under the authority of Yves Leterme, Minister-President of the Flemish government and Flemish minister for institutional reforms, agriculture, fishery and rural policy. Competent administration: Administration agri- and horticulture (Administratie Land- en Tuinbouw) > Department sustainable agriculture (Afdeling Duurzame landbouw). Responsible for the recognition of the organizers (the recognized centres), the registration of the trainers, the subsidizing of the training activities, the inspections on the spot, the initializing of the certificates and the contribution payment for social advancement of the participants, see [7.3.7.]

1.2.2.4 Socio-cultural adult work Socio-cultural adult work is part of the policy domain culture, youth, sport and media. • • •

Competent minister: Bert Anciaux, Flemish minister for culture, youth, sport and Brussels affairs. Competent administration: Administratie cultuur > Afdeling Volksontwikkeling en Bibliotheekwerk Support centre: SoCiuS, see [7.3.8.]

1.2.2.5 Towards an integrated policy for education, training and work In 2004, when establishing a new Flemish government, the authorities for education and work were brought together for the first time. Earlier (2003-2004), the new Flemish minister for education and training was federal minister of work and pensions. Consequently a more integrated policy vision on education, vocational training and entrepreneurial training is possible. Moreover the Flemish ministers Frank Vandenbroucke and Bert Anciaux, want to strengthen, from within their authorities (see [1.2.2.1.] and [1.2.2.2.] and [1.2.2.4.]), the structural basis for the development of an integrated education and training policy. This policy aims for: • •

The promotion of lifelong and life wide learning. This starts in compulsory education, covers learning throughout life and covers all forms of learning, both informal and formal, both general and vocational oriented. The strengthening of the tie-up between on the one hand education, training and non-formal education and on the other hand the job market. This includes all matters under the different authorities such as the tuning between de changing demand for competences, the valorization of competences, the appreciation of vocational oriented learning, the tuning between education, non-formal education and training in view of a greater efficiency and effectiveness and a more adequate mobility on the job market.

The integrated policy is formed by means of an integrated structure. Conform the principles of better administrative policy (Beter Bestuurlijk Beleid) three levels are to be distinguished within this structure: policy formulation, policy preparation and policy implementation. 1.2.2.5.1 Policy formulation: the ministerial committee education, training and work (Ministerieel Comité Onderwijs, Vorming en Werk) The main authority for the integrated policy lies with the minister for work, education and training. The minister for culture also has authority in training, more particularly as far as socio-cultural work is concerned. On 25 February 2005 the Flemish government decided to establish the ministerial committee education, training and work. This committee comprises the minister for work, education and training and the minister for culture. The role of the ministerial committee is limited to the coordination of the decisions which comprise both domain authorities. Both the ministers and their respective departments keep their authorities.

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Also on 25 February the government authorized the ministers concerned to establish: • •

for the policy preparation, an interdepartmental steering group O,V and W; for the policy implementation, an executive entity, the non-profit organization 'training and allignment information service' (DIVA).

1.2.2.5.2 Policy preparation and planning: the interdepartmental steering group The department education, the administration employment and the administration culture form an interdepartmental steering group O,V and W. It concerns an in-between structure of interface between the vertically organized departments and administrations. The organizations and authorities of the departments concerned do not change, but for the matters concerning education, training and work the policy preparation and planning are consulted, steered, implemented and followed up interdepartmentally. 1.2.2.5.3 Policy executing entities The ministerial committee can –on advice of the steering group O,V and W and in function of the policy options – establish policy executing entities. The management committee is responsible for the division of responsibilities of the different executing entities and the steering, follow-up and adjustment of the activities. One executing entity has already been established, viz the non-profit organization training and allignment information service (DIVA) (see [5.18.]). This non-profit organization differs from the earlier DIVA both in task and composition. Short term it will be considered if other executing entities are to be established. As such, it will be decided whether or not the agency which, from 2007 onwards, will be held responsible for the European programme lifelong learning, will integrate the existing programmes Socrates and Leonardo da Vinci. It will also be decided how the ESF-agency will relate to the integrated structure. Also short term, the relations between the DIVA and the RTC will be clarified. More detailed info can be found in the policy document 'towards an integrated policy for education, training and work: organization and actions' at http://diva.vlaanderen.be

1.2.3 Brussels Capital-Region rd

As mentioned in 1.1.1 the 3 state reform of 1988 (Special Law of 12/1/1989) gave the Brussels Capital-Region th its own statute, which with the 5 state reform of 2001 got additional authorities with the same fiscal autonomy as Flanders and the Walloons. For the complicated management structure we refer to the added scheme. The Brussels Capital-Region parliament practises its regional power by means of ordinances (instead of laws and decrees), which have 'force of law'; the Brussels capital government by means of decisions. For educational matters the Flemish Community commission is important. It has for these and other community matters the authority of governing body. The Flemish Community commission has: • •

a council consisting of members of the Dutch language group of the Brussels Capital parliament; a board consisting of members of the Brussels Capital government and the regional federal state secretaries who belong to the Dutch language group.

It is under the supervision of the Flemish Community. • • • •

Competent board member for education, vocational training and budget: Guy Vanhengel. Competent administration: Vlaamse Gemeenschapscommissie > Directie onderwijs http://www.vgc.be/administratie/dir_onderwijs/index.asp Educational institutions: http://www.vgc.be/organisaties/onderwijs.asp Information point and website for directorates and teachers: Brussels OnderwijsPunt (BOP); http://bop.vgc.be/index.html

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Parents who live in the Brussels Capital-Region can –according to the principle of freedom of the head of the family – choose if they want their children to follow Dutch or French education.

1.2.4 Provinces, cities and municipalities The Flemish Region Brussels-Capital Region The Walloon Region

Provinces 5 An administrative district 5

Cities and municipalities 308 19 262 (9 of which German-speaking)

The schools which are established by provinces, cities and municipalities belong to the 'officially subsidized education', see [2.3.2.] educational networks. Provinces The legislative power is executed by the Provincial council, the members of which are directly elected for a 6-year term. The Provincial council appoints the 6 members of the Permanent Deputation from among its ranks. It is chaired by the Governor, who is not elected, and is not entitled to vote. The Governor represents the Federal, community and regional governments. The representative organization of governing bodies of the provincial schools is the educational umbrella organization 'Provinciaal Onderwijs Vlaanderen' (POV); http://www.pov.be Administrations and inspectorate (if any): • • • • •

Antwerp: Provinciale directie > Departement welzijn, onderwijs, veiligheid > Dienst onderwijs + Provinciaal pedagogisch centrum (provincial pedagogical centre); http://www.provant.be Limburg: 1e directie onderwijs + onderwijsinspectie (inspectorate); http://www.limburg.be East-Flanders: 7e directie onderwijs + PIBO, pedagogische begeleiding en inspectie onderwijs (pedagogical counselling service and inspectorate); http://www.oost-vlaanderen.be West-Flanders: Provinciale administratie Boeverbos; http://www.west-vlaanderen.be Flemish-Brabant: Directie cultuur en onderwijs; http://www.vl-brabant.be

Cities and municipalities In each city or municipality, the legislative power is executed by the Municipal council. The council consists of between 7 and 55 members (depending on the number of inhabitants) elected for 6 years. The council elects the Aldermen who, together with the Mayor form the College of Mayor and Aldermen The representative organization of governing bodies of municipal schools is the educational umbrella organization education secretariat of the cities and municipalities of the Flemish Community 'Onderwijssecretariaat van de steden en gemeenten van de Vlaamse Gemeenschap' (OVSG); http://www.ovsg.be Cities and municipalities were traditionally very active in the organization of nursery and primary school. Two cities, Antwerp and Ghent, organize a broad educational offer, under the authority of a separate alderman of education and training, supported by a specific department for education and upbringing within their administration (in Antwerp the business unit 'learning city' (lerende stad) and its own pedagogical counselling service). Moreover, the city of Antwerp has established a cross-network educational council Antwerp ('Onderwijsraad Antwerpen), an official consultation and advice organ on education in the city (with representatives of different educational networks, trade unions, users, higher education…). Moreover, in collaboration with the association of universities and university colleges in Antwerp ('Associatie van universiteit en hogescholen Antwerpen') a chair was established aimed at educational innovation in a metropolitan context. • •

Antwerp; http://onderwijs.antwerpen.be Ghent; http://www.gent.be/gent/onderwijs/onderwijs/index.html + (pedagogical counselling service) http://www.pbdgent.be/

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1.3. Religion and education The Belgian Constitution guarantees the separation of Church and State. In addition, many social, cultural, and educational matters are governed by the principle of subsidiarity. This explains why the government in Flanders has no direct influence on the study plans. The Government only has a well-defined right to review those study plans (detailed information is included in section [5.13.2.] and [9.3.4.1.]). Consequently, there is no 'official religion', although the State does recognize several religions by law. The recognized religions are: Catholic, Protestant, Jewish, Anglican, Islamic, and Orthodox Christian. The Constitution (Art. 24) guarantees the right of all children in primary and secondary education to attend a philosophical or religious course (2 periods a week) at state expense. The official educational establishments (community schools) (gemeenschapsscholen) and subsidized official schools (gesubsidieerde officiĂŤle scholen)) must respect the philosophical choice of all parents, and offer a choice between a religion-based course and a philosophical (moral) one. The government has no authority over the content of these courses as long as they do not contravene the democratic principles of society (see [9.4.7.1.] ). A choice can be made for one of the recognized religions mentioned above or for a non-confessional ethics niet-confessionele zedenleer course. In subsidized privately-run schools (gesubsidieerde vrije scholen), there is no choice. The majority of these schools are Catholic, with the Protestant, and Jewish schools constituting a small minority group. A special arrangement has been made for alternative method schools, such as the Steiner and the Freinet schools (see [2.3.2.]).

1.4. Official and Minority Languages The only official language of the Flemish Community (Vlaamse Gemeenschap) is Dutch. Many people in Flanders have a good working knowledge of at least one or two other European languages (English, French, German, Spanish, Italian). Officially, there are no legally recognized minority languages in Flanders, with the exception of French in certain communities along the language border (administrative facilities). In the Flemish Community the teaching language is Dutch. French is taught as a second language starting in the fifth year of primary education (in the region of Brussels it starts in the third year). English is taught as a third language starting in secondary education. Depending on educational choices, other languages can be learned at school. See: Law of 30 July 1963 concerning language regulation in education Languages spoken by the migrant population are not legally recognized as minority languages. Nevertheless, a special policy has been developed within the educational system to provide for adequate learning opportunities, especially for children within compulsory education. This policy is called the equal educational opportunities policy (gelijke onderwijskansenbeleid) (see [10.5.]). Paragraph [10.7.] goes more deeply into the issue of non-Dutch speakers in Flemish education.

1.5. Demographic situation Flanders is an extremely densely populated region, and the number of inhabitants has doubled over the past 100 years. The urbanized zones in Flanders clearly predominate, the densest concentration being in the centre, within the polygon formed by Antwerp, Leuven, Brussels, and Ghent.

Flemish Region

Walloon Region

Brussels-Capital Region

The state

Counting 1/12005 number of inhabitants Surface area population density number of foreigners

6.043.161 1352225

3.395.942 1684428

1.006.749 16138

10.445.852 3052791

447 297.289

202 308.362

6.253 265.211

342 870.862

% foreigners compared to total population

4,92

9,08

26,34

8,34

(APS, 2005) The Flemish Region has a foreign population of 4.9% (in 2005). About 30,5% of the foreign population is Dutch, more or less 9,2% is Moroccan, 8% is Italian and 6,8% is Turkish.

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In recent years Flanders, as the rest of Europe, has been confronted with the problem of increased ageing of its population. Evolution population structure 1990-2050

Age group

Population on 1 January of the year 1990 2000 2001

2002

2003

Prospects on 31 December of the year 2004 2009 2015

0-19 20-39 40-59 60-79 80+ TOTAAL

1.413.368 1.782.520 1.412.454 941.637 189.757 5.739.736

1.351.286 1.643.421 1.646.413 1.108.289 223.372 5.972.781

1.345.685 1.627.796 1.681.446 1.107.464 233.162 5.995.553

1.338.871 1.583.375 1.727.703 1.116.283 255.541 6.021.773

2004 birth rate % death rate %

1.369.264 1.676.627 1.577.593 1.114.883 201.884 5.940.251

1.359.547 1.659.164 1.607.213 1.114.353 212.275 5.952.552

Flemish Region

Walloon Region

Brussels-Capital Region

10,3 9,3

11,2 10,6

15,1 9,8

1.309.387 1.508.318 1.770.575 1.180.634 302.437 6.071.351

1.256.249 1.493.678 1.738.859 1.271.404 352.442 6.112.632

There are three cities in Flanders with more than 100,000 inhabitants: Antwerp (457.749 inhabitants), Ghent (230.951 inhabitants), and Bruges (117.327 inhabitants). On average, there is a village every 5 kilometres, and a city or town every 20 kilometres. Almost 25% of the total space in Flanders is built-on areas, of which 10.5% are residential areas (APS 2005). Figures taken from the administration Planning and Statistics (Administratie Planning en Statistiek) (APS) http://aps.vlaanderen.be/statistiek/cijfers/stat_cijfers_demografie.htm

1.6. Economic Situation In the following overview we present an overview of important aspects on the labour market and economic conditions in Flanders.

1.6.1. Flemish Economic Development A growing and better performing economy is one of the policy effects the Flemish government wants to reach. The Gross Regional Product (GRP) is an indicator of this trend. The Flemish GRP has grown strongly over the last years. Only in 1998-1999 there was a slight weakening of the economy. In 2002, the Flemish GRP increased with 3.2 percent. In 2002, this GRP accounted for 57 percent of the Belgian GNP (Gross National Product) (APS, 2002). The backbone of the Flemish economy is the great number of small and medium-sized firms (KMO's), which often operate in the industrial sector and provide at least 40% of the employment in that sector. Only about 1.3% of the Flemish GRP (Gross Regional Product) is provided by agriculture. This share is continually declining, as it is in the other industrialized countries. The dominant sectors are steel production with almost 10% of the GRP, the chemical sector (about 5%), and the textile sector. The trade and service sectors together represent approximately 60% of the Flemish GRP.

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Evolution of the Gross Regional Product against market prices (fixed prices of 1995)

Evolutie van het Bruto Binnenlands Product tegen marktprijzen (constante prijzen van 1995) 160.000.000

140.000.000

120.000.000

duizend euro

100.000.000

80.000.000

60.000.000

40.000.000

20.000.000

0 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 tijd Vlaams Gewest

Waals Gewest

Brussels Gewest

The Flemish economy is extremely open: Evolution of export per region, 1993-2002

Evolutie van de uitvoer van goederen per gewest, 1993-2002 180.000 166.634,4 160.000

160.317,9 154.423,1

140.000

122.733,7

120.000

128.740,4

miljoen euro

110.357,0 100.000 96.671,2 90.383,9 80.000

81.921,2 73.715,5

60.000

40.000

20.000

15.359,7

17.497,0

8.722,2

9.693,6

18.162,5

18.077,3

20.142,3

24.008,1

23.906,2

29.089,6

30.652,1 19.741,5

1993

1994

1995

12.964,5

11.252,0

10.412,7 1996

1997

13.768,5 1998

30.527,3

20.525,1

15.000,1

1999

2000

2001

18.826,3

2002*

tijd Vlaams Gewest**

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Waals Gewest

Brussels Hoofdstedelijk Gewest

1 Pol., soc., econ. background / 27

1.6.2. Flemish Working Populations Employment rate of the population aged 15 to 64 (Belgian nationality) in 2003 men women total Flemish Region 71,2 56,0 63,7 Brussels-Capital Region 60,2 51,0 55,6 Belgium 68,1 53,2 60,7 EU15 73,7 59,2 66,5 APS 2005, NIS, support point (Steunpunt) WAV, yearbook 2004) Employment rate on the basis of a number of characteristics in 2004, Flemish and Walloon Region, in %

Unemployment rate on the basis of a number of characteristics, Flemish and Walloon Region, in %

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Evolution unemployment in Flanders (source: VDAB 2006)

1.7. Statistics 1.7.1 Level of schooling, population of the Flemish Region (25-64 year), in % Highest certificate obtained

2003 2002 2001 2000 1999 1998 1996 1994 1992 1990

Lower secondary at most Higher secondary Higher non-university University

37,5 34,1 16,7 11,7

37,8 34,3 15,9 12,0

39,0 33,4 15,4 12,2

40,4 33,0 15,3 11,3

42,3 32,5 14,0 11,2

42,3 33,1 13,5 11,2

45,0 31,0 14,0 9,0

49,5 28,9 12,4 9,2

54,2 26,5 11,3 8,0

60,6 22,4 9,0 8,0

1.7.2 Level of schooling, population of the Flemish Region (25-34 year), in % Highest certificate obtained

2003 2002

2000 1999 1998 1996 1994 1992 1990

Lower secondary at most Higher secondary Higher non-university University

19,6 41,1 21,7 17,6

21,0 42,0 20,0 17,0

19,4 42,1 21,1 17,5

24,0 41,7 18,7 15,6

23,4 42,0 18,2 16,4

26,5 40,3 19,9 13,3

31,4 38,2 17,7 12,8

37,7 35,0 16,2 11,1

45,0 30,5 13,0 11,5

Source: aps.vlaanderen.be

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2. GENERAL ORGANISATION OF THE EDUCATION SYSTEM AND ADMINISTRATION OF EDUCATION After an historic overview, limited to freedom of education and freedom of providing education (see [2.1.]) and ongoing debates and future developments (see [2.2.]) we will treat: • • • • • •

Fundamental principles, see [2.3.] General structure and defining moments in educational guidance, see [2.4.] Compulsory education, see [2.5.] General administration, see [2.6.] Participation- and consultation, see [2.7.] Financing, see [2.8.]

2.1. Historical Overview A historical perspective on the Flemish educational policy learns that freedom of education has always been one of the most central themes. Freedom of education has been included in Article 24 of the Constitution since the very beginning of the Belgian State and has been the cause of much conflict and struggle. They are referred to as 'school wars' and constitute a significant part of the cultural and political history of Belgium, both in the 19th century, with major flare-ups around 1850 and 1879, and in the 20th century, particularly from 1951 onwards. This century of confrontation ended with the signing of the School Pact (schoolpact) (6 November 1958). It was a pact between the political parties to ensure a sort of distributive justice between the different educational networks (onderwijsnetten). By virtue of the principle of freedom of education, the organisation of educational establishments may not be subjected to any restrictive measure. Schools can be created and organised without being in any way connected with the official authorities. However, schools wishing to grant recognised diplomas and obtain subsidies from the State or, since the revision of the Constitution, from the Community (Gemeenschap) must comply with legal and statutory provisions. Since the signing of the School Pact, a law of 29 May 1959, referred to as the School Pact Law, has formed the basis for the organisation of all educational establishments, with the exception of universities, in an educational system organised and subsidized by the State. For follow-up of the School Pact a permanent (political) commission was established. This period of a national school pact was definitely closed with the communitarization of education through the inclusion of the basic principles in article 24 of the Constitution, amended 15 July 1988. Other articles (art. 127 § 1.2 en art. 142) allocate the responsibility of compliance with this educational freedom from now on to the Communities and no longer to the federal government and guarantee equal treatment for all pupils or students, parents, staff members and educational institutions Other articles (Art. 127 Par. 1, 2 and 142) regulate the general authority of the Communities in relation to education (De Groof, 1989; Laridon and Mertens, 1988). References • • •

Jan De Groof, De schoolpactwet: coördinatie en annotatie. Kluwer, 1996 Jan De Groof, De grondwetsherziening van 1988 en het onderwijs: de schoolvrede en zijn toepassing. Story Scientia, 1989 Els Witte, Jan De Groof, Jeffrey Tyssens, Het schoolpact van 1958: ontstaan, grondlijnen en toepassing van een Belgisch compromis, VUB press, 1999

For more specific histories: • • • • • • • • • •

Nursery education, see [3.1.] Primary education, see [4.1.] Secondary education, see [5.1.] Higher education, see [6.1.] Continuing education, see [7.1.] Teacher training, see [8.1.1.] Conditions of service of teachers, see [8.2.1.] Evaluation, see [9.1.] Education for pupils with specific educational needs, see [10.1.] European and international dimension, see [11.1.]

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2.2. Ongoing Debates The policy documents of the minister and the annual report of the Flemish Educational Council, VLOR (Vlaamse Onderwijsraad) provide a thorough view on current discussions. See: • •

http://www.ond.vlaanderen.be/beleid/ http://www.vlor.be/

Following themes are to be found on the agenda. •

• •

•

Equal educational opportunities policy o Local educational policy in the central cities o Implementation of the strategic literacy plan o Pupil transportation across educational networks o Fighting school weariness, truancy and school absenteeism o Educational opportunities for youngsters with behaviour- and emotional problems Fine-tuning the tie-up education-job market o Creation of an umbrella structure vocational education –centres for learning and working o Stimulating work experience placements Educational financing o Cost reduction for parents in elementary education o New system of financing of compulsory education, adult education, higher education o Make up school building arrears: investments in school infrastructure Increasing policy making capacity of schools o Further professionalization of school management and teachers o Reduction of planning burden and rules simplification o Use of systems of self-evaluation Broadening and deepening education o Support educational innovations through experimental projects o Revision final objectives eindtermen and developmental objectives o Transition from HOSP (higher education for social promotion) to university colleges o Further development of qualification structure, valorization of competences o Implementation of flexibilization of learning pathways o Priority policy Brussels Planned decrees o New basic decree higher education o Decree adult education o Decree teacher training colleges o Decree special education and care of youngsters with special needs in mainstream education – continuum of special educational needs

2.3. Fundamental Principles and Basic Legislation We will treat successively: • • • • •

Freedom of education, see [2.3.1.] Educational networks and educational umbrella organizations, see [2.3.2.] Legal provisions for subsidized schools, see [2.3.3.] Teaching methods and pedagogical project, see [2.3.4.] Final objectives, developmental objectives and study plans, see [2.3.5.]

2.3.1. Freedom of Education Freedom of education implies a double freedom: • •

the so called pedagogical freedom to organize education and for this purpose establish institutions (hence the important terms 'governing bodies' (inrichtende machten) (see [2.3.1.1.]), educational networks (onderwijsnetten) (see [2.3.2.]) and pedagogical project (pedagogisch project see [2.3.4.]); the freedom of choice of school for pupils and their parents (see [2.3.1.2.]).

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2.3.1.1. Freedom of Providing Education The Belgian constitution (modification 17 February 1994) in which freedom of education is guaranteed (art. 24) is central to the Belgian educational administration. This principle consists of two pillars: free choice of school (vrije schoolkeuze) (see [2.3.1.2.] ) and educational freedom (pedagogische vrijheid), namely the right to establish schools autonomously. The Law of 29 May 1959 (School Pact) authorised the State to organise nursery school, primary, secondary, and higher education and to create for this purpose the necessary establishments or sections of establishments where such facilities are needed, in particular to ensure freedom of school choice for parents. Moreover, the State (now the Community) (Gemeenschap) is obliged to subsidise or grant-aid educational establishments and sections of educational establishments organised by educational networks (onderwijsnetten) other than the official network that meet legal and statutory standards regarding the organisation of studies and the application of the language laws. The concept of educational freedom regulates to a very large extent the relations between, and the responsibilities of, the various partners in educational administration (the Education Department, the governing bodies (inrichtende machten), the public and private schools). An important concept in this regard is that of the governing body. This notion is, together with pedagogical freedom, another fundamental notion for the organisation of education in Belgium. By governing body is meant the following (Article 2, Par. 3 of the Law of 29 May 1959): The governing body of an educational establishment shall be the authority, that is to say the individual or collective person or persons who accept(s) full responsibility with respect to that establishment. A while ago, the term school board (schoolbestuur) has been introduced as a synonym for the governing body by the government in the legislation on the elementary education (basisonderwijs). The agreements of the School Pact essentially meant that education that was not organised by the State - thus, mainly privately-run education - would accept a form of state control in exchange for partial subsidisation but that each governing body (inrichtende macht) would have the right to exercise in complete autonomy what has come to be known as pedagogical freedom. This freedom was defined and governed by Article 6 of the Law of 29 May 1959 on the School Pact: 'On condition that a minimum, legally fixed syllabus and schedule are respected, each governing body (inrichtende macht) has the freedom in its educational network (onderwijsnet), and even in each educational institution, to organise its own schedules, and, subject to ministerial approval in order to guarantee educational standards, to work out its own syllabuses'. Each governing body (inrichtende macht) enjoys total freedom as regards teaching methods. The Decree of 24 July 1996 replaced the text of this article. The basic principles were maintained and confirmed. However, a new text was introduced to meet the technical requirements related to establishing clearly defined wordings of the final objectives (eindtermen) and developmental objectives (ontwikkelingsdoelen) adopted by Parliament and since implemented. 2.3.1.2. Freedom of School Choice Freedom of school choice is guaranteed by the Constitution. Parents have the right to choose between a neutral Community school and a denominational one. In theory, all choices of studies (of a school or an area of study) are entirely free. The decree of 28 June 2002 (equal educational opportunities) enshrines a fundamental right of admission to the school selected by the parents (in collaboration with the pupil if the pupil is aged 12 or over).. The decree of 28 June 2002 on equal educational opportunities provides for the unconditional right to admittance to the funded or subsidized school of choice. This should allow all pupils and parents in our pluralistic society to choose freely from a range of pedagogical projects. The parents and pupil are informed about the pedagogical project and the school regulations (which honour the international legal and constitutional principles concerning human rights and children's rights). In case the parents do not agree to this project or the school regulations the enrolment will not be accepted. Only in a very few cases can the school refuse or refer a pupil. The reasons for not accepting a pupil in the future will be regulated restrictively, namely when: • • • •

a pupil does not meet the general conditions of admission; the material circumstances of the school are insufficient or the school cannot accept a pupil for safety reasons; the pupil or his parents do not subscribe to the pedagogical project (pedagogisch project) or the regulations of the school; the pupil concerned was definitely excluded from the school the previous school year or the school year before that.

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In case the parents do not agree with the motivation for refusal of the school they can issue a complaint with the commission concerning pupils' rights (Commissie inzake leerlingenrechten) (established by the Decree of 27/09/02). In case a refusal was not or not sufficiently motivated (e.g. in case of additional enrolments at a later stage) then measures can be taken against the school. The commission also deals with all referrals for which no solution was found within the local consultation. At enrolment, a governing body can also implement a referral for every additional pupil whose home language is or is not Dutch –depending on the case –in order to guarantee the postulated relation between both pupil groups. Different conditions are to be met for the referral with regard to Dutch language skills education within the school and the relevant presence of the target group which has to be minimum 20% and higher than the relative presence in the working area in which the school is situated. Also, the school can judge the capacity to sufficiently support the pupil with severe disability to be insufficient. In such a case a pupil referral can be implemented. All referrals are dealt with by the 'local consultations concerning equal educational opportunities' (lokale overlegplatforms inzake gelijke onderwijskansen'. (see [10.]).

2.3.2. Educational networks and educational umbrella organizations The struggle for freedom to establish education was determined by the sectarian development of education. For the grouping of schools often the term 'educational network' is used. Traditionally three big networks come to mind, namely • • •

The network of community schools (formerly State schools). This system must conform to special regulations concerning neutrality. These schools are called community schools (gemeenschapsscholen); The network of provincial and municipal schools. They are called subsidized official schools (gesubsidieerde officiële scholen); The network of subsidized free schools (gesubsidieerde vrije scholen). This network consists of schools of which the governing bodies are based on religion (free confessional schools), schools where education is based on the principles of rational enquiry, and schools that are not founded on any confessional or philosophical basis.

However the term is not unambiguously explained in the legislation and sometimes covers different groupings. Furthermore, on the basis of the School Pact and the School Pact Act some more classifications are used. •

•

Depending on the kind of governing body one distinguishes between; o official schools established by public governing bodies (communities, provinces, cities, municipalities or other statutory individuals). o privately-run schools not established by public governing bodies or statutory individuals. As far as financing is concerned, one distinguishes between: o community education which is directly and fully financed by the Flemish Community; o subsidized education which receives subsidies of the Flemish Government (pay allowances, working and equipment allowances, and allowances for buildings) (see [2.8.4.]) if it complies with programmation and rationalization norms (see [2.8.5.]) and certain recognition conditions. The combination of both criteria results in the usual 3-divide: o Community education o Subsidized privately-run education (Catholic education, Protestant education, Jewish education, Non-confessional education, independent alternative schools) o Subsidized official education (mainly organized by cities, municipalities and provinces) Character wise (philosophy of life courses) (levensbeschouwelijke vorming) one distinguishes between: o confessional schools which provide religion-based courses (Catholic education, Protestant education, Jewish education); o neutral schools which by means of a philosophy of life course (levensbeschouwelijke vorming) offer the choice between education in one of the recognized religions or ethics; o Non-confessional (freethinking) schools which only offer non-confessional ethics nietconfessionele zedenleer; o alternative schools which differ dependent on their pedagogical project.

A very small minority of schools is not authorized to issue officially recognized qualifications or diplomas, as they do not accept the above mentioned legal regulations. These are the so called privately-run schools and can not be financed or subsidized by the government.

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In view of promotion of interests, support and participation in consultation structures representative associations or umbrella organizations were established, see [2.6.2.]. Schools, which may be owned by different governing bodies (inrichtende machten) are grouped in educational networks (onderwijsnetten) on the basis of their legal status. By virtue of the constitutional liberty guaranteed in educational administration, an educational network may be organised by the Communities, the Provinces, and the Municipalities (public authorities), and private individuals, free associations, or non-profit organisations (private persons). The educational facilities organised by the Flemish Community (Vlaamse Gemeenschap) (former state schools) are known as community education (gemeenschapsonderwijs), those organised by municipalities and provinces as subsidized official education (gesubsidieerd officieel onderwijs), whereas educational facilities organised by free associations or non-profit organisations are known as subsidized privately-run education (gesubsidieerd vrij onderwijs). The education organised by the provincial and local authorities and the organisations in the third category are subsidized by the Communities. Consequently, reference is generally made to three educational networks in the legal and statutory provisions: Catholic schools are by far the most numerous of the free subsidized educational establishments. Educational networks Community education Free subsidized education Provincial education Municipal education

Number of pupils in elementary and secondary education in 2004-2005 (source: Statistical Yearbook) 168.136 757.258 15.011 166.136

The Decree concerning Education XIV, which was approved in February 2003, also stipulates that all official schools in the field of compulsory education will have an open character. Public institutions, such as municipal schools and provincial schools are subject to the principle of openness, which is to say that they have to be open to all pupils irrespective of their ideological background. That is why the Decree prescribes that official schools must display an open character. This open character must be demonstrated by the schools' regulations, their curricula and the support service (press release Flemish government, 2002).

2.3.3. Legal Provisions for Subsidized Schools The intentions expressed in Article 6 of the School Pact Act (schoolpactwet) (29 May 1959), as amended (Decree of 24 July 1996 (b)), were specified in Article 24, Par. 2. This article stipulates that a school or a section of an establishment for nursery school, primary, or secondary education is subsidized if it conforms to the legal and statutory provisions concerning the organisation of studies and the application of the language laws. Moreover (art. 24 §2 Schoolpact Act of 29 May 1959 as amended) , it must comply with 10 criteria: • • • • • • • • • • •

•

adopt a structure laid down by law or decree; conform to a study plan that satisfies the legal requirements or that is approved by the Minister; submit to official supervision and inspection; be organised by a natural or legal person who accepts complete responsibility; meet student-number requirements as laid down by decree; be housed in premises that meet the hygiene and health standards; possess sufficient teaching and general school equipment to satisfy educational requirements; employ staff who will in no way constitute a health hazard to the pupils; accept the school holiday system as laid down by law; participate in and collaborate within a local consultation established in consistence with article IV.2, § 2, first part, of the Decree of 28 June 2002 concerning equal educational opportunities-I. concerning subsidized education; no violation of decision-making procedures as referred to in articles 19 up to and including 22 of the Decree of 2 April 2004 concerning school participation and the Flemish Educational Council. Also, this condition implies that the headmaster, with regard to the to him/her delegated authorities which are subject of advice or consultation as delegated by the governing body, is sufficiently authorized to, in proportion to the school council, act autonomously; concerning community education: respecting the authorities of the school council.

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2.3.4. Teaching Methods and the pedagogical project (pedagogisch project) As regards teaching methods or the pedagogical project (pedagogisch project), the various educational networks (onderwijsnetten) and schools are largely autonomous. Every governing body defines its mission autonomously. Community control is thus excluded as long as the projects do not contradict the democratic principles upon which the Belgian State is based. This is why several 'onderwijsnetten' (educational networks) and schools have detailed their pedagogical projects in writing and published them. â€˘ â€˘

In the Flemish Community (Vlaamse Gemeenschap), the Community Education (Gemeenschapsonderwijs) (previously ARGO) published the Pedagogical project of Community Education (pedagogisch project van het gemeenschapsonderwijs) on 1 September 1989. Catholic education, in turn, regularly publishes detailed documents in which its own pedagogical project is explained.

While respecting the legal and statutory provisions in force, each governing body (inrichtende macht) may determine its own programmes, its pedagogical methods (including the assessment of pupils), and its organisation. Nowadays, most schools have their own pedagogical project (pedagogical project). Alternative schools can be classified according to their specific pedagogical project.

Total Experience-based education Freinet Jenaplan Life school (leefschool) Montesori Steiner

Experience-based education Freinet Jenaplan Life school (leefschool) Montesori Steiner Elementary ans secondary alternative schools within community education FOPEM, Federation of Independent Interdenominational Emancipatory Alternative Schools

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Municipal education

49 2 24 3 18

Number of sites Community education 2 15 2 0 0 0

Privately-run education

23 0 22 0 0

10 11 0 2 3 18

http://www.debuurt.be http://www.freinetbewegingvlaanderen.be en http://www.freinetherentals.be/deschool/schoolcultuur_invarianten.html http://www.jenaplan.be en http://www.bsdejenaplaneet.be/schoolfilosofie/pijlersWerk.htm http://schoolweb.rago.be/bs/kruibeke/woll/leef.html http://www.schooltjevanoppem.be http://www.steinerscholen.be http://www.andereschool.be. http://users.skynet.be/fopem

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2.3.5. Final objectives and Curriculum Development An important principle in Flemish educational administration is the use of final objectives (eindtermen) and developmental objectives (ontwikkelingsdoelen). Final objectives are minimum objectives with regard to knowledge, insight, skills and attitudes, which the educational government regards as necessary and attainable for a specific population of pupils. Developmental objectives are minimum objectives which the educational government regards as desirable for a specific population of pupils (Decree 4 February 2003). The final objectives and developmental objectives define which knowledge, insight, skills and attitudes society regards as necessary or desirable for pupils at different educational levels. Thus, final objectives and developmental objectives are used by the government for quality control. They will clearly be present in the curricula, the school work plans and the course books used by the schools. See [3.10.], [4.10.], [5.13.], [9.3.2.]. Nursery education is non-compulsory education. Not all pre-primary schoolers start school at the same age. They develop each at their own pace. Therefore there are no final objectives in nursery education, only developmental objectives. Pre-primary schoolers are offered all developmental objectives, but it is not strictly required to reach them before transferring to secondary education. Thus, development objectives are being strived for. See [3.10.]. Compulsory education starts with primary education. More information on final and developmental objectives in [4.10.], [5.13.]. The developmental objectives and final objectives define what the pupils minimally have to know and to be able to do, but do not stipulate how this has to be done. The schools are free to decide the method, which leads to different approaches and allows for differentiation. This emerges from the diversity in curricula which are being used in Flemish schools. The subject related final objectives and developmental objectives have to be recognisably incorporated in the curricula. A curriculum is a document which contains the essential information for the concrete educational practice. It is adapted to a well-described group of pupils and it names the general and specific objectives and related educational contents for one or more subjects or subject areas. Moreover, it gives advice on the educational approach and gives information that is useful for the realisation of the curriculum. The educational inspectorate evaluates the curriculum on the basis of fixed criteria and advises the Minister for Education on the approval. As far as final objectives and developmental objectives have already been defined for the level concerned, the inspectorate checks whether the curricula correspond. The curriculum is developed by the governing body or by the umbrella educational organisation of the school (see [2.3.2.]). The schools belonging to the umbrella organisations usually adopt the approved curricula

2.4. General Structure and Defining Moments in Educational Guidance The education system in Flanders includes nursery and primary education, secondary education and tertiary education. •

•

Mainstream nursery education is available for children from 2.5 to 6 years. Mainstream primary education is aimed at children from the ages of 6 to 12 and comprises 6 consecutive years. The start of primary education normally coincides with the start of compulsory education. Although nursery and primary education are separate from the structural point of view, attempts are made to create an easy transition from one to the other. Secondary education is aimed at young people from the ages of 12 to 18. Since 1989, full-time secondary education has been organised in accordance with a unified system. It consists of three consecutive stages of two years each. From the second stage, there are four different types of education and the pupil can choose for a particular course of study, general secondary education (ASO), technical secondary education (TSO), artistic secondary education (KSO) and vocational secondary education (BSO). Higher education is provided at both university colleges and universities.

In general, one could say that there are three defining moments in guidance of pupils. • • •

After the primary school (age 12): pupils have to choose a secondary school. Although theoretically the first stage of secondary education focuses on a core curriculum, the options offered already reflect choices to be made after the first stage. After the second year of secondary education, pupils have to choose general academic, art, technical, or vocational secondary education. The third moment is, of course, at the transition between secondary and higher education. Pupils can also opt for part-time education after the fourth year of secondary education.

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2.5. Compulsory Education Following paragraphs deal with the history of compulsory education in the Flemish educational administration (see [2.5.1.]), the current situation concerning compulsory education (see [2.5.2.]) and the control of compulsory education (see [2.5.3.]). We will treat succesively: • • •

history, see [2.5.1.] actual situation, see [2.5.2.] controle, see [2.5.3.]

2.5.1. Historical Overview In Belgium only compulsory education (leerplicht) is forced by law, not compulsory school attendance (schoolplicht). The Law of 19 May 1914 introduced compulsory education for all children between the ages of 6 and 12 and stipulated that the upper age limit of the period of compulsory education would be extended to 13 and then 14 years of age. However, this law, passed after 'impassioned debate', was not implemented until after the First World War, in 1919. In 1953, a bill was introduced by the Government to extend the period of compulsory school attendance to the age of 15. During the 1970s, various other bills were introduced to extend compulsory education to the age of 16 following studies that showed a link between the level of education and unemployment. In 1983 the extension was legally determined. The law concerning compulsory education has, in any case, not put a halt to the debate in the Flemish educational policy concerning the legally accepted age of school leavers. Reference Dirk De Ceulaer, De verlenging van de leerplicht: veertig jaar Belgische onderwijspolitiek. Studia paedagogica 10, Universitaire Pers Leuven, 1990

2.5.2. Compulsory Education: Present Law The Law of 29 June 1983 prescribes that minors, Belgians and foreigners alike, are subject to compulsory school attendance for a period of 12 years, starting in the school year during which the child reaches the age of 6 and ending at the end of the school year during which the youngster reaches the age of 18 (Dewaele, e.a., 1985; TORB, 1995). A Circular Letter of 2002 made it clear that the period of compulsory education stops at the age of 18. Anyone who is 18 and who has consequently attained majority, cannot be compelled to stay at school until the end of the school year. Compulsory education ends in the calendar year in which the pupil attains the age of 18, either on the 30th of June (the end of the school year) for pupils who have already attended 12 years of primary and secondary education or on the 18th birthday itself. However, the Circular Letter asks schools to do their utmost to convince the pupils concerned to finish the school year even if they have reached the age of 18 (Circular Letter SO 68 – 1/3/2000). Compulsory school attendance is full-time up to the age of 15 or 16 years old, depending on the individual case. It consists of primary education (six or seven years depending on the needs of the child, and even eight years in exceptional cases) and at least the first two years of full-time secondary education. Full-time compulsory attendance never extends beyond the age of 16 (Law of 28 June 1983). For the school year 2005-2006, for example, pupils born after 1 January 1988 must complete at least the first two years of full-time secondary education. • • •

If they have completed the first two years they can leave full-time education when they reach their 15th birthday. If they have not completed these first two years, they may only leave full-time education on reaching their 16th birthday. In both these cases, they must follow part-time education consisting of at least 360 hours per year until 30 June of the year of their 16th birthday and at least 240 hours per year until 30 June of the year of their 18th birthday.

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Part-time compulsory school attendance requirements can also be satisfied by continuing full-time education, by participating in a part-time programme at a centre created for this purpose, or by participating in a recognised training course that fulfils the compulsory school-attendance requirements. 'The recognised training courses' are those defined in Article 2 of the Compulsory School-Attendance Act. These are for instance training courses offered by SYNTRA-Flanders. Pupils can also meet the compulsory education requirements through home teaching (see [4.17.1.]). This includes education offered by private persons as well as education in private schools and independent study. 'Home teaching' (not to be mixed up with 'home education' see [4.17.2.2.] en [4.17.2.3.]) is determined in the Decree concerning education-XIV of 14 February 2003. Parents who opt for home education commit themselves to providing education which complies with the following minimum requirements: â€˘ â€˘

it aims at the development of the complete personality and talents of the child and it aims to prepare the child for an active adult life; it promotes respect for the constitutional rights of human beings and for the cultural values of the child itself and others. (Decree elementary education of 25 February 1997, art 26 bis)

The educational inspectorate is qualified to check whether or not the provided home education complies with the aims as described. However, home teaching does not lead to legal certificates. To obtain an official diploma, one needs to take an examination for the Examination Board of the Flemish Community (Examencommissie van de Vlaamse Gemeenschap).

2.5.3. Monitoring Compulsory Education Young people may also satisfy the compulsory education requirement by being taught at home on condition that the teaching provided satisfies the requirements fixed by the law. Some time ago, rules for monitoring compulsory education have been included in legislation (Decision of the Flemish Community of 16 September 1997). Based on the registration numbers assigned to each citizen from the day of birth on, a monitoring system has been set up that assigns special responsibility to the headmaster. The registration number of pupils enrolled can be compared easily with those of all young Belgians in the State Register (Rijksregister). As a result of the Royal Decree of 7 July 2002, the Education Department can now also use the national identification number to check registrations and regular school attendance, rationalise existing data requests and follow-up of the educational career of a pupil (Belgian Official Gazette 17/09/2002). Parents are responsible for the enrolment of their children. If the administration determines that a child is not enrolled, the parents have to justify themselves and are reminded of their responsibility. Judicial measures are available if they do not fulfil their responsibility (Decree of 25 February 1997). The Pupil guidance centres (Centra voor Leerlingenbegeleiding) (CLBs) are by the government assigned with the task to counsel youngsters who have problems concerning compulsory education. The centres' aim is to reinvolve these youngsters in the educational process (Decree of 1 December 1998). In 2002 a policy was developed which should result in a more pro-active way of handling problematic absences. A school does not have to produce proof for a problematic absence, but it has to actively counsel the pupil in conjunction with the relevant Pupil Guidance Centre. If the school cannot demonstrate that it has made serious efforts to resolve the stale-mate situation the pupil is in, this may result in problems as regards the legitimisation of the absence. See Circular Letters SO/2002/05/BuSO (special secondary education) and SO/2005/04 (fulltime mainstream secondary education and part-time vocational secondary education).

2.6. General Administration Belgium is a small country, so indications such as 'national level' or 'regional level' must always be taken in context. The general framework of educational administration in Flanders, besides the Flemish Parliament and the Minister of Education (and his cabinet of advisors), consists of three major levels: the Education Department of the Ministry of the Flemish Community (Vlaamse Gemeenschap), the networks, and the local schools. This is somewhat different than what is common in other countries with a hierarchical structure with 'national', 'regional', and 'local' powers. In flanders, educational policy mainly results from interaction between the governing body at the national level, the intermediate level and the local level. We refer to the sections below for a detailed description.

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2.6.1. General Administration at National Level Within the Flemish central government it is the minister of Education who is responsible for nearly all aspects of educational administration going from nursery to university education. The Constitution stipulates that Communities (and by extension their government and relevant minister) have all responsibilities in relation to the education system with the exception of fixing the beginning and end of the compulsory school attendance period of establishing the minimum conditions for granting diplomas and of maintaining the pension system. The policy of the minister of Education is prepared, executed and evaluated by the administration (the Education Department of the Flemish Ministry). The Education Department (departement Onderwijs) of the Ministry of the Flemish Community (Vlaamse Gemeenschap) itself works under the authority of a Secretary General. For ministerial competences: see [1.2.2.]

2.6.2. General Administration at Regional Level The policy structures of the central en local level do not perfectly match existing geographical boundaries in Flanders. Moreover, there is an additional intermediate educational administration level that is very important in understanding the general and regional administration of Flemish education. This level consists of the educational networks (see [2.3.2.]). For support and representation in governing bodies and promotion of interests of the affiliated schools different umbrella organizations were established. Umbrella organization Vlaams Secretariaat vanhet Katholiek Onderwijs (VSKO) Onderwijs van Vlaamse Steden en Gemeenten (OVSG) Provinciaal Onderwijs Vlaanderen (POV) Gemeenschapsonderwijs Vlaamse GemeenschapsCommissie (VGC) Federatie van Onafhankelijke Pluralistische Emancipatorische Methodescholen (FOPEM) Federatie van Rudolf Steinerscholen Vlaams Onderwijs Overlegplatform (VOOP) Inrichtende machten van vrije protestants-christelijke onderwijsinstellingen (IPCO) Overleg Kleine Onderwijsverstrekkers (OKO)

Educational network Katholiek onderwijs

URL http://ond.vsko.be

Onderwijs van Steden en gemeenten Provinciaal onderwijs

http://www.ovsg.be

Gemeenschapsonderwijs Vlaamstalig onderwijs in BHG

http://www.gemeenschapsonderwijs.be http://www.vgc.be

Groepering van Freinetscholen, evaringsgerichte scholen, projectscholen uit het nietconfessioneel onderwijs Steinerscholen

http://users.skynet.be/fopem

Vrijzinnige scholen

http://www.voop.be

Vrije protestants-christelijke scholen

http://www.ipco.be

http://www.pov.be

http://www.steinerscholen.be

Overlegplatform van FOPEM, VOOP, Federatie Steinerscholen, IPCO

The interrelationships between the intermediate level of educational networks and both the national and local level are illustrated by the following description of the administration levels in Community Education. 2.6.2.1. General Administration in Community Education Up until the 1 January 1989, the Minister of Education was the governing body (inrichtende macht) and made most of the decisions for State education in all three Communities. From 1989 on, this structure was changed in the Flemish Community but not in the other two Communities. In the Flemish part of the country, gemeenschapsonderwijs (community education) was from then on organised by the Independent Council for Community Education (Autonome Raad voor het Gemeenschapsonderwijs - ARGO) established by the Special Decree of 19 December 1988). The governing body was, no longer the Community Minister, but the 'ARGO'.

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To enable the community education (gemeenschapsonderwijs) to adapt itself to the renewed concept of school clusters (scholengemeenschappen) in secondary education (Decree of 14 July 1998), a Special Decree on the Community Education of 14 July 1998 was enacted. The 'ARGO' was replaced by a new public institution: the Community Education This Special Decree contains a change from a two-level structure to a three-level structure: the school (micro level), the school group (meso-level) and the Flemish Community (macro level). From then on no longer one governing body but two kinds of governing bodies were in charge: the (central) Council for Community Education and the school groups. 2.6.2.1.1. Micro Level: the Schools At the local level, the headmaster (directeur) and the school council (schoolraad) are responsible for school matters. A school council is composed of eight members (3 members directly elected by and from the parents, 3 members directly elected by and from the staff, and 2 members co-opted from social, economic, and cultural circles). The headmaster is the school's central figure. He is no member of the school council but he attends her meetings and has a advisory role. The authorities of the school councils are counselling and consultation in matters that affect school life, however, they have no decision-making authority. The school councils advise the headmaster concerning the general organisation of the school, the school development plan (schoolwerkplan), the enrolment of pupils, etc.. They also advise the school group (scholengroep) concerning the appointment of the headmaster, the programming of the provision of education, the infrastructure of the school, and the organisation of the pupil transport. At the local level the headmaster and the school council are responsible for the general and pedagogical organisation of the school and for personnel matters. School councils of the same level of education located on a same campus can merge voluntarily. The school councils are elected for a period of 4 years, with the exception of social advancement education and part-time artistic education of which the school council is elected for 2 years. In every school there is a Pedagogical Board, a precursor of the pedagogical council which was established by the decree on participation of 2 April 2004 (see [2.7.1.1.]). 2.6.2.1.2. Meso Level: the School Groups The decision-making authority pertains largely to the school groups (scholengroepen) at the meso-level. A scholengroep (schools group) is a voluntary co-operation arrangement between primary and secondary educational institutions of the gemeenschapsonderwijs (community education) to offer multi-sectoral education with at least elementary and secondary education. These school groups (scholengroepen) are governed by a General Council (Algemene Vergadering), a Governing Body (Raad van Bestuur), a Board of Head Masters (College van Directeurs) and a General Headmaster (Algemeen Directeur). The school groups will serve as the governing bodies (inrichtende machten) of the assigned schools, the boarding schools, and the Pupil guidance centre (Centrum voor Leerlingenbegeleiding). The General Headmaster chairs the Board of Headmasters. He is also responsible for the everyday management of the school group. The mandate office of General Headmaster is awarded to one of the headmasters of the school group (scholengroep), by the general assembly. The General Assembly can end the mandate of the General Headmaster by a majority of 2/3. The Council of Community Education can also end that mandate, on proposition of the mandated administrator and in accordance with the supervision policy. The General Headmaster has decision-making and managerial authority on the level of the school group (scholengroep). He also has the authority to decide in urgent circumstances. However, these decisions have to be confirmed by the Governing body afterwards. The Governing Body is composed of 10 members: • • •

6 members are elected by the members of the school councils, for a period of 4 years; these 6 directly elected members co-opt 3 members nominated by the Board of Headmasters (College van Directeurs); the General Headmaster participates as advisor (no vote).

Membership of the Governing Body is incompatible with membership of a School Council. Personnel (with the exception of the General Headmaster) is also excluded. The Governing Body (Raad van Bestuur) is responsible for the general policy, the educational policy, the personnel policy, and the material and financial management of the school group. Two representatives of each school council are seated in the General Council: 1 representative elected by and from the parents and the co-opted members of the school council (schoolraad) and 1 representative elected by and from the staff members of the school council. The General Council is chaired by the chairman of the

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Governing Body. The General Council confirms the budget, the accounts, and the appointment of the General Headmaster of the Governing Body. The Board of Headmasters (grouping all headmasters including the director of the Pupil Guidance Centre) bridges the individual schools and the school group, and takes care of the preparation and execution of schoolpolicy. 2.6.2.1.3. Macro Level: the Council of Community Education Administration at the central level is occupied with the conservation of the constitutional guaranties, concerning free choice, the care of the tasks of the public service, the general quality assurance, the assistance of the schools and the school groups (scholengroepen), and the allocation of funds for investments and infrastructure. These authorities are executed by the Council of the Community Education and the Administrator (AfgevaardigdBestuurder). The Council of the Community Education (Raad van het Gemeenschapsonderwijs) consists of 15 unpaid mandated functions for a period of 4 years: • • • •

5 members elected by an electoral college consisting of the directly elected parents and co-opted members of the School Councils, 5 members elected by an electoral college consisting of the headmasters and the members elected by the staff members of the School Councils, 3 members appointed by the 3 Flemish universities with an education faculty on the collective recommendation of the faculties of education, economies and law, 2 members jointly appointed by the Flemish autonomous University colleges (Hogescholen). The Administrator (Afgevaardigd Bestuurder) has an advisory voice in the Council of the Community Education.

The Governor (Afgevaardigd Bestuurder) is, on behalf of the Council of the Community Education, responsible for everyday management and policy. Within the framework of the authorities of the Council (Raad), he/she has preparatory and executive duties concerning the policy of the Council and authority to decide under urgent circumstances. However, these decisions have to be confirmed at the first following meeting of the Council. The central administration is under the authority of the Governor.

2.6.3. General Administration at Local Level The most important administration structures of the local government concerning education are the school and its head, the governing bodies and school clusters. 2.6.3.1. General Administration at Local Level The school is an educational unity that has of one or more seats. The school and the teaching staff is being managed by a mangement team. The headmaster as well as the teaching staff stand under the authority of the governing body of the school. With regards to personnel matters the headmaster is mainly responsible for the selection and hiring of temporary personnel, the preparation of the permanent appointments, the allocation of the concrete tasks for each employee with the related job description, guidance and evaluation, mapping the need for in-service training of his personnel …. 2.6.3.2. Governing Bodies and School Councils The governing bodies are responsible for the well-functioning of one or more schools. An governing body can be a government, a natural person or a legal person. The governing body hires the management and the teaching staff, receives the operational means for the school from the Department for Education and rents or owns the school buildings. The governing body defines for the school(s), which stand(s) under its authority an pedagogical project. The governing body of a school for elementary education is called a school board. 2.6.3.3. School clusters A school cluster is a combination of different schools of the same educational level (primary or secondary education) which cooperate in different ways (logistics, course offer, …). It concerns schools with the same or different governing bodies or belonging to the same or a different educational network.

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2.6.3.3.1. Secondary education The Decree of 14 July 1998 makes a division in 44 geographical educational zones in which school clusters can be created. A school cluster stands under the authority of the relevant governing body(ies). The way in which the school cluster is managed is determined by the, depending on the case, only relevant governing body or by the different governing bodies in a written agreement (art.65). School clusters were in the first place established by the government to facilitate the transition of pupils from one school to another and to enable pupils to choose the study that corresponds with their real interests. In this respect there is a close collaboration with the Pupil guidance centres (Centra voor Leerlingenbegeleiding) (CLBs). For a number of themes the Decree has assigned explicit powers to the school clusters, in the form of obligatory arrangements, an obligatory formulation of advice or an option of a cooperation agreement (Circular Letter: School clusters Secondary Education, SO 62, 30/04/1999). The objective of this concept of school clusters (scholengemeenschappen) is to rationalise and structure transparently the provision of education at the local level. This is seen to be necessary for more objective development of and choice-making in the school career of the pupils. The competence of a school cluster (scholengemeenschap), as established by Decree of 14 July 1998, is the following. • • •

It is responsible for the rational and multi-sectoral provision of education, and to make agreements related to the provision of education of each school and concerning personnel policy (the criteria for recruitment, functioning, and evaluation of staff members). It also has an advisory role in matters related to school accommodations and infrastructure. Additional authority may be arranged concerning, for example, the transfer of teaching periods between the schools and co-operation with other educational levels or with institutions of other school networks.

The administrative advantages of participating in a school cluster (scholengemeenschap) are, among other things, additional financial resources, the possibility of transferring teaching periods between the schools, the assignment of specific tasks to the level of the school cluster (scholengemeenschap), and the shared use of administrative personnel. References • • •

Decreet van 14 juli 1998 houdende diverse maatregelen m.b.t. het secundair onderwijs (Decree of 14 July 1998 concerning diverse measures related to secondary education) Decreet van 14 februari 2003 (Decree of 14 February 2003) Decreet van 15 juli 2005 betreffende het onderwijs XV (hoofdstuk III) (Decree of 15 July 2005 concerning education XV (chapter III)

2.6.3.3.2. Elementary education In elementary education school clusters were implemented as from the school year 2003-2004 by Decree of 10 July 2003 concerning the landscape elementary education. This in view of a managerial increase in scale and a more efficient management and use of the available means. School clusters are to consist of several elementary schools, a minimum of 900 pupils and comprising both nursery and primary education. The constituent elementary schools may belong to one and the same governing body and/or one and the same educational network. Special education schools are maximally involved. The tie-up of an elementary school with a school cluster, by the governing board, is voluntary, is to be laid down in writing and is valid for periods of 6 school years each time. For the formation of school clusters the same 44 geographical zones apply as is the case for secondary education. As a general rule (with two exceptions) every school cluster is to be situated within a maximum of 5 contiguous zones. Moreover, the number of school clusters is quota restricted. From 1 September 2006 the following quota apply: gesubsidieerd officieel onderwijs Gesubsidieerd vrij confessioneel onderwijs Gesubsidieerd vrij niet-confessioneel onderwijs

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Maximum 95 Maximum 248 Maximum 5

2 General organisation / 43

Cross educational network school clusters are, on the basis of the number of schools of every educational network, attributed to one of these quota. Governing bodies can delegate a number of authorities to the school cluster: • • • • •

application of the lump sum incentive application of the matters concerning management and supporting personnel application of the lump sum for ICT the manner in which the special elementary school disposes of its expertise the drawing up of cooperation agreements with other elementary schools outside the school cluster, with other school clusters elementary or secondary education, institutions for secondary education, part-time artistic education and/or adult education.

Authorities which can not be delegated but for which the school cluster can initiate the making of agreements are: • • • • •

assigning of teaching periods special needs policy assignment of special needs to other school clusters within the same or contiguous zones in function of special projects personnel policy use of infrastructure.

Depending on the number of pupils a school cluster gets an extra lump sum as incentive (e.g. for the extending of a managerial function). From the school year 2003-2004 every elementary school receives, on the basis of its number of pupils, 3 lump sums: for adminstrative support, ICT and special needs. These are used to implement jobs, in a certain institution, a certain office, a certain educational level and for a determined number of hours. To support the school cluster the following functions were created: head coordination of a school cluster and staff member of a school cluster. Within the management and supporting personnel of a school, there are as from now three offices: • • •

administrative staff IT coordinator Special needs coordinator

References: • • • • •

Decreet van 10 juli 2003 betreffende het landschap basisonderwijs, (Decree of 10 July 2003 concerning landscape elementary education) Besluit van de Vlaamse regering van 5/03/2004 (puntenenveloppen) (Decision of Flemish government of 5 March 2004 concerning lump sums) Decreet van 15 juli 2005 betreffende het onderwijs XV (hoofdstuk II basisonderwijs) (Decree of 15 July 2005 concerning education XV (chapter II elementary education) Omzendbrief BaO/2005/11, (scholengemeenschappen basisonderwijs) (Circular letter school clusters elementary education) Omzendbrief BaO/2005/12 (puntenenveloppen) (Circular letter lump sums)

2.6.4. Educational Institutions, Administration, Management This section deals with the most important offices in educational administration and decision-making bodies responsible at local level for the school management.

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We successively treat: • • • •

Elementary and secondary schools University colleges Universities Associations

2.6.4.1. Educational Institutions, Administration and Management at Nursery, Primary and Secondary Level We successively treat: • • • •

Management and offices, see [2.6.4.1.1.] Competences, see [2.6.4.1.2.] Recruitment and appointment procedures, see [2.6.4.1.3.] Organization and planning, see [2.6.4.1.4.]

2.6.4.1.1. Administrative Offices and Decision-making Bodies at the School Level The School Pact Act gives the school governing bodies (inrichtende machten) the responsibility for the organisation of education. However, their function is not described in more specific terms by law. The management function of the governing body is mostly shared with, or even executed to a large extent by the headmaster (directeur). Furthermore, there are Participation Councils (Participatieraden) in the subsidized education and school councils (schoolraden) in the community education (Heyvaert and Janssens). The headmaster is called ''directeur''. Most of the nursery-school level institutions are, however, a section of a elementary school (basisschool), which has a primary level section as well. Many of these headmasters still have teaching duties. Only in schools with at least 180 pupils does the headmaster have no teaching duties. In secondary education the headmaster has no teaching duties. Resources for additional policy support are provided depending on the number of pupils at school. In the case of a merger between schools, a deputy headmaster (adjunct-directeur) is appointed (Decree of 25 February 1997). It is now also possible to fill the office of headmaster on a job-share basis (Decree concerning Education XIV). In the community education, the the school councils are composed from April 2001. The school groups function (from 1 April 2001) as governing bodies (inrichtende machten) at an intermediate level and have all the duties which are necessary or useful for their assignment. In secondary school there are furthermore the offices of the executive secretary (directiesecretaris), the educatorcaretaker (opvoeder-huismeester), the deputy head (onderdirecteur), technical advisor-co-ordinator (technisch adviseur-coördinator), technical advisor (technisch adviseur) and internal pedagogical counsellors (interne pedagogische begeleiders). The offices of headmaster, administrator (beheerder) and technical advisor-coordinator (technisch adviseur-coördinator), are officially called promotion offices (bevorderingsambten); the others are officially called selection offices (selectieambten). There are also the recruitment offices (wervingsambten), namely the teachers (Heyvaert and Janssens). General descriptions of these offices are provided by law only for community education and not for subsidized education. As the result of consultation, general descriptions of these administrative positions have been established in the subsidized education, but they are not binding (Devos, et al., 1987). 2.6.4.1.2. Competences The governing body is seen by law as the initiator of the school and is responsible for its operation. It is also responsible for the establishment of the pedagogical project (pedagogisch project) of the school. Its freedom concerning educational methods and educational concept is guaranteed. On the condition that a minimum timetable is used and the curriculum is approved, the school can be funded or subsidized. The governing bodies are also responsible for the recruitment and appointment of personnel and receive funds from the State. They own or rent their facilities (Heyvaert and Janssens). For community education, see [2.6.2.1.]. The headmaster is responsible for the administration of the school and directs the small administrative staff. He is responsible for the registration of pupils, their administrative records, and the records of each member of his staff. He is, by delegation, co-responsible for decisions on the use of funds. Regularly, at least once a year, he informs the school board on the school's financial situation and proposes a budget for the next year. He is also responsible for the school's material situation, for maintenance and repairs, for the purchase of furnishings and

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equipment, for the establishment of regulations concerning personnel and pupils, for the order and discipline at school, and other such matters (Devos et al., 1987). He takes responsibility for co-ordination in the educational area by, for example: • • • • • • • •

maintaining personal contact with the staff; class visits; organisation of staff meetings on educational issues, the selection of learning materials, and teaching methods; taking part in or organizing the mentoring of new teachers; evaluating teaching plans and course preparation; developing and promoting in-service training activities; chairing the Participation Council (Participatieraad); supervising the administrative personnel.

He plays a central role in selecting new teachers and other staff members to be appointed by the governing body. He is responsible for all external contacts (with the Inspectorate, the pedagogical counselling services, the parents, the local community, etc.) and the public relations of the school in general (Michielsen, 1998). The deputy headmaster (adjunct-directeur) is the direct collaborator of the headmaster and assists him in accordance with his qualifications, concerning, among other things, the co-ordination of the education and the curricula, the time tables for classes and duties, and various activities of the personnel. He replaces the headmaster when he is absent and organises the supervision of pupils outside the classes. He also may be responsible for the library and so on. The executive secretary (directiesecretaris) is responsible for the paperwork and other administrative tasks that the headmaster entrusts him with (Belgian Royal Decree of 15 July 1969 and of 23 November 1970). The administrator (beheerder) is responsible for the material and financial management in an educational institution that contains a boarding school. The educator-caretaker (opvoeder-huismeester) carries out the tasks concerning the material and financial management that the administrator entrusts to him with or he has the tasks of the administrator in the schools where there is no administrator (Belgian Royal Decree of 15 July 1969). In vocational and technical education, the technical advisor-co-ordinator co-ordinates and supervises the activities of the teaching staff in charge of the vocational exercises. He is responsible for such things as the management of the technical equipment. A technical advisor-co-ordinator (technisch adviseur-coördinator) co-ordinates the activities of the technical advisor in schools with at least three technical advisors (adviseur) (Decree of 14 July 1998). The tasks of the internal pedagogical counsellor (interne pedagogische begeleider) are determined by the pedagogical project (pedagogisch project) and the school development plan (schoolwerkplan) of the school. His assignment relates to the didactic facets of education and the related organisational tasks. He monitors the realisation of the pedagogical project of the school and the quality of the education. Thus, he participates in the educational policy and the management of the school, and he fosters the development of the school culture (for example, by promotion of internal and external communication at school level). Every school will specify these general tasks. He may co-ordinate pupil guidance, and he may have an important responsibility concerning the preparation of and follow-up after the meetings of the class council (klassenraad), which consists of the teaching staff and is responsible for the evaluation of the pupils. He may also be an important contact person for parents and members of the Pupil guidance centres (Centra voor Leerlingenbegeleiding) (CLBs). Other possible tasks are guidance of new teachers, the organisation of work groups of teachers, and the preparation of educational activities (VVKSO, 1994). For competences of the participational structures, see [2.7.1.1.] 2.6.4.1.3. Recruitment and Appointment Procedures The new headmasters will no longer be permanently appointed. Instead, they will be appointed for fixed terms. The modalities are determined in the Decree concerning Education XI of 18 May 1999. The starting date was originally set at 1 September 2000 but has meanwhile been postponed except for the Pupil guidance centres where every new headmaster has been appointed by mandate since 1 September 2000 (Heyvaert and Janssens). Recruitment procedures can differ considerably, depending on the policy of a particular governing body (inrichtende macht). Sometimes formal examinations are organised (oral and written). Legally, an appointment in

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kindergarten and primary school is possible if two conditions are met: the candidate must have the diploma of nursery school teacher (kleuterleid(st)er) or primary school teacher (onderwijzer) and have 10 years of service (Devos, et al., 1987). In secondary education the candidate has to be holder of a required qualification (vereist bekwaamheidsbewijs) or a qualification deemed to be sufficient (voldoende geacht bekwaamheidsbewijs) and the last evaluation may not be ''insufficient''. Some governing bodies require proof of having attended in-service training programmes as well. Except in the community education, no additional specific qualifications have been formulated, such as having attended preparatory courses or holding a specific certificate (Michielsens, 1998). For the other selection offices (selectieambten) and promotion offices (bevorderingsambten), similar requirements are established: the required diploma and permanent appointment in another recruitment office (wervingsambt), selection office (selectieambt), or promotion office (bevorderingsambt ). 2.6.4.1.4. Organisation and Planning of Education In nursery school institutions and primary schools the headmaster (directeur) must draw up a school development plan (schoolwerkplan) and a curriculum. In special education (buitengewoon onderwijs), an individual educational plan (handelingsplan) is also required. A curriculum is a plan that formulates the objectives for the pupils on the basis of the pedagogical project (pedagogisch project) in general and the conception of the subject content of the school in particular. An individual educational plan consists of the educational and didactic plan for one or more pupils in a special education programme for a specific period of time. It integrates the social, medical, psychological, and orthopedagogical assistance in education (Decree of 25 February 1997). In the school development plan, the pedagogical project is described. In fact, it deals with all aspects that are important to realise the vision on education of the school such as the organisation of the school, the division of the pupils, the mode of assessing and reporting, in-service training, and school rules. Facilities for pupils with a handicap or learning difficulties are defined as well as the forms of co-operation with other schools for mainstream or special education. In addition, it also has a variable part that consists of a schedule for a certain period whereby certain priorities are specified 'that have to be worked on' (VSKO, 1998). There is no longer any division in year groups, subjects, or degrees, and imposed timetables are history. So, apart from the obligation to establish a school development plan (schoolwerkplan), the governing body has a good deal of freedom to organise the education it provides. For example, it is possible to work with another division than the year-group system with the result that the provision of education can be more differentiated and adapted to specific groups of pupils. In the reorganisation of secondary education, the local autonomy of the school has been further enhanced; the centrally imposed timetables are abolished, so there is more room for adaptation to the needs of the pupils and more scope for integrating subjects and curricula in relation to an entire stage. Only the final objectives (eindtermen) and the minimum timetable for the core curriculum are established by the government. In special education, there are more possibilities for differentiation because of the replacement of the year-group system by a flexible system of groups of pupils to permit more attention to the individual needs of the pupils. In special education, too, an educational plan (groepswerkplan) has to be integrated into the school development plan (schoolwerkplan). It plans the education for a group of pupils with similar handicaps. A number of hours for paramedical, medical, social, psychological, and orthopedagogical personnel are also provided. Furthermore, each school defines the school rules regulating the relations between the school and the pupils and parents. It consists, for example, of disciplinary rules, arrangements concerning homework, agendas, and reports. 2.6.4.2. Educational institutions, administration, and management at university colleges (hogescholen) The Decree of 13 July 1994 relating to the university colleges (hogescholen) redefines the administrative organisation of higher non-university educational institutions with greater autonomy. The Decree distinguishes between funded colleges the Flemish Autonomous (public institutions) and subsidized colleges (private institutions). 2.6.4.2.1. General Administrative Structures and Offices The administrative boards of the Flemish Autonomous university colleges are Board of Directors, the directorate, the General manager, the department boards, the heads of departments and the other organs as determined by the governing board.

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The Board of Directors (Raad van Bestuur), consists of • • •

8 representatives of the different categories of the personnel elected for 4 years by the personnel, 3 representatives of the students, elected for 2 years by the students, a maximum of 12 representatives of the socio-economic and cultural sectors (also for a term of 4 years).

The General Manager (Algemeen directeur), has an advisory voice in this council. The Board of Directors determines the regulations concerning administration, examinations, and discipline, establishes the budget, appoints the personnel, establishes the framework for the organisation and co-ordination of the tasks of the educational institution and so on. The Directorate (Bestuurscollege) consists of the chairman of the Board of Directors, the General Manager (Algemeen Directeur), and 3 representatives of the personnel appointed for 4 years by the Board of Directors. The Directorate (Bestuurscollege) is responsible for the daily administration and the preparation, announcement, and execution of the decisions of the Board of Directors, the financial management within the framework established by the Board of Directors, the appointment of non-executive administrative and technical personnel, and many other matters that are not explicitly assigned by law to other administrative organs or offices (Decree of 13 July 1994). The General Manager is appointed (and may be dismissed) by the Board of Directors and is responsible for the administration of the institute. He directs the administrative and other (e.g. international relations officer) staff. He is responsible for the registration of students, their administrative records, as well as the records of each member of his staff. By delegation, he shares responsibility for decisions on the use of funds. Regularly, at least once a year, he informs the governing body of the school's financial situation and proposes for the budget for the coming year. He is also responsible for the school's material situation, for maintenance and repairs, and for the purchase of furnishings and equipment. He plays a central role in selecting new teachers and other staff members to be appointed by the governing body. He is responsible for all external contacts (with the pedagogical counselling services, the local community, guidance centre, labour market, etc.) and the public relations of the school in general. The institutes have to organise their own recruitment procedures for the office of General Manager. The position may be filled by a member of the regular teaching staff with a permanent appointment. Appointment conditions are similar to those of the teaching staff. In subsidized university colleges the university college board consists of members co-opted by the board itself. Per department a head of department, who is responsible for day-to-day management, is appointed. It also establishes an Academic Council, which is to be informed by the board with regard to all matters concerning the educational institution. The Academic Council consists of elected representatives of the board of directors of the college (3/8) (4 years), of the personnel ((3/8) 4 years), and of the students (2/8) (2 years). This council is entitled to receive information and to advise (it issues an advice when asked to do so by the board of directors of the college or on its own initiative) for at least the educational aspects concerning certain matters (such as the research policy). Third, the Academic Council has the 'competence of consultation' (the taking of a decision on its own initiative or when asked by the board of directors of the college that, when consensus is reached, will be carried out by the board of directors of the college) for at least the educational aspects of certain matters such as the financial policy, the policy concerning education and examinations, and organisation of study guidance. If there is no consensus, the board of directors of the college will make the decision. The Decree of 13 July 1994 also created a council of students. Yet, henceforth, student participation for higher education (university colleges, universities, associations) is regulated by the so-called Participation Decree of 19 March 2004, which also regulates the legal position of the student. Concerning the conditions of employment, each college of higher education and each department of that institute has a negotiation committee (onderhandelingscomité) to regulate the relations between the employer and the unions of the personnel (see also next section). The Negotiation Committee of the College (Hogeschoolonderhandelingscomité) (HOC) consists of the representatives of the Board of Directors (Raad van Bestuur) and of the personnel at a funded college of higher education. At subsidized university colleges, this council is composed of the representatives of the board of directors of the college and those of the personnel (Decree of 13 July 1994).

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2.6.4.2.2. Administrative Structures and Offices on a Lower Level Each university college is divided into departments. •

•

For each department in a financed educational institution, there is a Departmental Council (Departementsraad) composed of the same parties as the Board of Directors (Bestuursraad) (with the same terms, but with another proportional composition). This council elects the head of the department, who serves as chairman of the council for a 4-year term. The Departmental Council is responsible for the establishment of educational programmes and examinations, the establishment of the research programmes, the use of the funds and personnel, the recruitment of temporary personnel, the nomination of personnel for permanent appointment, the internal organisation of the departement, the yearly drawing up of budget proposals, and other matters (Decree of 13 July 1994). At subsidized educational institutions, a Departmental Council has to be established for each department consisting of the head of the department as the chairman of the council and elected representatives of the teaching staff, the students, and the socio-economic and cultural sectors. This council has the right of information for all matters concerning the department and may advise on the departmental level when asked by the board of directors of the college or on its own initiative on a range of matters concerning the department (Decree of 13 July 1994).

At funded university colleges, the Departmental Negotiation Committee (Departementaal Onderhandelingscomité) (DOC) consists of representatives of the Department Council (Departementsraad) and of the personnel. At subsidized university colleges, it consists of the representatives of the Board of Directors of the Department (Departementsbestuur) - not further defined by law - and of the personnel (see also the previous section) (Decree of 13 July 1994). 2.6.4.3. Educational institutions, administration and management at universities Each individual university is, in principle, responsible for the establishment of its own internal organisation. The administrative structure of the ''Katholieke Universiteit Leuven'' (K.U.Leuven) is taken here as an example in the following sections. We will discuss respectively: • • •

General administrative bodies and administrative offices, see [2.6.4.3.1.] The rector, see [2.6.4.3.2.] Management structures and offices on faculty and departmental level, see [2.6.4.3.3.]

2.6.4.3.1. General Administrative Bodies and Administrative Offices First of all, at the ''Katholieke Universiteit Leuven'' (K.U.Leuven), there is the governing body (inrichtende macht), which approves the mission of the university and establishes the organic regulations of the university, both upon the advice of the Academic Council (Academische Raad) and the Executive Board. The governing body is also held responsible for major policy options (e.g. participation in other legal individualities, such as among others the association). Moreover, it is responsible for the establishment, statute, and preservation of the Faculty of Theology and Religious Sciences. The governing body appoints and dismisses the rector, the general administrator (algemeen beheerder) as well as the members of the Executive Board and of the general bureau of the Executive Board and the Academic Council (K.U.Leuven, 2004). Since the establishment of the Association K.U.Leuven on 10 July 2002, representatives of each of the institutions for higher education which are a member of the non-profit association K.U.Leuven and one third of the members which have been co-opted as members of the General meeting of the non-profit Association K.U.Leuven, are seated in the governing body together with university representatives. At the ''Katholieke Universiteit Leuven'' (K.U.Leuven), the Board of Directors (Raad van Beheer) administers the university and represents the university outside the university institution. This council prepares the budget and the accounts and issues the structural regulations and the regulations concerning personnel and students upon the advice of the Academic Council. It is responsible for the financial management of the university and the personnel policy (appointments, recruitment etc.) and supervises over the fulfilment of the mission the university. This council consists of the Rector, the General Administrator, the members of the General Bureau (Gemeenschappelijk Bureau) and other members, who are appointed for terms of 5 years. The Academic Council determines and co-ordinates the policy on education, scientific research, and scientific services. It also organises the election of the rector and appoints the members of the General Bureau. The Academic Council advises the Board of Directors on its own initiative or when requested on matters for which the

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Board of Directors is competent, e.g. personnel policy, financial management, and regulations. In addition to the Rector, the General Administrator, and the members of the General Bureau, the deans of the Faculties are also members of the Academic Council. This council also includes the representatives of the self-employed academic personnel, assisting academic personnel, administrative and technical personnel and the students (K.U.Leuven, 2004). Both the Board of Directors and the Academic Board encourage the cooperation with the non-profit Association K.U.Leuven and its members. The General Bureau consists of the Rector, the General Administrator, and other members. This organ is responsible for the daily administration of the university and prepares the meetings of the Academic Council and the Board of Directors, submits proposals, and is responsible for the execution of their decisions (K.U.Leuven, 2004). The Decree of 19 March 2004 concerning the legal position of the student, participation in higher education, integration of certain departments of higher education for social promotion in university colleges and the guidance of the restructuring of higher education in Flanders determines the establishment of one council of students on the level of the association, respectively the institution. The institutions for higher education are to choose from a model of student participation which can consist of: â€˘ â€˘

The co-management model: here a minimum of 10 procent of students is seated in the organs responsible for definitive decisions concerning a number of decretally listed matters; the K.U.Leuven and the Association K.U.Leuven opted for this model; The participation model: here the institution organizes, in accordance with determined agreements, consultative procedures, students can provide policy advice on which the institution is to respond by means of a reasoned reply.

(The 'Participation Decree' of 19 March 2004 also regulates the legal position of the student and provides legal protection to study progress decisions by means of an internal procedure and through the establishment of a legal administrative board at the ministry of the Flemish Community: the Council for study progress disputes (the socalled 'Raad voor examenbetwistingen'.) Concerning conditions of employment, in accordance with national labour legislation (Ministry of Labour and Employment) subsidized (non-official) universities have a Works Council (minimum 100 persons employed) and/or a Committee for Prevention and Protection on the Workplace (minimum 50 persons employed), just like all other companies. 2.6.4.3.2. General Administrative Offices at the Top: the Rector The Rector is responsible for the administration of the university and heads the administrative and other (e.g. international relations officer) staff. He is responsible for the registration of students and their administrative records, and the records of each member of his staff. By delegation, he shares responsibility for decisions on the use of financial allocations. Regularly, and at least once a year, he informs the governing body (inrichtende macht) of the university's financial situation and proposes the budget for the coming year. He plays a central role in selecting new teachers and other staff members to be appointed by the governing body. Ultimately he is responsible for all external contacts and the public relations of the university in general. The Rector is elected from among the members of the regular academic staff with the rank of full professor (gewoon hoogleraar). At the ''Katholieke Universiteit Leuven'' (K.U.Leuven), he is elected by the members of the Faculty Councils (Faculteitsraden) and a limited number of staff members from the central administration, for a period of 4 years which, when positively assessed, is automatically extended to 8 years. Renewal is not possible. Ultimately, however, he is appointed by the governing body. 2.6.4.3.3. Administrative Bodies at a Lower Level In 2005 the Catholic University of Leuven (K.U.Leuven) opted for a reorganization through which an important part of the decisions concerning personnel and finances are delegated to so-called Group structures within predetermined policy plans. There are three Groups (Human Sciences, Exact Sciences, Bio-medical Sciences), each with its own form of management and parliamentary control organ. The chairperson for each group is one of the three vice-rectors. Within the Human Sciences Group there is only a sub-structure of faculties which coordinate both education and research within a certain domain. Within both other Groups there is a division between faculties which are responsible for education and departments which are responsible for research. So, in the latter groups, staff members belong both to a faculty and a department of their group.

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At the level of the faculties and where relevant the departments of the ''Katholieke Universiteit Leuven'' (K.U.Leuven), there is a Council (Faculteitsraad) composed by the Academic teaching staff (Zelfstandig Academisch Personeel), the representatives of the Auxiliary Academic Personnel (Aanvullend Academisch Personeel), and the representatives of the students.. The Council is entitled to draw up educational programmes, to organise and evaluate the provision of education, to organise and evaluate study guidance, to organise, supervise and evaluate examinations., (K.U.Leuven, 2004). The bureau of the faculty provides for the everyday administration of the faculty. It consists of the dean, the academic secretary, and some members of the faculty Council. The faculty Council also establishes for each course programme a permanent educational committee (permanente onderwijscommissie, POC) that consists of academic personnel and representatives of the students and advises the faculty Council on educational matters (evaluation of the curriculum, programmes, teaching methods, methods of examination, etc.). The other universities have similar councils (K.U.Leuven, 2004). 2.6.4.4. Educational institutions, administration and management at the level of associations of universities and university colleges Again we take the association K.U.Leuven as an example. (Info: v.z.w. Associatie K.U.Leuven) From the outset, the members of the Association K.U.Leuven chose resolutely for a strong administrative structure. Next to the decretally obliged establishment of a non-profit association they have opted for the formation of a federation and for personnel integration on the level of the highest organs of the institutions concerned. Federation via personnel integration Personnel integration means that the highest organ of each of the institutions (i.e. the general meeting/the governing body) is, for a large part (3/5) identical. The other 2/5 is formed through members chosen by and from each of the institutions. Personnel integration closely links the institutions concerned. The members remain independent institutions, but together form a federation. As the main part of decision-making remains with the separate institutions and to guarantee the identity of each of the institutions, the composition of the respective governing boards is not linked to the structure of the association. non-profit Association K.U.Leuven The members of the association have established a separate non-profit association â€“conform the Structural Decree of 4 April 2003. The non-profit association has two policy organs: the General meeting and the Board of Directors. The General meeting consists of representatives of the college universities, the university and the coopted members. The members of the General meeting of the non-profit association form at the same time the common part of the general meeting of the institutions involved. In the Board of Directors the General managers of the university colleges are seated, as are the members appointed by the university and 3 students. The government commissioner takes part in the meeting of the General meeting and the Board of Directors.

2.7. Internal and External Consultation In the next paragraphs we go more deeply into the participation structures and bodies within the school (see [2.7.1.]) and the participation structures and bodies organised beyond the schools (see [2.7.2.]). The participation and consultation structures on local and central level concerning terms of employment are discussed in [2.7.2.6.].

2.7.1. Internal Consultation in Elementary and Secondary Schools A short history. The participation of parents, teachers and the local community was very limited until the 90s. When community education became autonomous and the autonomous council for community education (ARGO: Autonome Raad voor het Gemeenschapsonderwijs) was established, co-management in local school councils was also determined by Special Decree of 19 December 1988 (Bijzonder Decreet van 19 december 1988). In subsidized education, the Decree of 23 October 1991 concerning co-management created participation councils with more limited power of participation and since 1999 the establishment of pupil councils was regulated. An overall regulation of local participation in elementary and secondary education was established by the Decree of 2 April 2004 concerning school participation and the Flemish Education Council (Vlaamse Onderwijsraad) (amended by the Decree on education XV of 15 July 2005). The new regulation applies to all elementary and secondary schools (mainstream and special education, fulltime and part-time) with the exception of special education schools type 5. See Circular letter 13 July 2004 (Omzendbrief GD/2004/03,13 juli 2004)

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2.7.1.1. Pedagogical council, parent council and pupil council in every elementary and secondary school A pedagogical council, a parent council and a pupil council is to be established in every elementary and secondary school as from 1 September 2004 if it is asked for by at least 10% (with a minimum of 3 persons) of respective staff members, parents and pupils (in elementary education from the age group 11-13 year olds). These councils are established for a period of 4 years via elections (pupil council in elementary education possibly in a less formal manner). The authorities of these councils (the right to information, the right to inspect documents and the right to advice) are exercised through their representatives in the school council. Therefore, this is where the central point of participation is situated. 2.7.1.2. School Councils in every subsidized elementary and secondary school In community education the regulations concerning school councils (as determined by the special decree of community education of 14 July 1988) are still applicable (see [2.6.2.1.1.]). In subsidized education the existing participation councils were replaced as from 1 April 2005 by school councils. With a few exceptions. • • •

For part-time education centres no separate school council is to be established. The participation rights are exercised in the school council of the school to which the centre is linked. Special education type 5 schools do not need to establish a school council. Schools with a participatively composed governing body do not need to establish a school council. In this case however, the governing body is to consist of a minimum of 2/3 directly elected representatives of staff members and parents, with a fair balance between the two groups. Moreover, in secondary education the pupil representatives with advisory vote are to be involved in the exercising of the consultation and obligatory advice powers.

Composition • • • • • •

In elementary education the school council consists of an equal number (a minimum of 2, a maximum of 5) representatives of parents, staff members and local community members. In secondary education furthermore an equal number of pupil representatives. In special education (buitengewoon onderwijs) the governing body decides, in collaboration with the pedagogical council, on the representation of one or more pupils in the school council. When educational form 4 is offered, though, pupil representation is obligatory. The headmaster is not a member of the school council, but attends the meetings with an advisory vote. The representatives of the local community are co-opted, through consensus, by the other representatives. The other representatives are either appointed by the respective parent, pedagogical or pupil council, or via elections by and from parents, staff members or pupils.

Qualifications • •

• • •

The school council has the right to information, to the inspection of documents and the right (on its own demand or by request) to be listened to. The school council itself also has a communication and information duty concerning its functioning. Advice of the school council is obligatory in following matters: o determining the profile of the headmaster; o the study offer; o the entering into cooperations with other governing bodies and external bodies; o bus stops and bus guidance of pupil transportation; o in-service training policy; o policy concerning experiments and projects. It has to be reasoned advice and it has to be provided within 21 days The school council can at any time, on its own initiative, bring out advice. Preliminary consultation with the school council is necessary for decisions concerning: o school regulations; o the list of contributions that can be asked of the parents and possible departures from those; o the school development plan; o the policy plan or contract with the pupil guidance centre (CLB); o the year plan of extra muros and parascolar activities; o major and non-urgent works on infrastructure; o the criteria for appropriation of teaching periods, hours, teacher-hours and marks;

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o o

policy on well-being and safety at school (complementary to the qualification of the Committee for Prevention and Protection at Work (ComitĂŠ voor Preventie en Bescherming op het Werk, see [2.7.2.6.]); length and period of work experience placements.

As for problems concerning participation, a mediation commission can be brought in on the request of the school council or the governing body. It consists of one person appointed by the school council, one person appointed by the governing body and one person determined through consultation of the other two persons. For severe complaints concerning the decision making process, the qualifications or a procedure which was not followed, a complaint can be issued at the Commission of Careful Management (Commissie Zorgvuldig Bestuur (http://www.ond.vlaanderen.be/zorgvuldigbestuur). 2.7.1.3. Participation board at school cluster level All elementary and secondary schools of subsidized and community education, with the exception of special education type 5 schools, have to organise, at the level of the school cluster, participation of parents, staff members and pupils. For this purpose all school councils of the schools belonging to the school cluster are to be represented in a participation board. This participation board is to be consulted by the school cluster every time this school cluster is preparing to take decisions on the level of the school cluster with regard to matters which concern the represented parties. As for decisions concerning the organization of a rational educational offer and decisions concerning pupil orientation and guidance, participation is to take place through consultation. 2.7.1.4. Class Councils Usually all teachers of a certain class participate in a class council. The meetings are organised after school hours. The class council can have three functions and is consequently assigned, depending on the case, as respectively ''admission class council'', ''assisting class council'' and ''deliberating class council'' (Circular Letter, S.O. 64). The last two functions are the most important ones. In secondary education the ''assisting class council'' usually meets after a round of examinations or when there is a specific problem in a class group or with a specific pupil. The assisting class council especially deals with discussing the class atmosphere (relations within the class, attention and cooperation of the pupils), with followup, evaluation and guidance of the progression and the attitude os the pupils (e.g. by means of remedial tasks in case of attitude or study problems). The ''deliberating class council'' meets after the examinations in June and is authorized to decide on the the passing of a pupil or not. The class council issues attestations, diplomas and certificates and advises on the further school career of pupils. 2.7.1.5. Informal participational structures : subject Councils and staff councils In a lot of secondary schools teachers who are responsible for the same subject(s) hold structural consultations. The interpretation of these subject councils (e.g. the frequency of meetings and the objectives) belongs to the autonomy of the individual school. A key figure in this respect is the person responsible for the subject. This person usually supervises the subject council or the combination of subjects (he chairs the subject councils) and he guides beginning teachers. An important consultation body within schools is the staff council. There are no strict regulations and its interpretation varies from school to school. By means of example we refer to the following description of the function of a staff council on the website of a secondary school: ''Once a month, alternately on Monday, Tuesday or Thursday, after school hours a staff council is organised. All teachers and administrative staff members are to be present. The headmaster elaborates on the issues discussed in the school council and asks for the group's reactions. Individual staff members as well can put items on the agenda. Possible remarks or thoughts are discussed during the meeting. After the meeting the administration draws up a report with an overview of the items discussed and the decisions taken'' (PSS, 2004).

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2.7.2. Consultation involving Players in Society at large The next paragraphs give the most important Flemish participation and consultation structures that are organised beyond schools. 2.7.2.1. Flemish Education Council (Vlaamse Onderwijsraad) (VLOR) Prior to the federalisation of education, the consultation at all levels of education as well as with the socioeconomic world was organised in a series of Higher Councils. All these councils have been merged into the Flemish Education Council (Vlaamse Onderwijsraad) (VLOR) by the Decree of 31 July 1990. Representatives from the educational landscape confer in the VLOR on the educational policy. On the basis of these consultations, the VLOR advises to the Flemish Minister for Education and the Flemish Parliament. The Flemish Education Council (Vlaamse Onderwijsraad) consists of: • • •

• •

a General Council (Algemene Raad); a Council for Elementary Education (Raad voor het basisonderwijs), which has a section for Special Elementary Education (Buitengewoon Basisonderwijs); a Council of Secondary Education (Raad voor het Secundair Onderwijs), which has four sections: one for General Secondary Education (ASO), one for Artistic Secondary Education (KSO), one for Technical and Vocational Secondary Education (TSO and BSO), one for Part-time Vocational Secondary Education (DBSO), and one for Special secondary education (buitengewoon secundair onderwijs); there are also special commissions for consultation with representatives of socio-economic sectors; a Council for Higher Education (Raad voor het Hoger Onderwijs), which has two sections: one for University Education and one for education of university colleges (hogeschoolonderwijs); a Council for Lifelong and Lifewide Education (Raad voor Levenslang en Levensbreed Leren) which has a section for Adult basic education (basiseducatie) and a section for Part-time Artistic education (Afdeling voor Deeltijds Kunstonderwijs).

Seated in the councils are the representatives of the governing bodies (the umbrella organisations GO, OVSG, POV, VSKO, OKO), the personnel (the education unions ACOD, COV, COC, VSOA), the students (VSK, VVS, course participants continuing education), higher educational institutions (VLIR, VLHORA), continuing education (VDAB, SYNTRA, SOCIUS), the socio-economical world (Sociaal-Economische Raad voor Vlaanderen,SERV), socio-cultural organizations (the States-General of the midfield), and experience experts. Because of the participation decree directly elected headmasters (BaO, SO, DKO, CVO, VCLB) are also included. The composition of the councils and departments for every level of education is determined per decree by the Flemish government. The remit for the Flemish Education Council (Vlaamse Onderwijsraad) is set out by law as follows. The Council has a general competence for study, concerted action, and consultation, on its own initiative or at the request of the Minister of Education, as regards all educational matters for which the Flemish Community (Vlaamse Gemeenschap) is responsible. More in particular, the Minister of Education has to seek, prior to the discussion in the Flemish Parliament, the opinion of the Council on all preliminary draft decrees on educational matters (with the exception of the education budget) and on policy reports and papers addressed to the Flemish Parliament. The Flemish Education Council stimulated the creation of the EUNEC (European Network of Education Councils), for which the VLOR acts as the secretariat, http://www.eunec.org. See http://www.vlor.be 2.7.2.2. Flemish Interuniversity Council (VLIR) and Flemish Higher Education Council (VLHORA) In 1976, the Flemish Interuniversity Council (Vlaamse Interuniversitaire Raad) (VLIR) was established as an autonomous body of public utility with its own corporate status. The council is composed of representatives of the Flemish universities. It acts as a defender of the universities and as an advisor to the Flemish Government on university issues (consultation, advice, and recommendations). Moreover the council organises consultation with other universities. A similar body has been established for the university colleges created after the merger of institutions in 1995, i.e. the Flemish Higher Education Council (Vlaamse Hogescholen Raad) (VLHORA). • •

http://www.vlir.be http://www.vlhora.be

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2.7.2.3. Parents' Associations Many schools have their own school-related parents association. These associations are usually not involved in class and school matters. Their only objective is to improve the contact and cooperation between parents and school and between parents. There are parents' associations across the schools belonging to the umbrella organisations. •

• •

Community education o ROGO, ouderverenigingen van het gemeenschapsonderwijs (a fusion of the former NVO – Nederlandstalig Verbond van ouderverenigingen (Dutch Union of Parent's Associations) and EVO – educatieve vereniging voor ouderwerking (Educational Association for Parental Involvement)) o www.rogovzw.be Subsidized Privately-run Catholic education o VCOV, Vlaamse confederatie van ouders en ouderverenigingen o www.vcov.be Subsidized official education o KOOGO, koepelvereniging van ouderwerkingen in het gesubsidieerd officieel onderwijs o www.sip.be/bo/gbs/oudervereniging/koogo.html

The Decree of 5 June 1996 provides financial support for the parents' associations on the condition that the associations within the official and subsidized official network and within the subsidized privately-run network decide to collaborate. The decree provides a basic financial allowance for administrative overhead, project-related financial support on an annual basis, and the assignment of a maximum of five members of the teaching staff to the associations for the promotion of parent-school relations. The objective of these parents' associations is the creation of a centre that helps parents and the local parents' associations to find their way in the educational world. Moreover, they represent and advocate the parents' ideas and interests towards the government and the outside world. At present the ROGO, the KOOGO, and the VCOV represent the parents in the Flemish Education Council (Vlaamse Onderwijsraad) (VLOR). 2.7.2.4. Teachers' Unions The teachers' unions are structured along the lines of the main political groupings in the Flemish society. The ''Algemene Centrale der Openbare Diensten - Sector Onderwijs'' (ACOD) belongs to the social democratic movement. The ''Vrij Syndicaat voor het Openbaar Ambt - Sector Onderwijs'' (VSOA) subscribes to the liberal ideology in Flemish society. More oriented to the Christian democratic tendencies are two unions. The first union represents elementary school teachers (nursery and primary education): the ''Christen Onderwijzersverbond'' (COV). The second one brings together teachers in secondary schools and university colleges (hogescholen): the ''Christelijke Onderwijscentrale'' (COC). These four unions represent the teachers in the Flemish Education Council (Vlaamse Onderwijsraad) (VLOR). Furthermore there is a new association of headmasters (directeurs) in Flanders, namely the Organisation of Headmasters of the Flemish Elementary Education (Organisatie Directeurs Vlaams Basisonderwijs) (ODVB). 2.7.2.5. Student Umbrella Associations A distinction is drawn between student umbrella associations (studentenkoepelverenigingen), that defend the interests of students of higher education, and student umbrella associations (leerlingenkoepelverenigingen), that defend the interests of students of secondary schools. Both associations are eligible for subsidies from the Flemish government if they are recognised by the Flemish Community and thus have met certain statutory conditions. This money is granted for operating costs, staff expenses, and projects. The umbrella association gives advice at the request of the Flemish government and comes under the authority of the Ministry of the Flemish Community, Education Department (departement Onderwijs) (Decree of 30 March 1999). The student movement is structurally organised at each college of higher education (hogeschool) and university. However, at the community level, there is one umbrella organisation that represents on a pluralistic basis the interests of the students, namely the Association of Flemish students (Vereniging van Vlaamse Studenten) (VVS). This body consists of two parts: one for the university colleges and one for the universities. The Association of Flemish Students concludes association agreements with each student organisation representing the interests of the students at the several higher education institutes. There are also other student organisations at the

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community level, but they do not represent the students as a whole and are associated with a political or ideological position. See: http://www.vvs.ac In 1997-1998 a totally new student umbrella association was established on the initiative of the Association of Flemish Students (Vereniging van Vlaamse Studenten) (VVS), namely the Flemish Student Federation (Vlaamse Scholierenkoepel) (VSK). Its aim is to represent the interests of students in secondary education. The basic objectives are the pupils' participation on class, school and policy level, democratisation of education and child's rights at school. VSK also works across the networks: the members belong to all networks (privately-run, city and municipial, provincial and community education), belong to all forms of education (KSO, ASO, BSO, TSO) and from all regions in Flanders. See: http://www.vsknet.be 2.7.2.6. Participation Concerning Working Conditions For negotiations concerning terms of employment, specific consultation bodies were created on central and local level. These differ for the different educational networks. 2.7.2.6.1. At the central level In community education and official, subsidized education such negotiations have always taken place in the so-called equal representation organs of the public sector. At the central level in the Sector Committee X Education (Sectorcomité X Onderwijs) (for community education) and the Committee for Provincial and Local government services –Section 2 – Sub-section Flemish Community (Comité voor de Provinciale en Plaatselijke Overheidsdiensten – Afdeling 2 – Onderafdeling Vlaamse Gemeenschap) (for official, subsidized education). At this level, only the Flemish government and the representative trade unions are represented. At the same time an in-between-consultation committee and basic consultation committees were established. The Law of 19 December 1974 and the Royal Decision of 28 February 1984 organise the consultations between the trade unions of the officers from the public sector and the government. For subsidized, privately-run education the Decree of 5 April 1995 determined a similar structure, namely the umbrella negotiations committee (Overkoepelend Onderhandelingscomité). This committee consists of three delegations: the Flemish government, the representative education unions and the governing bodies. Propositions have been made to also seat the governing bodies in the committee for official, subsidized education. For higher education (university colleges, universities and associations), the department for education has established a Flemish negotiations committee for higher education (Vlaams Onderhandelingscomité voor het hoger onderwijs) by Decree of 19 March 2004 (concerning the regulations of the legel position of the student, participation in higher education etc.) and the Decision of the Flemish government of 21 January 2005. The committee consists of a delegation of the Flemish government and representatives of the acknowledged trade organizations and of the boards (equal representation determined by the VLIR and the VLHORA). It deals with the legal position of the staff members and the education organizational measures which directly affect the working hours and/or the organisation of work. 2.7.2.6.2. At the local level At the local level we find the basic consultation committees (Basisonderhandelingscomités) (BOC's) in which employers and employees are equally represented (paritair samengesteld) for community education and official, subsidized education. These consultation bodies are concerned with terms of employement at the local level. (Law of 15 December 1998). For community education the Decision of the Flemish government of 28 August 2000 has adjusted the structure of these committees to the new governing bodies as determined in the special decree concerning community education. As such, basic committees were established at the level of • • • •

a school a pupil quidance centre a school group the pedagogical counselling service

At the same time in-between committees were established at the level of a school group and at the central level. For subsidized, privately-run education, Local Negotiation Committees (Lokale Onderhandelingscomités) (LOC's) were established at the level of the school by the Decree of 5 April 1995, consisting of an equal number

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of representatives of the personnel and of the governing body. This guarantees teacher participation at the level of the school, irrespective of the size of the school (before, employees councils were only obligatory for schools with a minimum of 100 employees). Negotiations in these local negotiation committees aim at five domains: the administrative regulation of the terms of employment of teachers and other personnel (holidays included), pay scales, pension scheme, the relation with the education unions and the provision of social services. Since 15 May 1999, one Local Negotiation Committee can be established for every school cluster of subsidized, privately-run education, consisting of an equal number of representatives of the personnel and of the governing body. The LOCs have right to information, negotiation qualification, supervision qualification and mediation qualification. The participation of employees in the welfare policy takes places, in privately-run education, via the Committees for Prevention and Protection at Work (comitĂŠ PBW). These are only obligatorily organized in schools with a minimum of 50 employees. In community and official, subsidized education these qualifications are taken on by the BOCs. The Decree of 15 July 2005 concerning education XV regulates the guidance of the local committees by the representative trade organisations. In university colleges there are university college negotiation committees.and departmental negotiations committees (see [2.6.4.2.1.] en [2.6.4.2.2.]). 2.7.2.7. Relation with the Labour Market and Other Education Providers For technical and vocational secondary education, sector commissions (sectorcommissies) are established for all major sections of the labour market (e.g. metal industries, textiles, and food) (Law of 20 September 1948; Geers and Van Weydeveldt, 1994). Within the framework of the Flemish Education Council (Vlaamse Onderwijsraad) (VLOR), they explore new labour market needs and give advice on new planning initiatives. Especially for adult education, permanent working groups involving education and the labour market are set up within the Subregional Employment Committees (Subregionale Tewerkstellingscommissies) (STC's). These working groups have a consultative function and aim at intensive collaboration between industry, education, and employment agencies. They also have a formal advisory power with respect to planning of the new training programmes in adult education. The Regional Technological Centres (Regionale Technologische Centra) are to facilitate the availability of high technologicial equipment in education, are to promote the colaboration with VDAB and Syntra and encourage the sector funds. See further [5.2.] en [5.18.]. The education sector is not the only provider of education and training in Flanders and a great many other education providers operate in Flanders. Learners can choose from among the offerings of various education providers. In order to offer the learners a unified course offer the Information Service for Education and Coordination (Dienst Informatie Vorming en Afstemming) (DIVA) (formerly INTERFACE) has been established on 31 March 2003. DIVA is the instrument of the Flemish Government for the promotion of lifelong and lifewide learning and for the coordination between the institutional training providers. It is a cooperation between the policy fields Education and Training, Employment, Culture and Economy, represented by adult education (OSP, BIS and Adult basic education (basiseducatie)), the Flemish Public Employment Service (VDAB), SYNTRA-Flanders (Flemish Agency for Entrepreneurial Training) and the support centre for social-cultural adult education (SoCiuS).See, [1.2.2.5.3.] and [7.2.(- 0.2)]. Within the Department of Education, the DBO (Dienst Beroepsopleiding) is the Service for vocational training. See: http://www.ond.vlaanderen.be/dbo See also [5.18.], continuing education [7.15.], special secondary education [10.6.10.].

2.8. Methods of Financing Education This section will not deal with the total cost of education but solely with public spending in this sector, that is, the expenditures of public authorities. In addition to the expenditures by the Belgian State and the Communities, the information on the financing and resource allocation in Flemish education should in fact include the expenditures of the provinces and municipalities (in subsidized official education), the ecclesiastical authorities and private persons (in subsidized privately-run education). For the necessary conditions for subsidizing, see [2.3.3.]. There is an ample supply of information on public spending but details about the other sources of funding are harder to come by, which is why it is impossible to give a complete picture of the real cost of education. To compare the year-by-year results is a risky undertaking because of the changes in the meanings of the

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definitions, the re-allocation of powers between the national and Community authorities, and the provisional nature of some of the figures.

2.8.1. Origin of the Flemish Educational Budget In 1989 the educational policy (educational administration) in Belgium was handed over to the Communities. Ever since the Flemish, the Frenchspeaking and the Germanspeaking Community finance the education. Resource allocation for this financing is made by the federal state. The Special Law on the funding of the Communities and Regions of 16 January 1989 should have been adapted in 1999. Article 39 of this concerned Special Law stipulated that, from 1999 on, the rule for sharing out the budgets for education, on the basis of which the appropriations for education allocated by the State to the Communities are distributed to each of the Communities, will be adapted to the distribution of the number of pupils on the basis of objective criteria established by the law. The problem here concerns the horizontal distribution of the allocations mutually between the Communities and the objective criteria on the basis of which this should happen (Stienlet, 1998). The long political debate resulted in the Belgian Law of 23 May 2000, which determines the criteria referred to in Article 39 of the Special Law. Only the number of pupils from 6 to 17 years old, who are regularly enrolled in primary and secondary education in a educational institution organised or supported by the Flemish or the French Community are counted. The count takes place at a date between the 15th of January and the 1st of February, and the data are announced at the auditor's office (Rekenhof) by the 15th of May every year. The auditor's office (Rekenhof) checks the data carefully. The funding for education in the German-language Community is governed by a separate law and, given the small size of this education sector, takes account of the specific requirements established in 1990.

2.8.2. The Magnitude of the Educational Budget For the evolution concerning the educational budget, the distribution of the means over educational networks, levels and categories, see statistics. Here, the specific financing of continuing education will be discussed briefly. • • •

•

• • •

Social advancement education (OSP) adult education only has government financing for staff members. The centres do not receive working budgets. They do receive, for course participants who are exempted from fees, a minimum government compensation for the lack of fees. Tutored home studying (BIS) is financed by the Flemish government. A part of the working costs is recovered through course participant fees. Adult basic education (Basiseducatie) is financed by means of lump sum financing (enveloppe). The work in the adult basic education centres (CBEs) is financed on the basis of a global lump sum (enveloppe) per course participant period. The sum covers the full staff costs and the organization costs of the centres for the number of recognized course participant periods. The VOCB yearly receives a global allowance. This allowance is determined on the basis of staff costs, working costs and a sum for the financing of experimental or temporary projects. The Flemish government also determines the number of course participant periods the adult basic education centres can claim as far as subsidizing in a calendar year is concerned. Vocational training VDAB (Flemish Public Employment Service): the VDAB is an external autonomous agency (an EVA) (see [1.2.2.]). The working of the VDAB is mainly financed by the Flemish government. In this frame the VDAB enters a governing agreement with the Flemish government. Next to the contribution of the Flemish Community it receives an income from the European Union and from employer invoicing. Entrepreneurial training SYNTRA-Flanders The agency SYNTRA Flanders is subsidized and disposes of an own income. It recognizes and subsidizes regional centres. Part-time Artistic education (DKO): the academies for part-time artistic education recieve a teaching periods package based on the number of students counted on 1 february of the preceding year. The Flemish Community also provides the operating budget. Social cultural adult education o Lump sum funding. Through financial support, the government steers the socio-cultural organizations in the direction it desires. The decree forms the legal basis for the structural subsidy socio-cultural organizations receive if they comply with the conditions. The new decree no longer makes a clear distinction between subsidies for personnel costs, operating costs and basic costs. The organizations receive a lump sum payment. Not taking into account index adjustments and possible sanctions, the same amount of money is received every year for the duration of a policy period. As the decree determines that every organization has to dispose of a minimum of personnel –which varies according to the area of work- the spending of the lump sum is not totally free. Moreover, for the organizations and for some training institutions the condition to spend a minimum of 2/3 of the subsidies on personnel costs applies. Different from earlier the entire subsidy does not have to be spent in the year it was allocated. This on the

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condition that the money will be spent in the policy period in which it is allocated and on the condition that the operation procedure is justified in their policy plan. Basic and variable sum of money. The lump sum payment which specialized training centres receive, consists of a basic and a variable sum of money. The basic sum takes into account the size of the organizations (number of departments for organizations, number of course periods concerning the theme for specialized training centres) before the 2003 decree. On the basis of the assessment of the policy plan of these organizations by the administration and through an advice commission this sum can be increased or reduced. The movements receive a sum of money on the basis of the assessment of their policy plan. In the decree minimum and maximum sums of money are put down per organization as well as the total sum reserved for the movements. As from 2005, Folkhighschools receive 1,5 euros per inhabitant in their working area, depending on their achievements or the quality of their policy plan. Other subsidies. None of the organizations survive on the subsidy which they as a sociocultural adult education organization receive from the minister for culture. Organizations add their own incomes to this sum (such as participant contributions and gifts) as well as other subsidies. It concerns provincial subsidies (for which every province has its own regulations), subsidies of other Flemish or federal ministers (when the theme or target group of the organization fits another policy domain) and European project subsidies.

2.8.3. Relevant Themes Concerning Resource Allocation The budget-sharing problem is tied up with two vital principles of the legislation on education: freedom of choice and compulsory education. Another problem is the distribution of the resources to the networks. It is generally agreed that community education (gemeenschapsonderwijs) requires relatively higher public funding so as to be able to organise its education in the same way as the other larger networks. • •

• •

Because of its historical roots, the Catholic education sector has more assets at its disposal, while subsidized official education receives additional resources from the provinces and municipalities. Another argument in favour of the higher funding for community education concerns the obligation of official education (community and the subsidized official education) to open its doors to all pupils, which means that this sector finds itself with a relatively higher number of pupils from poorer families and with learning difficulties. Third, the requirement for all official schools (community or subsidized) to provide both non-confessional and religious courses means that they have to meet higher costs than the privately-run schools, which offer only religion courses. Fourth, the Community education network of schools is distributed over a smaller area, which means that the economy-of-scale factor operates in reverse here.

In 1997, it was laid down by decree that the amount of the operating resources for each pupil in the subsidized elementary education (basisonderwijs) is to be between 75.8% and 76.2% of the amount of the operating resources for each pupil in the community elementary education (basisonderwijs) (the subsidies for the maintenance staff not included). The reorganisation of secondary education as established by the Decree of 14 July 1998 on secondary education regulates the distribution of resources between the community education (gemeenschapsonderwijs) and subsidized education in a similar way (article 100 of this Decree). The Decree stipulates that the amount of operating resources for each pupil in subsidized secondary education in 2007 is to be 76% of the amount of the operating resources for each pupil in the community secondary education. Because of differences of opinion about the legitimacy of the 'differences open for objectification' and because of the complexity of the matter that made an objective view impossible, the Flemish government decided in 1997 to carry out a study to clarify this matter. Meanwhile, the results of this study ''Revenues and expenses of schools in Flanders are available. Quantifying differences open for objectification'' have been published. The main conclusion of the report is that the educational network (onderwijsnet) of a school makes little difference in the need for financial resources. This means that the present differences in the subsidizing of schools based on educational network (onderwijsnet) are not grounded in 'objective needs'. The researchers suggest equalizing the financial resources of schools regardless which educational network (onderwijsnet) it belongs to. Instead, only differences based on pupil features should be taken into account (Deloitte and Touche, 2001). The Schools Pact Act states that subsidized educational institutions, boarding schools and CLBs which comply with the criteria of rationalisation and programmation plans for investments can appeal to the government. Initially the National Guarantee Fund for school buildings (Nationale Garantiefonds voor schoolgebouwen), later the Infrastructure works service of subsidized education (DIGO, Dienst infrastructuurwerken van het gesubsidieerd onderwijs), established by the Decree of 5 July 1989 concerning education. Flemish

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Autonomous university colleges (financed through the community) could appeal to the Investment service for the Flemish autonomous university colleges (IVAH, Investeringsdienst voor de Vlaamse Autonome Hogescholen), established by the Decree of 13 July 1984 concerning university colleges in the Flemish Community. For elementary and secondary schools from the Brussels-Capital Region there is a collaboration with the Flemish Community commission (see[1.2.3.]). Within the frame of the general reorganization of the Flemish government, the project Better Administrative Policy (Beter Bestuurlijk Beleid (see [1.2.2.] and [1.2.2.1.]), both DIGO and IVAH were taken in by a new Agency for Educational Building (Agentschap voor Infrastructuur in het Onderwijs, AGIOn), established by the Decree of 7 May 2004 and operational since 1 April 2006. The tasks of AGIOn comprise: •

• • • • •

the subsidizing of the purchase, the building, the renovation and the first equipment of the buildings, allocated to subsidized educational institutions, pupil guidance centres and boarding schools. The allocated subsidies comprise 70% for elementary education and 60% for other levels of education, pupil guidance centres (CLBs) and boarding schools; the financing of the investments of university colleges; the encouraging and implementing of cross educational networks and cross policy domain collaboration concerning educational infrastructure; coordination, steering and public utility of public-public and public-private collaboration concerning educational infrastructure; the granting of guarantees for the reimbursement of capital, interests and additional costs of loans which were granted in view of the financing of the non-subsidized part of the subsidizable cost (30% or 40%); managing of the federal loans which were granted before 1 January 1989, for subsidized privately-run and official education.

The university colleges decree supplies investments for university colleges. These are allocated on the basis of determined criteria. AGIOn manages these means of investment. The board of general managers of university colleges (which was recomposed) decides on these matters. In 2005 DIGO had the following means at its disposal. Vrij leerplichtonderwijs Officieel leerplichtonderwijs Vrije hogescholen Officiële hogescholen Totaal

87.092.343 € 20.740.299 € 12.222.000 € 1.315.000 € 121.369.642 €

On 21 December 2005 the Flemish budget decree 2006 was approved. The budget which DIGO/AGIOn has at its disposal is 21.052.000 € for official, subsidized education and 88.399.000 € for subsidized privately-run education (excluding means for university colleges). On top of that the longe-range estimate foresees an additional amount of 50 million euros in 2006 and 2007, 75 million euros in 2008 and 2009. On 19 May 2006 the decree make up of school building arrears (inhaaloperatie scholenbouw) was approved of. The last decennia the need for investments in school buildings has taken on major proportions (according to the latest estimates 1,9 billion euros, 1,4 billion euros of which has to come from subsidies of the Flemish government). This can not be managed with regular budgets. Minister Vandenbroucke will therefore appeal to alternative means of financing. He wants to select a private partnership which takes on the building and maintenance risks of the projects. This means that every project is finished within a certain period of time, for a predetermined price. Also, the larger renovations are allocated to the partnership. The formula is a late variant of the DBFM-concept (design, build, finance and maintain). The partnership will invest 1 billion euros and is to make sure that all projects will be realized fast, supposedly between 2007 and 2011. In return it will get a 30 year availabitliy compensation of the schools, although the latter will be the immediate owners. The compensation is subsidized or financed by the Flemish government, according to the rules of play which, at this moment, apply for the subsidizing or financing of school buildings, this means 100%, 70% or 60%. The partnership can only consist of financial partners. For the execution of the building projects competition will be organized between different contractors. The decree comprises among others the procedure to determine a partnership. It also provides a legal basis for the commission which is to select the projects. Also, the role of the Flemish Building master is clarified. He will, together with the partnership and the governing bodies involved, assess the designs. For common projects the Building master is to provide an obligatory advice, for model projects the three parties have to decide

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unanimously. Thus, in such cases, the Building master has a consultation qualification. From 2007 until 2011, an extra 20 million euros is foreseen within the regular budget for rational energy use. See: http://www.agion.be

2.8.4. Important Entries in the Educational Budget The most important entries in the Flemish educational budget are the following: 2005 Salaries (*) Operation Higher education Investments Other Total

5.598.392 693.383 1.355.442 187.592 202.704 8.037.513

% 69,6 8,62 16,8 2,3 2,52 100

Further details and evolution 2003-2005: see [2.9.9.]. (*) Salaries: all headmasters and members of the teaching and the paramedical staff, whether they form part of the education sector organised or subsidized by the Communities (Gemeenschappen), are paid for directly by the Flemish Community. Each school is allocated a package of periods (elementary and special education), an overall number of teacher periods (secondary education), or a lump-sum budget (higher education) that reflect the number of pupils and may be used and shared out, according to the needs, between levels, options, sections, disciplines, etc..

2.8.5. Financing and Financial Management We successively treat: • • •

The different educational networks, see [2.8.5.1.] The University colleges, see [2.8.5.2.] The universities, see [2.8.5.3.]

For higher education a new financingsystem is under discussion, see [6.2.]. 2.8.5.1. Financing and Financial Management in the Different Educational Networks The rules and procedures concerning the financial management imposed on the governing bodies differ greatly between the educational networks (onderwijsnetten) and can be explained by the differences in resources between the educational networks. The Special Decree on the community education of 14 July 1998 stipulates a whole new structure for the Community Education. The school groups (scholengroepen), as an intermediate level between the schools and the Council of the Community Education (Raad van het Gemeenschapsonderwijs) within the Community Education, constitute, together with the Council of the Community Education, the governing body of the Community Education. The school group itself is competent for the autonomous financial and material management of the schools assigned to it. The Council of the Community Education is competent for the definition of criteria for the allocation of the funds between the school groups (scholengroepen). The Commissioner of the Flemish Government has been replaced by a Board of Accountants (College van Accountants), that is instituted by the Flemish Government. This Board of Accountants, containing of 5 members, has a supervisory responsibility with respect to financial policy of the school groups. The Board supervises the financial balance of the budget and the accounts of the school group (scholengroep) and can advise the school group (scholengroep) concerning the organisation of the books. The Board of Accountants, which is paid for by the Flemish Government, is also responsible for the financial supervision of the Council of the Community Education. The municipalities and the provincial governments are responsible for the financial management of the schools in the subsidized official education (gesubsidieerd officieel onderwijs). The budget has to be approved on a higher level (the provincial government for the budget on municipal level and the Flemish government for the

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budget on provincial level). Financial decisions on lower levels can be suspended by a higher level if the law is not respected (Devos et al., 1999). In contrast with the other two networks, the school governing bodies (schoolbesturen) of the subsidized privately-run education (gesubsidieerd vrij onderwijs) have a very large degree of autonomy. They do not have to obey rules for drawing up a budget, and their budgets need not be approved by a higher body. They only have to comply with a number of basic rules concerning the operating funds obtained. Thus, the revelation of all expenditures and revenues is not required in this educational network (Devos et al., 1999). 2.8.5.2. Financing and Financial Management in the University colleges Each college of higher education (hogeschool) receives an 'envelope' of funds. The Decree on the university colleges specifies the overall amount for all the colleges, which is index-linked to the unit labour costs and consumer prices. In the budget year 2005 that amount amounted to 536.011.719,26 euros with additional means (5.602.000 euros) for the reorganization of university college programmes to the bachelor-master structure (and for the manner in which they give shape to the innovation and flexibilization of education within this reorganization) and with extra means (10,9 miljoen euros in 2005) for the academization of the two-cycle programmes. Before distribution can be carried out between the colleges, a number of deductions are made to cover certain costs that the government will meet directly, such as the salaries for certain members of staff. After these deductions have been made, an overall amount is left for the operational expenses of the colleges. The amount per college is determined on the basis of the following criteria: • • •

the historical fixed sum: the costs of the college in the past; the number of students (five-year average); finance-eligible units: a combination of student numbers (three-year average) and the weightings allocated to the courses according to the nature of the courses. o 1 : Commerce and Business Administration, two-cycle programmes of the areas of study Audiovisial and Plastic arts, Music and Drama and the 1-cycle programme of the area of study Music and Drama, o 1,2 : Applied Linguistics and 1-cycle programmes in Industrial Sciences and Technology, and Nautical Sciences, o 1,4 : Architecture, Bio-Technology, Social-Agogic Work, 2-cycle programmes in Industrial Sciences and Technology, and Nautical Sciences, and 1-cycle programmes in the area of study Audiovisual and Plastic arts, o 1,6 : Product Development, Health Education and Education.

The operation payment includes the costs of cooperation agreements and associations (Decree of 4 April 2003 concerning the reorganization of higher education in Flanders.) As from the academic year 2004-2005, only the bachelor and master programmes which are included in the higher education register are financable, as are the run-down basic programmes. Investeringsuitkeringen begrotingsjaar 2005 in euro Vlaamse Autonome hogescholen 7.561.000 Gesubsidieerde officiële hogescholen 1.315.000 Gesubsidieerde vrije hogescholen 12.222.000 For investments the Flemish Autonomous University colleges could appeal to IVAH, the Investment service for the Flemish autonomous university colleges (investeringsdienst voor de Vlaamse Autonome Hogescholen) and the subsidized university colleges could appeal to DIGO, Infrastructure works service of subsidized education Since 1 April 2006 the latter are taken in by the new agency for infrastructure in higher education, AGIOn (zie [2.8.3.]). Moreover, the Flemish government subsidizes scientific research projects of higher professional education on an annual basis. To this purpose two subsidy envelopes of respectively 3 and 4,6 million euros were available in 2005 In 2004 and 2005 some university colleges were allocated fixed amounts of money for the takeover of some sections of continuing education.

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The government also contributes to the funding of the colleges' social facilities, and the colleges are entitled to collect enrolment fees. The decree specifies that colleges must charge a student who does not receive a grant a minimum of € 62 and a maximum of € 360 a year. In 2006 the minister of education proposes a radically new system of financing for the whole of higher education (university colleges, universities, associations) to the government. The university colleges enjoy a great degree of autonomy when it comes to determining the policy they wish to pursue in respect of this money. They are, however, bound by a number of decree regulations affecting matters such as the recruitment and promotion of staff members. Compliance with these rules is monitored by a Commissioner of the Flemish Government (Commissaris van de Vlaamse regering) and an inspector of finances. The commissioner can object to a decision of a college to the Flemish Government, which then has to rule on the matter. As in the universities, the colleges determine the internal distribution of resources. 2.8.5.3. Financing and Financial Management in Universities The Decree of 12 June 1991 also aimed at establishing a new relationship between the universities and the authorities based on more autonomy and local financial responsibility. From then on, universities were funded for 50% in function of the number of students on 1 February of the previous academic year (for which different weights were allocated depending on the nature of the field of study – 1 for Human Sciences, 2 for candidatures Applied and Bio-Medical Sciences, and 3 for the 2nd cycle of the latter). The other 50% was fixed and varied in function of the index of consumer prices and wage costs. This way, spending became more stable and long-term planning was facilitated. Since then, the financing system has been regularly adapted for details by different decrees. As a result of the unequal increase in the number of education tax units in universities, an unequal financing per student was the result. Article 96 of the Decree of 14 July 1998 concerning education IX tried to correct this problem through the distribution of an extra amount of money. This decree also changed the financial formulae. But to be able to establish an optimalization and rationalization of the university educational offer a new means of financing was necessary. This manner of financing will be determined in 2006. Until then, a transition period was implemented from 2001 until 2004 (Decree of 7 December 2001), later until 2006 (Decree of 24 June 2005) in which the financing is dependent on the fluctuations in the number of students. The operating subsidies of the universities consist of the following parts: • • • •

a fixed sum; an extra as a supplement of this fixed sum; a sum for the office-graduate courses; supplementary resources allocated by covenants between the Flemish government and university authorities.

Next to operation payments the government also provides for social facilities. Every year the Flemish Parliament determines, on the recommendation of the Flemish Interuniversity Council (Vlaamse Interuniversitaire Raad), the minimum and maximum enrolment fees and fees for the exams of academic courses and of advanced academic courses (voortgezette academische opleidingen). The advice of the Flemish Interuniversity Council (Vlaamse Interuniversitaire Raad) (VLIR) concerning registration fees for the academic year 2004-2005 was

Niet-beursstudent Bijna-beursstudent Beursstudent

Voltijds student 502 263 80

Deeltijds student 276 150 53

Bijkomende inschrijving 163 109 55

In addition, the Decree of 18 May 1999 allows the board of directors of the university can set a higher enrolment fee for specialised courses on the basis of numerical criteria. The universities enjoy a certain degree of autonomy when it comes to determining the policy they wish to pursue with this money. Nevertheless, compliance with the rules of the law is monitored by a Commissioner of the Flemish Government (Commissaris van de Vlaamse regering) and an inspector of finances. The commissioner can object to a decision of a university, whereupon the Flemish Government must decide.

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The Flemish government has supported the Interface activities of universities since September 2002 (Decree of 13/09/02). Interface activities are activities for the promotion of: • • •

collaboration between universities and companies; economic valorisation of academic research; establishment of spin-off companies by the universities.

Every 5 years, the Interface departments must draw up a policy plan that outlines the valorisation policy pursued and the way in which the financial support has been used. This policy plan must be submitted to IWT-Vlaanderen (Institute for the Promotion of Innovation by Science and Technology in Flanders).

2.9. Statistics 2.9.1 School population, full-time education, by governing body and gender, school year 2004-2005

Flemish Community Commission

Intermunicipal

Boys

Girls

Total

52.484

118.717

114.455

233.172

1.199

592

1.791

129

52.575

119.916

115.047

234.963

251.331

214

88.204

197.962

195.948

393.910

16.656

614

3.632

16.721

10.047

26.768

59.980

267.987

828

91.836

214.683

205.995

420.678

92.838

417.350

957

144.411

334.599

321.042

655.641

557

679

103

356

927

768

1.695

1rd year A

9.772

50.807

1.138

2.170

32.114

31.785

63.899

1st year B

2.015

5.545

461

811

4.956

3.891

8.847

2nd year

8.842

48.404

1.077

2.032

30.276

30.094

60.370

2nd pre-vocational y.

3.341

7.785

771

1.207

7.525

5.616

13.141

23.970

112.541

3.447

6.220

74.871

71.386

146.257

10.163

50.870

288

1.451

28.553

34.219

62.772

5.064

35.210

2.135

2.304

25.872

18.886

44.758

541

1.319

298

464

960

1.662

2.622

7.553

18.897

1.791

2.471

16.959

13.827

30.786

23.321

106.296

4.512

6.690

119

72.344

68.594

140.938

General

8.044

40.806

288

1.041

21.768

28.411

50.179

Technical

5.600

35.587

2.257

2.206

26.050

19.644

45.694

526

1.490

360

557

1.075

1.858

2.933

8.944

25.702

2.301

2.848

21.438

18.431

39.869

Community education

Free education

Provincial

Municipal

32.306

148.253

129

552

1.110

32.858

149.363

54.161 5.819

Total primary e. TOTAL ELEMENT. E.

ELEMENTARY E. Nursery education Mainstream Special Total nursery e. Primary education Mainstream Special

SECONDARY E. Non-Dutch speaking newcomers 1st stage

Total 1st stage 2nd stage General Technical Artistic Vocational Total 2nd stage 3rd stage

Artistic Vocational Total 3rd stage

23.114

103.585

5.206

6.652

118

70.331

68.344

138.675

4th stage

261

233

261

TotaL 4th stage

261

233

261

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2 General organisation / 64

modular education 2nd & 3rd stage level

221

1.862

165

815

1.530

1.533

3.063

4th stage level

284

3.436

330

109

522

3.637

4.159

71.467

328.660

13.763

20.842

316

220.553

214.495

435.048

3.831

11.248

291

1.654

274

10.858

6.535

17.393

75.298

339.908

14.054

22.496

411

274

231.411

221.030

452.441

168.136

757.258

15.011

166.907

496

274

566.010

542.072

1.108.082

Professional Bachelor & one cycle

31.303

44.696

75.999

Academic bachelor & two cycles

14.930

10.256

25.186

Total univ. college e.

46.233

54.952

101.185

Total mainstream sec. Total special sec.

TOTAL SECONDARY E. TOTAL EL. & SEC. E. HIGHER EDUCATION Univ. college e.

University e. Academic bachelors

8.886

9.768

18.654

1st cycle

5.441

7.128

12.569

2nd cycle

11.052

14.730

25.782

Total univ. e.

25.379

31.626

57.005

TOTAL HIGHER E.

71.612

86.578

158.190

637.622

628.650

1.266.272

TOTAL Source: Statistical yearbook of Flemish education 2004-2005

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2 General organisation / 65

2.9.2 Evolution of total school population in full-time education as from 1993-1994 School year 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

Nursery Primary Secondary education (1) Education (1) education (1) 249.139 414.528 448.988 254.731 412.589 451.917 255.477 412.723 450.793 253.043 417.369 447.775 247.515 424.110 441.867 242.621 429.956 436.025 240.654 434.272 431.027 240.582 435.535 429.106 239.504 434.320 430.163 238.143 431.209 435.781 236.671 426.567 444.714 234.963 420.678 452.441 Boys

School year

Colleges of higher e. (2)(3) 90.651 90.155 91.046 93.976 97.574 99.933 98.536 99.258 99.339 99.661 100.178 101.185

Universitary education (4) 50.887 52.777 55.298 56.416 56.902 57.170 56.740 56.118 56.693 56.839 56.839 57.005

Total 1.254.193 1.262.169 1.265.337 1.268.579 1.267.968 1.265.705 1.261.229 1.260.599 1.260.019 1.261.633 1.264.969 1.266.272

Girls

1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999

Absolute 640.185 643.731 644.216 645.586 644.282 642.022

% 51,04 51,00 50,91 50,89 50,81 50,72

Absolute 614.008 618.438 621.121 622.993 623.686 623.683

% 48,96 49,00 49,09 49,11 49,19 49,28

1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

638.243 636.814 635.488 635.856 637.242 637.622

50,60 50,52 50,43 50,40 50,38 50,35

622.986 623.785 624.531 625.777 627.727 628.650

49,40 49,48 49,57 49,60 49,62 49,65

1.254.193 1.262.169 1.265.337 1.268.579 1.267.968 1.265.705 1.261.229 1.260.599

(1) Pupils special education type 5 not included. (2) Only main enrolments( no freee students). (3) As from 1999-2000 students following an individually adapted studyplan are counted just once, in the lowest level of their enrolment. In preceding academic years they were counted twice. (4) Only main enrolments. Number of students of academic years from 1993-1994 till 1998-1999 are provided by the VLIR; the other by the department of education.

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2.9.3. Number of schools & centres by level of education and educational network; school year 20052006

Nursery education Primary education

Flemish Community Free Provincial Municipal Community education education education education commission 376 1.375 2 464 1 389 1.440 4 503 1

Elementary schools with both nursery and primary education) Secondary education Part-time vocational secondary e. Centres OSP (SE) Centres OSP (HE) Centres OSP, adult education (CVO) Centres adult basic education (CBE) Academies part-time artistic education (DKO) French language schools under competence of the Ministry of Flemish Community - Department of Education (only existing in elementary e.) University colleges Universities

Total 2.218 2.337

373 247

1.244 698

1 31

431 58

1 3

2.050 1.037

16 29 17

23 53 31

4 12 8

4 13 4

47 1 1

94 108 61

119 29

147

166

9 22 7

Associations of universities and university colleges

2.9.4.1 Home education at elementary level 2001-2002 2002-2003 2003-2004 2004-2005 J M T J M T J M T J M T 4 year - 2 2 1 1 2 1 3 5 year 4 1 5 2 2 3 1 4 6 year 4 10 14 9 9 18 13 6 19 21 17 38 7 year 11 6 17 7 9 16 14 10 24 12 17 29 8 year 5 7 12 9 7 16 10 8 18 19 12 31 9 year 6 7 13 5 12 17 10 11 21 19 9 28 10 year 3 3 6 6 5 11 4 11 15 17 18 35 11 year 7 8 15 7 6 13 10 10 20 10 27 37 Total 40 44 84 43 49 92 63 59 122 101 101 202 2.9.4.2 Home education at secondary level 2001-2002 2002-2003 2003-2004 2004-2005 J M T J M T J M T J M T 12 year 6 4 10 12 10 22 13 9 22 11 14 25 13 year 7 4 11 9 15 24 18 12 30 18 17 35 14 year 7 10 17 16 6 22 14 19 33 30 19 49 15 year 12 9 21 18 22 40 17 11 28 28 25 53 16 year 14 21 35 33 26 59 20 36 56 29 30 59 17 year 20 21 41 26 46 72 40 46 86 42 48 90 Total 66 69 135 114 125 239 122 133 255 158 153 311 Source: Statistical yearbook of Flemish education 2004-2005

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2.9.5. Teacher-student ratio, by level of education; school year 2004-2005 (The number of students by level of education, divided by the number of budgettary full-time equivalents of managerial and teaching staff)

Nursery education (mainstream) Nursery education (special) Primary education (mainstream) Primary education (special) Secondary education (mainstream) Secondary education (special) University college education University education

Managerial Pupils/ and students teaching staff 233.172 15.354 1.791 478 393.910 31.500 26.768 4.987 435.048 55.973 17.393 4.935 101.185 7.474 57.005 8.244

Ratio 15,2 3,7 12,5 5,4 7,8 3,5 13,5 6,9

2.9.6. Cost per pupil/student by level (in â‚Ź) , school year 2004-2005 Level of education 31.1 : Gewoon basisonderwijs (mainstream elementary education) 31.2 : Buitengewoon basisonderwijs (special elementary education) 32.1 : Gewoon secundair onderwijs (mainstream secondary educ.) 32.2 : Buitengewoon secundair onderwijs (special secondary educ.) 33.1 : Hogescholenonderwijs (university colleges) 33.2 : Universitair onderwijs (1) (universities) 34.1 : Deeltijds Kunstonderwijs (part-time artistic education) 34.2 : Onderwijs voor Sociale Promotie (2) (social advancement educ.) (1) Inclusive credits for scientific research (2) Mostly cost of wages. Fees are financing the operating budget of OSP

Flemish Eurydice report 2006

2003 3.424,42 10.229,13 6.878,73 15.186,67 6.256,51 13.592,56 969,57 649,83

2004 3.619,33 10.695,22 7.022,16 14.562,36 6.384,15 13.841,32 1.001,92 692,13

2 General organisation / 68

2005 3.691,63 11.133,22 6.988,75 14.859,04 6.489,50 13.657,46 1.018,61 709,11

Cost per pupil/student by level (in â‚Ź) Evolutie 2003 - 2005

709,11 OSP

692,1269296 649,83

1.018,61 DKO

1.001,92 969,57

13.657,46 Universitair

13.841,32 13.592,56

6.489,50 Hogescholen

6.384,15 6.256,51

14.859,04 Buitengew oon secundair

14.562,36 15.186,67

6.988,75 Gew oon secundair

7.022,16 6.878,73

11.133,22 Buitengew oon basis

10.695,22 10.229,13

3.691,63 Gew oon basis

3.619,33 3.424,42 2.000

4.000

6.000

2003

8.000 2004

10.000

12.000

14.000

16.000

2005

Source: Statistical yearbook of Flemish education 2004-2005

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2.9.7. Ratio educational budget - budget of the Flemish Community - Gross Regional Product (in thousand â‚Ź) General evolution (at current prices) Educational budget Budget of the Flemish Community Gross Regional Product (1)

2000

2001

2002

2003

2004

2005

6.554.332 6.863.584 7.244.700 7.591.367 7.862.181 8.037.513 15.570.557 16.696.864 17.317.978 17.971.087 18.924.053 18.888.535 151.140.818 154.947.560 159.578.084 164.816.240 173.331.414 unknown

(1) : At market prices at real prices

General evolution (at fixed prices of 2000) (1) Educational budget Budget of the Flemish Community Gross Regional Product (1)

2000

2001

2002

2003

2004

2005

6.554.332 6.698.140 6.956.025 7.174.527 7.277.776 7.286.956 15.570.557 16.294.393 16.627.919 16.984.299 17.517.405 17.124.692 151.140.818 151.212.609 153.219.476 155.766.222 160.447.481 unknown

(1) : Source inflationpercentage : Federal Bureau for Planning

Yearly evolution in terms of percentage (without inflation) Educational budget Budget of the Flemish Community Gross Regional Product (1) Mutual ratio (in %) Educ.budg./Budg. Fl. Com. Educ.budg./Gross Regional Product Budg. Fl. Com./Gross Regional Product

Flemish Eurydice report 2006

2000

2001 +2,2% +4,6% +0,0%

2002 +3,9% +2,0% +1,3%

2003 +3,1% +2,1% +1,7%

2000

2001

2002

2003

2004

2005

42,1

41,1

41,8

42,2

41,5

42,6

4,3

4,4

4,5

4,6

4,5

unknown

10,3

10,8

10,9

unknown

2004 2005 +1,4% +0,1% +3,1% -2,2% +3,0% unknown

2 General organisation / 70

The evolution of the educational budget (in thousand â‚Ź)

9.000.000 8.000.000

7.591.367

7.862.181

8.037.513

7.244.700 6.863.584

7.000.000 6.000.000

5.000.000 4.000.000

3.000.000 2.000.000

1.000.000 0 2000

2001

2002

2003

2004

2005

Source: Statistical yearbook of Flemish education 2004-2005

2.9.8 Educational budget by organisational category Evolution 2003 - 2005 (in thousand â‚Ź) Levelbound policy credits 2003 2004 2005 Elementary education (mainstream) 2.130.000 2.235.316 2.258.034 Elementary education (special) 295.131 310.108 323.342 Secondary education (mainstream) 2.887.899 2.984.286 3.032.784 Secondary education (special) 247.816 242.376 253.495 University college education 603.587 613.919 626.389 University education 735.439 751.293 774.624 Coordination higher education policy 3.358 3.572 3.760 Part-time artistic education 141.177 150.009 156.755 Social advancement education 178.574 202.933 210.349 Tutored home studying (BIS) 3.982 4.239 3.507 Adult basic education 18.032 18.280 18.736 Coordination continuing education 8.889 8.268 12.989 Study allowances 69.752 77.671 79.197 Pupil guidance centres (CLB) 122.456 132.036 132.101 Pupiltransport 18.400 18.328 18.688 General education & training 99.931 90.090 111.497 Appropriation recovered salaries 5.938 1.874 2.217 Provisional credits 992 0 50 Coordination policy- & datamanagement 20.014 17.583 18.999 Total 7.591.367 7.862.181 8.037.513 Source: Statistical Yearbook of Flemish education 2004-2005

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2.9.9 Educational budget by category of expenditure, in thousand â‚Ź (evolution 2003-2005)

Salaries Operation Higher education Investments Other

2004 2005 2003 5.249.628 5.502.825 5.598.392 684.991 674.234 693.383 1.292.220 1.323.951 1.355.442 184.485 160.734 187.592 180.043 200.437 202.704 Total 7.591.367 7.862.181 8.037.513

Salaries Teaching staff 4.900.017 5.143.957 5.231.340 AMVD-staff community education 45.970 55.905 55.317 Different kinds of salaries (gesco, child care, ped. centres,â€Ś) 34.980 15.638 15.572 CLB staff 105.503 114.650 115.345 Inspectorate 12.613 13.360 13.455 Pedagogical counselling services staff 9.024 9.416 10.338 Part-time artistic education staff 138.874 147.354 154.295 Staff offshore-fishing education 2.647 2.545 2.730 Total 5.249.628 5.502.825 5.598.392 Operation Community education 127.379 125.097 126.802 Subsidized education 523.224 514.472 533.085 CLB 14.083 14.252 14.218 Inspectorate 1.466 1.385 1.457 Further training 13.264 13.289 11.927 Pedagogical counselling 1.955 2.000 2.071 Part-time artistic education 2.303 2.406 2.461 Offshore-fishing education 1.317 1.333 1.362 Total 684.991 674.234 693.383 Higher education Operation university education 707.607 727.694 747.124 Operation education colleges of higher education 579.908 593.068 603.419 General operation higher education 4.705 3.189 4.899 Total 1.292.220 1.323.951 1.355.442 Investments General 9 9 9 Elementary education 72.358 58.332 68.712 Secondary education 62.509 59.696 70.370 University college education 21.887 19.172 21.098 University education 27.722 23.525 27.403 Total 184.485 160.734 187.592 Other International relations 6.224 4.833 5.463 Pupil transport 18.400 18.328 18.688 Tutored home studying (BIS) 3.982 4.239 3.507 Adult basic education 18.032 18.280 18.736 Study allowances 69.752 77.671 79.197 General operation educational government services 27.893 30.276 29.167 All kinds of operational costs 35.760 46.810 47.946 Total 180.043 200.437 202.704

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Educational budget by category of expenditure (in thousand â‚Ź) - evolution 2003-2005 202.704 Other

200.437 180.043 187.592 160.734

Investments

184.485 1.355.442 Higher education

1.323.951 1.292.220 693.383 674.234

Operation

684.991 5.598.392 Salaries

5.502.825

1.000.000

2.000.000

3.000.000 2003

2004

4.000.000

5.000.000

6.000.000

2005

2.9.10. Schoolpopulation in Dutch-language mainstream education, in Brussels-Capital Region

total level of education nursery education primary education secondary education

school year 1995-1996 2003-2004 1995-1996 2003-2004 1995-1996 2003-2004

8.715 10.335 9.766 12.526 12.162 11.716

% % boys girls 51,5 51,6 50,3 49,4 53,3 48,3

% western % cultural homogeneous background Dutch speaking

48,5 48,4 49,7 50,6 46,7 51,7

66,7 55,1 77,2 60,2 92,2 81,3

21,5 12,1 33,9 16,2 70,7 41,4

% mixed languages 26,0 20,8 29,6 25,7 17,3 28,1

% homogeneous French speaking

% homogeneous foreign speaking

30,3 35,1

22,2 32,0

21,9 29,4 8,0 14,7

14,5 28,7 4,0 15,7

Source: http://aps.vlaanderen.be/sgml/largereeksen/idnr.htm

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3. PRE-PRIMARY EDUCATION In Flanders nursery education (kleuteronderwijs) and primary education (lager onderwijs) together constitute elementary education (basisonderwijs). From 1 September 2003 newly established schools will have to adopt the structure of nursery and primary education. This stipulation does not apply to existing schools: autonomous nursery and primary schools can keep their present structure (Decree of 10 July 2003 concerning the landscape of elementary education). The common stipulations for elementary education are described in part 4 primary education. Pre-primary school and out-of-school childcare is also organized and subsidized, see [3.15.]

3.1. Historical Overview In 1827, the first day-care centre was opened in Brussels for children of parents who worked outside the home. The day-care centre has been recognized as the basis of the public school and was recognized as an institution of education in 1843. This new school form spread very quickly: in 1845, there were about 400 such schools. The day-care centres took care of the moral and physical well-being of the children and prepared the oldest children for primary education. In 1857, the first Froebel Kindergarten was established in Brussels. The activity, spontaneity, and intellectual awakening of the young child were the essential and innovative elements of Froebel's philosophy. He also insisted on professional status for teachers. Training courses for Froebel teachers were organized with government support. The Froebel-method needed some time to be introduced in the mainstream day-care centres. It was only in 1880 that the first ministerial directives were issued to regulate the operation of pre-primary school establishments. In 1890, the first model curriculum drew its inspiration largely from Froebel's work. The primaryschool inspectors were made responsible for ensuring that the directives were implemented. In the following period, up to 1914, pre-primary school education was no longer a priority policy domain. During the Interbellum, pre-primary school establishments developed from being only day-care centres into places for children to learn social skills, to develop intellectually, and to develop their personalities. Several official programmes of activities were implemented. Froebel's influence, together with the influence of the Italian Montessori and the Belgian Ovide Decroly expanded and is reflected in the epoch-making curricula published in 1936. Since then, pre-primary school education in Belgium has expanded a great deal. In 1997 the Decree on elementary education (basisonderwijs) came into effect. This decree integrates all the legislation related to nursery and primary education into one coherent framework. Furthermore, it contains important modifications and innovations. The Decree promotes the autonomy of but also the accountability of the school.

3.2. Ongoing Debates and Future Developments Because early participation in education enlarges chances, an incentive plan is being worked out to enhance infant participation in education as much as possible (see [4.2.]).

3.3. Specific Legislative Framework Nursery and primary education constituting elementary education, the relevant elementary education legislation will be discussed in [4.3.]. Here we limit ourselves to the legislation concerning preschool and out-of-school childcare. • • • •

Besluit van de Vlaamse regering van 24 juni 1997 houdende de algemene voorwaarden inzake het organiseren van buitenschoolse opvang (out-of-school care) Besluit van de Vlaamse regering van 24 juni 1997 houdende erkennings- en subsidiëringsvoorwaarden en initiatieven voor buitenschoolse opvang (out-of-school care) Besluit van de Vlaamse Regering van 23 februari 2001 houdende de voorwaarden inzake erkenning en subsidiëring van initiatieven voor buitenschoolse opvang (B.S.27.IV.2001) (out-of-school care) Gewijzigd bij: B.Vl.Reg.25.I.2002(B.S. 27.II.2002), B.Vl.Reg.10.X.2003(B.S.14.XI.2003). Besluit van de Vlaamse Regering van 23 februari 2001 houdende de voorwaarden inzake erkenning en subsidiëring van kinderdagverblijven en diensten voor opvanggezinnen (B.S.19.IV.2001) (childcare centres and childminding services)

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• • •

Besluit van de Vlaamse regering van 27 april 2001 houdende de voorwaarden inzake financiële ondersteuning van particuliere opvangvoorzieningen (private care centres) Ministerieel besluit van 9 juli 2001 houdende de voorwaarden voor het organiseren van en de bepalingen over de toestemming voor en de subsidiëring van buitenschoolse opvang in aparte lokalen in kinderdagverblijven (B.S. 29.VIII.2001) (out-of-school care in childcare centres) Ministerieel besluit van 19 februari 2003 houdende vaststelling van de algemene voorwaarden voor toezicht van Kind en Gezin voor de zelfstandige onthaalouders, de mini-crèchesen de zelfstandige kinderdagverblijven.(independent family daycare providers, independent mini-crèches and independent childcare centres)

A complete overview of the legislation is be found in the attachment to the annual report Childcare, see www.kindengezin.be >professional >rapporten en verslagen >jaarverslagen en Kind in Vlaanderen See • •

http://www.wvc.vlaanderen.be/juriwel/gezinopvang/org.htm#afk http://www.kindengezin.be/KG/Professioneel/Kinderopvang/Jevangtalkinderenop/Buitenschoolseopvang/ Regelgeving/default.jsp

3.4. General Objectives Nursery and primary education constituting elementary education, this will be discussed in [4.4.].

3.5. Geographical Accessibility Nursery and primary education constituting elementary education, this will be discussed in [4.5.].

3.6. Admission Requirements and Choice of Institution/Centre Infants are admitted to nursery school education and are considered as regular pupils from the school entry date following the date they reach the age of 2.5. School entry dates are the first school day after: the summer holiday; the autumn holiday; the Christmas holiday; 31 January; the spring half term, the Easter holiday. Before the school entry date, children between 2.5 and 3 years old are not allowed in school. Children who are 3 years old or older can be enrolled at any day of the school year (Circular letter of 10 August 2001). The school career at the nursery school normally ends in June of the year of the sixth birthday of the child. However, this may be extended by a year on the recommendation of the school committee (klassenraad) of the nursery school institution and the head of the competent pupil guidance centre (CLB). Ultimately, the parents decide. In case the child attends an extra year in nursery school the child is of compulsory school age. As mentioned above, freedom of choice of school is guaranteed by the Constitution, which supports the current educational system (legislation of 29 May 1959). In theory, each choice of school and course of study is entirely free, see [2.3.1.2.]. 2002 was a historic year for the principle of freedom of school choice. The Decree of 28 June 2002 (equal educational opportunities) established a fundamental right of admission to the school selected by the parents. As from the school year 2003-2004, each pupil has a right to admission to the school selected by his/her parents (in consultation with the pupil if the pupil is aged 12 or over).

3.7. Financial Support for Pupils' Families Families receive several types of financial support for the education of their children. • • •

Tax deductibility for childcare costs for children up to age 12, paid to care centres, independent (supervised) family daycare providers or childcare centres if under the supervision of Child and Family. In addition to this, parents receive a child allowance. Plus, parental responsibility entitles parents to tax deduction (see [4.7.]).

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3.8. Age Levels and Grouping of Children In most cases, class composition is based on the grouping of children according to age category: • • • •

Children from 2,5 to 3 years old; Children from 3 to 4 years old; Children from 4 to 5 years old; Children from 5 to 6 years old.

However, this division has not been defined by government. In nursery school education, there are no official stages. The teacher usually does not stay with the class group when they transfer to the next stage. Every school is free to organize its education. Some schools employ the vertical division system, either occasionally or continuously. This means that different age groups are in the same class. This is often the case in rural areas where the population is too small to provide enough infants for three separate classes. The number of infants per class is under the autonomy of the governing body.

3.9. Organization of Time Nursery and primary education constituting elementary education, this will be discussed in [4.9.]

3.10. Curriculum, Types of Activity, Number of Periods Developmental objectives (ontwikkelingsdoelen) were formulated by the Educational Development Centre (DVO) and adopted by decree in the Flemish Parliament (Decree of 25 February 1997). Developmental objectives are final objectives eindtermen concerning knowledge, understanding, skills and attitudes, which the education authority considers as desirable for a certain group of pupils. From 1 September 1998 they are compulsory for all schools. The core curriculum is based on the developmental objectives. They are formulated for five areas of learning: • • • • •

Physical education (subjects: Motor competencies, Healthy and safe life style, Self-concept and social functioning), Music education (subjects: Image, Music, Drama, Movement, Media and attitudes), Dutch (skills: Listening, Speaking, Reading, Writing, Language education), Environmental studies (subjects: Nature, Man, Society, Technology, Time and space), Mathematical initiation for nursery school education (subjects: Numbers, Measuring and space).

All schools have to provide their pupils with activities in above areas of learning. The decree on elementary education (basisonderwijs) (25 February 1997), allows for departures from the determined developmental objectives. A governing body can judge that the developmental objectives do not provide the space to express its own educational and didactical views and/or are incompatible with those views. In that case the governing body can apply to the Flemish Government for a departure . Reasons have to be given and alternative developmental objectives have to be proposed. The Flemish Government judges on the similarity between the proposed developmental objectives and the ones determined by the government The inspectorate monitors whether the developmental objectives are strived for. On the basis of the developmental objectives the governing bodies or the educational umbrella organizations draw up a development plan (curriculum). Objectives and activities are set out for all age groups in a continuing vertical alignment of learning into primary education.

3.11. Teaching Methods and Materials The decision on teaching methods and teaching aids belongs to the freedom of the governing bodies. Consequently, there are no official guidelines (see [2.3.1.1.]). A small number of nursery schools have adopted alternative teaching methods such as Steiner, Montessori and Freinet.

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The ideas of experience-focused teaching (Ervaringsgericht Kleuteronderwijs) have become fairly popular in Flanders. This approach focuses on the social and emotional development and well-being of the individual child (Laevers, 1987). In general, the activities are related to a particular theme or point of interest. These themes often coincide with the calendar year, but it can also concern subjects provided by the infants themselves. Working in corners is a form of organization present in almost every nursery school. Children get the opportunity to experiment, discover, interact, … independently and with the aid of other children (and adults). In elementary education ICT is regarded as a means of supporting the learning process. Therefore nursery school children as from 4 years of age were included in the target groups of the ICT infrastructure programme (successor to the temporary pc/kd project). The objective was 1 PC per 10 nursery school children in 2001, which was just not reached in mainstream nursery school education. Therefore, ICT competences for elementary education are being developed as well (see [4.10.]). The purchase of learning materials such as school books, audiovisual material a.o. is not laid down by the government. Schools can make arrangements between themselves (e.g. within school clusters).

3.12. Evaluation of Children Evaluation in nursery school education is based mainly on observation and fulfils three roles: • • •

forecasting: does the degree of maturity and development reached by the pupil meet the standards for transfer to primary school? measurement: what has the pupil acquired, how does he/she compare to his/her peers? diagnostics: why has development been slow or why has certain knowledge not been acquired?

There is a rich tradition working with instruments such as child- or pupil monitoring systems for observation and follow-up of the development of the pupils. The transition from nursery school to primary school is monitored by the pupil guidance centre (CLB) (see [4.15.3.]), together with the educational school team.

3.13. Support Facilities Since 1991-1992 educational priority projects started at nursery school and primary school level with extra teaching periods as to provide a wider range of educational care for disadvantaged ethnic minority children. In 1993-1994 and consecutively in 1994-1995 projects extending special needs provision (zorgverbreding) in mainstream primary education (six to seven years old pupils) and consecutively in nursery school with extra teaching periods for extended care for native disadvantaged children and children with learning difficulties. From 1995-1996 on those projects extending special needs provision are extended to the whole of elementary education. Since 2002-2003 a new equal educational opportunity policy (GOK) has been implemented (see [4.15.1.]). Since the school year 2001-2002 a separate number of hours for childcare workers has been financed or subsidized in mainstream nursery education. This measure is a first step to come to a better guidance and optimization of the care for the youngest infants. The total number of hours allocated is calculated on the basis of the number of regular pupils and the number of school sites. 8 hours for childcare workers are subsidized as soon as the school counts 35 infants. For each additional 55 infants, one hour is added. Per extra school site, the school receives two extra hours (Decree of 13 June 2001). Since 1 September 2002 nursery school education receives extra teaching periods for movement education. Part of the support for special needs coordination is used for special needs coordinators in nursery school education. For children with disabilities, there are special education (buitengewoon onderwijs) facilities (see [10.]) and a system of integrated education (GON) (see [10.5.1.]).

3.14. Private Education Private education (written or not) is not legally organized in Flanders. The certificates issued by these facilities have no legal value. The course offering within this private education is very diverse as far as content of the courses, teaching modalities and financing are concerned (SIDIN 2004-2205, http://www.ond.vlaanderen.be/sidin/wnhso/wnhso2004-2005.pdf).

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In Belgium compulsory education applies, not compulsory school attendance. Therefore, home teaching is possible, though it remains exceptional (see [2.5.2.]).

3.15. Organizational Variations and Alternative Structures Preschool and out-of-school childcare is well developed, organized and subsidized in Belgium. For the legislation concerning preschool and out-of-school childcare, see [3.3] Different kinds of childcare Everyone who takes care of children under the age of 12 on a continuous basis has to report this care activity to Child and Family. Parents and relatives till the fourth degree and care organized in the home environment of the child are exempted form this duty to report. Parents who have their children taken care of outside of the house can make an appeal to a whole range of care possibilities. In formal care six types of care facilities can be distinguished. Childcare centres This concerns care in a group, recognized and subsidized by Child and Family. They provide pre-primary school care for children before they enter elementary education and during the transition period between childcare and elementary education. Some childcare centres have an additional facility for out-of-school care, either in the same rooms (infants from nursery school), or in separate rooms (children from primary school) Childcare centres are to be open a minimum of 220 days per year and a minimum of 11 hours per day between 6.30 am and 6.30 pm. In Flanders there are about 334 childcare centres providing some 14.700 places. Childminding services This concerns care within a family, organized by a service which is recognized and subsidized by Child and Family. This service groups a minimum of 14 family daycare providers. Every daycare provider can take on a maximum of 8 children at the same time and full-time an average of 4. These daycare providers can also organize out-of-school care for elementary school children. Daycare providers have to comply with a number of minimum conditions to be admitted to a service. In Flanders there are a little less than 200 services for childminding families, providing some 30500 places. Almost 7500 daycare providers are associated to these services. Childcare centres and childminding services are recognized by Child and Family. This implies that they have to meet some quality standards concerning education, guidance, parent participation, personnel, safety, etc. Moreover, these services also have to work on 'quality assurance'. This concerns the manner in which a service is organized in order to guarantee a certain level of quality. More concretely, it implies that the service formulates its mission, vision and values and contemplates the manner in which to realize these and which means will be deployed. A service also has to assess and contemplate possible manners of improvement. A satisfaction inquiry for the parents is part of this. The recognition also implies a regular inspection of the service by Child and Family. As far as childcare centres and childminding services are concerned parents pay a contribution which depends upon their income. Childcare is tax deductible for parents for children up to age 12. Independent mini-crĂ¨ches and independent childcare centres This concerns care in group, the distinction between the two based on capacity: independent mini-crĂ¨ches have a capacity of 8 to 22 places whereas independent childcare centres have a minimum capacity of 23 places. They offer care for both pre-primary school infants and children attending elementary education.

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The most important means of income are the contributions from the parents. Since 2001 independent minicrĂ¨ches can get financial support from Child and Family if they meet certain conditions. Independent childcare centres which only provided out-of-school care can also get similar financial support. In Flanders there are some 750 independent mini-crĂ¨ches and some 125 independent childcare centres, together providing some 16.500 places. Independent family daycare providers It concerns care within a family. An independent daycare provider is allowed to care for 7 children simultaneously. An indepent daycare provider can care for both pre-primary school infants and children attending elementary education. In Flanders there are 1.250 independent family daycare providers with a capacity of a little under 7.000 places. Legally, these services only have to report their care activity to Child and Family, but most opt to attain a certificate from Child and Family. This means they have to comply with a number of conditions concerning interaction with children and parents, safety and health, organization of the rooms. The supervision certificate also implies that the service is inspected by Child and Family on a regular basis. The care service itself determines the contribution which is to be paid by the parents. In case the service has a supervision certificate, the contribution costs are tax deductible for children under the age of 12. Initiatives for out-of-school care It concerns care in group, specifically and exclusively aimed at out-of-school care of children from elementary education. They can provide care before and after school time, on Wednesday afternoons, on school free days and during school holidays. They have a minimum capacity of 21 places and can organize their service in different places of business. These places of business have a minimum capacity of 8 places. An initiative opens at 7 am at the latest and closes earliest at 6 pm. In Flanders there are some 230 of these services, combined a capacity of almost 23.000 places. Initiatives for out-of-school care are recognized by Child and Family. This means that they comply with a number of quality conditions concerning education, guidance, infrastructure, parent participation, personnel, safety, etc. Moreover these services have to work on 'quality assurance'. This concerns the manner in which a service is organized in order to guarantee a certain level of quality. More concretely, it implies that the service formulates its mission, vision and values and contemplates the manner in which to realize these and which means will be deployed. A service also has to assess and contemplate possible manners of improvement. A satisfaction inquiry for the parents is part of this. To be recognized by Child and Family a positive advice from the local consultation is necessary. The recognition implies a regular inspection of the service by Child and Family. Initiatives for out-of-school care is partly subsidized by Child and Family or by the FCUD (working costs and personnel costs of the coordinator). Personnel costs for the guidance counselors is subsidized by the Employment Administration (administratie Werkgelegenheid) (ministry of the Flemish Community). Besides this, there is the income from parent contribution. Parent contribution is not related to income, but the minimum and maximum contributions are determined. The costs for care are tax deductible for the parents for children to the age of 12.

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Sick childcare In case a child is sick, parents can be confronted with unexpected problems of care. It is not always possible to take care of the child in informal childcare. Organized forms of childcare can take care of the sick child at home. •

•

Formal care facilities. When a child is mildly sick and there is no danger of contamination for the other children cared for, the child can in most cases be cared for in the care facility it normally goes to. Besides this, a number of daycare centres organize initiatives for out-of-school homecare for sick children. They have a number of personnel members who attend to homecare when the child is sick. Other forms of homecare for sick children. Some municipalities and public centres for social welfare organize homecare for sick children. Some health insurances organize homecare for sick children for their members. Finally, there are the employers (profit and non-profit) who organize homecare when children of employees are sick.

Child and Family Child and Family is a Flemish government institution, established by the Decree of 29 May 1984. Child and Family wants together with its partners to create the maximum amount of possibilities for every child, no matter where and in which circumstances it was born and raised. In order to realize this Child and Family has a broad provision of services. Child and Family offers advice, medical-preventive guidance, vaccinations, and support with child raising to parents with young children. This is done through house visits, consultations in the clinic and through permanences in the regional houses of Child and Family. Child and Family offers next to the basic offer also a specific offer for families who have difficulties. Child and Family also subsidizes centres for childcare and family support and the confidential centres for child abuse. Childcare is one of the important tasks of Child and Family. Child and Family itself does not organize childcare, but checks if childcare complies with the legal regulations. Statistics • •

http://www.wvc.vlaanderen.be/welzijnengezondheid/cijfers/ http://www.kindengezin.be/KG/Algemeen/Over_Kind_En_Gezin/Jaarverslagen/default.jsp

3.16. Statistics Evolution of the numer of pupils as from 1990-1991, nursery education

School year

1990 - 1991 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

Mainstream nursery Special nursery Total nursery education education education In proportion to In proportion to In proportion to 1995-1996 1995-1996 1995-1996 Absolute Percentage Absolute Percentage Absolute Percentage 212.697 83,82 1.142 66,36 213.839 83,70 233.261 91,92 1.337 77,69 234.598 91,83 240.514 94,78 1.413 82,10 241.927 94,70 247.631 97,59 1.508 87,62 249.139 97,52 253.100 99,74 1.631 94,77 254.731 99,71 253.756 100,00 1.721 100,00 255.477 100,00 251.259 99,02 1.784 103,66 253.043 99,05 245.704 96,83 1.811 105,23 247.515 96,88 240.841 94,91 1.780 103,43 242.621 94,97 238.887 94,14 1.767 102,67 240.654 94,20 238.881 94,14 1.701 98,84 240.582 94,17 237.818 93,72 1.686 97,97 239.504 93,75 236.417 93,17 1.726 100,29 238.143 93,22 234.951 92,59 1.720 99,94 236.671 92,64 233.172 91,89 1.791 104,07 234.963 91,97

Source: Statistical yearbook of Flemish education 2004-2005

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4. PRIMARY EDUCATION In Flanders nursery education (see [3.]) and primary education together constitute elementary education (Decree on elementary education 25 February 1997). Primary education normally consists of 6 school years (minimum 4 and maximum 8 years). After successful completion, pupils transfer to secondary education. Here mainstream primary education will be discussed. Some educational provisions which are applicable to pupils in primary education will be discussed elsewhere. • • • • • • •

Integrated education (GON), see [10.5.1.] Inclusive education for mentally disabled type 2 pupils (ION), see [10.5.2.] Reception education for non-Dutch speaking newcomers in mainstream education (OKAN), see [10.7.2.] Ou-of-school childcare, see [3.15.] Education for chronically sick children will be discussed only here, see [4.17.] Equal educational opportunities policy will be discussed only here, see [4.15.1.] Part-time artistic education, see [7.]

4.1. Historical Overview In 1830, Belgium introduced the freedom of education: anyone could establish a school without permission of the government. This led to the creation of many primary schools, most of the time by private persons or the clergy. To organize this expansion and to improve the quality of the education, the parliament enacted the first law on primary education in 1842. This law required each municipality to maintain at least one primary school. In 1914, compulsory school-attendance was introduced in Belgium: everybody from six till fourteen years old was obliged to attend school. Until then, there had only been three stages. The 1914 law provided for the establishment of a fourth stage for children from twelve to fourteen years old. ,A curriculum for this fourth stage was developed in 1920. The curriculum of 1936 stated that it was short-sighted to seek to reduce primary education to the mere basics of 'reading, writing, and arithmetic'. From 1936 up to the present, the influence of Ovide Decroly has been important, especially his ideas about the influence of the child's interests in learning processes. Reform initiatives began on an experimental basis first in a small number of schools in 1973 in the Flemish Community (Vlaamse Gemeenschap). Out of these experiments, a large-scale innovation programme arose: the Renewed Primary Education (Vernieuwd Lager Onderwijs) (VLO). In 1980, the principles of this new approach which required more attention to be paid to the individual child - were generalized in all schools. In 1997 the decree on elementary education (basisonderwijs) came into effect. This decree integrated all the legislation related to nursery and primary education into one coherent framework. On 1 September 2003 implementation of the Decree of 10 July 2003 on the landscape of elementary education started. As a result 9 out of 10 elementary schools have united into school clusters. This is being promoted but not enforced.

4.2. Ongoing Debates and Future Developments • • • • • • •

Equal educational opportunities remains of central importance in the educational policy. The enrolment of deprived children (GOK-pupils) will be made easier. The grounds for refusal and referral possibilities change as from the school year 2006-2007. The budget for GOK is greatly enhanced, in 2005 + 2 million euros, in 2006 + 8 million euros extra. Free of charge education is intended to be implemented from the 6th school year onwards and then descending to the 1st year of nursery education. By means of experimental projects innovations are tried on a limited scale for possible future application on a more extensive scale. In 2005-2006 different projects concerning the transfer elementarysecondary education, technology in elementary and inclusive education for type 4 pupils are in force. From 1 September 2005 schools which offer primary education have a right to additional periods for Physical education in primary education. For this, there is a budget of 8 million euros. The planned reform for special education (buitengewoon onderwijs) (see [10.6.]) is to lead to an educational continuum which elementary education is part of.

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4.3. Specific Legislative Framework Following educational legislation is important for primary education in Flanders: • • •

Decreet basisonderwijs van 25 februari 1997 + de bijhorende uitvoeringsbesluiten (elementary education). Decreet van 28 juni 2002 Gelijke onderwijskansen-I + de bijhorende uitvoeringsbesluiten (equal educational opportunities). Decreet van 15 juli 2005 Gelijke onderwijskansen (equal educational opportunities).

Final objectives eindtermen and developmental objectives (ontwikkelingsdoelen) • • •

Decreet basisonderwijs van 25 februari 1997, gewijzigd door het Decreet van 15 juli 1997 tot bekrachtiging van de ontwikkelingsdoelen en de eindtermen van het gewoon basisonderwijs, en zoals gewijzigd (developmental objectives and final objectives elementary education). Decreet tot bekrachtiging van het besluit van de Vlaamse regering van 23 november 2001 tot bepaling van de ontwikkelingsdoelen voor het buitengewoon basisonderwijs type 1 (developmental objectives special elementary education type 1). Decreet tot bekrachtiging van het besluit van de Vlaamse regering van 27 april 2001 tot bepaling van de ontwikkelingsdoelen voor het buitengewoon basisonderwijs type 8 (developmental objectives special elementary education type 8).

Equal educational opportunities policy (GOK) • • • • • • • • •

Het gelijke onderwijskansenbeleid vindt haar wettelijke basis in het Decreet betreffende gelijke onderwijskansen – I van 28 juni 2002, zoals gewijzigd door het decreet van 15 juli 2005 (equal educational opportunities). Besluit van de Vlaamse regering van 28 juni 2002 creëerde lokale overlegplatforms (local consultative platform). Besluit van de Vlaamse regering van 19 juli 2002 regelt het geïntegreerd ondersteuningsaanbod in het gewoon basisonderwijs (integrated educational support mainstream elementary education). Besluit van de Vlaamse regering van 6 september 2002 regelt de tijdelijke projecten inzake kunstinitiatie voor kansarme en/of allochtone minderjarigen (art initiation for deprived or ethnic minority minors). Besluit van de Vlaamse regering van 6 september 2002 regelt het geïntegreerd ondersteuningsaanbod in het gewoon secundair onderwijs (integrated educational support in mainstream secondary education). Besluit van de Vlaamse regering van 27 september 2002, richtte de Commissie inzake leerlingenrechten op (pupils' rights). Omzendbrief BaO/2003/01 Het gelijke onderwijskansenbeleid voor het basisonderwijs (21/01/2003) (equal educational opportunities policy for elementary education). Omzendbrief BaO/2005/13, Het gelijke onderwijskansenbeleid voor het basisonderwijs vanaf het schooljaar 2006-2007 (20/07/2005) (equal educational opportunities policy for elementary education as from 2006-2007). Omzendbrief SO/2005/07, Het gelijke onderwijskansenbeleid voor het secundair onderwijs vanaf het schooljaar 2006-2007 (15/08/2005) (equal educational opportunities policy for secondary education as from 2006-2007).

4.4. General Objectives Following general objectives apply to nursery and primary education of all educational networks. •

•

Broad education: in nursery and primary education the focus is on a broad elementary education in which the personal development of the child is central. Moreover, the foundations are laid for future studies and for well-functioning in society. The intellectual development is important but so is the development of attitudes and values. Active learning: the developmental objectives (ontwikkelingsdoelen) and the final objectives eindtermen enable children to look for solutions, to gain experience, to use skills, to gain understanding, … during classes together with the teacher and the other pupils. This concerns 'basic skills: the formulated objectives are real and can be applied in the children's daily lives. Care for each pupil: the first care of the school is to make sure that each child acquires the necessary basic skills. All children have a right to that. However, the school is also to respect the differences between the children. The personal development of each child is central.

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•

Cohesion: a fourth important feature is the mutual cohesion between the areas of learning. Children do not look at reality as separate parts. Consequently, there are only 5 areas of learning and 2 themes across these areas of learning. This is called horizontal cohesion. Next to this, there is also vertical cohesion. There has to be an uninterrupted line in the learning process as from nursery school until the end of compulsory education.

The Decree concerning elementary education of 25 February 1997 (art. 8) states that on the basis of a pedagogical project the school should create an educational and learning environment in which the pupils can go through an uninterrupted learning process. This environment is adapted to the progression in the pupils' development. Elementary education is responsible for education of all pupils and has to continuously guide as many pupils as possible through permanent attention and the extension of special needs provision.

4.5. Geographical Accessibility School distribution in Flanders, so also nursery school institutions, is rather equally spread over the territory. All parents have the constitutional right to choose a school with the philosophical or religious orientation they prefer (Constitution of 17 February 1994). In some cases, the Community (Gemeenschap) pays for transportation costs if there is no appropriate school in the vicinity. According to the Constitution, parents not only have a free choice of school, they also have the right to choose between a neutral community school or a denominational one (belonging to the subsidized privately-run network (gesubsidieerd vrij onderwijs)). If one of these schools is not within a distance of 4 km for primary education and 8 km for secondary education, a special transportation scheme at public expense applies.

4.6. Admission Requirements and Choice of School Primary education normally begins in September of the year in which the child reaches the age of 6. This date marks the beginning of compulsory education, which lasts for twelve years (including secondary education). However, the parents may have their child start the first year of primary education at the age of 5 or have it attend nursery school during the first year of compulsory school attendance (at the age of 6), always on the recommendation of the class committee (klassenraad) and the pupil guidance centre (CLB). With a positive advice of the class committee and recommendation of the pupil guidance centre, the child can continue to attend primary school for an eighth year, which need not necessarily be the sixth class of primary education (Decree of 25 February 1997). These arrangements enable a child who started school late (due to illness, disability, or immigration) to remain in primary school (and on the condition that he/she has not attended this form of education for more than eight years) until the end of the school year in which the child reaches his/her fifteenth birthday. The minimum number of primary school years has been reduced to 4. Upon first admission to primary education, the governing body (inrichtende macht) informs parents and pupils on the educational school project and the school regulations. The parents have to agree to this.The contribution scheme for the parents, the guardians or the carers of the child and information on the school's policy concerning monetary and non-monetary support from outside the Flemish community are amongst others added to the school regulations. There are no further admission requirements. In addition, the new equal opportunities decree (see [4.15.1.]) is of course also relevant here. The constitutional freedom of choice of school is guaranteed as from 2003-2004 (Circular letter 2002/01 – Information upon first admission and school regulations). An governing body may: • •

refuse any additional admission if it jeopardizes pupil safety due to the material circumstances of the school; refuse the admission if the pupil concerned has been permanently expelled from the school during the previous school year or the year before.

If the parents do not support the school's motivation to refuse their child, they can complain to the Pupils' Rights Committee (Commissie inzake leerlingenrechten) within 30 calendar days following receipt of the refusal. The Pupils' Rights Committee decides on the validity of the complaint within 5 calendar days following receipt and sends a notification per registered mail. If the committee finds the refusal justified, the local consultative platform assists in finding a more suitable school. If the committee finds the refusal not justified, the school may receive financial penalty, unless the school is prepared to enrol the child after all.

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4.7. Financial Support for Pupils' Families Elementary education, which nursery education is a part of, is to be accessible for everyone free of charge (Decree on elementary education of 25 February 1997, article 27). No subsidies or allowances are foreseen. Parents enrolling their child at an elementary school may not be asked to pay a direct (i.e. when registering) or an indirect (e.g. by increasing the parent contributions that are allowed) registration fee, as is the case in higher education. Activities and school material which are necessary for reaching the final or developmental objectives are free of charge (e.g. exercise books, school diary, school books, magazines for class activities). Parents (= the guardians or the carers of the child) may, however, be asked to contribute towards e.g. the costs of meals and transportation on school trips and optional (non-obligatory) extra-curricular activities (such as snow classes, sports classes, …). The school council (schoolraad) advises on the materials and services for which a contribution of the parents may be requested. As from 1 September 2002 the contributions need to be communicated to the parents in the school regulations. A list of all different cost categories for which a contribution may be asked is included in the school regulations. An estimate is made of the maximum contribution per category in order to enable the parents to assess the yearly contributions and thus not to be confronted with any surprises during the school year. Within the school council (schoolraad) a differentiated regulation is developed for less well-off parents, which is also included in the school regulations (Circular letter BaO/2002/4). School costs are regularly investigated by the HIVA: see Joost Bollens, 2005. There are also other ways in which families are supported financially while raising their children. •

•

From one month of age child allowance if paid to the parents on a monthly basis and this for every child that is part of and supported by the family. This allowance is a basic sum supplemented with an allowance per year of age. The basic sum gradually increases from the 1st to the 3rd child supplemented with an allowance per year of age. For independent professions the sum is smaller than for employers. The allowance is paid for all children up to the age of 18 for which parents have parental responsibilities. For those aged 18 up to 25, child allowance is paid if parents still have parental responsibilities, if they follow higher education and/or have no income of their own (which exceeds a certain limit). More info: www.kindergeld.be of www.rkw.be (Rijksdienst voor Kinderbijslag voor Werknemers) en www.rsvz-inasti.fgov.be (Rijksdienst voor de Sociale Verzekering der Zelfstandigen) Parents who have parental responsibilities also get a tax deduction (for children who have their domicile on their parents' address and have no or only a limited income and this irrespective of their age).

4.8. Age Levels and Grouping of Pupils The structure of primary education, consisting of six years in three stages, has been in place for several decades. The governing body is free to organize its own educational system. Basically, there is no longer an obligatory division into classes, subjects, or stages. The year group system is not obligatory. Apart from classes, in a few exceptional cases, in which inter-age group work and individualized methods are employed, primary education is largely undifferentiated. The same programme is most of the time used for all pupils in the same class. However, currently, educational policy is looking for ways to improve differentiation. In fact, most primary schools are working hard to improve differentiation by means of, for example, special periods for children with learning difficulties, working in corners (''hoekenwerk'') when children of the same class work in groups on different tasks and contract work (''contractwerk'') through which children are responsible for their own work (Inspectie Basisonderwijs, 2000). Normally one teacher teaches all subjects. However, sometimes special teachers are assigned for subjects such as Music, Physical education, Religion, … The decision on the number of pupils per class group comes under the authority of the governing body.

4.9. Organisation of School Time The arrangement of school time is regulated by the Decision of the Flemish Government concerning the organization of the school year in elementary education of 17 April 1991. Within the framework of this decision the governing body decides autonomously on the arrangement of the school day, school week and the school year in nursery school education (see [4.9.1.] , [4.9.2.] and [4.10.]).

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4.9.1. Organization of the School Year The school year starts on 1 September and ends on 31 August.

4.9.2. Weekly and Daily Timetable The governing body is free to determine the educational organization which is laid down in a school development plan (schoolwerkplan) (Verhoeven and Elchardus, 2000, 35). There are no longer fixed time-tables in elementary education. With the exception of hospital schools, pupils have 28 or 29 class periods of 50 minutes per school week. These periods are equally spread over 5 days from Monday till Friday. Wednesday afternoon is free (Decision of the Flemish government of 17 April 1991). Classes start at 8.00 am at the earliest. The school day ends between 3.00 pm and 5.00 pm. Lunch break takes at least 1 hour. In the morning and the afternoon classes are often interrupted for a play break. Sometimes, there is also a play break before and/or after lunch. A legal framework has been established for childcare before and after school hours, on Wednesday afternoons and during school holidays. Next to private initiatives, a school can organize childcare when it is accepted on the municipal level that, because of organizational reasons, it is best for the school to be responsible for organizing such care in view of the existing provisions for childcare in the municipality. Like the other initiatives, the school has to meet the specific quality requirements for childcare (Decision of the Flemish Government of 24 June 1997). However, the schools are not obliged to provide this kind of service. Length of the school day

Pre-primary school care possible /not during teaching periods Classes start at the earliest at 8 am, generally 8.30 am Lunchbreak Classes end at the earliest at 3 pm, at the latest at 5 pm

Monday

After-school care possible / not during teaching periods

Tuesday

Wednesday

Thursday

Friday

Free afternoon; after-school care possible

The Decree on Elementary Education (25 February 1997) provides the right of temporary home teaching for children who are temporary unable to attend classes in primary schools because of illness or an accident. At the request of the parents, or the guardian(s) or carer(s) of a minor, the school is obliged to organize temporary home teaching (four teaching periods per week that are subsidized or funded as additional teaching periods). It is necessary for the absence to extend to a minimum of 21 uninterrupted calendar days (see [4.15.1.]).

4.10. Curriculum, Subjects, Number of Periods For primary education final objectives (eindtermen) were formulated by the Educational Development Centre (DVO) and adopted by decree in the Flemish Parliament (Decree of 25 February 1997). From 1 September 1998 they are compulsory for all schools. Final objectives are minimum objectives which the government considers to be essential and attainable for a particular group of pupils. Minimum objectives strive for: on the one hand, knowledge, understanding and skills which are to be acquired by all pupils of the group of pupils during the learning process and on the other hand a minimum of attitudes set by the school. There are different kinds of final objectives eindtermen. â€˘ â€˘

Area of learning related final objectives, with the exception of attitudinal final objectives, are minimum objectives which are to be acquired by the pupils of every primary school at the end of primary school education. Cross curricular final objectives are minimum objectives which are not specific to one area of learning but can be achieved through different areas of learning or pedagogical projects.

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The core curriculum consists of areas of learning and cross-curricular themes. •

•

areas of learning: o Physical education - subjects: Motor competencies, Healthy and safe life style, Self-concept and social functioning o Music education - Image, Music, Drama, Movement, Media and attitudes o Dutch - skills: Listening, Speaking, Reading, Writing, Language education, Skills and strategies Dutch o French - skills: Listening, Speaking, Reading, Writing, o Environmental studies - Nature, Man, Society, Technology, Time and space o Mathematical initiation - subjects: Numbers, Measuring, Geometry, Strategies and problem solving skills and attitudes cross-curricular themes: o learning hoc to learn o Social skills

Specific ICT-compentences for elementary education were worked out by the DVO and were spread in 2004. (But as such not yet ratified by decree). They were further explained by means of practice examples of school functioning by ENIS-schools on a study day in 2005. ENIS (European Network of Innovative Schools) is a European initiative to stimulate the use of ICT in education, see http://www.enis.be The decree on elementary education (basisonderwijs) (25 February 1997) allows for departures from the determined final objectives for governing bodies which are responsible for organizing primary education. A governing body can judge that the final objectives do not provide the space to express its own educational and didactical views and/or are incompatible with those views. In that case the governing body can apply to the Flemish Government for a departure. Reasons have to be given, and alternative final objectives have to be proposed. On the basis of the final objectives the governing bodies define their own curriculum. In practice this is done by the umbrella organizations of the educational networks. These curricula are ratified by the government based on the advice given by the Inspectorate in order to guarantee the level of education (Verhoeven and Elchardus, 2000). The timetable is drawn up by the governing body. Until 2004 the area of learning French was possible but not obligatory from the 5th year of primary education. Most schools did offer French. From the school year 2004-2005 onwards it was made obligatory. For the municipalities with a special statute (Brussels, municipalities, language boundary municipalities) a special rd regulation has been in effect since 1963, viz. French is compulsory 3 periods per week from the 3 primary school th year onwards and 5 periods per week from the 5 primary school year onwards. Moreover, from 1 September 2004 language initiation in French has been optional from the start of mainstream elementary education (so also in mainstream nursery education). This both in Flanders as in the above mentioned municipalities with special statute. Next to this, additional language initiation in a different language can also be offered, although French language initiation has to be offered first (Circular letter BaO/2004/02 van 11/06/2004).

4.11. Teaching Methods and Materials The decision on teaching methods and teaching aids belongs to the freedom of the governing bodies. Consequently, there are no official guidelines (see also [3.11.]). Working in corners and contract work (hoeken- en contractwerk) are important teaching aids for attaining independence. •

•

When working in corners, a few periods per week (the school's autonomy) are reserved for the children to discover different corners of the class room, to experiment in daily situations or to find a solution to a problem. The children can also use these extra periods to voluntarily do an assignment from their contract. They have to take care to finish the assignment within a determined timeframe (planning). This is called contract work (contractwerk): for each pupil an activity plan is specified for a particular period. The pupils work according to this plan during a specified amount of class time and can decide relatively independently on the duration and the sequence of the activities.

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The purchase of teaching aids such as schoolbooks, audiovisual material a.o. is not laid down by the government. Schools can make arrangements between themselves (e.g. within the school clusters).

4.12. Pupil Assessment Schools are free to choose their evaluation policy. In order to assess the extent to which objectives have been achieved by the pupils and to assess the effectiveness of the teaching, the primary school teacher (onderwijzer) regularly assesses elements of the curriculum. A school report informs the pupil and parents at regular intervals of the results achieved, the progress made, the learning behaviour, and personality development of the child. At this level (as on secondary school level), the teacher is encouraged to use the pedagogy of success and positive evaluation, which takes into account the difficulties inherent in the objectives set and the varying aptitudes of pupils. In addition to formative observations and comments, the results of summative tests that may be taken in December or June may be included. More and more teachers use standardised tests, such as pupil follow-up systems. These allow them to compare the achievements and progression of their pupils with reference groups. At the end of elementary education, the class committee decides wether or not to issue a certificate elementary education. This decision is based on school specific evaluation data.

4.13. Progression of Pupils The teacher, often in consultation with the headmaster and possibly with other members of the educational team decides on the successful completion of the school year and on promotion to the next class. However, repeating a year is clearly a problem in primary education.

4.14. Certification Certification of elementary education (Certificate of Elementary Education - Getuigschrift basisonderwijs) may be obtained at the end of the 6th year of primary education, at the end of the 1st year of secondary education (1st year A or B), or at the end of the preparatory year of vocational education (= second year of the first stage of secondary education for those who passed the 1B-class) (corresponding certificate).

4.15. Educational Guidance In 1984 the Royal Decree of 27 October 1966 was amended to encourage greater independence of management in each school by funding based on a package of allocated teaching periods. This means that a number of teaching periods was put at the disposal of each school, depending on the number of pupils. This system gave schools the opportunity to extend the educational provisions, appoint a remedial teacher, a coordinator for special needs provisions, coaching of teachers, schoolmanagement etc. Since 1991 an educational priority policy was implemented in elementary and secondary education to further the integration of deprived ethnic minority pupils. In 1993, a project concerning extending special needs provision in elementary education was started for pupils with learning or developmental difficulties and for deprived ethnic minority pupils. Schools with a certain percentage of target group pupils received extra periods which were to be used for a number of fields of action. For this, the schools had to present an allocation plan. In 1993 a non-discrimination declaration was signed by the Flemish minister for education and the umbrella organizations of the governing bodies. As a result of this cross-sectoral agreements were closed to counter segregation and schools with a disproportionate number of ethnic minority pupils. This resulted in a dispersal policy rather than in an admission policy. Taking the European guideline concerning equal educational opportunities into account, these measures were reconsidered and from 2002 onwards integrated in an equal educational opportunities policy (GOK) The project educational priority policy remains in effect in special education (buitengewoon onderwijs) (see [10.6.]). The supporting measures for Dutch elementary schools in the municipalities and language boundary municipalities and schools with non-Dutch newcomers are considered separately. The support which results from the temporary project 'Flemish border' ('Vlaamse rand') can be accumulated with the integrated offer of support.

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4.15.1. The New Integrated Equal Educational Opportunities Policy (GOK) The Decree of 28 June 2002 ratified the principal right of every parent for enrolment in the chosen school and location; from age 12 the pupil, in consultation with the parents, decides on this choice. They do need to comply with the pedagogical project and the school regulations. For the coordination and control of the right of enrolment local consultative platforms (Lokale Overlegplatforms) (LOP's) and a commission concerning insight in pupils' rights were established. Next to this, integrated educational support was worked out. The GOK-policy is applicable in mainstream elementary and secondary education. • • •

http://www.ond.vlaanderen.be/gok/ http://www.ond.vlaanderen.be/nieuws/2004pers/0511_evaluatieGOK.htm http://www.grootgelijk.be (GOK support centre – see [4.15.1.5.])

4.15.1.1. Right of enrolment Every pupil who complies with the general admission requirements (concerning level of education, course of study and school year in which the pupil wants to enrol) has a principal right to enrolment in the school of choice. In future, a refusal of admittance by the school will only be possible in 2 distinct cases (if the school or part of the school is full, and if the pupil has been expelled from the school by means of disciplinary measures the year before or the year before that). Refusals on the grounds of colour of skin, national or ethnical origin, descent, religion or sex are not permitted. From the school year 2005-2006 onwards brothers and sisters of pupils living in the same house have priority over all other pupils when enrolling in the same school. From the school year 2006-2007 the concerning legislation will be amended in view of the enhancement of the applicability, the furthering of diversity, the reduction of the planning burden for schools and the enhancement of local autonomy. 4.15.1.2. Local consultative platforms (LOPs) and pupils' rights commission Local consultative platforms (LOPs) which assist in implementing the equal educational policy on a local level have been established. Seated in LOPs are education providers and local actors such as representatives of ethnic minority communities, of the integration sector, of socio-economical partners, etc. The schools and CLBs take part in this consultative platform. Next to this, an autonomous and cross-level commission concerning pupils' rights exists. The latter has since 1 January 2003 the task to watch over the legal protection of the pupils and to handle the refusal of admittance dossiers of the complainant. • •

http://www.lop.be http://www.ond.vlaanderen.be/leerlingenrechtencommissie

4.15.1.3. Support On the grounds of the equal educational opportunities policy schools can, for a period of three consecutive school years, receive additional support (additional teaching periods or extra periods-teacher), if the school has a st minimum of 10% of target group pupils among its pupil population (in elementary education and the 1 year of nd rd secondary education) or 25% target group pupils (in the 2 and 3 stage of secondary education) who comply with one or more equal education opportunities indicators. •

For mainstream elementary education and the first stage of secondary education those are: o the family lives exclusively on a substitute income; o the minor is, temporary or permanently supported by a family or person other than his/her own family, a facility or social service, determined by the coordinating decrees of 4 April 1990 concerning special youth benefit, with the exception of residential schools financed or subsidized by the department. o the parents belong to the migrating population; o the mother has not obtained a diploma of secondary education, a certificate of the second year of the third stage of vocational secondary education or a similar educational certificate; o Dutch is not spoken at home.

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•

For the second and third stage of mainstream secondary education those are: o the pupil has a disadvantaged school situation of at least two years; o the pupil is a newly arrived pupil (pupil enrolled in the relevant school year of a second or third stage vocational secondary education, more particularly technical education; the school year before not enrolled in the school, and obtained an orientation certificate B or C the school year before); o the pupil followed reception education the year before (education for non-Dutch speaking newcomers)

The school determines, on the basis of an analysis of the initial didactic situation, which concrete objectives it wants to strive for with the extra means, in which manner it wants to achieve these objectives and the manner in which self-assessment will take place. •

•

The objectives can be chosen within the following themes: o prevention and remedying of developmental and learning disadvantages, o language skills education, o intercultural education, o progression and orientation, o socio-emotional development, o pupil and parent participation. Or within a cluster of which the objectives have been determined beforehand. These clusters are: o cluster 1: remedying of developmental and learning disadvantages and realisation of learning gains; o cluster 2: enhancing pupils' language skills; o cluster 3: enhancing a positive self-image and social competences among pupils.

As opposed to earlier temporary projects teachers can be appointed for equal educational policy periods in elementary education and in the first stage of secondary education.

4.15.1.4. Extra special needs periods From 1 September 2003 the second GOK phase has been implemented and consequently all mainstream elementary schools can count on extra special needs periods. The number of special needs periods is allocated by means of a lump sum, which is related to the number of enrolled pupils. These special needs periods are on top of the existing GOK-teaching periods. The main objective of the new special needs policy is in the first place for children with learning difficulties to feel good about school. Adjusted special needs care will enhance their motivation and make learning more fun for them. For children with learning difficulties this also means an opportunity to follow classes in a mainstream school. The person who is responsible for the special needs within a school, is the special needs counselor or special needs coordinator. The special needs counselor does not only coordinate and guide pupils within the school, he or she can also guide teachers who have questions on how to approach pupils with a particular difficulty and can function as a link between the pupil, parents, school, CLB, therapist and all other institutions which help to support the child better. 4.15.1.5. Temporary art initiation projects Within the framework of the decree concerning equal educational opportunities-I the Flemish Government also introduced art initiation for deprived and/or ethnic minority pupils in elementary and secondary education from the school year 2002-2003 onwards (Decree of 6 September 2002). The 3-year trial period has in the meanwhile been extended by the Decree of 15 July 2005 concerning Education XV (Chapter IX, section III). The earlier strategic objective 'transition to part-time artistic education' becomes a long term objective which moves to the background. Instead, a three-fold objective is introduced which can be realized in a work period of three school years: • • •

enhance the self-image of pupils who risk a disadvantaged school situation; enhance the cultural competence of this target group; enhance vicinity and parent involvement in school.

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The project work itself is being conducted by a joint venture in which, next to the initiating elementary or secondary school (and possibly other schools) the following partners participate obligatorily: • • •

one or more academies for part-time artistic education; one cultural organization (e.g. cultural centre, artistic educational organization); a community centre (e.g. community committee, local ethnic minority community,…).

The equal educational opportunities decree states three possible procedures to realize the three-fold project objective: • • •

artistic guidance by artists for the minors involved; professionalization of teachers from an elementary or secondary school with regard to integration of Music education in an intercultural school environment; the organization of an art initiative which closely relates to the living environment of the minors involved.

Support is in the form of a lump sum which gradually increases as more elementary or secondary schools participate in the project. The school can choose how to spend the budget: • •

extra periods for teaching personnel, policy and support personnel, support personnel, administrative personnel or educational assistant personnel; extra means for working costs or lecturers.

Analogous to ICT-coordination every hour-assignment corresponds to a score. Both teachers of elementary and secondary education as well as teachers of artistic education can work on the projects. See: http://www.ond.vlaanderen.be/schooldirect/BL502/KI_info.doc 4.15.1.6. GOK support centre The equal educational opportunities policy support centre (Steunpunt Gelijke Onderwijskansen) integrates the centre of intercultural education (Steunpunt Intercultureel Onderwijs ) (ICO), the centre Dutch as a second language (Steunpunt Nederlands Tweede Taal) (NT2), the centre of expertise for experience-based education (Expertisecentrum voor Ervaringsgericht Onderwijs) (ECEGO). It offers support for schools implementing the local GOK-policy. Equal educational opportunities policy centre Support centre of intercultural education (ICO) Support centre Dutch as a second language (NT2) Centre of expertise for experience-based education (ECEGO)

http://www.grootgelijk.be + http://www.steunpuntgok.be http://www.steunpuntico.be http://millennium.arts.kuleuven.ac.be/steunpunt/Steunpunt.cf m?CFID=1346996&CFTOKEN=38721451tersqsdfqfdsdf http://www.cego.be

4.15.2. The role of the pupil guidance centres (CLB) The pupil guidance centres (Centra voor Leerlingenbegeleiding) (CLBs) function as integrated school guidance services and are a result of the integration of the former guidance centres (Psycho-Medisch-Sociale Centra) (PMS) which were mainly responsible for the guidance of pupils and the health supervision in schools (Centra voor Medisch Schooltoezicht) (MSTs). The new pupil guidance centres (Centra voor Leerlingenbegeleiding) are responsible for both school guidance and health supervision. They came into effect on 1 September 2000 as a result of the Decree of 1 December 1998 concerning the pupil guidance centre. The school guidance services' work consists of a number of integrated, multidisciplinary actions. These actions focus on the pupil, more specifically 'on preventive, remedial or educational. They are part of the care for the development of the pupils and are carried out together with the parents and the school, which are primarily responsible. If necessary, the pupil guidance centres cooperate with other services, institutions or other facilities. The school guidance centres' field of action is wide-ranging and concentrates on the following: • • • •

learning and studying; the educational career; preventive health care; the psychological and social functioning of pupils.

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The main task of the pupil guidance centre (CLB) is to contribute to the well-being of pupils now and in the future. An important task of the pupil guidance centre is providing information concerning the structure and organization of the Flemish educational system, the available courses, the relationship between education and the labour market, the welfare facilities, and the health facilities. Another focus is the raising of the passing rates and the decrease and prevention of high-risk behaviour. The centres are also concerned with pupils who play truant, and they will try to re-involve them in the educational process. The decree on pupil guidance centre stipulates that only the school bears the main responsibility for educational and career guidance for pupils in the transition from secondary to higher education. This means that the decree has shifted the responsibility for educational and career guidance for pupils to teachers in the school. Several pupil guidance centres coach the teachers in this task and pass on their know-how. In the medical field, the centres engage in the pupils' health, growth and development. Therefore, they carry out obligatory medical consults of all pupils at certain moments of their school career and they keep records of the pupils' vaccinations. They also trace early disorders and are concerned with the prevention and detection of infectious diseases. From nursery school up to the threshold of higher education the pupil guidance centres (CLBs) gather, analyse and progressively assess psychological, medical and social data of pupils, which are kept together in a multidisciplinary file for each pupil. Department of education Inspectorate CLB Crossnetworks platform for informatization of CLB's Community education POC, Permanent support centre for community CLB's Provincial education Municipal education Crossnetworks CLB-informationcentre for Ghent Privately-run subsidized education Journal of the Privately-run CLB's Privately-run CLB's of Flemish Brabant and Brussels

http://www.ond.vlaanderen.be/clb/prof/overzicht.htm http://www.onderwijsinspectie.be/CLB/indexclb.htm http://portal.nico-clb.be http://www.go-clb.be http://pedago.rago.be/ http://www.pov.be http://www.ovsg.be/1scholen.htm http://www.destapgent.be/default.asp http://www.vclb-koepel.be http://www.caleidoscoop.be/ http://www.digiclb.be

4.16. Private Education Private education (written or not) is not legally organized in Flanders. The certificates issued by these facilities have no legal value. The course offering within this private education is very diverse as far as content of the courses, teaching modalities and financing are concerned (SIDIN 2004-2205, http://www.ond.vlaanderen.be/sidin/wnhso/wnhso2004-2005.pdf). In Belgium compulsory education applies, not compulsory school attendance. Therefore, home teaching is possible, though it remains exceptional (see [2.5.2.]).

4.17. Organizational Variations and Alternative Structures Education for chronically sick children For this purpose different facilities have been established: hospital schools, temporary and permanent home education, youth psychiatrical services (subsidized as educational needs services) (Diensten met Onderwijsbehoeften).

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4.17.1. Type 5-education (hospital schools and preventoria) In Flanders, hospital schools and preventoria have existed for many years, yet are limited in number. •

•

The programmation and rationalization norms are relatively high in elementary education. As such only large hospitals with a large enough group of youngsters can establish and/or maintain a hospital school. There are 7 type 5 elementary schools in which, on one day, a total of some 370 children are present: o 3 which are linked to university hospitals (Antwerp, Ghent and Leuven), o 3 which are linked to revalidation clinics (Pulderbos and Vlezenbeek), o 2 at the preventorium in De Haan (1 French-speaking and 1 Dutch-speaking). In secondary education the number of hospital schools is limited as they can only be established by university hospitals. There are 3 such schools, in Antwerp, Ghent and Leuven. These schools are in fact a department of the elementary school which is linked to these hospitals. In 1986 the choice was made not to establish independent secondary education hospital schools but to integrate them in an elementary school. Type 5 secondary schools only offer educational form 4. Next to these, there is the sea preventorium in De Haan, but this has its own regulation.

Some youngsters get 1 teaching period per day, others are capable of following more education. It is the responsibility of the doctor and the hospital school to determine how much education the sick youngster can follow. The fact that a child is in a type 5 school, does not relieve the home school of the responsibility for the child. The child remains enrolled in the home school. The latter is to inform the hospital school about e.g. used textbooks, possible points of interest for the pupils, the programme, etc.

4.17.2. Permanent home education (POAH) Pupils of compulsory school age who meet the admission requirements for special education (buitengewoon onderwijs) but because of their disability (e.g. extremely brittle bones, enlarged risk of infections) are not able to attend school education for a longer period of time (one or more years), have a right to permanent home education. The school for special education (buitengewoon onderwijs) which will provide the permanent home education, gets, for the pupil concerned, financing or subsidies for 4 additional teaching periods per week. It is allocated by the advice commission on special education, taking into account the free choice of the parents. In special elementary education this regulation has been in force for a longer period of time. At the moment 4 to 5 children follow this kind of education yearly. Since 1 September 2005 this regulation also exists for special secondary education (buitengewoon secundair onderwijs). See • • • •

Besluit van de Vlaamse regering van 17 juni 1997 Besluit van de Vlaamse regering van 27 juli 1999 Besluit van de Vlaamse regering van 23 december 2005 Omzendbrief SO/2005/05 van 22 juli 2005

4.17.3. Temporary home education (TOAH) In 1997 temporary home education was introduced in elementary education and in 2005 extended to secondary education. Temporary home education comes down to a right to 4 extra teaching periods or hours at home or in the regional hospital, for a child of compulsory school age, after an uninterrupted absence of 21 calendar days because of illness or accident. The home school, who appoints a teacher, is responsible for the organization of temporary home education. For this purpose the school gets 4 additional teaching periods or hours per week and per financed or subsidized sick pupil. Yearly, some 150 elementary school pupils are helped by means of this measure. For secondary education there are no figures as yet, since the measure has only recently been implemented. Until recently a great number of chronically sick children (kidney patients, asthma patients, recovering cancer patients…) could not rely on temporary home education. Often, because of the specificity of their illness, these children did not get to an absence rate of 21 consecutive calendar days. Nevertheless these pupils miss a lot of classes spread over the whole school year. Because of their chronical absence they also get into a

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disadvantaged learning position. Recently a legal ground has been created to find a solution for this category of sick children. This will be further implemented by means of an implementation decision.

4.17.4. K-services (K-diensten) youth psychiatric services 2002 was the start of a subsidy-'enveloppen' (lump sum payments) granted to the 12 child psychiatric services. These are based on the number of day and night beds for which the concerned K-service is recognized. As such there are currently 257 subsidized places in Flanders. Obviously here too, as in type 5, a multiple number of youngsters is helped yearly. This group is increasing. The subsidy-enveloppe (lump sum payment) is allocated to enable the K-service to organize education. This education is, for the youngsters concerned, not an obligation but a possibility. As in type 5 the home school remains responsible for the child who is in a K-service. (Discussienota 'Leerzorg in het onderwijs', december 2005, Minister van Onderwijs, Frank Vandenbroucke) (working paper concerning learning care in education)

4.18. Statistics 4.18.1. Evolution of number of pupil as from 1990-1991, primary education

School year

1990 - 1991 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

Mainstream primary Special primary Total primary education education education In proportion to In proportion to In proportion to 1995-1996 1995-1996 1995-1996 Absolute Percentage Absolute Percentage Absolute Percentage 412.140 105,62 18.088 80,29 430.228 104,24 404.773 103,74 19.783 87,82 424.556 102,87 398.229 102,06 20.462 90,83 418.691 101,45 393.474 100,84 21.054 93,46 414.528 100,44 390.837 100,16 21.752 96,56 412.589 99,97 390.195 100,00 22.528 100,00 412.723 100,00 394.248 101,04 23.121 102,63 417.369 101,13 400.038 102,52 24.072 106,85 424.110 102,76 405.021 103,80 24.935 110,68 429.956 104,18 408.545 104,70 25.727 114,20 434.272 105,22 409.323 104,90 26.212 116,35 435.535 105,53 407.526 104,44 26.794 118,94 434.320 105,23 404.308 103,62 26.901 119,41 431.209 104,48 399.615 102,41 26.952 119,64 426.567 103,35 393.910 100,95 26.768 118,82 420.678 101,93

Source: Statistical yearbook of Flemish education 2004-2005

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4.18.2 School career, pupils of Belgian nationality, mainstream primary education, school year 2004-2005 Study year

Pupils ahead

Pupils at age

Pupils 1 year delay

number

First Second Third Fourth Fifth Sixth Total

217 257 366 368 371 329 1.908

0,66 0,83 1,20 1,22 1,22 1,08 1,03

28.674 26.569 25.747 25.153 25.225 25.866 157.234

87,34 85,50 84,34 83,70 83,23 84,91 84,87

First Second Third Fourth Fifth Sixth Total

319 310 375 362 358 343 2.067

1,00 0,99 1,23 1,21 1,21 1,12 1,13

28.328 27.061 26.035 25.524 25.176 26.692 158.816

89,19 86,81 85,69 85,13 84,74 87,18 86,49

First Second Third Fourth Fifth Sixth Total

536 567 741 730 729 672 3.975

0,83 0,91 1,22 1,22 1,21 1,10 1,08

57.002 53.630 51.782 50.677 50.401 52.558 316.050

88,25 86,15 85,02 84,41 83,98 86,05 85,68

number Boys 3.732 4.016 4.116 4.138 4.370 4.072 24.444 Girls 2.930 3.615 3.703 3.746 3.840 3.388 21.222 Total 6.662 7.631 7.819 7.884 8.210 7.460 45.666

Pupils 2 years delay

Pupils more than 2 years delay

Total number of pupils %

number

11,37 12,92 13,48 13,77 14,42 13,37 13,19

157 229 274 376 323 189 1.548

0,48 0,74 0,90 1,25 1,07 0,62 0,84

51 4 23 18 18 6 120

0,16 0,01 0,08 0,06 0,06 0,02 0,06

32.831 31.075 30.526 30.053 30.307 30.462 185.254

9,23 11,60 12,19 12,49 12,93 11,07 11,56

136 180 253 328 328 194 1.419

0,43 0,58 0,83 1,09 1,10 0,63 0,77

48 8 17 21 6 1 101

0,15 0,03 0,06 0,07 0,02 0,00 0,06

31.761 31.174 30.383 29.981 29.708 30.618 183.625

10,31 12,26 12,84 13,13 13,68 12,21 12,38

293 409 527 704 651 383 2.967

0,45 0,66 0,87 1,17 1,08 0,63 0,80

99 12 40 39 24 7 221

0,15 0,02 0,07 0,06 0,04 0,01 0,06

64.592 62.249 60.909 60.034 60.015 61.080 368.879

Source: Statistical yearbook of Flemish education 2004-2005

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4.18.3 School career, pupils of non-Belgian nationality, mainstream primary education, school year 2004-2005 Study year

Pupils ahead number

Pupils at age % number

First Second Third Fourth Fifth Sixth Total

25 10 11 14 9 9 78

1,02 0,47 0,52 0,65 0,42 0,52 0,61

1.519 1.255 1.106 1.045 992 827 6.744

First Second Third Fourth Fifth Sixth Total

9 12 20 7 10 12 70

0,38 0,55 0,97 0,34 0,53 0,70 0,57

1.612 1.359 1.128 1.017 922 816 6.854

First Second Third Fourth Fifth Sixth Total

34 22 31 21 19 21 148

0,71 0,51 0,74 0,49 0,47 0,61 0,59

3.131 2.614 2.234 2.062 1.914 1.643 13.598

Pupils 1 year delay

Pupils more than 2 years delay % number %

Pupils 2 years delay

% number % number Boys 61,92 743 30,29 127 5,18 58,75 676 31,65 168 7,87 52,52 724 34,38 215 10,21 48,27 783 36,17 282 13,03 46,84 805 38,01 277 13,08 47,80 703 40,64 183 10,58 53,07 4.434 34,89 1.252 9,85 Girls 68,42 580 24,62 124 5,26 61,86 619 28,17 175 7,97 54,57 685 33,14 193 9,34 48,71 755 36,16 253 12,12 48,65 719 37,94 222 11,72 47,44 703 40,87 178 10,35 55,62 4.061 32,95 1.145 9,29 Total 65,11 1.323 27,51 251 5,22 60,33 1.295 29,89 343 7,92 53,53 1.409 33,76 408 9,78 48,48 1.538 36,16 535 12,58 47,69 1.524 37,98 499 12,43 47,62 1.406 40,75 361 10,46 54,32 8.495 33,94 2.397 9,58

Total number of pupils

39 27 50 41 35 8 200

1,59 1,26 2,37 1,89 1,65 0,46 1,57

2.453 2.136 2.106 2.165 2.118 1.730 12.708

31 32 41 56 22 11 193

1,32 1,46 1,98 2,68 1,16 0,64 1,57

2.356 2.197 2.067 2.088 1.895 1.720 12.323

70 59 91 97 57 19 393

1,46 1,36 2,18 2,28 1,42 0,55 1,57

4.809 4.333 4.173 4.253 4.013 3.450 25.031

Source: Statistical yearbook of Flemish education 2004-2005

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5. SECONDARY AND POST-SECONDARY NON-TERTIARY EDUCATION The organisation of full-time secondary education in a four stages structure is based on the Decree of 31 July 1990 concerning secondary education-II, as amended. The second and third stages offer general secondary education (ASO), technical secondary education (TSO), artistic secondary education (KSO) and vocational secondary education (BSO). There is also part-time vocational secondary education (DBSO). Pupils can attend secondary education within one institution. In this section we describe mainstream secondary education. Other relevant subsections are: • • • • • • • •

Equal education opportunities policy (GOK), see [4.15.1.] Integrated education (GON), see [10.5.1.] Inclusive education for mentally disabled type 2 pupils, see [10.5.2.] Reception education for non-Dutch speaking newcomers in mainstream education (OKAN), see [10.7.2.] Part-time education in the arts, see [7.] Education for chronically ill children, see [4.17.] Entrepreneurial training, see [7.] Alternative schools (Methodescholen), see [2.3.4.]

After the historical overview (see [5.1.]) ongoing debates and future developments (see [5.2.]) and specific legislative framework (see [5.3.]) we describe: • • • • • • • • • • • • • • • •

General objectives, see [5.4.] Types of institution, see [5.5.] Geographical accessibility, see [5.6.] Admission requirements and choice of school, see [5.7.] Registration and /or tuition fees, see [5.8.] Financial support for pupils, see [5.9.] Age levels and grouping of pupils, see [5.10.] Specialisation of studies, see [5.11.] Organisation of school time, see [5.12.] Curriculum, subjects, teaching periods, see [5.13.] Teaching methods and teaching materials, see [5.14.] Pupil assessment, see [5.15.] Progression of pupils, see [5.16.] Certification, see [5.17.] Educational/vocational guidance, education/employment links, see [5.18.] Private education, see [5.19.]

5.1. Historical Overview It was not until 1887 that the structure of secondary education was established by law. This structure was then maintained until the end of the Second World War. In addition to the Classics (Latin - Greek, Latin), modern humanities appeared (with the emphasis on modern languages and science). Moreover, secondary schools were established that were in no way linked to humanities and that were intended to prepare young people for careers in commerce, industry, administration, and finance. Also in the course of the 19th century and independent of secondary schools, technical education developed. This type of education was agriculture, horticulture, industry, and commerce oriented and offered evening and Sunday classes of a practical and utilitarian nature. Following World War I, major political, social, and economic changes affected the secondary education structures, and the number of schools and pupils increased (De Keyser and D'Hoker, 1984-1985). From the interbellum onwards, discussion focused on the equivalence of the Classics and modern humanities. In 1924, the curriculum of the secondary school, which could have a Latin/Greek section, corresponded to the first three years of modern humanities. The development of technical education lacked coherence as it had neither a statute nor a unitary structure. Technical schools were classified for the first time in 1933 by Royal Decree. The management of technical education, which up till then had been the responsibility of various ministries (Agriculture, Commerce, Labour), was placed under the Ministry for Public Instruction. At that time, the idea of bringing secondary and technical education closer together also arose, at least in certain circles. After the Second World War, and particularly after the 1950s and 1960s, secondary education evolved significantly. First of all, there was the creation of new sections, new structures (the Co-ordinated Laws on Secondary Education of 30 April 1957). At the same time, technical and vocational education was given a

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structure and organisation similar to that of the older General Secondary Education (ASO) (Co-ordinated Laws on Technical Education of 30 April 1957). The Omnivalence law (Omnivalentiewet) of 8 June 1964 allowed greater access to higher education and particularly to certain university faculties. During the decades preceding the Second World War, secondary education, with its very hierarchical, compartmentalised, and pyramidal structure, was reserved for only a small percentage of young people. Technical and vocational education had been kept separate from the humanities and had its own structures and statute. Therefore, in the spirit of democracy within secondary education, a radical transformation of its structures, pedagogical methods, and climate took place after the Second World War. It should be noted that this evolution had both qualitative (structural innovations) and quantitative (the school boom) dimensions. More attempts at reform within secondary education date back to the school year of 1969-1970. A new type of secondary education, which was called Type I, was brought into being and passed by the Law of 19 July 1971. While it was compulsory in State education, it developed only gradually in subsidized schools. In order to understand the current secondary education structures in Flanders, one has to take into account at least two important reforms. •

•

Firstly, the two main types (a comprehensive type and one with streams) were replaced by one general framework. Former national legislation (passed before the devolution of power to the Communities) of 1971 (Type I) and 1957 (Type II) has been replaced in the Flemish Community by the Decree on Education II of 31 July 1990, which provided a general framework for secondary education. As a result of this decision, from 1 September 1989 on, all Flemish secondary schools adopted this organisational form progressively from the first year of secondary education onwards. Secondly, secondary education has evolved over the last 30 years towards one uniform legislation applying to the whole of secondary education (including technical and vocational education) concerning certification, curriculum, evaluation, and so on. In Flanders, the terms 'lower' and 'upper' secondary education refer to the former structure of secondary education organised in two three-year cycles (lower cycle and upper cycle). At present, secondary education has a more comprehensive structure and a division in three stages.

A new reorganisation has been established by the Decree of 14 July 1998, which took various measures concerning secondary education and amended the Decree of 25 February 1997 on elementary education (basisonderwijs). An important aim of this Decree of 14 July 1998 is the improvement of the orientation of the capacities of the pupils in order to provide each pupil with the education that corresponds best to his or her capacities and interests. This required that certain educational problems had to be dealt with such as the increasing number of pupils in special education (buitengewoon onderwijs), the large number of school failures, the system of elimination that characterises the system of secondary education at present, and the 'output' of unqualified individuals who obtained their diploma of secondary education onto the labour market. Therefore, modifications in five areas were established such as the rationalisation of the educational offer, the encouragement of local autonomy for the schools, additional efforts concerning pupils with learning difficulties, the integration of special and mainstream education, and the introduction of a system of modular courses in vocationoriented education (see [5.13.5.]).

5.2. Ongoing Debates and Future Developments Following policy themes are currently in discussion • • • •

• • • • • •

The prevention but also the sanctioning of truancy and school absenteeism. Greater selectivity for new programmes. The modularization of secondary education (smoothing away shortcomings of experimenting with modular education, but enforcement of positive experiences), see [5.13.3.2.5.]. A better preparation for entrance onto the job market and the development of entrepreneurship (bridge projects, alternated learning for part-time compulsory education, support of micro-entrepreneurs in training, the project ANKIE for gender neutral choice of study, equality project JANUS and other projects supported by ESF-Flanders and the vocational education service). In 2006, 27 centres for part-time education are acknowledged, see [5.13.3.2.6.]. Centres for learning and working will be developed. Pathway guidance in part-time vocational education (DBSO) in function of alternating employment of which on-the-job-learning is an essential part, see [5.18.]. A general frame for on-the-job-learning will be build out. Pupil placement experiences will be further encouraged. To this purpose a placement database will be established, see [5.13.3.2.3.]. Also, alternating vocational education in special education, educational form 3, introduced in 2004, see [10.6.10.].

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• • • • •

• •

The working of the Regional Technological centres was redefined in 2004 and focussed more on the making available of high technological instruments for education. They can, at present, also apply for project financing. See [5.18.] There is a striving towards integration of educational covenants and sector covenants, see also [7.2.]. International cooperation projects, mobility and pupils' exchange in secondary education, are stimulated, see [11.6.1.2.]. The furthering of a specific qualification structure tuned to the European Qualification Framework is another policy preoccupation. Accent on Talent. In 2004, the Koning Boudewijnstichting published a second report. On the basis of it, 16 experimental projects started in 2005. Analogous to this, 15 companies with ESF-subsidies took on a pioneer role, namely in collaboration with secondary schools. These projects will finish at the end of 2006. The experiences were published in a number of publications and will later on further be spread by means of an up-dated website. A follow-up assignment was also allocated by the ministry of education. For innovations the minister created a decree on "experimental gardens". Cost reduction for parents in elementary and secondary education is strived for.

5.3. Specific Legislative Framework Following educational legislation is important for secondary education. • • • • • • • • • • • •

•

Wet tot wijziging van sommige bepalingen van de onderwijswetgeving van 29 mei 1959, bijgenaamd de 'Schoolpactwet' (Schools Pact Act). Besluit van de Vlaamse Regering 31 juli 1990 houdende inrichting van het deeltijds beroepssecundair onderwijs (part-time vocational education). Decreet van 17 juli 1991 betreffende inspectie en pedagogische begeleiding (inspectorate and pedagogical counselling). Decreet van 31 juli 1990 betreffende het Onderwijs-II. Decreet van 14 juli 1998 houdende diverse maatregelen met betrekking tot het secundair onderwijs en tot wijziging van het decreet van 25 februari 1997 betreffende het basisonderwijs (secondary education and elementary education). Decreet van 18 mei 1999 betreffende het Onderwijs-XI. Decreet van 13 juli 2001 betreffende het Onderwijs-XIII. Besluit van de Vlaamse regering van 31 augustus 2001 houdende de organisatie van het schooljaar in het secundair onderwijs (secondary education). Besluit van de minister van 28 mei 2004 tot vaststelling van de centra voor deeltijds beroepssecundair onderwijs (part-time vocational secondary education). Decreet van 14 februari 2003 betreffende het onderwijs-XIV. Besluit van de Vlaamse Regering van 14 juli 2004 betreffende het experimenteel Brussels curriculum in het voltijds secundair onderwijs (experimental curriculum for Brussel in full-time secondary education). Besluit van de Vlaamse Regering van 12 december 2003 betreffende de integratie van leerlingen met een matige of ernstige verstandelijke handicap in het gewoon lager en secundair onderwijs (the integration of children with moderate or serious learning disabilities in mainstream elementary and secondary education GON). Decreet van 15 juli 2005 betreffende het onderwijs- XV.

Equal educational opportunities policy (GOK) • • • •

Decreet van 28 juni 2002 betreffende gelijke onderwijskansen- I. Omzendbrief SO/2003/01 Het gelijkeonderwijskansenbeleid voor het secundair onderwijs (30.04.2004). Omzendbrief SO/2005/07 Het gelijkeonderwijskansenbeleid voor het secundair onderwijs vanaf het schooljaar 2006-2007 (15/08/2005). Decreet van 15 juli 2005 houdende wijziging van het decreet van 28 juni 2002 betreffende gelijke onderwijskansen-I.

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Final objectives and developmental objectives • • • • • • • • • •

Decreet van 24 juli 1996 tot bekrachtiging van de eindtermen en de ontwikkelingsdoelen van de eerste graad van het gewoon secundair onderwijs. Decreet van 18 januari 2002 betreffende de eindtermen, de ontwikkelingsdoelen en de specifieke eindtermen in het voltijds gewoon en buitengewoon secundair onderwijs. Besluit van de Vlaamse regering van 20 september 2002 tot vaststelling van de eindtermen van het derde leerjaar van de derde graad van het gewoon beroepssecundair onderwijs. Decreet van 20 december 2002 tot bekrachtiging van de eindtermen van het derde leerjaar van de derde graad van het gewoon beroepssecundair onderwijs. Besluit van de Vlaamse regering van 17 oktober 2003 tot vaststelling van de bij decreet te bekrachtigen decretale specifieke eindtermen voor het algemeen secundair onderwijs. Decreet van 7 mei 2004 tot bekrachtiging van de decretale specifieke eindtermen voor het algemeen secundair onderwijs. Besluit van de Vlaamse Regering van 16 september 2005 tot ontvankelijkheid en gelijkwaardigheid van een aanvraag tot afwijking op de decretale specifieke eindtermen voor het algemeen secundair onderwijs. Part-time compulsory education Besluit van de Vlaamse Regering van 8 juli 2005 houdende de organisatie, de normering en de financiering van deeltijdse vormingen die voor de vervulling van de deeltijdse leerplicht in aanmerking komen. SO/2005/09 - Deeltijdse vormingen die in aanmerking komen voor de vervulling van de deeltijdse leerplicht.

5.4. General Objectives General secondary education (ASO) has a more theoretical approach to subjects than the other educational forms and is clearly intended to facilitate the transition to higher education. Technical secondary education (TSO) concentrates on the practical application of theoretical knowledge. TSO has two objectives: on the one hand it prepares the pupil for a vocation and on the other hand for higher education, technical or other. Artistic secondary education (KSO) provides a more 'artistic' kind of education and facilitates the transition to higher Artistic education, however without excluding non-artistic follow-up courses of study in higher education and non-artistic disciplines in employment. Because of these broad objectives, the curriculum of KSO is fundamentally based on the integration of general education with artistic components. KSO offers youngsters a very complete education: handicraft, art and theoretical subjects. Moreover, pupils are also philosophically educated (VLOR, 2001). Full-time vocational secondary education (BSO) provides a practically oriented form of education and offers youngsters next to a general education a specific training for a specific vocation. However, not only youngsters with practical talents who want to be trained for a vocation follow full-time vocational secondary education, but also youngsters who have experienced a number of failures or learning difficulties in their former school career, sometimes already in primary education.

5.5. Types of Institution Full-time secondary education is composed of four stages of two school years each (except for the three years' nursing training of the fourth stage), possibly enhanced with a third school year of the second stage of vocational secondary education and with a third school year of the third stage. The structure of secondary schools This structure is built up as follows (Circular letter concerning the structure and organisation of full-time secondary education, ref. SO 64).

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First stage: • •

•

first school year A; first school year B (for pupils needing adapted education); for pupils who have fallen behind in elementary education or for pupils who are less equipped for a predominant theoretical education; this school year functions as a transition year between elementary and secondary education. After the first school year B the pupils can either go to the pre-vocational year or to the first school year A; second school year of the first stage; offers different subjects of study to choose from, the so-called basic optional subjects. These basic optional subjects are supplemented with a package of subjects which are common for all pupils in the school who are in the same school year. The school year prepares the pupil to make a choice in the second stage for a course of study in one of the 4 educational forms which are then offered; a pre-vocational school year is also a second school year and offers a choice from different courses of study, the so-called occupational fields. It prepares the pupil to make a choice in the transition to the second stage for one of the courses of study in vocational secondary education.

Second stage: • •

first and second school year of the second stage offer a choice between 4 educational forms: general secondary education (ASO), technical secondary education (TSO), artistic secondary education (KSO), vocational secondary education (BSO); third school year of the second stage of vocational education (BSO), organised as a follow-up course.

Third stage: • • • •

first and second school year of the third stage offer a choice between 4 educational forms: general secondary education (ASO), technical secondary education (TSO), artistic secondary education (KSO), Vocational secondary education (BSO); third school year of the third stage of general secondary education (ASO) and artistic secondary education (KSO), organised as a preparatory year for higher education; third school year of the third stage of technical secondary education (TSO), artistic secondary education (KSO) and vocational education (BSO), organised as a specialisation year; third school year of the third stage of vocational education (BSO), not organised as a specialisation year.

Fourth stage: • •

first and second school year of the fourth stage of vocational education (BSO); third school year of the fourth stage of vocational education (BSO) (only for nursing).

See diagram of the structure of Flemish education. The reception classes for non-Dutch speaking newcomers do not belong to any stage. Educational forms The first stage has a common educational form for all pupils, except for those preparing for vocational education. The second, third and fourth stage comprise four different educational forms which are further subdivided in areas of study from which the pupil can choose a specific course of study: • • • •

general secondary education (algemeen secundair onderwijs) (ASO). Aims at a broad theoretical education and prepares the pupil for higher education. technical secondary education (technisch secundair onderwijs) (TSO). Mainly concentrates on general and technical theoretical subjects, supplemented with practical lessons. It prepares the pupils either for professional life or for higher technical education. artistic secondary education (kunstsecundair onderwijs) (KSO). Combines a general and broad education with artistic practice and prepares the pupils either for professional life or for higher (artistic) education. vocational secondary education (beroepssecundair onderwijs) (BSO). Combines specific vocational skills with a general education. Access to higher education is possible but rare.

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Types of educational institutions Not all educational institutions offer all stages and educational forms. There are a number of different combinations and therefore different types of educational institutions are possible. In the light of the developments for the comprehensivisation of secondary education, the organisation of the authentic independent comprehensive 1st stage secondary education schools is to be mentioned. These schools strive to focus their structure, school work plan and school practice on the care of all elementary school-leavers, a core curriculum for all pupils, postponement of choice of course and positive orientation and guidance for all pupils in the domains of 'learning to learn, 'learning to live' and 'learning to choose'. The association St.A.M has been active since 1985 and groups approximately 60 comprehensive 1st stage secondary schools from the catholic and provincial networks. VIGOM groups heads of institutions of comprehensive 1st stage secondary schools from Flemish Community Schools. • •

http://www.stam-vlaanderen.be/ http://users.pandora.be/vigom/

5.6. Geographical Accessibility School distribution in Flanders, so also for schools organizing secondary education, is rather equally spread over the territory. All parents have the constitutional right to choose a school with the philosophical or religious orientation they prefer.

5.7. Admission Requirements and Choice of School Generally, pupils have reached the age of 12 when they are admitted to secondary education. Below the admission requirements are described for pupils in the different stages and educational forms for secondary education. Pupils may enter the first school year A on the basis of having obtained the Certificate of Elementary Education (getuigschrift basisonderwijs) (Decision of the Flemish Executive of 19 July 2002). After finishing the last year of primary education without obtaining the certificate of elementary education, pupils may be admitted into the first school year A with the consent of their parents and on the recommendation of the Pupil Guidance Centre (Centrum voor Leerlingenbegeleiding) (CLB) (see 4.15.2) and if the first year A admissions committee (toelatingsklassenraad) approves. Following are the admission requirements for regular pupils for the first school year B: • • • •

the regular pupils who have finished the sixth school year of mainstream primary education, without having obtained the certificate; the pupils who have not attended or finished the sixth school year of mainstream primary education, on condition that they reach the age of twelve at the latest on 31 December following the start of the school year; pupils holding the certificate of mainstream or special elementary education, on condition that the persons involved approve after having obtained the advice of the CLB; regular pupils of special primary or secondary education not holding the certificate of elementary education, on condition that the admissions committee decides favourably and b) that the persons involved approve after having obtained the advice of the CLB.

The transition from the first year B to the first year A is possible until 15 November and from the first year A to the first year B until 15 January, if the child's parents agree and the admissions committee (klassenraad) of the first year A approves. Transitions from one eductional form to another are authorised throughout secondary education with the approval of the admissions committee and if the transfer conditions between the courses of study are respected. In the third stage of general, technical, and artistic education, the transitions are more restricted. At the age of 16 a pupil may enter the 3rd year of vocational education whatever his or her previous school career may be, provided the admissions committee approves. These pupils cannot obtain the Diploma of Secondary Education (Diploma van Secundair Onderwijs), unless they enter at age.

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Foreign pupils wishing to continue their secondary studies in Belgium must submit a certificate of equivalence of their previous studies abroad, issued by the relevant administration, when enrolling for the first time. When a pupil without a legal residency status is enrolled, the existing procedures of obtaining a certificate of equivalence can be used, when a foreign certificate can be presented. If such certificate cannot be presented, equivalence can still be obtained, as is already applicable to reception classes, on the basis of a sworn statement from the parent or the unaccompanied minor about the exact education that the pupil has completed. Three sorts of orientation certificates are issued in secondary education: • •

•

an orientation certificate A (when the pupil has finished the year successfully); an orientation certificate B (the pupil is admitted to the next year, but excluded from following some educational forms and/or courses of study ); B certificates are not issued at the end of o the first year B, o the first year of the third stage in general secondary education (ASO)/ vocational secondary education (BSO), o the fourth stage of vocational secondary education (BSO). an orientation certificate C (the pupil has to repeat the year).

In addition, the new decree on equal opportunities (see also paragraph [4.15.1] ) is of course also relevant concerning school choice. The right to admission to the school of choice has been guaranteed as from the school year 2003-2004.

5.8. Registration and/or Tuition Fees The regulations concerning registration and tuition fees are legally defined in the Decree on Education-XIII of 13 July 2001. International treaties and the Belgian Constitution translate the principle of free education in prohibiting direct or indirect registration fees for community-funded or subsidized schools for full-time or part-time education. • •

Direct registration fees are only allowed in non-compulsory education (i.e. education outside elementary and secondary education) (see chapter [7.]). Indirect registration fees refer to the costs which are imposed at the beginning or in the course of the school year by the governing bodies or related organisations and which can be so high that they form a real impediment to enrolment.

In secondary schools there is no absolute free education. Parents and pupils of age may be asked to contribute towards the costs of certain school activities and teaching aids. It goes without saying that these costs have to be effective, demonstrable and accountable and have to evenly correspond with the character and the target group of secondary education. Moreover, the Decree stipulates the fulfilment of two additional conditions as from the school year 2002-2003 onwards: • •

the list of contributions, submitted to the parents and pupils of age, as well as the deviations for financially less well-off families can only be defined by the governing body after consultation within the school council (Flemish Community Schools) or the participation council (subsidized education); the list of contributions has to be communicated in writing to the relevant persons at the beginning of the school year at the latest. This is best done by the means of school regulations.

5.9. Financial Support for Pupils The allocation of study allowances is legally determined by the Law of 19 july 1971 concerning the allocation of study allowances. In order to receive a study allowance from the Ministry of the Flemish Community, a number of conditions need to be met, i.e. nationality conditions, financial conditions (concerning income, rateable value, conditions for single or married pupils) and study conditions. These study conditions imply the following: • •

as long as a pupil is of statutory school age and follows full-time education, a study allowance can be obtained at all times; if the pupil is no longer of statutory school age, a number of additional conditions have to be met, more particularly, the pupil, o obtained an A or B orientation certificate during the previous year, o has not repeated one or more school years during the non-compulsory school period, o follows a higher school year than the previous year. If the pupil follows the same school year, this is because the pupil was advised as such by the school board.

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The Study Allowance Fund of the Family Association (Gezinsbond v.z.w.) allocates study loans to students from large families (3 children or more). The money is to finance the study costs of Dutch-speaking secondary and higher education with full curriculum.

5.10. Age Levels and Age Grouping Theoretically, class composition is linked to age grouping: the year group system. Because of school failures and repeats, classes sometimes become heterogeneous (especially in vocational education). Each subject is taught by a specialised teacher. The teacher's teaching qualification depends on his/her qualification: the teacher may teach all subjects for which he/she has obtained an adequate qualification. Teachers teach in different school years and children are taught by different teachers. Compulsory education ends when pupils attain the age of 18... Anyone who is 18 and who has consequently attained the age of majority, cannot be compelled to stay at school until the end of the school year. Compulsory education ends in the calendar year in which the pupil attains the age of 18, either on 30 June (the end of the school year) for pupils who have already attended 12 years of primary and secondary education or on the pupil's 18th birthday itself.

5.11. Courses of study and Specialisation The Decree of 14 July 1998 concerning secondary education stipulates that the provision of educational forms, areas of study and courses of study should be organised in a more transparent manner. â€˘ â€˘

The first stage has to guarantee a broad education, and excessive specialisation in the second year of the first stage is avoided. The number of optional subjects is reduced. For the second and third stage, a number of courses of study are reduced or regrouped to clarify the courses of study and give them a more recognisable profile. The aim is to prepare the pupil more adequately for higher education within the different educational forms.and/or professional career.

From the 2nd stage onwards the 4 educational forms are offered (ASO, TSO, BSO, KSO) further subdivided in areas of study from which the pupil can choose a particular course of study. Next to this 'linear' system (with stages and school years) experimental modular education has been in operation in vocational education since September 2000. In this system there are no stages, school years and courses of study. The areas of study consist of different modules. Areas of study in the 2nd and 3rd stage ASO (general SE)

TSO (technical SE)

BSO (vocational SE)

Modular BSO (modular vocational SE)

General SE

Auto mechanics

Construction

Chemistry Photography Printing techniques Commerce Woodworking Cooling and heating Agri- and horticulture Personal care Naval training Mechanics/electricity Fashion Optics Orthopaedics

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KSO artistic SE)

Ballet Plastic arts

Decoration Glazing techniques Printing techniques Commerce Woodworking Jewellery Cooling and heating Agri- and horticulture Personal care Naval training Mechanics/electricity Fashion Building musical instruments

Printing techniques Commerce Woodworking Cooling and heating Personal care Mechanics/electricity

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Sports

Caring

Sports Dental technology Textile crafts Tourism Nutrition

Textile crafts

Nutrition

Performing arts

5.12. Organisation of School Time The school board decides to a large extent autonomously on the arrangement of school time (school day, school week and school year) in secondary education (see also the circular letter SO 74 of 12 june 2001 concerning the organisation of full-time secondary education).

5.12.1. Organisation of the School Year Similar to elementary education, the school year in secondary education starts on 1 September and ends theoretically on 31 August. • • •

•

Due to the summer holiday (from 1 July till 31 August) however, the school year ends in fact on 30 June. After 31 August educational activities (such as practical trainings) relating to the past school year are no longer possible; exceptions are late decisions of the deliberating class committee (on 1 September at the latest) or appeals against controversial decisions of this class committee (on 20 September at the latest). As the school year ends theoretically on 31 August, regular pupils are obliged to participate in all educational activities, which are organised by the school in the summer period, e.g. practical trainings or holiday work. Should the occasion arise, the deliberating class committee may revert to the principle of postponement on 30 June of its final decision, as it does not dispose of sufficient information to decide on the passing of the pupil. Taking into account the holidays, the school is open 182 days per school year.

5.12.2. Weekly and Daily Timetable School week Classes during the school week in full-time mainstream secondary education and in special secondary education (buitengewoon secundair onderwijs) are spread over 9 half days from Monday till Friday, not taking into account the practical trainings. The free half day (before or after noon) can be defined freely and is in fact mainly set on Wednesday afternoon. In part-time vocational secondary education classes are spread over maximally 4 half days from Monday till Friday. The word ''maximally'' refers to the fact that for some pupils the timetable of part-time vocational education comprises of 15 hours and for others, who follow general courses in a recognized institute for part-time nonformal education, only of 8 hours. In any case, the spreading of classes does not prevent schools to organise classes in another ''rhythm'', after approval of the Department for Education (cf. Ministerial Circular letter SO 66 of 30 June 1999 concerning the organisation of DBSO). In full-time secondary education the weekly timetable comprises of at least 28 periods (36 weekly periods for nursing). The maximum number of weekly periods, which is qualified for government funds or subsidies, is defined in the Royal Decree nr. 2 of 21 August 1978. This maximum (which does not include remedial periods) ranges from 32 to 36 periods. It is determined by the Royal decision nr. 2 of 21 August 1978. School day During school days teaching starts at the earliest at 8.00h and ends between 15.00h and 17.00h. There is a lunch break of minimally 50 minutes at an acceptable time for taking lunch. When the teacher is absent and substitution or organisation of a substituting activity is not possible, it may be decided that pupils are allowed to leave the school. Common sense and the interests of the pupils have to prevail; elements as approval of the parents, insurance cover, degree of force major, period in time, age of the pupils a.o. have to be taken into account.

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5.13. Curriculum, Subjects, Number of Periods â€˘

â€˘

1 stage SE o In the 1st school year A and in the 1st school year B there is, at all times, a core curriculum and an optional component. o In the 2nd school year; a core curriculum, basic optional subjects and an optional component. o In the pre-vocational year; a core curriculum, occupational fields and an optional component. 2nd and 3rd stage SE o Here, in the courses of study, one finds, next to the core curriculum and the fundamental part a complementary part.

5.13.1 Final objectives and developmental objectives The final objectives eindtermen and developmental objectives (ontwikkelingsdoelen) are used as a means of quality control by the government. They are an obligatory part of the curricula. For the core curriculum, subject related final objectives are formulated. These are minimum objectives for knowledge, understanding, skills and attitudes which the educational authorities considers essential and attainable for a certain pupil population. For mainstream secondary education these are determined per stage and per educational form. Attitudinal subject related final objectives do not have to be reached but do have to be strived for. Next to the subject related final objectives there are also cross-curricular final objectives. These are minimum objectives which are not specific to one subject of study, but are strived for by means of several subjects or pedagogical projects. The subject related final objectives concerning knowledge, understanding and skills bind the school to an obligation of result. Whether or not these objectives are reached is considered during a full inspection and weighed against the school context and characteristics of the school population. The crosscurricular final objectives imply an obligation of effort. Therefore the latter do not need to be included in the curricula. Only for the core curriculum of the first school year B and the pre-vocational year of the first stage there are developmental objectives instead of final objectives. These are minimum objectives for knowledge, understanding, skills and attitudes which the educational authority finds desirable for a particular pupil population and which the school has to strive for to be achieved by its pupils. Developmental objectives can be subject related or cross-curricular. For the fundamental part of a course of study specific final objectives are developed. These objectives are related to skills, specific knowledge, understanding and attitudes which a pupil of full-time secondary education has acquired in order to start further education and/or function as a beginning professional. Currently, specific final objectives have only been determined for General secondary education (ASO). The government formulates no final objectives or developmental objectives for the optional component, the basic optional subjects and the occupational fields of the first stage of secondary education and for the complementary part of the second and the third stage. Mainstream secondary education st 1 stage Astream Subject related final objectives for the core X curriculum cross-curricular final X objectives Cut-off point objectives for the specific final objectives Specific final objectives Bstream Subject related X developmental objectives Cross-curricular X developmental objectives

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2 stage ASO TSO

KSO

BSO

3 stage ASO TSO

KSO

BSO

X X

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The final objectives are worked out by the Department for Educational Development (Dienst voor Onderwijsontwikkeling) (DVO). The Flemish Educational Council (Vlaamse Onderwijsraad) (VLOR) gives advice on the proposals to the Flemish Parliament. The final objectives and developmental objectives for the first stage of secondary education have been determined by the Decree of 24 July 1996 and have been introduced in September 1997. Cross-curricular final objectives are formulated as well for learning how to learn, social skills, education for citizenship, health education, environmental education. The final objectives for the second and third stage of secondary education were officially approved by the Flemish Parliament in the Decree of 18 January 2002. A set of final objectives is formulated for all core curriculum subjects (kerncurriculum) of the different courses of study in the second and third stage. Cross-curricular final objectives are also formulated. These cross-curricular final objectives are grouped in themes which are the same for all educational forms (ASO, TSO, KSO, BSO) though not in number. In the 1st stage there are 5 themes: learning how to learn, social skills, education for citizenship, health education and environmental education. In the 2nd and 3rd stage two more themes are added: musical-creative education and technical-technological education. The last one only for General secondary education (ASO). These cross-curricular final objectives as well as the final objectives for the core curriculum subjects are progressively introduced as of the school year 2002-2003 in the second and third stage. As is the case in pre-primary school and primary education, departures from the established developmental objectives and final objectives are also possible in secondary education (http://www.ond.vlaanderen.be; Decree of 15 July 1997).

5.13.2 Curricula While the developmental objectives (ontwikkelingsdoelen) and final objectives eindtermen determine what the pupils minimally have to know and be able to do, they do not define how these objectives are to be reached. The schools are totally free in this respect. There is room for diversity and difference in approach. This shows in the use of different curricula within Flemish schools. Curricula hold essential data for concrete educational practice and are tuned to a well-defined group of pupils. Starting from the final objectives and developmental objectives the curricula specify the general and specific objectives and relating subject matter for one or more subjects or subjects of study. Moreover, they give suggestions related to teaching strategies and the realization of those. In principal, they can be developed by every school, but in practice they are developed by the governing body or educational umbrella organization. In general, schools which are affiliated to umbrella organisations opt for the recognized curricula. The educational inspectorate assesses the curriculum on the basis of established criteria, the final objectives and developmental objectives and advices the Minister for Education regarding the approval. • • • •

Catholic education, see http://www.vvkso.be > secondary education > publications > curricula Flemish Community education, see http://pbd.gemeenschapsonderwijs.net/so/index.htm Provincial education, see http://www.pov.be > documents > curricula Municipal education, see http://www.ovsg.be > publications and documents > curricula

5.13.3 Timetables The timetables in secondary education always consist of a common and an optional part. The common part contains the core curriculum which is common per stage and per eductional form (common core curriculum); optional part subjects belong either to the core curriculum (depending on further choices) or to the free optional component which has to be filled in by the school within the legal framework. The latter is called the ''complementary part''. 5.13.3.1 The core curriculum As regards the core curriculum, minimum teaching time is linked to the different limitative lists of obligatory subjects, only in the first stage – in general and not per separate subject. Moreover, the Flemish government can allow individual educational institutions to depart from this minimum teaching time, on condition that the same educational level for the core curriculum is guaranteed. In the second and the third stage, the teaching time for the core curriculum can be assigned and divided completely autonomously.

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The respective compulsory subjects of the core curriculum 1st stage

1st y. A Philosophy of life* Dutch French possibly English Mathematics

1st y. B Philosophy of life* Dutch possibly French

Mathematics

2nd y. Philosophy of life* Dutch French

History Geography Artistic educ. or Expressive educ. and/or Music educ. Physical educ. Technol. educ. min. 27 h/w

History Geography Artistic educ. or Artistic educ. or Expressive Expressive educ. educ. and/or Music and/or Music educ. educ. Physical Physical educ. educ. Technol. Technol. Educ. educ. min. 27 h/w min. 24 h/w

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1st and 2nd y. BSO Philosophy of life* Dutch

French French or English

English Mathematics Mathematics

Natural sciences or Physics and/or Natural Biology sciences or Natural [physics Physics sciences or and/or Physics and/or Biology and/or Biology biology] or [fysica and/or [fysica and/or Scientific work biology] biology] Social sciences or History and Geography

Prevocational year Philosophy of life* Dutch possibly French

2nd stage 1st and 2nd 1st and 2nd y. y. TSO ASO KSO Philosophy Philosophy of life* of life* Dutch Dutch

English Mathematics Mathematics Mathematics and/or (applied) (applied) applied Natural Natural [Natural sciences or sciences or sciences [Physics Physics and/or and/or and/or Physics and/or Natural Biology or Biology or Biology or sciences or and/or and/or and/or [Physics and/or Chemistry] Chemistry Chemistry] Biology] or integrated or integrated or integrated or Scientific work not not not

Social sciences or History and Geography Artistic educ. or Expressive educ. and/or Music educ. Physical educ.

3rd stage 1st and 2nd 1st and 2nd y. y. TSO ASO KSO Philosophy Philosophy of life* of life* Dutch Dutch

1e and 2e y. BSO Philosophy of life* Dutch

French French or English or English German Mathematics Mathematics

Natural sciences or [Physics and/or Biology and/or Chemistry]

History Geography

Social sciences or History and/or Geography

Physical educ.

Physical Physical educ. educ.

History Geography

min. 16 h/w

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History Geography

Social sciences or History and/or Geography

Physical educ.

Physical education

Further specifications •

• • • • •

•

Philosophy of life (levensbeschouwelijke vorming) = Religion or Non-confessional ethics nietconfessionele zedenleer (only for official education), Religion or Non-confessional ethics nietconfessionele zedenleer or Cultural philosophy or Indigenous culture and religion (only for subsidized education), In the 1st years A and B the core curriculum consists of minimally 27 periods per week and has to be organised on the basis of minimally one minimum curriculum to be followed by all pupils of the same educational institution. In the 2nd year of the 1st stage the core curriculum consists of minimally 24 periods per week of which minimally 14 periods per week have to be organised on the basis of minimally one minimum curriculum to be followed by all pupils of the same educational institution. In the 1st year B, the year for pre-vocational education of the 1st stage and in the 1st and 2nd year of the 2nd stage BSO and the 3rd stage BSO two ore more subjects can be integrated in Project general subjects. kunnen twee of meer vakken worden geïntegreerd onder het project algemene vakken. For the third year of the second stage BSO, organised as a follow-up course, no core curriculum is imposed, as the follow-up course is to a high extent option linked and consequently special attention is given to technical and practical subjects. For the third year of the third stage BSO, organised as a follow-up course or not: compared to the previous, a somewhat special rule applies to this year: o the core curriculum has to consist of general subjects of which two or more subjects can be integrated in Project general subjects, contain the subjects of the first and the second year of the third stage BSO, consist of minimally 12 periods per week, o insofar as this year is organised as a follow-up course, at least 14 hours per week have to be assigned to technical and/or practical subjects. For the third year of the third stage ASO, respectively KSO, organised as a preparatory year for higher education, and for the third year of the third stage KSO, respectively TSO, organised as a follow-up course: for these years no core curriculum is imposed, as the secondary education of the pupils involved can already be regarded as completed and the year aims at mere specialisation or at deepening the completed study in preparation of higher education. For the years of the fourth stage BSO: because of the specificity, no core curriculum is imposed. Moreover, the subject Religion or Non-confessional ethics niet-confessionele zedenleer is not compulsory in official education (Circular letter of 25 June 1999 ref. SO64; Decree of 31 July 1990 concerning education-II).

The timetables are drawn up by the governing body. 5.13.3.2. The optional component (fundamental and complementary part) Because the governing body of the school is responsible for the timetables, it is impossible to present all of them here. Therefore, we will present the schedule of Flemish community education (gemeenschapsonderwijs). We describe in more detail 1. 2. 3. 4. 5. 6. 7.

The first stage General secondary education (ASO) Technical secondary education (TSO) Artistic secondary education (KSO) Vocational secondary education (BSO) Part-time vocational secondary education (DBSO) The 4th stage BSO (vierde graad beroepssecundair onderwijs)

5.13.3.2.1. First Stage In the first year A, all pupils follow a common core curriculum (kerncurriculum) of a maximum of 28 periods per week (see 5.13). Additionally, pupils in Flemish community education have to follow 4 periods of choice per week. So, a maximum of 32 periods per week. They can opt for following new subjects and/or for completion of already taught subjects from the core curriculum. There is choice between the general subjects Latin, Physical education, Music education, Artistic education, Scientific work and Dutch, and between the technical subjects Technological education and Nautical training. Condition is that the school offers these choices and that the total amount of optional periods is not more than four.

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For the first year B an almost identical timetable applies. But in the list of optional subjects the general subjects French and Mathematics are included. Latin, Scientific work and Nautical techniques are not included in the optional subjects. In the second year all pupils in the A-stream follow a core curriculum of maximum 26 periods per week. Pupils can choose between following basic optional subjects: Agricultural and Biological techniques, Artistic education, Ballet, Construction and Woodworking, Greek-Latin, Printing technology, Commerce, Hotel-nutrition, Industrial sciences, Latin, Nautical training, Mechanics-electricity, Modern sciences, and Social and technical training. Thus, in total a school week consists of a maximum of 32 or 34 teaching periods. Also in the second year there is an alternative organisation for pupils of the second year B, the so-called prevocational year (beroepsvoorbereidend leerjaar) (BVL). Their core curriculum consists of maximum 16 periods per week of so-called ''choice A subjects'' (A-keuzevakken), completed with maximum 18 periods of which the content depends on the chosen occupational field (beroepenveld). This results in a total of a maximum of 34 teaching periods per week. There is a choice between 48 occupational fields which are formed through combinations of Construction, Decoration,Electricity, Hair care, Woodworking, Office and sales training, Metal, Fashion, Rhine and inland navigation and Care-nutrition. The only exceptions to this 'combination rule' are the occupational fields Agri- and horticulture and Industry (Community Education, 2004). 5.13.3.2.2. General secondary education (ASO) General secondary education has a more theoretical approach to subjects than the other educational forms and is clearly intended to facilitate the transition to higher education. General secondary education (ASO) offers, in the 2nd and 3rd stage two possible areas of study: General secondary education (ASO) and Sports. Both with different possible courses of study. As an example we present the possibilities as present in Flemish community schools. Courses of study (Flemish community schools) In the area of study ASO Special scientific training

2nd stage ASO

Economics Economics-Modern languages Economics-Mathematics Greek Greek-Latin Greek- Modern languages Greek-Sciences Greek-Mathematics Human sciences Latin Latin- Modern languages Latin-Sciences Latin-Mathematics Modern languages-Sciences Modern languages-Mathematics Rudolf Steiner pedagogy Sciences Sciences-Mathematics Yeshiva In the area of study sports Modern languages-Top sports Sports Sciences-Sports Sciences-Top sports Mathematics-Top sports

X X X

X X

X X X X X

3rd stage ASO X (7 th year) 7de leerjaar ) X X X X X X X X X X X X X X X X X X X

In the third school year of the third stage the special course of study 'Special scientific training' is offered as a preparation for higher education. Educational offer secondary education, see: http://www.ond.vlaanderen.be/onderwijsaanbod/so/gewoon.htm

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ASO

Maximum number of periods per week (Flemish community schools)

Core curriculum Optional part Complementary part Total

Courses of study 1st Special scientific and 2nd y. 3rd stage training Sports-Sciences 18 – 20 2 8 – 14 24 4–0 6 32 32

18 13 1 32

Except for this special course of study and Sports-Sciences, the number of periods for the core curriculum is always a maximum of 18 or 20 periods depending on the chosen discipline. The maximum number of teaching periods for the fundamental and the complementary part of the 13 above mentioned disciplines varies respectively between 8 and 14 periods and 4 and 0 periods. For the special course of study 'Special scientific training' the 24 teaching periods belong to the fundamental part. The complementary part is limited to 6 periods, the core curriculum to 2 periods (namely Religion or Non-confessional ethics nietconfessionele zedenleer). For the third stage of the course of study Sports-Sciences applies a maximum of 18 periods for the core curriculum, 13 periods for the fundamental part and 1 period for the complementary part. 5.13.3.2.3. Technical secondary education (TSO) Technical secondary education concentrates on the practical application of theoretical knowledge. TSO has two objectives: on the one hand it prepares the pupil for a vocation and on the other hand for higher education, technical or other. For the areas of study in TSO see [5.11.] TSO Core curriculum Optional part Complementary part Total

maximum number of periods per week (Flemish community schools) 3rd y. 3rd stage 2nd and 3rd stages 13 – 20 14 – 23 0–4 36

4 32 36

Practical training is important in the framework of the revaluation of Technical secondary education (TSO) and vocational secondary education (BSO). Indeed, practical training forms a driving force for the training-employment linkage. The government has established a practical training database to assist schools looking for practical training places. It is an electronic market place for offer and demand of practical trainings (http://www.stagedatabank.be/). In the Circular letter of 16 September 2002 (ref. SO/2002/09) clear instructions are given as to the actual organisation of practical trainings. 5.13.3.2.4. Artistic secondary education (KSO) This small form of education (about 2% of the pupils of secondary education) provides a more 'artistic' kind of education and facilitates the transition to higher Artistic education, however without excluding non-artistic followup courses of study in higher education and non-artistic disciplines in employment. Because of these broad objectives, the curriculum of KSO is fundamentally based on the integration of general education with artistic components. KSO offers youngsters a very complete education: handicraft, art and theoretical subjects. Moreover, pupils are also philosophically educated (VLOR, 2001). The Decree of 14 July 1998 stipulates that KSO is divided in three areas of study, namely Ballet, Performing arts and Visual arts. Each of these areas of study consists of one or more courses of study. Typical for the area of study Visual arts are the three principles 'education', 'arts' and 'training'. The principles differ as regards objectives, balance general and art subjects and the outflow possibilities. Regardless of the course of study, KSO pupils have to follow a compulsory number of general subjects according to the Decree concerning education-II of 31 July 1990. This core curriculum is identical to the one of TSO

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(common final objectives eindtermen valid as from 1 September 2002) (see introductory part of paragraph [5.13.] ). Next to the general subjects pupils have to follow a substantial number of art subjects, depending on the chosen course of study. There are no technical and/or practical subjects in this specific part. Within the area of study Visual arts some 'specialisation years' are offered after the second year of the third stage, aimed at pupils with intrinsic qualities and a specific motivation for certain artistic professions: 'Architectural design', Audiovisual design', 'Printing technology', 'Industrial art' and 'Spatial design'. The third year of the third stage KSO also offers two preparatory school years. • • •

A preparatory year which aims at pupils who have not followed KSO, have no or insufficient artistic preeducation and still want to transfer to higher Artistic education. 'Special plastic arts education' is the preparatory year for the area of study Plastic arts. Pupils with a minimal pre-education can follow the course of study 'Special music education' within the area of study Performing arts (Decree concerning education-II of 31 July 1990; Decree of 14 July 1998; VLOR, 2001).

KSO

Maximum number of periods per week (Flemish community schools) Plastic arts Performing arts

3rd stage 15 16

preparatory 3rd year special training in Music education 4

2nd stage Core curriculum 17 - 21

3rd stage 13 – 16

preparatory 3rd year special training in Plastics arts 2nd stage 4 19 - 20

Optional part

18 – 23

13 - 17

0–2 36

0–3 36

3 32

15 - 19

Complementary part 0-2 Total 36

5.13.3.2.5. Full-Time vocational secondary education (BSO) Full-time vocational secondary education provides a practically oriented form of education and offers youngsters next to a general education a specific training for a specific vocation. However, not only youngsters with practical talents who want to be trained for a vocation follow full-time vocational secondary education, but also youngsters who have experienced a number of failures or learning difficulties in their former school career, sometimes already in primary education. As already mentioned (see paragraph [5.11.]), the BSO educational offering of the second, third and fourth stage is divided into 18 areas of study, which correspond to a large extent with those of TSO. BSO Core curriculum Optional part Complementary part Total

Maximum number of periods per week (Flemish community schools) 3rd y. 3rd stage 2nd and 3rd stages 8 – 13 4 - 12 21 – 26 20 - 32 1–4 0-4 36 36

Experimental vocational secondary education within a modular system (modular BSO, DBSO and BuSO) The reorganisation of secondary education established by the Decree of 14 July 1998 made important modifications in vocational education. A system of modular learning pathway courses was established in order to deal with the problems of the unqualified outflow of pupils from vocational education onto the labour market and of the discrepancy between the supply of vocational education courses and the demand on the labour market. Moreover, a system of modular learning pathways courses was set up to orientate pupils on the basis of capacities instead of failures. In the modular system, every school programme consists of general education and of vocation-oriented modules in which general educational elements are integrated and attention is paid to core skills. This way the pupil is

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prepared for specific vocations and also for personal and social functioning. Important are the vocational profiles set up by the social partners and the final objectives eindtermen set up by the government for each stage and each educational form. These profiles assure close linkage with the labour market. Moreover, the school year in the modular system looks entirely different: the division in subjects disappears, modules are not restricted to one school year and structural time is set aside for differentiation on a weekly basis . Modularisation is an important instrument to reduce the number of unqualified pupils from compulsory education as modular certificates allow entrance onto the labour market and/or further education. Because of the learning pathways structure and the alignment of the different parts to the sought-after qualifications, a higher transparency is created between the educational offer and the labour market. Moreover, the organisation of a modular school year looks very different from a non-modular school year. Among others, the division in subjects disappears, there is no distinction in stages or school years and structural time is set aside for differentiation on a weekly basis. The project modularisation is, at the same time, linked to the integration of new educational visions and teaching methods such as integrated work, differentiation and team teaching. Modular education is organised per area of study. Every area of study comprises a series of learning pathways. Every learning pathway is a coherent whole of modules which is recognized by means of a certificate by the government. One and the same learning pathway can occur in different areas of study. The learning pathways are identical in full-time and part-time education. Every learning pathway consists of one or more modules (the smallest part of a learning pathway which is recognized by means of a modular certificate by the government). One and the same module can occur in different learning pathways and subsequently in different areas of study. The modules are identical in full-time and part-time education. In full-time education, an area of study can not be offered simultaneously in modular and non-modular education within one and the same institution, except during the progressive build-up process. The implementation of fulltime modular education takes place progressively from the first school year of the second stage of vocational education onwards and the fourth stage Nursing of vocational education. In part-time education modular and non-modular education can not be offered simultaneously in one and the same institution, except when it concerns learning pathways which have not yet been worked out modularly and consequently can not occur in the learning pathways structure. Experiments within the modular educational system started on 1 September 2000 with pupils in full-time mainstream and part-time vocational secondary education and on 1 September 2001 in special vocational secondary education (types onderwijstype 3 and 4) and will continue till August 2007. The following areas of study are included in modular education: • •

as from 1 September 2000: Auto mechanics, Construction, Commerce, Mechanics-Electricity, Caring; as from 1 September 2001: Printing technology, Woodworking, Clothing, Heat and cooling, Personal hygiene, Textile Crafts and Nutrition (Circular letter of 26 July 2001).

5.13.3.2.6. Part-time Compulsory Education The Decree of 29 June 1983 concerning compulsory education determines that, among others, conditions for part-time compulsory education can be met through training in recognized part-time training centres. •

•

Part- time compulsory education starts: o either when reaching age 16; o or when reaching age 15 on the condition that the youngster has followed the first two school years of full-time secondary education (the first school year A and B are considered as one school year, the reception class for non-Dutch speaking newcomers is left aside). (Part-time) compulsory education finishes: o either when reaching age 18, if before 30 June; o or on 30 June, if age 18 is reached on 30 June or later of the respective calendar year.

There are many ways to comply with part-time compulsory education.

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1) Part-time vocational education (DBSO) This form of education has been established especially for pupils who have problems in full-time compulsory education and are tired of school. A formula is offered where pupils work part-time and go to school part-time with adapted curriculum and teaching methods. The provisions of the Decree of 14 July 1998 concerning the introduction of a system of modular learning pathway courses in vocational education is also meant for part-time vocational education (DBSO) (see paragraph [5.13.3.2.5.]). Part-time secondary education is provided for 40 weeks a year with 15 weekly periods of 50 minutes each. It also includes part-time employment linked to training in the centre. It is provided by 47 Centres for Part-time Vocational Education (Centra voor Deeltijds Beroepsonderwijs) (CDO). These centres are linked to secondary schools that offer full-time technical and vocational education. 2) The so-called contractual apprenticeship organised by the Flemish Agency for training in Entrepreneurship Syntra Vlaanderen formerly (Vlaams Agentschap voor Ondernemersvorming) (VIZO) (see chapter [7.]) Through an apprenticeship contract, training for more than 200 vocations is possible. The pupils follow a practical training in a company, 4 days per week, as well as additional courses one day per week. This 'contractual apprenticeship' is possible for youngsters as from 15 years of age who have followed the first two years of secondary education or as from 16 years of age. As from 18 years of age they can sign an agreement for practical training. Contractual apprenticeship usually takes 3 years. Depending on the age and pre-education a shorter training is possible. 3) Part-time off-shore fishing education This education consists of minimally 240 teaching periods and spreads over a minimum of seven and a maximum of 10 weeks per school year. It comprises both general subjects and technical and practical subjects. At least 80 periods are reserved for general subjects (Decision of the Flemish Government of 5 June 1991 concerning the organisation of secondary off-shore fishing education). The number of pupils added up to 52 in 1992-1993, declined rapidly to 20 in 1994-1995 and has been fluctuating around 6 in recent years. 4) Recognized part-time education These training programmes are organised by several non-profit organisations which are active in training and youth work. By Decree of 8 July 2005 the Flemish Government issued a new regulation concerning the organisation, standardization and financing, which was put into practice as from the school year 2005-2006. Point of departure is, as far as attainable, the streamlining of the regulation with the one which is applicable to part-time vocational education. The Circular letter SO/2005/09 – Part-time trainings which qualify for part-time compulsory education (10/11/2005) are explained by the new regulation. Part-time learning pathways can not be associated with courses of study and are, as such, not composed of separate subjects. Yet, there are some conditions to be met. The programme is to consist of: • •

a minimum of 360 periods per year if followed before 30 June of the calendar year in which the youngster reaches age 16; in other cases: a minimum of 240 periods per year. a minimum of 1/3 of personal and social training and a minimum of 1/3 of vocational training; yet, the programme can depart from the above by limiting itself to personal and social training when aimed at youngsters who follow technical and practical training in a centre of part-time vocational secondary education with which the centre of part-time education has a cooperation agreement. Since the enrolment of the youngster takes place in the centre of part-time vocational secondary education, it is this centre which is qualified for administration. The role of the centre for part-time education merely consists of the provision of 7 weekly periods of general training, which comes down to a total of 280 periods per year. In case this personal and social (= general) training is provided by socio-cultural workers in a centre of part-time vocational secondary education, it will be taken into account when the certificate of the second stage of secondary education is issued to the pupils concerned, on the condition that the objectives of the government-approved curriculum have been reached satisfactorily.

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The training programme is equally spread, over the school year, with a maximum of 4 half days from Monday up to and including Friday. This means that in principle the same number of periods are followed on a weekly basis. In 2006 there are 27 recognized centres for part-time education, organised by 6 organisers of training: Group Intro (17), Leio (4), De Werf (1), Foyer (1), Arktos (3), Aura (1). 5.13.3.2.7. Fourth Stage of vocational secondary education The fourth stage of vocational secondary education originated from complementary vocational secondary education (Aanvullend Secundair Beroepsonderwijs) (ASBO), that has long been a rather floating bundle of courses between secondary and higher education. With the merger operation of 1995 in higher education, these courses were brought together to form the fourth stage of vocational secondary education (vierde graad beroepssecundair onderwijs). At present 3 courses of study are offered in the fourth stage, within the three following areas of study. Area of study

Course of study

Decoration techniques

Plastic arts

Fashion Caring

Fashiondesign Nursing

Except for the course of study Nursing, which consists of three years, the fourth stage always consists of two years. As already mentioned, no core curriculum is imposed because of its specific character. Moreover, the subject Religion or Non-confessional ethics niet-confessionele zedenleer is not compulsory in official education (Circular Letter of 25 June 1999; Decree of 31 July 1990 concerning education-II, as modified and the Decision of the Flemish Government of 19 July 2002 concerning the organisation of full-time secondary education).

5.14. Teaching Methods and Materials The decision on teaching methods and teaching aids belongs to the freedom of the governing bodies. Consequently, there are no official guidelines. In general, it can be stated that teaching is subject-oriented. However, because of the cross-curricular objectives one is obliged to work in a cross-curricular manner. A number of so-called alternative schools within recognized and subsidized education are inspired by the ideas and methods of Steiner, Freinet, Montessori and other important figures of educational history. There are no official guidelines concerning duration and amount of homework. The Flemish Community leaves this up to the schools Modular vocational secondary education (see paragraph [5.13.3.2.5.]) emphasizes teaching methods such as 'integrated work', 'team teaching', 'permanent evaluation' and 'step by step learning'.

5.15. Pupil Assessment Pupil assessment is based on tests and examinations organised by the individual teacher under the ultimate responsibility of the governing body of the school (Decision of the Flemish Government of 19 July 2002). Permanent assessment is possible as well. In secondary education, the essential instrument of assessment is the class committee. The assisting and deliberating class committee consists of the school head or his/her representative and all members of the teaching staff, who teach the pupil in a specific school year (these persons are entitled to vote). They can be assisted by the deputy school head, the technical advisor (coordinator), supporting personnel and/or personnel which is involved in the psycho-social or pedagogic guidance of the pupils (these persons only give advice) (Circular letter SO 64). The class committee is responsible for the instruction of a specific group of pupils, the assessment of their school progress, the decision regarding each pupil's promotion to a higher class, and the issuing of certificates when appropriate.

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5.16. Progression of Pupils A regular pupil's promotion to the next class follows the issuing of an orientation certificate by the class committee at the end of the school year. Each class committee has the delicate task of establishing at regular intervals an intellectual and social evaluation of each pupil and of drawing pedagogical conclusions from this evaluation. Remedial help may be suggested and, if necessary, orientations or re-orientations. The committee agrees on a common position with regard to each pupil and, at the end of the school year, decides about promotion to the next class and the issuing of certificates. The class committee can base its decisions on factors such as the following: • • • •

the past school career of each pupil; the intermediary results from assessments, tests and examinations; information from the Pupil Guidance Centre (CLB); the interviews with the pupil and parents, if necessary.

Three kinds of certificates can be issued: • • •

an orientation certificate A when the pupil has finished the year successfully. an orientation certificate B when the pupil is admitted to the next year, but excluded from following some educational forms and/or courses of study; an orientation certificate C when the pupil has to repeat the year.

The decision resides with the persons involved (e.g. at the issuing of an orientation certificate B the pupil/parents can decide to repeat the year). One of the major points of interest remains the problem of school failure. In too many cases, repeating a class is too easy an alternative for a failed orientation process or the consequence of a wrong choice of study. Campaigns to counter school failure and repeating are being prepared.

5.17. Certification

In addition to advisory reports (orientation certification) established at the end of each year of secondary education, the class committee may issue the Diploma of Secondary Education (Diploma Secundair Onderwijs) (following the conditions confirmed in the Decree of 31 July 1990, as amended), at the end of • • •

the 6th year of secondary education (after completion of general, technical, or artistic education) the 7th (specialisation) year the 1st or last year of the fourth stage (vocational education),

At the end of the 1e year A and B pupils obtain a certificate of elementary education (when they don't already have it); at the end of the pre-vocational year , an equal certificate. Certificates can also be issued: • • •

the pre-vocational year 1st stage – 2nd year 2nd stage – 2nd year ASO, TSO, KSO

In vocational secondary education pupils can besides orientation certificates obtain certificates after • • •

2nd stage: 2nd year and 3rd year (organised as a follow-up year) 3rd stage: 2nd year and 3rd year (organised as specialisation year) 4th stage (vierde graad beroepssecundair onderwijs): 2nd year (Circular letter Structure and Organisation of Full-time Secondary Education SO 64)

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In following years and educational forms, the pupils have to pass one integrated test (Geïntegreerde Proef, GIP): • • • •

2nd stage BSO: 3rd year (organised as a follow-up year) 3rd stage TSO, KSO, BSO – 2nd year 3rd stage TSO, KSO, BSO – 3rd year (organised as a specialisation year) 4th stage BSO (vierde graad beroepssecundair onderwijs) – 2nd year study courses Textile crafts and Plastic arts 4th stage BSO (vierde graad beroepssecundair onderwijs) – 3rd year study course Nursing (Circular letter SO 64)

• rd

The 3 stage - 3 year ASO, KSO organised as a preparatory year for higher education entitles to a certificate of regular course attendance. nd

In the 2 and 3 year of the 3 stage of all educational forms and the 4 stage BSO (vierde graad beroepssecundair onderwijs), pupils can obtain a a certificate of business administration basics. In part-time secondary vocational education, pupils can obtain following certificates: • • • •

a certificate of the 2 stage secondary education. For that, the pupil needs to have obtained among others a part-time alternating work place experience on contractual basis. a certificate of acquired competences for an accomplished unit ,for those who have not obtained the certificate. ; a qualification certificate of part-time vocational secondary education; a certificate of business administration basics (see Circular letter (SO 66) concerning the organisation of part-time vocational secondary education.)

In modular vocational education (see paragraph [5.13.5.]) each module results in a modular certificate and all modules of a learning path together result in a certificate. One or more certificates combined with final objectives eindtermen and a complete course duration result in a diploma.

5.18. Educational/Vocational Guidance, Education/Employment Links A large number of measures have already been taken concerning guidance of youngsters in order to facilitate their introduction onto the labour market. In secondary technical and vocational education practical training (also in real-life situations) are an essential part of most programmes. Therefore, cooperation between schools and business is very important, especially in technical and vocational education. In the first place, this cooperation can improve the quality of education by actualising the curriculum through practical knowledge. Secondly, material and financial cooperation can improve the image of technical and vocational education by providing better facilities (Verhoeven and Elchardus, 2000). Recently, several measures were taken to facilitate the student training in full-time secondary education (Decision of the Flemish Government of 31 August 2001) (see also [5.13.2.]). In this context, it must be said that a number of schools have a long tradition of cooperation with local businesses. Company executives are members of governing bodies (inrichtende machten) and examination committees and donate equipment for school workshops. Pupils taking practical training in a company often go on to work there full-time when they leave school. In 1993, the Flemish Educational Board (Vlaamse Onderwijsraad) organised the ''States General'' for technical secondary education. There, cooperation agreements have been established between education and certain sectors such as construction, the catering industry and clothing. In 1995, the Flemish Social-Economical Council (Sociaal-Economische Raad van Vlaanderen) together with educational personnel and with the European Commission's support formulated a manual for organizing such cooperation agreements. Since the ''States General'', the cooperation between education and business have received a more structural support by means of covenants between government, business and the educational sector. These covenants have already been laid down for some areas of study. The covenants make education more true-to-life and result in a more intense training-employment relationship (Verhoeven and Elchardus, 2000). In this respect the modular system is to be mentioned (also see [5.13.4.]). Modular education is explicitly concentrated on the labour market, the aims being to decrease the number of youngsters who leave education unqualified and to increase the capabilities of pupils to adjust to the changing labour market (Verhoeven and Elchardus, 2000).

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Furthermore, the government has taken a number of employment initiatives that are focused on the guidance of young graduates onto the labour market and have an educational component. Examples are the 'Youthwork Guaranteed Plan' (Jeugdwerkgarantieplan) in 1994, the 'Bridging Projects' (Brugprojecten) and the 'Starting Job Agreement' (Startbaanovereenkomst). This 'Starting Job Agreement' (Startbaanovereenkomst) is part of the Law of 24 December 1999 for the promotion of employment. It is in the first place focused on young (younger than 25) graduates. The plan offers them full-time employment or a part-time employment together with a training of unlimited duration or of limited duration of at least one year. The employer is not only encouraged to hire these people by means of financial incentives but also obliged to hire 3% young people if the employer is a private company with more than 50 employees. In a cooperation agreement, approved by the Flemish government on 25 February 2000, it was arranged to create starting jobs by means of projects. Moreover, after consultation with the Flemish government the federal government decided to provide among other things 315 starting jobs in education, completely financed by the federal government. Within this framework two projects have been conceived by the Flemish government. The first project, for the creation of 150 starting jobs, deals with 'prevention of anti-social behaviour for schools', and has been initiated under the name 'Schools for youngsters â€“ Youngsters for schools' or 'Yo-Yo' ('Jo-Jo'). The second project 'traffic safety' offers jobs for 165 youngsters. When drawing up the projects, prior attention is paid to the groups with the highest level of unemployment. With the 'Yo-Yo' ('Jo-Jo') project the Flemish government addresses youngsters who have left school early or who have left school after secondary education but are still interested in working in schools. Allochthonous and less fortunate youngsters are especially encouraged to register for these starting jobs, because they generally encounter a lot of problems in the labour market. The project has two objectives: 1) to have the youngsters try out a job in education and encourage them to possibly follow further training and pursue employment in education, and 2) to offer schools with youngsters with school problems an additional employee who can assist in creating a positive school atmosphere and in establishing a better contact between teachers and allochthonous and less fortunate families. The project 'traffic safety' aims at encouraging youngsters to complete their school education with a professional qualification which is necessary for permanent employment. The objective is to give youngsters the necessary experience with responsibility to the security of other youngsters, to create a traffic safe school environment between schools and communities and to make school-home traffic more safe. Moreover, it tries to set up cooperation between schools and communities, where the youngster can assume tasks which add to an improvement of traffic safety in school environments. As mentioned before, the industrial apprenticeship contract (Industrieel Leercontract ) is set up to facilitate the entrance onto the labour market for certain job-seeking school-leavers. Through the Decree concerning Education-XIII the rules concerning advertisement and sponsoring by companies were already made more flexible. This measure aims to help schools to buy the necessary equipment with the help of companies (Decree of 13 July 2001). The Decision of the Flemish government of 3 September 2003 introduced the project 'for promotion of work experience in part-time vocational education (DBSO)'. This project aims to insert the pupil permanently onto the labour market by means of an individualised approach and the delivery of a basic qualification. Guidance (Trajectbegeleiding) needs to prevent early drop-out. In November 2002 the King Baudouin Foundation published the report of its commission 'A new perspective for technical and technological occupations and trainings', entitled 'Accent on Talent, An Integrated Vision on Learning and Working'. The commission advocates 'learning differently' (e.g. abolition of ASO/TSO/BSO, more modular education, lifelong learning), 'choosing differently' (e.g. better orientation, more attractive offering of technical trainings) and 'managing differently' (more autonomy for schools). It clearly opts for a reorganisation in which also the socio-economic world is involved, and therefore also argues in favour of 'working differently' (e.g. innovation of company organisations). On the basis of this different projects have been set up. Within the Department of Education, the DBO (Service for Vocational Training) coordinates different projects. http://www.ond.vlaanderen.be/dbo/projecten/projecten.htm The current government is very much concerned with the training-employment relationship and is making efforts to strengthen this relationship. Measures in this respect are the evaluation of the existing covenants, the giving of special attention to the organisation of sufficient, good-quality apprenticeships especially for minority groups and the establishment of regional technological centres (RTC).

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Regional Technological Centres (RTC) •

• • •

•

These centres support cooperation between educational institutions (secondary schools and centres of adult education), the business world and socio-economic or educational organisations. The regional technological centres are responsible for the joint use of high technological equipment, the educational infrastructure, and technical and didactic know-how. They also develop study material for joint use, establish in-service training projects for new technologies, and play a role in harmonising the supply and demand for work experience places. The RTCs are cross educational networks. The decretal basis was initially the decree on education XIII, but the Decree of 7 May 2004 redefined their working. The Decision of the Flemish government of 17 June 2005 regulates the project financing. They are steered towards three-yearly management agreements (2005-2007), receive a fixed working envelope and can, as from September 2005, apply for project financing for short-term initiatives. The subsidy is a maximum of 5000 € and is only allocated if the partners bring in the same amount of money (Press release 17 June 2005) See http://www.ond.vlaanderen.be/rtc/ with links to the different RTCs.

5.19. Private Education Private education (written or not) is not legally organised in Flanders. The certificates granted by these facilities have no legal value. The course offering within this private education is very diverse as far as content of the courses, teaching modalities and financing are concerned .

5.20. Organisational Variations and Alternative Structures Education for sick children is treated in [4.17.2.]

5.21. Statistics 5.21.1. Evolution of number of pupils as from 1990-1991, secondary education

School year

1990 - 1991 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

Mainstream secondary education In proportion to 1995-1996 Absolute Percentage 426.325 97,91 427.380 98,15 428.227 98,34 434.430 99,77 436.956 100,35 435.436 100,00 432.227 99,26 426.220 97,88 420.366 96,54 415.253 95,36 413.343 94,93 414.079 95,10 419.379 96,31 427.922 98,27 435.048 99,91

Special secondary education In proportion to 1995-1996 Absolute Percentage 13.700 89,21 13.909 90,57 14.222 92,61 14.558 94,80 14.961 97,42 15.357 100,00 15.548 101,24 15.647 101,89 15.659 101,97 15.774 102,72 15.763 102,64 16.084 104,73 16.402 106,80 16.792 109,34 17.393 113,26

Total secondary education In proportion to 1995-1996 Absolute Percentage 440.025 97,61 441.289 97,89 442.449 98,15 448.988 99,60 451.917 100,25 450.793 100,00 447.775 99,33 441.867 98,02 436.025 96,72 431.027 95,62 429.106 95,19 430.163 95,42 435.781 96,67 444.714 98,65 452.441 100,37

Source: Statistical yearbook of Flemish education 2004-2005

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5.21.2. Evolution of number of students, as from 1991-1992, mainstream secondary education, by educational form

School year 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

OKAN (*) 291 364 414 429 606 947 1.597 1.810 1.897 1.879 1.695

1st stage 146.889 146.919 147.894 145.281 141.347 137.489 133.870 133.332 134.725 136.051 138.101 141.606 144.970 146.257

ASO 113.550 113.708 115.703 116.932 117.276 117.154 115.593 112.626 109.821 108.307 107.243 107.519 109.896 112.951

TSO 84.934 85.305 87.348 89.921 91.696 91.833 91.506 90.301 88.826 88.131 87.890 88.343 89.127 90.452

KSO 3.646 3.997 4.636 5.114 5.239 5.223 5.117 5.093 4.816 4.663 4.782 5.018 5.446 5.555

BSO (**) 78.361 78.298 78.849 79.417 79.514 80.114 79.705 78.408 76.118 74.594 74.253 74.996 76.604 78.138

Total 427.380 428.227 434.430 436.956 435.436 432.227 426.220 420.366 415.253 413.343 414.079 419.379 427.922 435.048

(*) OKAN Reception class for non-Dutch speaking newcomers (**) BSO incl. 4th stage & modular education Source: Statistical yearbook of Flemish education 2004-2005

5.21.3 Evolution of number of students, as from 1991-1992, part-time vocational secondary education, by age School year

1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

15-18-year-old In proportion to 1992-1993 Absolute Percentage 4.461 100,00 4.378 98,14 4.531 101,57 4.717 105,74 4.814 107,91 5.117 114,71 5.155 115,56 5.276 118,27 5.468 122,57 5.665 126,99 5.655 126,77 5.693 127,62 5.759 129,10

Flemish Eurydice report 2006

18-25-year-old In proportion to 1992-1993 Absolute Percentage 325 100,00 406 124,92 526 161,85 528 162,46 535 164,62 584 179,69 517 159,08 449 138,15 482 148,31 564 173,54 624 192,00 649 199,69 621 191,08

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5.21.4 Certificates part-time vocational secondary education (DBSO) granted at the end of the school year 2003-2004, by year of birth Qualification certificate DBSO 15-18-year-old, starting as part-time compulsory student 1988 1987 1986 1985 1984 1983 1982 1981 1980 1979 1989 B G B G B G B G B G B G B G B G B G B G B G Community education - 8 5 49 23 110 78 59 21 8 5 1 - - - Free education - 9 4 80 71 261 135 113 56 29 13 5 1 - - - Provincial education - 4 4 9 4 5 3 2 1 - - - Municipal education - 1 1 17 10 33 13 23 3 7 6 - - - Total - - 18 10 150 108 413 230 200 83 46 25 5 2 - - - -

B 234 497 20 81 832

Totaal G 133 280 12 33 458

T 367 777 32 114 1.290

B 18 80 13 77 188

Totaal G 9 29 1 33 72

T 27 109 14 110 260

Qualification certificate DBSO 18-25-year-old, starting as noncompulsory student

Community education Free education Provincial education Municipal education

1989 B G - - - - Total - -

1988 B G -

1987 B G -

1986 B G -

1985 B G 2 3 27 5 1 9 3 39 11

1984 B G 5 4 20 8 2 11 5 38 17

1983 B G 8 2 15 9 2 14 4 39 15

Source: Statistical yearbook of Flemish education 2004-2005

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1982 B G 1 10 5 2 16 6 29 11

1981 B G 1 6 2 1 12 8 21 9

1980 B G - 2 1 3 6 6 11 7

1979 B G 1 - 1 1 9 1 11 2

6. TERTIARY EDUCATION In Flanders higher education evolved from a three-fold one-tier system to the present binary two-tier system. In the past there were three kinds of programmes in higher education: short-form higher education, long-form higher education and university education. In spite of the presence of intermediate diplomas (e.g. the diploma of 'candidate') Flemish higher education programmes were constituted as one large unity (a one-tier system), namely without a real two-fold (bachelor-master) structure. As a result of the reorganization in 2003 due to the Bologna process Flanders now has a binary two-tier system. In other words, higher education includes both higher professional education and academic education and all programmes have a bachelor-master structure.

6.1. Historical Overview From a historical perspective, the backgrounds of higher education in the university colleges (hogescholen) and in university education differ.

6.1.1. University colleges: History The university colleges initially started as an extension to secondary education and were attended by the middle classes. After the Second World War, these institutions were upgraded to become independent tertiary institutions. Prior to 1970 higher education consisted of 3 forms of higher education each with its own legislation. •

• •

Higher technical education organized in 3 stages o First stage "graduaatsopleidingen" o Second stage: technical engineers and architects programmes o Third stage: commercial engineer licentiate in commercial sciences, licentiate translatorinterpreter programmes Higher artistic education Pedagogical higher education "de regentaatopleidingen aan de middelbare normaalscholen"

The growth of higher education due to democratization in the 60s stimulated a thorough reorganization of higher education. The Law of 7 July 1970 on higher education fixed the provision of higher education on: • • •

seven forms: technical, economic, agricultural, paramedical, social, artistic, and pedagogical higher education; marine higher education was added in 1985; two forms (Art. 2): a short form and a long form. The short form ("HOKT" took at least two years (since 1990 three years) (with only one exception in the paramedical short form: midwifery required four years).The long form higher education ("HOLT") had two cycles of at least two years of study. Higher education outside universities ("Hoger Onderwijs Buiten de Universiteit") ("HOBU") indicated the education at university colleges.

On 23 October 1991 a decree was adopted (now integrated in the Decree of 13 July 1994) related to two-cycle higher education outside the university. • • • • •

Although it was not integrated into the universities, it was said to provide education of an 'academic level'. Two-cycle education observed the same rules as university education. The main new element was the much larger autonomy of two-cycle university colleges, backed up by lump sum funding. The decree gave university colleges (hogescholen) the possibility to conduct scientific research with other university colleges, universities and third parties. The new rules also introduced a more flexible system for transitions between the different levels of training.

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The Decree of 31 July 1994 concerning dramatic reorganization (including an important merger operation) of higher education outside the university and a further integration of higher education rules as a whole. • • •

Short-form (hence "university college programmes of one cycle) and long-form programmes (hence "university college programmes of two cycles) became integrated into one system, one institutional framework, and one law, which was already prepared by the 1991 Decree. The university colleges have become more autonomous concerning the spending of their budgets. Each college receives an 'envelope' , a lump sum payment which they can work with. In the new financial arrangement however, the government still pays the salaries for teaching staff members directly. Moreover a merger operation took place. The 164 university colleges with either short-form programmes or long-form programmes or exceptionally both have been merged into 25 university colleges with in general at least 2000 students and offering most programmes.

The Bologna Declaration (see [11.2.2.1.]) has profound consequences for the Flemish system of higher education. The Decree of 4 April 2003 concerning the reorganization of higher education in Flanders entails o.a: •

• • • •

a new qualification structure: o University colleges provide Professional Bachelor's programmes Academic Bachelor's programmes in association with a university; Master's programmes in association with a university (the two-cycle programmes will become academic education) advanced Bachelor's programmes advanced Master's programmes o Universities provide Academic Bachelor's programmes Master's programmes advanced Master's programmes Doctoral programmes. the quality control system will be improved. By means of accreditation students and employers will be given the guarantee that the graduates have attained an internationally recognizable level of competence; cooperation of university colleges and one university in the form of an association; Dutch remains the language of instruction, but many exceptions to this rule are possible, especially for Master's programmes for certain elements of the programme if this can be proven to have an added value; other (private) providers can also offer recognized higher education with recognized degrees if their programmes are accredited.

6.1.2. History of Academic Education Under the Reign of Holland state universities were created (°1817 state university Ghent). After the independence of Belgium in 1830, the catholic university of Leuven, founded in 1425, reopened (°1834) and the freemason university of Brussels was founded (°1834). The Law of 1835 on higher education acknowledged two free universities (Leuven and Brussels) and two state universities (Ghent and Liège). From 1835 up until 1876, university examinations were organized by a central examination board composed of public authorities. The government did not want to give the right of granting diplomas to the universities. Thus, the freedom of education was assured but the quality of education was still centrally controlled. The Law of 20 May 1876 changed this drastically by enabling the universities to empanel their own examination boards. Neither external experts nor representatives of the Ministry had to be added to these boards. The central examination board remained in operation as an additional possibility to obtain an academic diploma. The control of the quality of education was not yet completely removed. The law established legal academic degrees and so created the distinction between legal and scientific degrees. Legal degrees were diplomas explicitly pointing to a particular professional qualification and covered the 'traditional' academic diplomas, such as Law, Medicine and Philology. The professions were exclusively for those with a scientific degree (advocate, engineer in public service, doctor). The curricula leading to a scientific degree were determined, at least in general, by law. The legal diplomas had to be sanctioned by the public ratification commission (which was a formal control on the conditions to be fulfilled). Scientific diplomas were delivered on the authority of the universities themselves in, for example, psychology and education. Their quality was guaranteed by the university's scientific prestige. This distinction was abolished by the Flemish Decree of 12 June 1991.

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After the Reign of Holland, all these universities became French-speaking, as was the language of the target group which the universities aimed at: the upper classes and the nobility. In 1930, the University of Ghent became totally Dutch-speaking. From the 1960s on, university education became more democratic. There was an enormous student population increase. • •

New universities arose, such as in Antwerp °1971 (UIA), Hasselt °1971 (LUC), a university campus of the KULeuven in Kortrijk °1965 (KULAK) and some university colleges were upgraded to universities: Antwerp °1965 (UFSIA), Brussels °1969 (UFSAL, in 1974 renamed KUBrussel). The unitarian universities of Leuven and Brussels were split into Dutch-speaking and French-speaking autonomous universities in 1968: KULeuven – UCL (Louvain-la-Neuve); VUB - ULB.

The distinction between university programmes and university colleges programmes of two cycles became very small in some areas (commercial engineer, architect, physiotherapy) but remains in other areas (according to objectives and intake (for example industrial engineer and civic engineer). In the 21st century the Bologna Declaration (see [11.2.2.1.]) and its resulting decrees provide an integrated higher education policy.

6.2. Ongoing Debates and Future Developments In recent years the landscape was dramatically, decretally reorganized as a result of the Bologna Declaration implementation. The most important implementation tasks are: • • • •

operationalization of the associations (the cooperation of university colleges with one university) development of the Ba(chelor) -Ma(ster)-structure rationalization of the courses of study and flexibilization of study itineraries with modularization of programmes. accreditation of programmes

Accreditation is part of the quality assurance of higher education in Flanders. This quality assurance has following objectives: • • •

constant improvement of the quality of education be accountable to the government for the use of public means providing students and parents with information on the quality of education.

In fact, the Flemish quality assurance system consists of: • • •

an internal part: self-evaluation of the programme. This self-evaluation results in a self-evaluation report, see also [9.4.1.2.]; external part: the external review organized by the umbrella organizations of the universities and the university colleges, respectively the VLIR and the VLHORA. The self-evaluation report from the first level forms the basis with which the external review commission will work, see also [9.4.2.4.]; a part in which the formal decision concerning the quality is taken: the accreditation. To this purpose a common Dutch-Flemish accreditation organization (NVAO) has been established as a joint effort by the Netherlands and Flanders. The evaluation of the programme by the external review commission, thus the external review report, forms the basis for the NVAO to come to an accreditation decision, see also [9.4.3.].

More information: • •

http://nvao.net http://www.hogeronderwijsregister.be (English version: www.highereducation.be)

An integrated overview of all programmes is to be consulted in the register for higher education (Hoger Onderwijsregister) (HOR) see http://www.hogeronderwijsregister.be/

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The Flemish coalition agreement announces a new financing system for higher education which is to be implemented from 2007 as the current frozen financing mechanism ends at the end of 2006. • •

•

It will be the same for all higher education. Only artistic programmes at university colleges and teacher training programmes (at university colleges and universities) will get a separate decree. Per institution the first flow of money will consist of 4 parts o a fixed lump sum payment, independent of the number of students; o an incentives fund for policy spearheads, a form of 'incentive funding'; o an education related variable sum of money; o a research related variable sum of money. The objectives are: o the promotion of participation in and successful completion of higher education; o enhancement of the success rate of study itineraries and responsabilization of the institutions concerning study progress policy; o enhanced democratization and accessibility; o enhanced opportunities for access to higher education for ethnic minority youngsters; o a more efficient and rationalized educational offer; o financing of flexible itineraries but taking into account study progress and completion; o successful academization of former two-cycle university colleges programmes; o promotion of the quality of scientific research.

6.3. Specific Legislative Framework Following educational legislation is important for higher education in Flanders. • • • • • • • • •

•

Decreet van 12 juni 1991 betreffende de universiteiten in de Vlaamse Gemeenschap. (decree concerning universities in the Flemish Community). Decreet van 13 juli 1994 betreffende de hogescholen in de Vlaamse Gemeenschap. (decree concerning university colleges in the Flemish Community). Decreet van 24 juli 1996 houdende wijziging van het decreet van 12 juni 1991 betreffende de universiteiten in de Vlaamse Gemeenschap. (decree concerning amendment of decree concerning universities in the Flemish Community). Decreet van 14 juli 1998 betreffende Onderwijs IX. (decree concerning Education IX). Decreet van 18 mei 1999 betreffende Onderwijs XI. (decree concerning Education XI). Decreet van 20 oktober 2000 betreffende het Onderwijs XII (decree concerning Education XII). Decreet van 20 april 2001 houdende een aanpassing van de regelgeving betreffende het tertiair onderwijs. (decree concerning regulation amendment tertiary education). Decreet van 4 april 2003 betreffende de herstructurering van het hoger onderwijs in Vlaanderen. ('structure decree' concerning reorganization of higher education in Flanders). Decreet van 19 maart 2004 betreffende de rechtspositieregeling van de student, regelt de participatie in het hoger onderwijs, de integratie van bepaalde afdelingen van het hoger onderwijs voor sociale promotie in de hogescholen en de begeleiding van de herstructurering van het hoger onderwijs in Vlaanderen ('participation decree' and additional decree concerning legal position of the student, participation regulation in higher education, integration of certain departments of social advancement education in university colleges and supervision of reorganization in higher education in Flanders). Decreet van 30 april 2004 betreffende de flexibilisering van het hoger onderwijs en houdende dringende hogeronderwijsaangelegenheden (flexibiliseringsdecreet) (decree concerning flexibilization), modified by the Decree of 20 May 2005. This decree concerning flexibilization is applicable for all programmes as from 2005-2006. For run-down programmes an exception is possible.

All legislation is to be found on: http://www.ond.vlaanderen.be/hogeronderwijs/regelgeving/default.htm

6.4. General Objectives Professional Bachelor's programmes are, in the first place, professionally oriented and their objective is a general and specific knowledge level for the student as well as competences which are necessary for the independent practice of a profession or group of professions. As such a professionally oriented Bachelor's programme provides direct entrance onto the job market. The main objective of Academic Bachelor's programmes is the transition to a master's programme. Their objective is a general knowledge level as well as the acquisition of competences specific to scientific or artistic functioning in general and competences for a specific scientific or artistic domain especially. For these programmes entrance onto the job market is a secondary objective.

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Master's programmes aim for an advanced knowledge level as well as for competences specific to scientific or artistic functioning in general and competences for a specific scientific or artistic domain especially, which is a prerequisite for the autonomous practice of sciences or the arts or for the use of this scientific or artistic knowledge for the independent practice of a profession or group of professions. Some Bachelor's programmes follow another (professionally oriented) bachelor's programme. This advanced programme aims at the deepening or specialization of the competences acquired during the initial Bachelor's programme. Some Master's programmes follow another master's programme. Bachelor's programmes link up with secondary education. As a rule, master's programmes link up with (academic) Bachelor's programmes. Master's programmes can also be accessible for professionally oriented bachelors after successful completion of a bridging programme. A bridging programme is organized for graduates wishing to enrol in a master's programme on the basis of a Bachelor's degree issued through professional higher education. In case a student does not hold a degree which allows for direct access to the programme he/she wishes to enrol, a preparatory programme can be imposed.

6.5. Types of Institution The institutions for higher education in Flanders consist of the officially registered institutions and the registered institutions for higher education. The officially registered institutions are the higher education institutions which were recognized by the government before 2004 and which can rely on government financing for their education and research. The list of these institutions is included in the register for higher education (Hogeronderwijsregister). It concerns: • • •

University colleges and universities, Vlerick Leuven Gent Management School and the institute of tropical medicine (Instituut voor Tropische Geneeskunde) The Protestant Theological Faculty Brussels (Faculteit voor Protestantse Godgeleerdheid Brussel) and the Evangelical Theological Faculty of Heverlee (Evangelische Theologische Faculteit Heverlee)

A special institution is the transnational university Limburg (transnationale Universiteit Limburg) (tUL) which was founded by the Netherlands and Flanders and is as such a binational institution. In Flanders it is an officially recognized institution and, via the university of Hasselt, is part of the group of Flemish universities. An association is an official cooperation between a university and one or more university colleges. These can transfer specific powers of decision to the association. A university or university college cannot belong to more than one association. The university colleges can in the framework of an association offer programmes that lead to a Master's degree. The registered institutions for higher education are all the non-official registered institutions which offer higher education in Flanders and which are registered by the Flemish government. Their accredited Bachelor's and Master's programmes are included in the register for higher education (Hogeronderwijsregister). The registration by the Flemish government is on the basis of a dossier through which the institutions are to proof their financial solvability and are to close a cooperation agreement with a university college or a university, among others in function of the guarantees for the students concerning termination of their studies in case the institution should stop its activities (e.g. when a commercial institution would go bankrupt). After this registration these institutions are authorized to offer Bachelor's and Master's programmes for accreditation with the Dutch-Flemish accreditation organization. Five Associations were formed in Flanders • •

Association KULeuven + 12 university colleges Association University – university colleges Limburg + 2 university colleges + the Transnational University Limburg

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• • •

Association University of Ghent + 3 university colleges Association University and university colleges Antwerp + 4 university colleges Association Brussels: VUB + one college of higher education.

Only the small university KU Brussels does not belong to an association. In the Decision of the Flemish government concerning the assignment of the control task list of the commissioners of the Flemish government at the universities of 05.09.03 (B.S.21/10/2003), it is stipulated that every five years the minister for education will appoint the commissioners who have the power to supervise the legality and the financial balance of the associations. This restricted power further guarantees the freedom of policy of the associations. A commissioner can attend all board meetings of an association with an advising vote.

6.6. Admission Requirements The following diplomas give direct access to a Bachelor's programme: • •

a diploma of secondary education equivalence recognition of a diploma or certificate under the law, decree, European directive or another international agreement

'Numerus clausus' and other special requirements are non-existent in Flanders. Only for a limited number of programmes tests are to be taken before entrance. • • •

•

An artistic test for candidates for programmes in the areas of study Audiovisual and Plastic Arts, Music and Dramatic Arts. A qualification test for nautical sciences. Rules on entrance procedures in Medicine and Dentistry have been in force since the academic year 1997-1998 (Decree of 24 July 1996). The entrance exam is organized on a inter-university basis by the ministry. It is split up into two parts: testing actual knowledge of physics, biology, chemistry, and mathematics at the level of the third stage of general secondary education (Algemeen Secundair Onderwijs) (ASO) and a test on the learning ability of the candidate. Every year, two sessions of the exam are organized (July and September). An exam to test the knowledge of the teaching language can also apply as a condition.

The institution board has put down regulations in which deviations from the admission requirements on the basis of which persons who do not comply with the general admission requirements, can nevertheless be enrolled for a Bachelor's programme. These deviations from the admission requirements can only take the following elements into account: • • •

humanitarian reasons; medical, psychological or social reasons; the general level of the candidate, tested as determined by the institution board.

These regulations concerning deviations from the admission requirements can be retrieved from the institution. A student who has already obtained a Bachelor's degree can enter a different Bachelor's programme and obtain a reduction in course duration or a reduction of the required work load. Yet, the student will have to follow programme components of the other Bachelor's programme for a minimum of 60 credits. Advanced Bachelor's programmes of institutions of higher education are only open to persons who have already obtained a Bachelor's degree. The institutions can limit direct entrance into an advanced Bachelor's programme to graduates of Bachelor's programmes with specific programme characteristics. For graduates of other Bachelor's programmes than those which allow for direct entrance into advanced Bachelor's programmes, the institution can oblige the student to follow a preparatory programme as an admission requirement. The content and study load of these preparatory programmes is determined by the institution and can vary depending on the degree of content relatedness between the previous education and the concerned advanced Bachelor's programme. A Bachelor's degree, obtained in an academically oriented Bachelor's programme, entitles one to direct entrance to a Master's programme.

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After a professionally oriented Bachelor's programme, a bridging programme is to be followed. A bridging programme consists of a minimum of 45 and a maximum of 90 credits. On the basis of the results of the qualification research the minimum study load can be reduced to 30 credits. In case the qualification test also applied to previously obtained qualifications (EVK) the institution can reduce the bridging programme even further or allow for a complete exemption of the bridging programme. The holder of a Bachelor's degree with a different qualification possibly has to follow a preparatory programme before being allowed entrance to a Master's programme. A student who has already acquired a Master's degree, can enter a different Master's programme and obtain a reduction of course duration or a reduction of required work load. Yet, the student will have to follow programme components of the other Master's programme for a minimum of 45 credits. Advanced Master's programmes of institutions of higher education are only open to persons who have already obtained a Master's degree. The institutions can limit direct entrance to an advanced Master's programme to graduates of Master's programmes with specific programme characteristics. For graduates of other Master's programmes than those which allow for direct entrance to advanced Master's programmes, the institution can oblige the applicant to follow a preparatory programme as an admission requirement. The content and study load of these preparatory programmes is determined by the institution and can vary depending on the degree of content relatedness between the previous education and the concerned advanced Master's programme. As general admission requirement to a doctoral thesis one has to have obtained a Master's degree. Yet, the university can ask for additional research. This way 'the appropriacy of the student to do research and implement the findings in a doctoral thesis in the scientific discipline concerned' can be assessed. Also, a student who has not obtained a Master's degree can be admitted to a doctoral thesis. In this case the university may ask from the student: • •

to either undergo a qualification test through which the appropriacy of the student to write a doctoral thesis is assessed, or to take an exam about components of academic education as determined by the university.

6.7. Registration and/or Tuition Fees The cornerstone of the decree on flexibilization of higher education (30 April 2004) is the abandonment of a yearsystem in higher education in favour of a credit-system: a curriculum is henceforth conceived as an ordered set of courses (each with ECTS credits – see [6.14.]) and no longer the sum of a number of (independent) study years. Beyond this principle and a minimal number of mandatory elements, the decree leaves all further specific regulatory activities up to the individual institutions of higher education. Universities had to implement the decree at the start of the academic year 2005-2006. When registering, the student chooses one of three types of study contracts: •

• •

a degree contract towards obtaining a Bachelor's or a Master's degree. Within a degree contract, the student can choose between one or several model itineraries o full-time – 60 credits in an academic year o half-time – 30 credits in an academic year o and/or – in some cases – other part-time variants o an individual study itinerary (adjusted to an individual student's needs on the basis of his/her dossier); a credit contract towards obtaining credits for one or more individual courses; an exam contract towards obtaining a degree or independent credits, based exclusively on exams (without class participation).

The tuition fee is determined by the Decree of 30 April 2004 concerning flexibilization of higher education (amended by the Decree of 20 May 2005).

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The tuition fee is different according to student scholarship or not, kind of programme (Bachelor, Master, Bridging programme), citizenship of the EU or not, the number of credits. Some figures to illustrate (indexation for 2006-2007): • •

enrolment for Bachelor's programmes, minimum 307,7 euros and maximum 349,2 euros. enrolment in an examination contract: a fix sum of 50,7 euros and a variable sum of 3 euros per credit.

Detailled information is to be found in the circular letters of 2005-2006 and 2006-2007 respectively, on http://www.ond.vlaanderen.be/hogeronderwijs/download/omzendbrief-studiegeld.htm.

6.8. Financial Support for Students With the reorganization (bachelor-master structure) the system of study allowances for higher education has also been reorganized as of the academic year 2004-2005. (Decreet van 30 april 2004 en Besluit van de Vlaamse Regering 28 mei 2004). In future one talks about study financing of higher education. The department for education has a website specifically devoted to study financing http://www.ond.vlaanderen.be/studietoelagen/ Conditions which apply are to be found in detail on http://www.ond.vlaanderen.be/studietoelagen/destudietoelage/voorwaardenHo.htm There are three groups of conditions: • •

nationality conditions (specific conditions for foreign persons) pedagogical conditions o the student has to be enrolled in a registered institute of higher education; o programmes have to be accredited, recognized as a new programme, or temporarily recognized (or being a programme of the old structure). Also following programmes are eligible: preparatory programmes bridging programmes teacher training programme as follow-up programme (the earlier 'aggregaat' programme, not the GBP training, nor the initial teacher training at bachelor level); o the programme is to be followed with a degree contract (enrolments at the Open University, internet enrolments and students in social advancement education (OSP) are not eligible); o the principle of study loan and credits: a study loan is built up into 'credits'. In the frame of lifelong learning everyone is entitled to a study loan which consists of: • two bachelor credits; • one master credit; • one joker credit; • one credit for a preparatory programme; • one credit for a bridging programme; • one credit for a teacher training programme as follow-up programme; Programmes are built up of credits; • One full-time study itinerary can consist of a programme between 54 and 66 credits. For determining the study financing 60 credits are allocated to this programme; • A half-time study itinerary can consist of a programme between 27 and 33 credits; for the determination of the study financing 30 credits are allocated to this programme; • in a flexible itinerary, study financing is determined by means of the credits one is effectively enrolled for; the student is to be enrolled for a minimum of 30 credits and can get study financing for a maximum of 60 credits per academic year; In case one does not comply with some pedagogical conditions one can apply for a joker credit of 60 credits; in case of studies in the French-speaking or German-speaking Community or abroad, there is, under certain conditions, the possibility of the carrying over of the study financing;

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•

financial conditions o these are dependent on the 'communal unit' (a broader term than 'family'), the reference income, the permitted income limits, the rateable value influence and the number of credits in the communal unit.

For students with limits of function financing of special learning tools is provided. Student loans are being granted by different private organizations and foundations. Study allowances are also granted by several authorities such as the Provincial Commission for Foundations for Study Allowances (Provinciale Commissie voor Studiebeurzenstichtingen), within the framework European exchange programmes and by different private organizations and foundations. Moreover, there are also study allowances for studying abroad and for scientific research (o.a. doctoral scholarships). See: http://www.ond.vlaanderen.be/studietoelagen/destudietoelage/Andere_studiebeurzen_leningen.pdf Doctoral students can be funded by the university/faculty as university assistants or as doctoral students on a scholarship or by the Fund for Scientific Research (Fonds voor Wetenschappelijk Onderzoek) and related funds. One can also finance a project oneself, but this is rather exceptional.

6.9. Organization of the Academic Year The arrangement of school time during the academic year including the holiday arrangements for the students has to be included in the educational regulations drafted by the institution's governing board. An academic year is described as a period of one year beginning on 1 September at the earliest and on 1 October at the latest and finishing on the day before the beginning of the next academic year; departure from the fixed duration of one year can exceptionally be allowed if the institution's governing board decides to start the academic year earlier or later. Most university colleges and universities apply a system of semesters, which means that the academic year is divided into two separate teaching periods or semesters. The second semester is followed by a summer break, followed by the second examination period, which consists of a few weeks of examinations.

6.10. Areas of Study In higher education different kinds of programmes are offered: Basic programmes include professional Bachelor's programmes (organized at university colleges) and academic Bachelor's programmes and master's programmes. The work load is measured in credits: professional and academic Bachelor's programmes have a work load of at least 180 credits (the equivalent of 3 years of study); master's programmes link up with academic Bachelor's programmes and have a work load of at least 60 credits Advanced programmes link up with basic programmes and consist of minimum 60 credits: an advanced Bachelor's programme. an advanced Master's programme. Teacher training programmes include: • • • •

Initial teacher trainings: this are the Bachelor's programmes in education: training for nursery education teacher, primary education teacher and secondary education group 1-teacher) Initial academic teacher training leading to a certificate of qualified teacher for secondary education group 2 Continuing teacher education leading to a degree of advanced Bachelor Initial dance teacher education leading to a degree of advanced Bachelor

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University colleges offer all teacher training programmes. Universities only initial academic teacher training programmes. As from 1 September 2007, the teacher training new style will start. Within the framework of continuing education, universities and university colleges organize short itinerary programmes to further and advanced training. They themselves determine the qualifications and certification. The universities and university colleges can also organize - within the framework of continuing professional training - short itinerary programmes of at least 20 credits which are ratified with a postdegree certificate. A doctoral programme (at the university) is a formalized itinerary with a view to preparing the student for a doctorate. University colleges can offer professional Bachelor's programmes or in association with a university academic Bachelor's and Master's programmes in following areas of study: Architecture Commercial Sciences and Management Audiovisual and Plastic Arts Industrial Sciences, Technology, and Nautical Sciences Biotechnology Music and Dramatic Arts Health Care

University colleges can offer professional Bachelor's programmes in following areas of study: Education Social-Agogic work University colleges can offer only in association with a university academic Bachelor's and Master's programmes in following areas of study: Product Development Applied Linguistics For the run down programmes in university colleges, see http://www.ond.vlaanderen.be/onderwijsaanbod/ho/richtingen.asp Universities can offer academic programmes (Bachelor's and Master's programmes) in following areas of study: Archeology and Arts Psychology and Educational Sciences Biomedical Sciences Law, Notarial Law and Criminology Veterinary Medicine Social Health Sciences Economics and Applied Economics Linguistics and Literature Pharmaceutical Sciences Dentistry Medicine Applied biological Sciences and Agronomy History Applied Sciences and Engineering Theology, Religious Sciences and Canon Law Sciences Physical Education, Rehabilitation Sciences and Philosophy and Ethics Kinesiology Political and Social Sciences Transport studies

6.11. Curriculum University colleges and universities are, within the legally determined structural frame, free to draw up the curricula. The institution board determines for every programme a training-programme which consists of a coherent whole of programme components. When determining the training-programme the institution board takes into account the conditions which regulate the entrance to certain offices or professions as determined by law, decree or European guideline.

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6.12. Teaching Methods The decision on teaching methods and aids belongs to the freedom of the institutions. In general, professional oriented Bachelor's programmes consist of theoretical lessons, practice lessons and an on-the-job training period. In general, in academically oriented programmes the on-the-job training period is missing and emphasis is put on the theoretical part and research. Electronic learning platforms are increasingly used.

6.13. Student Assessment Generally, there are at least one or two weeks in which the student can prepare for the examinations organized. There are, in general, two examination periods: June and September. In a semester system examinations are also organized in January (end of the first semester); these are considered to be part of the first examination period. At the end of a Master's programme each student has to present (and sometimes also defend) a personal paper (Master proof).

6.14. Progression of Students The 'Participation Decree' of 19 March 2004 determines a.o. the legal protection during exams with the establishment of an examination disputes council, an administrative court of justice on Flemish level. The Decree on flexibilization of higher education of 30 April 2004 implements the flexibilization part of the Bologna Declaration. The credit system based on ETCS (European credit transfer system) is a means of promoting student mobility through programmes and institutions. Students should have the possibility of using credits acquired via formal and non-formal learning towards the acquisition of diplomas in their home country and abroad. To this purpose following principles are employed. • • •

• • • •

•

The programme is and remains the basic and structural unit. The complete study programme is determined by means of ECTS (European Community CourseCredit Transfer System) credits. A programme consists of programme components. A programme component is a clearly defined part of the educational, learning and evaluation activities which aim at the acquisition of well defined (partial) competences concerning knowledge, understanding, skills and attitudes. A programme component can be filled in by the institution in a flexible manner. A programme component can therefore exist of a subject (in the traditional sense of the word) but can also consist of a clustering of subjects or groups of learning activities. The work load of a programme component is determined by means of whole ECTS credits. A course programme consists of a minimum of 3 credits. A student has successfully completed a course component when assessment shows that he/she has sufficiently acquired the relevant (partial) competences. To this purpose the student is assessed on a scale of 0 to 20 (in whole numbers), with 10 as success rate. The student has, per programme component, the right to minimum two enrolments, per enrolment minimum 2 examination opportunities. The successful completion of a programme component results in a formal recognition via a credit certificate, independent of the state of affairs concerning the other programme components which are a possible part of the programme. This proposition links up with the philosophy of lifelong en life wide learning, in which every successful effort of the student should result in a concrete added value for further study or career independent on whether the student has completed a full programme. The expiring date of an acquired credit certificate is in principle unlimited and remains valid minimum 5 calendar years after the credit certificate was obtained. Yet, knowledge evolves rapidly and a qualitative programme has to be updated at all times. Therefore it needs to be possible for the institutions to impose a kind of 'actualization programme' when the student wants to valorise the credit certificate in view of the diploma to be obtained. Institutions can grant students exemptions on the basis of elsewhere acquired qualifications (eerder verworven kwalificaties, EVK) and/or elsewhere acquired competences (elders verworven competenties, EVC). More details on EVK and EVC are to be found in the education and examination regulations of every institution for higher education and detailed information on general principles and procedures for flexible study progress is to be found in the brochure 'Proof your competence' (Bewijs je bekwaamheid). This brochure more specifically deals with elsewhere acquired competences (EVC) and

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6 Higher education / 137

â€˘

elsewhere acquired qualifications (EVK), their implications and their position within the system of flexible study progress. For an electronic version: www.ond.vlaanderen.be/hogeronderwijs. Study progress monitoring. The decree concerns different elements which monitor study progress in an orderly manner and includes measures to impose the taking of action in such cases in which the study itinerary goes off the rails. These measures can take on following forms: o to the student strict conditions for enrolment are determined (e.g. a mid-term evaluation or produce a minimum of relative study achievements); o a high-risk student can be declined after several lost opportunities.

6.15. Certification The institution board certifies a Bachelor's degree or a Master's degree after the student has successfully completed the Bachelor's or Master's programme. The degree of 'doctor' is obtained after publicly defending one's doctoral thesis. A Bachelor's degree and a Master's degree can also be obtained if the institution board holds the opinion that one disposes of enough competences on the basis of EVC and EVK. 'EVC' stands for elsewhere acquired competences, namely the complete knowledge, understanding, skills and attitudes acquired by means of learning processes which were not ratified by means of a proof of study. 'EVK' stands for elsewhere acquired qualifications, namely every proof of study obtained in this country or abroad which shows that a person has successfully followed a formal study itinerary, not necessarily within education. The institution board grants a proof of credit if a person succeeds for a programme component. More details are to be found in the education and examination regulations of every institution of higher education. Detailed information on general principles and procedures for flexible study progress is to be found in the brochure 'Proof your competence' (Bewijs je bekwaamheid). This brochure more specifically deals with elsewhere acquired competences (EVC) and elsewhere acquired qualifications (EVK), their implications and their position within the system of flexible study progress. For an electronic version: http://www.ond.vlaanderen.be/hogeronderwijs

6.16. Educational/Vocational Guidance, Education/Employment Links Training at university colleges focuses on practical aspects and is from the outset oriented towards the future profession. Practical training on-the-job (companies, hospitals, schools, etc.) is an essential part of each onecycle programme. Guidance of students to facilitate their entrance onto the labour market is provided in many different forms. The majority of university colleges have placement services, although the operation of these can vary. No official guidelines are available. Some restrict themselves to displaying vacancies or maintaining the statistics on the employment of their graduates, while others maintain extensive employment dossiers on individual graduates, give application training and/or preparation seminars on employment, etc. Regularly, the work-experience activities of the student lead to recruitment when leaving the college of higher education. The interaction between the labour market and education programmes (initial training and INSET) is not always optimum, but this varies a great deal, depending on the field of study or programme. The universities have also created a specific infrastructure within the social sector for offering a broader service of care and guidance, e.g. by setting up job centres. Varying from university to university, initiatives are taken such as informing graduates and former students on job openings through a database of job openings and organizing information seminars on employment in different sectors, the social status of graduates.

6.17. Private Education Institutions which are no registered institutions for higher education organize private education which is not legally organized in Flanders. Official data therefore don't exist. The certificates granted by these facilities have no legal value. The programme offering within this private education is very diverse as far as content of the programmes, teaching modalities and financing are concerned.

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Only those who, in accordance with the Flemish structural Decree (structuurdecreet) of 4 April 2003 have obtained the degree of bachelor, master or doctor, are entitled to the corresponding title of bachelor, master or doctor.

6.18. Organizational Variations, Alternative Structures Within the actual offer of programmes, four variations on the regular organization of higher education have to be mentioned. • • • •

Some institutions offer an alternative programme schedule (evening lectures) for students who already have a job. Anybody can take the examinations for all higher education courses at all levels without attending the courses. These exams have to be taken in institutes that organize the normal full-time programme. See 6.7 Many programmes are also offered on a part-time basis through social advancement education (Onderwijs voor Sociale Promotie). They do not lead to a Bachelor or Master. There is a co-operative project with the Heerlen Open University (Open Universiteit Heerlen) in the Netherlands for offering distance education. o http://www.ond.vlaanderen.be/hogeronderwijs/studenten/ou.htm o http://www.ou.nl/

6.19. Statistics 6.19.1. Evolution of number of enrolments at university colleges

Academic year 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

Academic year 2004 - 2005

Academic year 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

BAMA and initial programmes and initial teacher training programmes Men Women Total Absolute Percentage Absolute Percentage Absolute 45.747 46,43 52.789 53,57 98.536 45.773 46,12 53.485 53,88 99.258 45.775 46,08 53.564 53,92 99.339 46.125 46,28 53.536 53,72 99.661 45.998 45,92 54.180 54,08 100.178 46.233

Men

45,69

54.952

54,31

% comparing to1999-2000 100,00 100,73 100,81 101,14 101,67

101.185

Advanced Bachelor's programmes Women

102,69

Total

Absolute Percentage Absolute Percentage Absolute 368 34,62 695 65,38 1.063

Men

Advanced Master's programmes Women

100,00

Total

Absolute Percentage Absolute Percentage Absolute 23 50,00 23 50,00 46 Academic initial teacher training programmes Men Women Absolute Percentage Absolute Percentage Absolute 167 40,83 242 59,17 409 145 34,04 281 65,96 426 166 36,48 289 63,52 455 183 38,36 294 61,64 477 244 37,31 410 62,69 654 230 36,68 397 63,32 627

Flemish Eurydice report 2006

100,00

Total % comparing to1999-2000 100,00 104,16 111,25 116,63 159,90 153,30

6 Higher education / 139

Academic year 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

Men

Advanced teacher training programmes Women

Absolute Percentage Absolute Percentage Absolute 146 15,77 780 84,23 926 147 14,36 877 85,64 1.024 133 13,42 858 86,58 991 141 12,75 965 87,25 1.106 183 14,41 1.087 85,59 1.270 188 14,14 1.142 85,86 1.330

Men

Advanced programmes Women

Absolute Percentage Absolute Percentage Absolute 534 39,29 825 60,71 1.359 646 42,61 870 57,39 1.516 708 44,98 866 55,02 1.574 962 47,79 1.051 52,21 2.013 845 42,76 1.131 57,24 1.976 388 52,15 356 47,85 744

Total % comparing to1999-2000 100,00 110,58 107,02 119,44 137,15 143,63

Total % comparing to1999-2000 100,00 111,55 115,82 148,12 145,40 54,75

Source: Statistical yearbook of Flemish education 2004-2005

6.19.2. Evolution of the number of main enrolments at universities, as from academic year 1993-1994 Academic year

Only academic Bachelor's programmes and "kandidaturen" (old first cycle) and "licenties" (old second cycle) Men

Women Absolute Percentage 24.714 48,57 25.745 48,78 27.364 49,48 28.242 50,06 28.973 50,92 29.762 52,06

Total Absolute 50.887 52.777 55.298 56.416 56.902 57.170

Absolute 26.173 27.032 27.934 28.174 27.929 27.408

Percentage 51,43 51,22 50,52 49,94 49,08 47,94

1999 - 2000 (1) 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004

26.508 25.656 25.644 25.382 25.365

46,72 45,72 45,23 44,66 44,63

30.232 30.462 31.049 31.457 31.474

53,28 54,28 54,77 55,34 55,37

56.740 56.118 56.693 56.839 56.839

2004 - 2005 (2)

25.379

44,52

31.626

55,48

57.005

1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999

(1) As from 2004-2005 academic Bachelor's programmes are included Source data from 1993-1994 to 1998-1999: Flemish Interuniversity Council (VLIR) Source data as from 1999-2000: Department of Education

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Academic year

1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999

Sum of all academic Bachelor's programmes, "kandidaturen" en "licenties", advanced programmes and academic initial teacher training programmes Men Women Total Absolute Percentage Absolute Percentage Absolute 30.354 52,33 27.650 47,67 58.004 30.748 51,71 28.710 48,29 59.458 31.357 50,99 30.142 49,01 61.499 31.551 50,43 31.013 49,57 62.564 31.267 49,59 31.779 50,41 63.046 30.697 48,41 32.719 51,59 63.416

1999 - 2000 (1) 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004

29.982 29.156 29.360 29.760 29.989

47,23 46,22 45,67 45,33 45,17

33.500 33.925 34.933 35.888 36.402

52,77 53,78 54,33 54,67 54,83

63.482 63.081 64.293 65.648 66.391

2004 - 2005 (2)

29.877

45,04

36.464

54,96

66.341

(2) As from 2004-2005 academic Bachelor's programmes and advanced Master's programmes are included Source data from 1993-1994 to 1998-1999: Flemish Interuniversity Council (VLIR) Source data as from 1999-2000: Department of Education Source: Statistical yearbook of Flemish education 2004-2005

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6.19.3. Number of main enrolments at university colleges, academic year 20042005, by area of study and by kind of programme M W T BAMA- and Initial programmes (1) Architecture 1.761 2.194 3.955 Audiovisual and Plastic Arts 1.833 2.014 3.847 Biotechnology 982 825 1.807 Combined areas of study: ARCH, IWT, en NW 74 115 189 Health Care 1.949 9.055 11.004 Commercial sciences and Management 15.381 13.697 29.078 Industrial Sciences, Technology and Nautical Sciences 14.905 2.134 17.039 Music and Dramatic Arts 845 907 1.752 Education 5.281 14.079 19.360 Product development 242 115 357 Social-agogic work 2.257 7.564 9.821 Applied Linguistics 723 2.253 2.976 Total 46.233 54.952 101.185 Bachelor's and advanced Bachelor's programmes Architecture 18 15 33 Health Care 130 432 562 Commercial sciences and Management 219 213 432 Social-agogic work 1 35 36 Total 368 695 1.063 Master's and advanced Master's programmes Health Care 1 9 10 Industrial Sciences, Technology and Nautical Sciences 16 4 20 Music and Dramatic Arts 6 10 16 Total 23 23 46 Advanced programmes Architecture 13 8 21 Audiovisual and Plastic Arts 6 6 12 Health Care 61 98 159 Commercial sciences and Management 154 114 268 Industrial Sciences, Technology and Nautical Sciences 64 11 75 Music and Dramatic Arts 8 6 14 Education 6 18 24 Social-agogic work 25 48 73 Applied Linguistics 51 47 98 Total 388 356 744 Advanced teacher training programmes Education 188 1.142 1.330 Total 188 1.142 1.330 Academic initial teacher training programmes Education 230 397 627 Total 230 397 627 General total 47.430 57.565 104.995 (1) Means professional and academic Bachelor's programmes, Master's programmes and initial run-down programmes, including HOKT SP. Source: Statistical yearbook of Flemish education 2004-2005

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6.19.4 Evolution of the number of generation students at university colleges, by area of study and by cycle (1) 200020012002 2001 Professional Bachelor's programmes and initial programmes of one cycle Architecture 421 534 Audiovisual and Plastic Arts 29 39 Biotechnology 259 253 Health Care 2.398 2.175 Commercial sciences and Management 7.332 7.026 Industrial Sciences, Technology and Nautical Sciences 2.646 2.724 Music and Dramatic Arts 15 20 Education 5.307 5.796 Social-agogic work 2.185 2.284 Total 20.592 20.851 Academic Bachelor's programmes and initial programmes of two cycles Architecture 380 416 Audiovisual and Plastic Arts 895 898 Biotechnology 56 56 Health Care 312 262 Commercial sciences and Management 1.294 1.179 Industrial Sciences, Technology and Nautical Sciences 2.061 1.781 Music and Dramatic Arts 305 246 Product Development 113 82 Applied Linguistics 758 781 Total 6.174 5.701 Total number of generation students Architecture 801 950 Audiovisual and Plastic Arts 924 937 Biotechnology 315 309 Health Care 2.710 2.437 Commercial sciences and Management 8.626 8.205 Industrial Sciences, Technology and Nautical Sciences 4.707 4.505 Music and Dramatic Arts 320 266 Education 5.307 5.796 Product development 113 82 Social-agogic work 2.185 2.284 Applied Linguistics 758 781 General total 26.766 26.552

20022003

20032004

20042005

546 40 268 2.293 6.436 2.837 12 5.463 2.358 20.253

580 25 407 2.502 6.073 2.709 9 5.604 2.691 20.600

533 52 462 2.695 6.170 2.946 10 5.584 2.747 21.199

514 854 60 119 1.066 1.660 272 77 752 5.374

558 896 56 166 952 1.577 236 80 739 5.260

566 856 84 211 1.006 1.425 267 64 760 5.239

1.060 894 328 2.412 7.502 4.497 284 5.463 77 2.358 752 25.627

1.138 921 463 2.668 7.025 4.286 245 5.604 80 2.691 739 25.860

1.099 908 546 2.906 7.176 4.371 277 5.584 64 2.747 760 26.438

(1) Generation student: a student for the first time enroled in the first year of core programme in higher education and still enroled on 1 February. Source: Statistical yearbook of Flemish education 2004-2005

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6.19.5 Evolution of number of generation students at universities, by area of study (1) Areas of study

1999-2000 M W

Philosophy and ethical 74 sciences 105 Theology, Religious Sciences and Canon 29 13 Law Linguistics and 627 Literature 235 History 234 236 Archeology and arts 94 189 Law, notarial law and 880 criminology 757 Psychology and 268 1.091 educational sciences Economics and applied 806 economics 1.062 Political and social 675 493 sciences Social Health sciences 1 80 Physical Education, Rehabilitation Sciences 327 267 & Kinesiology Sciences 904 512 Applied sciences and 160 engineering 581 Applied biological 257 sciences and agronomy 284 Medicine 149 194 Dentistry 13 16 Veterinary Medicine 101 207 Pharmaceutical sciences 51 196 Biomedical sciences Transport studies Combined areas of 444 study 159 Total 5.771 7.000

2000-2001 M W

2001-2002 M W

2002-2003 M W

2003-2004 M W

179

117

198

124

213

118

193

152

142

862 470 283

220 258 70

567 207 198

787 465 268

215 320 78

581 214 220

796 534 298

211 314 79

585 228 177

796 542 256

205 282 76

568 226 162

773 508 238

240 309 68

665 177 184

905 486 252

1.637

646

984

1.630

702 1.017

1.719

744 1.054

1.798

752 1.061

1.813

760 1.081

1.841

1.359

258 1.153

1.411

246 1.186

1.432

246 1.239

1.485

233 1.174

1.407

260 1.179

1.439

1.868

979

732

1.711 1.045

687

1.732

927

660

1.587

927

572

1.499

931

623

1.554

1.168 81

546 1

637 79

1.183 80

476 1

646 86

1.122 87

540 5

668 84

1.208 89

538 4

590 104

1.128 108

499

602 120

1.101 120

594 1.416

282 963

413 442

695 1.405

248 849

340 405

588 1.254

258 724

292 356

550 1.080

261 702

295 340

556 1.042

302 715

303 373

605 1.088

741

523

164

687

807

229

1.036

662

198

860

649

172

821

729

235

964

541 343 29 308 247

280 144 13 84 46

243 214 13 202 223

523 358 26 286 269

236 133 13 98 52

215 212 34 224 198

451 345 47 322 250

232 151 16 80 63

207 253 27 278 198

439 404 43 358 261

239 197 17 73 63

177 334 31 266 227

416 531 48 339 290

232 225 16 98 91 174 36

176 387 37 273 270 352 12

408 612 53 371 361 526 48

603 153 436 12.771 5.598 7.004

589 187 506 12.602 5.841 7.112

693 238 568 12.953 5.623 7.178

806 226 482 12.801 5.550 6.873

Flemish Eurydice report 2006

2004-2005 M W

6 Higher education / 144

708 99 149 248 12.423 5.888 7.287 13.175

6.19.6 Number of diplomas university colleges at the end of the academic year 2003-2004, by area of study and by cycle Initial programmes and initial teacher training programmes

Areas of study

One cycle programmes

M W T Architecture 169 230 399 Audiovisual and Plastic Arts 22 35 57 Biotechnology 150 71 221 Health Care 356 2.205 2.561 Commercial sciences and Management 2.946 3.272 6.218 Industrial Sciences, Technology and 281 2.028 Nautical Sciences 1.747 Music and Dramatic Arts 2 4 6 Education 914 3.360 4.274 Product development Social-agogic work 353 1.608 1.961 Applied Linguistics Total 6.659 11.066 17.725

Two cycles programmes First cycle of two (1) Second cycle of two M W T M W T 136 204 340 122 173 295 287 372 659 255 323 578 35 27 62 51 39 90 66 84 150 71 139 210 589

518

1.417 115 49 120 2.814

225 138 14 430 2.012

1.107

643

M 291 277 201 427

W 403 358 110 2.344

T 694 635 311 2.771

579 1.222 3.589

3.851

7.440

1.642 1.483 300 1.783 3.230 581 3.811 253 140 141 281 142 145 287 914 3.360 4.274 63 57 25 82 57 25 82 353 1.608 1.961 550 85 360 445 85 360 445 4.826 2.907 2.079 4.986 9.566 13.145 22.711

(1) "kandidaatsdiploma's" (in italic) are not included in the total sum.

Source: Statistical yearbook of Flemish education 2004-2005

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Total

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6.19.7 Number of diplomas at universities at the end of the academic year 2003-2004, by area of study and by kind of programme Academic Academic Advanced Specialization Academic initial Doctorate programmes 1st programmes 2nd programmes programmes teacher training programmes cycle cycle programme Areas of study M W T M W T M W T M W T M W T M W T Philosophy and Ethical 82 214 88 55 143 10 11 21 12 13 25 26 18 44 10 6 16 sciences 132 Theology, Religious sciences and Canon 30 48 65 48 113 1 1 - 10 14 24 21 2 23 law 18 152 441 593 140 417 557 15 49 64 13 17 30 76 246 322 16 21 37 Linguistics and literature 232 197 429 163 168 331 6 3 9 9 15 24 45 76 121 12 5 17 History 53 163 216 61 149 210 5 10 15 1 3 4 11 34 45 7 5 12 Archeology and arts Law, notarial law and criminology Psychology and educational sciences Economics and applied economics Political and social sciences Social health sciences

Physical education, Rehabilitation sciences & Kinesiology Sciences Applied sciences and engineering

558

816 1.374

531

738 1.269

144

199

213

412

162

922 1.084

169

783

952

184

208

636

511 1.147

598

533 1.131

365

257

622

289

187

476

108

358 17

510 132

868 149

353 41

484 186

837 227

166 23

276 8

442 31

47 4

64 14

111 18

34 7

97 44

131 51

16 1

9 1

25 2

174 399

233 242

407 641

148 530

253 313

401 843

3 106

3 160

12 107

43 75

55 182

50 88

92 142

142 9 230 164

2 11 94 258

487

168

655

488

131

619

144

229

116

345

20 130

15 145

Applied biological 169 169 338 200 196 396 78 55 133 55 36 91 15 18 33 67 30 97 sciences and agronomy 161 242 403 265 432 697 49 49 98 3 4 7 78 51 129 Medicine 19 38 57 25 25 50 3 3 6 8 8 16 Dentistry 48 119 167 70 122 192 6 9 15 1 3 4 10 6 16 Veterinary medicine 45 143 188 37 147 184 5 4 9 14 33 47 11 11 22 18 40 Pharmaceutical sciences 92 290 382 116 336 452 182 275 457 150 165 315 15 48 63 3 9 12 Combined areas of study Total 3.912 5.448 9.360 4.088 5.516 9.604 1.149 1.209 2.358 1.215 1.101 2.316 461 1.170 1.631 612 312 924 Source: Statistical yearbook of Flemish education 2004-2005

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7. CONTINUING EDUCATION AND TRAINING FOR YOUNG SCHOOL LEAVERS AND ADULTS In Flanders different trainings are grouped under the term 'continuing education'. These trainings which are aimed at different target groups of very diverse ages (with DKO young and old) offer courses at very diverse levels and consist of both formal and non-formal education and training, both vocationally and non-vocationally oriented. Moreover, the classification 'adult education' (volwassenenonderwijs) is used in very different meanings. • •

•

In a limited sense it is used for social advancement education (which is organized by the so-called centres for adult education) It is also used in a broader sense by the department for education to group 3 forms of education organized by the department: o social advancement education (Onderwijs voor Sociale Promotie) (OSP) (the earlier TKO inclusive) o adult basic education (basiseducatie) o long-distance learning Tutored home studying (BIS) Open higher education (OHO) Open university (OU) In its broadest sense 'adult education' (volwassenonderwijs) is also used for 'adult education' (volwasseneducatie) (which can be confusing in translation since in general 'onderwijs' is translated as 'education' while implicitly it means 'formal education'). As such adult education (volwasseneducatie) comprises vocational trainings (VDAB, SYNTRA, agriculture) as well as non-formal socio-cultural adult education.

Partly outside the authority of adult education (volwasseneducatie) is part-time artistic education (DKO) in which both youngsters and adults follow trainings. Also tutored home studying is aimed at everyone who is interested, without age limit. Adult education (Volwasseneneducatie) Adult education (volwassenenonderwijs) (formal) Vocational training

Adult work (non-formal) Adults and youngsters (formal and non-formal)

adult education (Basiseducatie) social advancement education (onderwijs voor sociale promotie, OSP) tutored home studying (begeleid individueel studeren, BIS) vocational training for job-seekers and employees (beroepsopleidingVDAB) entrepreneurial training - SYNTRAFlanders (ondernemersvorming – SYNTRA-Vlaanderen) Agriculture (landbouwvorming) socio-cultural adult education (sociaalcultureel volwassenenwerk) part-time artistic education (deeltijds kunstonderwijs, DKO)

authorized minister education education

see 7.*.3 7.*.1

education

7.*.2

work

7.*.4

work

7.*.5

agriculture culture

7.*.7 7.*.8

education

7.*.6

7.1. Historical Overview We will treat successively • • • • • • • •

1 Social Advancement Education (OSP) 2 Tutored Home Studying (BIS) 3 Adult basic education (basiseducatie) 4 Vocational Training by VDAB 5 Entrepreneurial Training SYNTRA-Flanders 6 Part-time Artistic education 7 Training in Agriculture 8 Socio-cultural Adult Education

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7.1.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) The origins of what is now referred to in Belgium as social advancement education (Onderwijs voor Sociale Promotie) (OSP) can be traced back to two kinds of institutions in the 19th century: adult schools and industrial schools. The latter were established in large cities and were a form of adult education with a typically technical programme for the 'elite' working people. Classes were given on Sundays and weekday evenings by primary school teachers. At the outset, the promoters of adult education gave free play to their imagination by organizing the widest variety of training courses depending on the requests and level of experience and knowledge of those wishing to attend classes. In 1933, serious efforts were undertaken to standardize adult education within the framework of technical education. In 1957, legal regulations standardized the training and qualifications provided. A reclassification of the organization and categories took place in 1967 and resulted in a 2-cycle structure in secondary and higher education. Higher education OSP was changed again by law in 1970 (law 7/71970 higher education) .This is now social advancement higher education which offers short-form courses of higher education and technical higher education 2nd stage. Within the framework of the BAMA reforms this form of higher education will undergo further changes in the future. As described in chapter 5, secondary education is divided into three stages (except for BSO, which has a 4th stage (vierde graad beroepssecundair onderwijs) as well). The Decree of 2 March 1999 copied the 3-stages structure of secondary education (with a 4th stage in BSO) for social advancement education, which now offers education in the 2nd and 3rd stage, and partly in the 4th stage (vierde graad beroepssecundair onderwijs). Language education has a structure of its own.

7.1.2 Tutored home studying (Begeleid Individueel Studeren) (BIS) Correspondence education, the forerunner of what is now referred to as tutored home studying (Begeleid Individueel Studeren) was created in Belgium in 1959 and officially recognized by the Law of 5 March 1965. The constitutional reform of 1980, transferred this form of education to the Communities. The Decree of 2 March 1999, partly integrated it in part-time adult education. The Decision of the Flemish Government of 30 June 2000 introduced the name 'tutored home studying' (Begeleid Individueel Studeren) (BIS). However, the term 'long-distance learning' (Afstandsonderwijs) is also still used. The Decision of the Flemish Government of 8 November 2002 regulates the salary of the tutor, the fees and longdistance learning through the Internet.

7.1.3. Adult basic education Early 80s a number of initiatives with an educational offer for low educated adults came into being in Flanders. On 12 July 1990 the Decree on adult basic education (basiseducatie) was adopted and came into force on 1 September of the same year. This decree regulates among others the establishment of 29 local centres and 1 Flemish adult basic education support centre (Vlaams Ondersteuningscentrum voor de Basiseducatie â€“ VOCB). On 21 December 1994 the Flemish Parliament approved for the first time a number of regulations which amended the Decree of 12 July 1990. The amendments related to the level of education of the students, the funding techniques and the function descriptions of the centres' personnel. In 1996 a second amendment to the decree was approved (Decision of the Flemish Government of 24 June 1996) which resulted in the abolishment of the council for adult basic education (Raad voor Basiseducatie) and the transfer of the assignments to the council for adult education (Raad voor Volwassenenonderwijs) within the VLOR (Flemish educational council â€“ Vlaamse Onderwijsraad). On 2 March 1999 a third amendment was approved, resulting in the transfer of administrative supervision and quality control, originally assigned to the VOCB (Flemish adult basic education support centre), now to the department for education itself. Within the department for adult education an administrative unit adult basic education was set up and specific inspection regulations were laid down for adult basic education. To this purpose staff members of the department for adult education were charged with the policy preparation and

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implementation for adult basic education and the inspection regulations for adult education were extended to adult basic education (basiseducatie). The education Decree XIV of 14 February 2003 regulated the final objectives eindtermen/developmental objectives (ontwikkelingsdoelen) and the modular structure of adult basic education training courses. By means of a modular organization of the offer training courses in adult basic education become part of a general training courses structure and the tie-up with adult education is better guaranteed. The final level of the adult basic education training courses is comparable to the first stage of secondary education.

7.1.4. Vocational training (VDAB) In the context of the development since 1945 of a social security system, a request was made by the government to organize vocational training programmes for the unemployed. As an answer to that request, an extensive network of training centres has been established to provide training courses in secondary and tertiary sectors. The Law of 14 February 1961 on economic expansion not only introduced a new designation, the National Unemployment Agency (Rijksdienst voor Arbeidsvoorziening) (RVA), but also and above all brought about a change in the objectives, contents, and target groups. The VDAB was established by decree in 1984, but the implementation and the transfer of authority only took place after the first constitutional revision of 1988. The control over employment and employment benefits remained under federal RVA-authority. Employment-finding was transferred to the regions, vocational training is a community authority: VDAB (Flanders), FOREM (Walloon region) and BGDA (Brussels-Capital Region). In the frame of the reorganization of the Flemish administration the VDAB became an external autonomous agency EVA (see [1.2.2.2.]) by Decree of 7 May 2004. The management is under the authority of the representative Flemish employers' and employees' organizations.

7.1.5. Entrepreneurial training (SYNTRA-Flanders) The oldest institution for extra-curricular vocational training is the system of apprenticeships in the entrepreneurial sector. As early as the Middle Ages, entrepreneurs and trade guilds in cities such as Bruges, Ghent, Brussels, and Antwerp developed systems of 'on-the-job' apprenticeships with a hierarchy of apprentices, peers, and masters, and a corporation or guild council to supervise the conditions of admission to the trade. It was not until 1906 that a ministerial decree first made 'apprenticeship contracts' official and granted an allowance to employers who took on young apprentices. In 1947, an official framework for training and further education of craftsmen and tradesmen was set up. In 1959 pedagogical counsellor guidance was organized. The Royal Decree (KB) of 4 October 1976 concerning continuing training of independent entrepreneurs, created institutions of continuing training of independent entrepreneurs (Instituten voor Voortdurende Vorming van de Middenstand, IVVM) and a national coordination and consultation committee (Nationaal Coördinatie en Overlegcomité) and determined the organization of the training. After the 1980 state reform entrepreneurship was carried over to the communities and a list of vocations for which an apprenticeship and/or training for entrepreneurs could be provided was recognized by the minister for education. Since 1991 (Decree of 23/1/1991), the training offer in Flanders has been managed by an autonomous institution with the status of a Flemish public institution (Vlaamse Openbare Instelling) (VOI): the Flemish institute for independent entrepreneurship (Vlaams Instituut voor Zelfstandig Ondernemen, VIZO). It had three working areas: entrepreneurial advice, training and formation. In 2002 the 16 existing training centres (with 22 teaching places) were reorganized into 5 large SYNTRA-umbrellas. In the frame of the reorganization of the Flemish administration –which became operational on 1/1/2006 – new agencies were created. The Flemish entrepreneurial agency (Vlaams Agentschap Ondernemen) takes over the entrepreneurial advice and formation tasks from the VIZO. From then on training is taken care of by a Flemish Agency for Entrepreneurial Training (Vlaams Agentschap voor ondernemersvorming - SYNTRA Vlaanderen) (see [1.2.2.] and [1.2.2.2.]).

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7.1.6. Part-time artistic education (DKO) In full-time mainstream education artistic education is provided on the level of secondary education, university colleges and universities. Next to full-time artistic education separate part-time artistic education exists. Part-time artistic education th th th originated in art academies many of which were established in the 17 , 18 and 19 century. In the 1970s increased leisure time, democratization and social participation were responsible for a strong increase in adult participation in part-time artistic education. It is an educational form which traditionally mainly existed as municipal education. Artistic education for socio-cultural promotion was, for the first time, clearly structured by the Royal Decisions of 5 and 12 August 1971. The first Royal Decision (KB) determined the complete structure (in 4 cycles) and the organization. The second Royal Decision (KB) repeated that structure but in a lighter teaching period regimen (the normal system), in principle geared to general artistic personality development. The Decree of 31July 1990 profoundly reorganized the structure of part-time artistic education (DKO). As such its own structure of stages and options was determined for every part-time artistic education course of study. Yet, it was still defined as complementary to compulsory education. In 2001 the tuning to the educational needs of more and more diverse groups of participants was improved in view of life-long learning by creating more flexible learning pathways and a more differentiated and updated study offer. At the same time the autonomy for directorates, teachers and governing bodies was enhanced. From September 2000 the inspectorate has applied the new audit instrument according to the CIPO-model.

7.1.7. Agricultural training Training in agriculture, which was formerly under the authority of the minister for agriculture, has been transferred to the responsibility of the Communities by the institutional Reform law of 8 August 1980. (It was not until after the th 5 state reform in 2002, that agriculture and fishery were under full Flemish authority.)

7.1.8. Social-cultural adult education The origins of socio-cultural adult education (formerly: public education, public elevation, public development, training and development work) can be traced back to the period of Enlightment. The Willemsfonds (1851) and the Davidsfonds (1875) are considered to be the first initiatives for public development. From the beginning until about the end of the 20th century the social liberation movements, the catholic farmers and traders and other emancipation movements joined the public development work. Socio-cultural adult education expanded considerably in the second half of the 20th century. In 1967 a better subsidy regulation for national and regional organizations for public development came into force and in the period '75-'85 existing and new areas of work were recognized and subsidized by a whole sequence of new, separate decrees. In 1995 a reorganization of the domain was implemented through classification of the different areas of work in three new decrees: one for organizations for public development, one for institutions and one for services for socio-cultural adult education. Finally, in 2003 the government opted for one decree with three components : socio-cultural associations, sociocultural movements and non-formal educational institutions (regional Folkhighschools and national specialized socio-cultural institutions). This decree of 4 April 2003 also regulates the recognition and subsidizing of the support centre SoCiuS. In the meanwhile the removal of traditional religious and socio-political barriers in the field of action had become reality. End 1999 it was decided to halt the subsidizing of the umbrella organizations as from 1 January 2001. In 2000, in a joint venture, the umbrella organizations established the FOV (federation of organizations active in (non-formal) adult education) (Federatie van Organisaties voor Volksontwikkelingswerk) which has taken over the promotion of interests task of the umbrella organizations. Nearly all recognized organizations are now affiliated to the FOV. Therefore the FOV is subsidized by the Flemish government in proportion to the number of affiliated members. A number of staff members from the umbrella organizations were transferred to numerous centres, among others the VCVO, which was renamed to SoCius springtime 2001.

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7.2. Ongoing Debates and Future Developments Every area of study has its own legislative frame (see [7.3.] ). A more integrated general structure has been anticipated for some years now. The objective remains the establishment of one coordinating training structure for full-time and part-time education, accessible for learners of compulsory school age as well as adult learners. In the meanwhile different initiatives are to be mentioned. a) b) c) d) e)

The development of an integrated education and training policy Towards a new decree concerning adult education (volwassenonderwijs) Dutch Language Houses as pivot points for Dutch as a second language Strategic literacy plan Certificates of vocational competence

Afterwards specific developments will be discussed. These developments concern: • • • • • • • •

a) The development of an integrated education and training policy From the authorities work, education and training the ministers Frank Vandenbroucke and Bert Anciaux want to strengthen the structural basis in order to develop an integrated education and training policy which aims to promote lifelong and life wide learning, and the strengthening of the tuning between education, training and nonformal education on the one hand and the labour market on the other hand. On 25 February 2005 the Flemish government approved the proposal of vice-minister-president Frank Vandenbroucke and Flemish minister Bert Anciaux, for a new three-fold structure for lifelong learning. •

• •

The policy formulation is under the authority of the ministerial committee education, training and work in which the minister for work, education and training and the minister for culture are seated. The main authority for the integrated policy lies with the minister of work, education and training. The minister for culture also has authority in the area of training, but more particularly socio-cultural work. The policy support is under the authority of a new, to be established, interdepartmental structure. The departments education and training, work and culture are involved with that. The policy implementation is, at first sight, under the authority of DIVO for adult education (volwasseneducatie), and the regional technological centres (Regionale Technologische Centra) (RTC) for the local tuning between education and labour market.

Priority policy actions for the interdepartmental steering group are: •

•

Policy development for an unambiguous and easy certification and qualification: o Development and implementation of a qualification structure; o Valorization of elsewhere acquired competences (EVC) from both non-formal and formal learning environments: o.a. further implementation and tuning of the decree concerning certificate of vocational competence in function of the working procedures which are developed for this purpose, examining of possibilities and pressure points for the tuning of standards and vocational oriented specific final objectives eindtermen, development of promotion policy EVC (Europass, ECVET, …) o Directive monitoring of the labour market: development of a quality guarantee system for the training and non-formal education market, determining of priorities in instrument development (e.g. further development of the 'become-what-you-want' database (wordwatjewil-databank) towards a broader training market.) Work experience guarantee: o Learning and working centres: development of concept and structure, follow-up of the implementation plan and results. o On-the-job learning: simplification of the systems and development of a policy for quality improvement of the on-the-job trainings, on-the-job training database, development of a

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•

facilitating policy concerning the organization of trainings for trainers and on-the-job trainers in vocational education and training. o The development and careful follow-up of a specific policy concerning the sector covenants. and a careful follow-up of this. Putting into practice of the tuning between the actors involved in the relationship education, non-formal education and training on the one hand and the labour market on the other hand: o Coordination and follow-up of the literacy plan: promotion of literacy training on the work floor, screening instrument for literacy of job-seekers, sensibilization campaign. o Coordination and follow-up of the strategic plan assistance and services for detainees (section education and non-formal education) o Promotion policy concerning lifelong and life wide learning, marketing inclusive, local partnerships, learning shops (work shops and libraries), communication and sensibilization campaigns (determining of accents, target groups, priorities, prize, budget), regional partnerships o Determining policy priorities for the tuning between public training providers for the development of a transparent offer which covers the needs. o Policy development concerning promotion of expertise of the trainers (follow-up of the experiment 'training of trainers' ('opleiding van opleiders')) o Policy development concerning contract education and training. o Further development of a training and career counselling policy. o Development of a flexibilization policy of the learning pathways: modular trainings, combined training.

b) Training and alignement information service (DIVA) DIVA was founded on 31 March 2003 and originated from the earlier Edufora. In the new three-fold structure for lifelong learning, approved on 25 February 2005 (see [7.2.1.]), the task package was limited to policy implementation. The new DIVA obtained the character of a non-profit organization (vzw) in which the VDAB, SYNTRA-Flanders, SoCius and the networks (responsible for adult education (volwassen onderwijs)) are seated. The task of the new structure DIVA non-profit organization is: • • •

Putting into practice the tuning and cooperation between the public training providers in view of greater adult participation in lifelong and life wide learning by means of more transparency, efficiency and sensibilization.

Priority actions are: • • •

• • • • • • • •

completion, follow-up and optimalization of training database; completion and implementation of training database; completion and evaluation of Edubell- needs research o EDUBELL is a methodology (worked out by the centre for social and vocational pedagogics of the KU Leuven) for the regional detection of educational needs for lifelong and life wide learning. o see http://ppw.kuleuven.be/csbp/WatisEDUBELL.PDF o see http://www.socius.be/modules/indexnews_article.php?rubriek=6&article=1230 management of het National Europass centre Flanders; drawing up and implementation of cooperation concerning e-learning; mapping cost structures of the partners; promotion and evaluation of adult trainers training; development and experience platform for evaluation institutions EVC in function of the issuing of certificates of vocational competence calculating participation of unemployed job-seekers; follow-up of opportunities concerning literacy plan participation; actualization of the sensibilization plan.

For the databases Europass and 'become-what-you-want' (wordwatjewil), see • •

http://www5.vdab.be/vdab/online/europass/ http://www.wordwatjewil.be

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The policy document 'towards an integrated policy for education, training and work: organization and actions' ("Naar een geĂŻntegreerd beleid voor onderwijs, vorming en werk: organisatie en acties") is to be consulted on the DIVA website, under documents, see http://diva.vlaanderen.be c) Towards a new decree concerning adult education (volwassenonderwijs) In the draft proposal 'new decree concerning adult education' ('Nieuw decreet op het volwassenonderwijs') the minister for work, education and training, Frank Vandenbroucke, has drawn up a new structure for the cooperation between the centres for adult education (CVOs) and adult basic education (CBEs). At the same time the greatly extended mission of adult education (volwassenonderwijs) is being described. o o o o o o o

Offering the possibility to learn or specialize in a vocation, to retrain, to broaden general knowledge or acquire skills which are useful for coping in a variety of everyday life situations (both on secondary and tertiary level of education). Creating the possibility to obtain a full fledged diploma of secondary education â€“second chance education (TKO) or diploma pathways on the level of secondary education. Organizing of adult basic education in order to enhance literacy skills and social functioning. Intake procedures and pathway guidance of the course participant. Functioning as regional examination commission of the Flemish Community, in order for course participants obtain a recognized proof of study more easily. Implementation of a target groups policy both as far as offer and didactical and pedagogical approach are concerned. (viz. for non Dutch speakers and detainees) Valorization of elsewhere acquired competences (EVC) in function of exemptions and intake and pathway guidance.

To strengthen adult education the minister finds scale enlargement necessary. For this purpose he is considering a merger of CBEs to come to one CBE per regional consortium, and regional cooperation agreements for CVOs. For this purpose 14 regional adult education consortiums are to be created. Regional non-profit organizations in which the governing bodies of the centres in the region unify to form consortiums. The centres would then receive the same basic financing for educational, management and administrative personnel. The activities of the Flemish adult basic education support centre (Vlaams ondersteuningscentrum voor de Basiseducatie) (VOCB) would be integrated in a Flemish supporting and knowledge centre for adult education (Vlaams ondersteunings- en kenniscentrum voor het volwassenenonderwijs) (OKC) and managed by the consortiums. The future trainings structure would also be completely modular. The combination of different modules within a recognized learning pathway would constitute a training. A module consists of a meaningful and coherent whole of basic competences and developmental objectives (ontwikkelingsdoelen). Every module is rewarded with a modular certificate which, per training, can be capitalized to obtain certificates, which are included in a coordinated qualification structure. Within the vocational trainings every certificate has to ensure access to one vocation. d) Dutch Language Houses as pivot points for Dutch as a second language Since November 2002 7 experimental ''Dutch Language Houses'' map the complete offering of Dutch as a second language (NT2) in their working area, as well as the needs of foreign speakers looking for a course. After a professional and uniform intake procedure, they direct the foreign speakers to the most appropriate courses. Illiterate persons are referred to a CBE. A specially developed student registration system helps the Houses to inform the government on the existing needs, possible waiting lists, promotions and failures. All centres for adult basic education (CBE), centres for adult education (CVOs), VDAB-centres, Syntra, university language centres, provincial authorities, the Flemish Community Commission and the city councils of Antwerp and Ghent have a seat as partners in the Dutch Language Houses. In 2005 their working was determined by legislation and the number was extended to 8. In every province there is now a House, as in the cities of Antwerp, Brussels and Ghent. As such the Houses are spread in a similar way as the reception bureaus (for immigrants) with which they will work in close collaboration for the naturalization of foreign newcomers. A Dutch Language House can only be recognized and subsidized if it is established under the form of a non-profit organization.

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Their objective is to optimize service for foreign speakers who comply with full-time compulsory education conditions and who want to learn Dutch in order to be able to cope in social, professional or educational circumstances. Relevant legislation: • • •

Decreet van 7 mei 2004 betreffende de Huizen van het Nederlands (B.S.19/11/2004) (decree concerning Dutch Language Houses) Besluit van de Vlaamse regering van 24 juni 2005 (houdende inwerkingtreding van het decreet van 7 mei 2004 betreffende de Huizen van het Nederlands (B.S. 20/07/2005) (decision of Flemish government concerning Dutch Language Houses) Besluit van de Vlaamse regering van 22 juli 2005 betreffende de Huizen van het Nederlands (B.S. 16/09/2005) (conclusion of Flemish government concerning Dutch Language Houses)

See http://www.ond.vlaanderen.be/permanente_vorming/huizen.htm e) Strategic literacy plan End June 2005 the Flemish government approved a strategic literacy plan ('Strategisch Plan Geletterdheid'). It covers 35 actions in which a whole number of partners are involved: the training providers (VDAB, SYNTRA, adult basic education centres (CBEs), centres for adult education (volwassenonderwijs) (CVOs) and compulsory education), the VDAB, employers and employees and welfare organizations. Ten objectives are determined. •

• • • • •

•

• • •

Working out of an operational definition of literacy (language, mathematics and ICT) on the basis of insights from relevant international research (IALS, Life Skills, reference frame Dutch Language Union (Nederlandse Taalunie), reference frame Council of Europe). This operational definition is to allow to aim the use of screening instruments towards priority groups. Implementation of a quickscan instrument for the detection of literacy risk in job-seekers (as developed by the VOCB and the VDAB) and of an instrument for learning pathway placements in adult basic education centres (CBEs). Develpment of an instrument for thorough literacy screening,to be used for placement in education and training and in the local or regional social policy. More optimum application of existing instruments in the employment policy and of the financial opportunities in European programmes and actions for opportunity groups. Further development of integrated training pathways taking into account the literacy level of the course participant. With even more collaboration between adult basic education centres (CBEs) and vocational trainings of a.o. OSP, entrepreneurial training (SYNTRA) and VDAB. Promotion in the field of welfare and socio-cultural work o Inclusion of objectives and actions of the literacy plan in the Flemish action plan poverty prevention o Involvement in actions and projects of experience experts in poverty and social exclusion; o Promotion of accessible initiatives; o Sensibilization of socio-cultural organizations for literacy and the possibilities for an integrated approach; o Integration of literacy training in newly developed initiatives for opportunity groups in sociocultural work. Flexibilization and optimalization of the educational offer in adult basic education (basiseducatie) for efficiency enhancement and minimization of the cultural difference between adult basic education (basiseducatie) centres and other training providers. More attention must be paid to the literacy problem in teacher training, application of the possibilities of alternating learning and on-the-job literacy trainings. Differentiation of the actions towards the different (risk) target groups as indicated by the IALS study: young school leavers, long-term unemployed people, seniors, the underprivileged. Setting up of school projects in mainstream education and possible deployment of local consultations (in the frame of the GOK-decree) for coordinated actions. Communication and sensibilization actions towards the broad public and the different actors which are confronted with the literacy problem; linked to the general sensibilization concerning lifelong learning. Currently the campaign 'Become what you want' ('Word wat je wil') is on-going.

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f) Certificates of vocational competence The government wants to create the possibility for more people to obtain certificates of vocational competence ('titels van beroepsbekwaamheid'). With this certificate people have official proof of vocational competence even if they have not attended school. o o o

The certificate of vocational competence is proof issued by a recognized institution after a procedure of identification, assessment and recognition has taken place through which was determined that the person involved disposes of determined competences for a certain vocation or partial vocation. Is considered a certificate of vocational competence: every recognized proof of study of determined competences for a certain vocation or partial vocation. Certificates, in part issued on the grounds of having met specific final objectives which were determined on the basis of a specific vocational profile, are at all times considered to comprise at least the competences required for a certain vocation or partial vocation.

Under the conditions as determined by the Flemish government the certificate of vocational competence is considered when the person involved enrols in a training or non-formal education or as a job-seeker with the Flemish Public Employment Service In the most recent Flemish employment agreement (Vlaams Werkgelegenheidsakkoord) the social partners and the government decided that in 2005,10 certificates were to be worked out and from 2006, 15 every year. Only financial means are allocated for standards development, which form the basis of the certificates, and for the working of the assessment institutions. This allows for a limited participation cost for the course participants. For the employers the costs amount to 100 euros (half of which can be paid for by means of training vouchers). For independent entrepreneurs it amounts to 50 euros. Employees and independent entrepreneurs from opportunity groups pay half the amount. Jobseekers and those attending part-time compulsory education do not have to pay anything. Relevant legislation o

Besluit van de Vlaamse Regering van 25 november 2005 tot bepaling van de beroepen waarvoor een titel van beroepsbekwaamheid kan worden uitgereikt (B.S. 29/12/2005) (decision of the Flemish government concerning the determining of vocations for which a certificate of vocational competence can be issued) Besluit van de Vlaamse Regering van 23 september 2005 tot uitvoering van het decreet van 30 april 2004 betreffende het verwerven van een titel van beroepsbekwaamheid (B.S. 30/11/2005) (decision of the Flemish government concerning the implementation of the decree concerning obtaining a certificate of vocational competence) Decreet van 30 april 2004 betreffende het verwerven van een titel van beroepsbekwaamheid (B.S. 26/11/2004) (decree concerning obtaining a certificate of vocational competence)

Now we explore more specific developments per kind of training.

7.2.1 OSP â€“ on-going debates and new developments A new decree which wants to modularize all trainings is being prepared. Already, a number of trainings have been modularized (See also [7.10.11.]) Currently, the inspection VWO is, on request of the Cabinet, working on drastically extending the number of specializations in adult education. This means that probably from next school year, adult course participants are offered a wide programme with which they can combine general training in order to obtain a full fledged diploma of secondary education. (See also 7.10.1.1.])

7.2.2. Tutored home studying (BIS) â€“ on-going debates and new developments BIS is facing a number of important challenges. To better fulfil its role as a government service and provider of long-distance learning within the Flemish landscape, vision and mission are being redefined. Starting points are a clear target group policy and a better cooperation with other training providers. The new decree concerning adult education, anno 2006 being drawn up , will determine the position of BIS in the coming years.

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7.2.3 Adult basic education Currently different development projects are on-going. •

• • •

A cooperation project with socio-cultural training, more particularly adult education institutes (Vormingplus-centra). This cooperation between the VCOB and Socius is situated within the objectives of the strategic literacy plan of the Flemish government (see [7.2.4.]), the policy options of the department for education, through which wide-life learning is strongly emphasized, and the policy options of the department for culture, through which adult education institutes explicitly have to address opportunity groups. A plain language project (newspapers in easy-to-read language), within the frame of the European project Grundtvig Flanders (GRU 2: European Learning Partnership on easy-to-read and plain language) A core competences project. More particularly the assessment of 'improvement of self study process and achievement', 'coping with problems' and 'coping with numerical information'. A project concerning improvement of course participant transition from adult basic education (basiseducatie) to the centres for adult education.

The further implementation and evaluation of the modular training courses is an important current point of interest. Via department activities the implementation of modular training courses is supported content-wise. Since September 2004 the inspectorate for adult education has started a qualitative research into the organization of the modular training courses in the centres for adult education.

7.2.4. Vocational training (VDAB) The agreement concerning management and the VDAB's long-term plans for the period 2005-2009 comprise for vocational training among others the following developments. The implementation of the VDAB Decree of 7 May 2004 and the compartimentization of the VDAB as determined by the Flemish coalition agreement 2004-2009 marks a clear distinction between the directive and the actor tasks of the VDAB, and this as far as administration, budget and management are concerned. This implies that from April 2006 the administration committee of the VDAB has two workgroups one of which the competence centres (consisting of representatives of the sectors and others). Moreover, in the course of 2006 a new management with three directorates is to become operational: Competence centres, Labour market directive, Functional Support. After an experimental start in 2002 and the reorganization of the VDAB centres for vocational training in competence centres in 2003 these centres have been consolidated as an important pillar of the VDAB service. The development of the competence centres is in accordance with the Flemish and European objectives of lifelong learning to guide all those active on the labour market and to provide them with opportunities to acquire competences. The known technical training (competence development) is in these competence centres supplemented with information on the labour market (infotheken), career counselling, specialized screenings and certification of competences. With its competence policy the VDAB wants to help job-seekers and employees 'evolve' in function of competences acquired elsewhere and test their competences against competences required for a vacancy. The sectoral steering and embedding of these centres is to guarantee a close connection to the competence and training policy for sectoral developments. The further development of the VDAB competence centres follows following lines of force: • • • • • •

closer and structured cooperation with sectors; coordinated implementation of agreements resulting from sector covenants; involvement in the implementation of the decree 'titles of vocational competence' ('titels van beroepsbekwaamheid') and the broader EVC procedures; integration of the training basic skills ICT; tuning with the other public training actors and educational institutions via DIVA; development of virtual services and mixed forms of learning and learning methods for the flexibilization of the learning paths in function of language development and professional career.

As a result of the agreement concerning management the VDAB has to reach, through its offer, an over representation of the following opportunity groups: ethnic minorities, disabled persons (on labour market), older persons, low educated persons. This implies that the competence centres are to adjust their methodological processes for those new customers while focussing on an adjusted mix of channels. Aimed for innovations are among others the creation of multicultural learning environments by means of self coaching course participant

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teams, remedial trainings for adults with learning difficulties, expertise build-up concerning culturally neutral testing and teaching material.

7.2.5. Entrepreneurial training (SYNTRA-Flanders) No specific developments, see [7.1.5.]

7.2.6. Part-time artistic education (DKO) No specific developments, see [7.1.5.]

7.2.7. Agricultural training Training centres for agriculture are encouraged to develop innovative training projects which employ new teaching methods that integrate the use of the internet (E-learning). In 2005, E-learning projects were started up that included the internet, virtual meetings, safety and prevention, an interactive entrepreneurship academy, online culture registration, warning notices and crop protection.

7.2.8. Social-cultural adult education The 2003 decree foresees in a situation assessment of the organizations of migrants in 2008 (see [7.5.8.]) and a global assessment of the regulation for June 2005. On the basis of this global assessment the decree and the implementation order (see [7.3.9.]) were adjusted in a limited way. The most important adjustments are the lengthening of the policy periods to 5 years and the clarification of the manner in which the administrative government and the organizations themselves will assess the realization of the policy plans. In the decree a new assessment is registered for 2007. This assessment can possibly lead to new adjustments which the organizations will have to take into account when drawing up a policy plan for the next policy period (2010-2014). On 1 April 2006, in the frame of the project 'Better Administrative Policy' ('Beter Bestuurlijk Beleid') the department for folk development and library work and the department for youth merged to become the internal autonomous agency IVA (Intern Verzelfstandigd Agentschap). From now on, this agency is responsible for the policy concerning the implementation of socio-cultural adult education, youth work, amateur art and local cultural policy. The department for culture, youth, sport and media is responsible for the preparation, follow-up and assessment of the policy. On 20 February 2006 the authorized minister announced a Flemish action plan interculturalization of and for culture, youth and sport ('Vlaams Actieplan Interculturaliseren van en voor Cultuur, Jeugdwerk en Sport'). This plan implies among others that the SoCius centre and the Folkhighschools have to compose their boards and number of staff in a ethnic cultural diverse way. The notion 'interculturality' is also implemented as an assessment criteria for all areas of work. More concretely this means that the organizations have to clarify their policy plan and how they position themselves towards this criteria and clarify that they have at least considered 'interculturality'.

7.3. Specific Legislative Framework We will treat successively • • • • • • • •

7.3.1. Social advancement education (OSP) • •

De Wet van 7 juli 1970 introduceerde het begrip Onderwijs voor Sociale Promotie (law concerning introduction of concept of social advancement). Het Decreet van 2 maart 1999 regelt het Onderwijs voor Sociale Promotie met betrekking tot de opdracht van het onderwijs, de indeling van het onderwijs en de programmatieregels, het

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• • • • • •

• • • •

onderwijsaanbod, de toelatingsvoorwaarden, de examens en studiebekrachtiging, de financiering of subsidiëring, de benoemings- en bezoldigingsvoorwaarden van het personeel, en de terugvorderingen en sancties. Sinds het Decreet van 2 maart 1999 heten de instellingen voor het Onderwijs voor Sociale Promotie: Centra voor Volwassenenonderwijs, afgekort 'CVO's'. Na dit decreet volgden er heel wat besluiten (decrees concerning social advancement education). Besluit van de Vlaamse regering van 10 januari 2003 wijzigt meer specifiek de vaststelling van de vakken en de indeling van de vakken in het secundair onderwijs voor sociale promotie (conclusion concerning social advancement in secondary education). Besluit van de Vlaamse regering van 18 juli 2003 heeft betrekking op de programmatie in het secundair volwassenenonderwijs voor het schooljaar 2003-2004 (conclusion concerning secondary adult education). Besluit van de Vlaamse regering van 17 oktober 2003 wijzigt de structuur in het hoger onderwijs voor sociale promotie (decision concerning social advancement in higher education). Besluit van de Vlaamse regering van 30 april 2004 betreffende structuurwijzigingen in het HO voor sociale promotie (decision concerning social advancement in higher education). Besluit van de Vlaamse regering van 16 april 2004 houdende de vaststelling van de modellen van de studiebewijzen in het OSP en de modaliteiten voor uitreiking van de studiebewijzen door de centra voor volwassenenonderwijs (conclusion concerning certificates in social advancement education). Besluit van de Vlaamse regering van 17 september 2004 betreffende de omvorming van sommige afdelingen van het HO voor sociale promotie naar de bachelor-masterstructuur van het HO in Vlaanderen (conclusion concerning reorganization of social advancement in higher education to bachelor-master structure in higher education in Flanders). Besluit van de Vlaamse regering van 18 november 2005 betreffende de modulaire structuur van het OSP (een hele reeks verschillende besluiten) (decision concerning modular structure of OSP). Omzendbrief PV/2004/03 organisatie van het OSP (circular letter concerning organization OSP). Omzendbrief PV/2005/05 Personeelsaangelegenheden in het OSP (circular letter concerning personnel matters in OSP). Omzendbrief PV/2005/04 de modulaire structuur van het SO voor sociale promotie (circular letter concerning modular structure of secondary social advancement education).

7.3.2 BIS • • •

Decreet van 2 maart 1999 tot regeling van een aantal aangelegenheden van het volwassenenonderwijs (decree concerning regulations adult education). Besluit van de Vlaamse regering van 30 juni 2000 houdende de delegatie van sommige bevoegdheden inzake onderwijs aan de Vlaamse minister, bevoegd voor het onderwijs (conclusion concerning delegation of some educational authorities). Besluit van de Vlaamse regering van 8 november 2002 tot regeling van een aantal aangelegenheden van het Begeleid Individueel Studeren (conclusion on BIS).

7.3.3. Adult basic education • • • •

•

Decree of 12 july 1990 houdende regeling van basiseducatie voor laaggeschoolde volwassenen (decree concerning regulation of adult basic education for low educated adults). Besluit van de Vlaamse regering van 18 juli 1990 ter uitvoering van het decreet houdende de regeling van basiseducatie voor laaggeschoolde volwassenen (conclusion concerning implementation of decree concerning regulation of adult basic eduation for low educated adults). Decree of 14 February 2003 concerning education XIV. Besluit van de Vlaamse regering van 15 juli 2005 tot uitvoering van artikelen 3, 5, 6 en 6bis, van het decreet houdende de regeling van basiseducatie voor laaggeschoolde volwassenen (conclusion concerning implementation of articles 3,5,6 and 6bis of the decree concerning regulation of adult basic education for low educated adults). Circular letter PV/2005/03 Organization of education in centres for adult basic education.

7.3.4. Vocational training (VDAB) • • •

Besluit van de Vlaamse Regering van 21 december 1988 houdende de organisatie van de arbeidsbemiddeling en de beroepsopleiding. (decision of the Flemish government concerning the organization of employment-finding and vocational training). Besluit van de Vlaamse Regering van 18 juli 2003 betreffende de training- and counselling vouchers voor werknemers (decree of the Flemish government concerning training- and counselling vouchers for employees). VDAB-decreet van 7 mei 2004 (VDAB decree).

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7.3.5. Entrepreneurial training (SYNTRA-Flanders) The Flemish Agency for Entrepreneurial Training –Syntra Flanders (an EVA, external autonomous agency) was • • • •

established by the Decree of 7 May 2004; an implementation of the Framework Decree Administrative Policy of 18 July 2003; made concrete through the Organization Decision of 3 June 2005; put under the authority of the Flemish minister for work, education and training by the Decision of the Flemish Government of 23 December 2005.

A detailled overview of the relevant legislation is to be found on the SYNTRA website. Following decisions concern training: Apprenticeship –basic decision Entrepreneurial training –basic decision Continuing training – basic decision

Besluit Vl.Reg. 24 juli 1996 Besluit Vl.Reg. 23 februari 1999 Besluit Vl. Reg. 4 april 2003

7.3.6. Part-time artistic education (DKO) • • • •

•

• • •

Decreet van 31 juli 1990 (Onderwijsdecreet II) (decree introducing important reforms in part-time artistic education. The proper structure of stages and options of each DKO course of study was determined). Besluit van de Vlaamse regering van 31 juli 1990 houdende organisatie van het deeltijds kunstonderwijs, studierichting "Beeldende Kunst" (decree concerning organizational aspects of the course of study Plastic Arts). Idem, voor "Muziek, Woordkunst en Dans" (ditto for Music, Word Craft and Dance). Het Besluit van de Vlaamse Regering van 15 oktober 1996 houdende de oprichting en samenstelling van de afdeling Deeltijds Kunstonderwijs van de Vlaamse Onderwijsraad (decree concerning the establishment and organization of the department part-time artistic education of the Flemish Education Council). Het ministerieel besluit van 16 mei 1999 bepaalt de voorwaarden voor de aanvraag van een programmatie in het deeltijds kunstonderwijs en de behandeling ervan, de voorwaarden voor de melding van een structuurwijziging in het bestaande studieaanbod in het deeltijds kunstonderwijs en de infrastructuurvereisten voor de studierichting dans in het deeltijds kunstonderwijs (ministrial conclusion concerning programmation and structural modification; infrastructure requirements for the course of study Dance). Het Besluit van de Vlaamse regering van 15 juli 2002, bepaalt het aanwendingspercentage van het aantal uren-leraar (conclusion of Flemish government concerning number of teaching periods-teacher). Omzendbrief ond/13ea/SBT 2001/05 (circular letter concerning more flexible learning pathways, actualization of the study offer, more autonomous directorates). Omzendbrief PV/2002/07 bekwaamheidsbewijzen deeltijds kunstonderwijs (circular letter concerning qualifications part-time artistic education).

7.3.7. Agricultural training • • •

Decree of 3 March 2004 concerning the subsidizing of more sustainable agricultural production methods and the acknowledgement of centres for more sustainable agriculture. Decision of the Flemish government of 4 June 2004 concerning the granting of subsidies for post-school education initiatives in the agricultural sector. Ministerial Decision of 12 July 2004 concerning the granting of subsidies for post-school education initiatives in the agricultural sector.

7.3.8. Social-cultural adult education • • •

Decree of 4 April 2003 concerning socio-cultural adult education (see [7.1.8.]) Decision of the Flemish government of 13 June 2003 concerning the implementation of the Decree of 4 April 2003 concerning socio-cultural adult education. Decree of 6 July 2001 concerning organizing support for the FOV.

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The decree is limited to socio-cultural adult education. The new decree determines how the sector socio-cultural adult education has been organized as from 2004, which working methods are recognized and can be subsidized and which conditions are to be met.

7.4. General Objectives We will treat successively

• • • • • • • •

7.4.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) A distinction was made between two types of social promotion:

• •

vertical promotion or a way to make up secondary or higher education; horizontal promotion or complementary training and/or retraining for people employed in industry and other sectors of professional life.

The Decree of 2 March 1999 stipulates that social advancement education has the task of teaching knowledge, skills, and attitudes to the course participant for social integration, for participating in further education, for exercising a profession, or mastering a language and enabling the student to obtain a recognized certificate. The main purpose of social advancement education is providing basic training and vocational retraining and, in the second place, promoting social integration. Concretely the aims of social advancement education can be summarized as follows:

• • • •

Offering the opportunity to obtain a recognized certificate. Offering the opportunity to follow further training or to complete a training. Improving the population's language skills. Offering opportunities for personal development and social integration.

7.4.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) Tutored home studying has the special objective of giving the course participants the opportunity to obtain knowledge and skills in a particular domain of knowledge. Due to personal interests or in preparation of the examinations organized by educational institutions and by the examination board of the Flemish Community (Examencommissie van de Vlaamse Gemeenschap). In tutored home studying the educational content is made available in written form or through other media (BIS Online) at the request of the course participant and on the course participant's own pace. Tutored home studying rests on the principle of learning independently and individually regarding place, time, and pace. If a course participant wishes so he/she will be guided by a tutor.

7.4.3. Adult basic education Adult basic education (basiseducatie) is a form of education for adults with poor and low educational backgrounds; adult basic education aims at acquiring and improving basic competences which are a prerequisite to functioning and participating in society: • • • • •

Basic skills Dutch Basic skills Mathematics Basic skills ICT Society orientation Initiation French and English – Orientation stage 1.1

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The Decree of 12 July 1990 gives adult basic education centres (CBEs) the possibility to organize activation and educational guidance activities. Adult basic education's function is twofold. • •

On the one hand an educational and course offering is worked out which meets the need for basic skills of the participants and which has its own objectives. Some programmes are aimed at social functioning, educational functioning or professional functioning. On the other hand adult basic education prepares and provides transition to other training and educational initiatives.

When drawing up adult basic education training courses, next to content objectives, core competences were included. The latter are competences which can be relevant in all dealings. They are valid across courses within a school context. Concretely these are communication, coping with numerical information, coping with information technology, cooperation, carrying out of choices, coping with problems, improvement of self-study and achievements.

7.4.4. Vocational training (VDAB) The VDAB carries out a social and an economic assignment, namely bringing employer and employee together and being a reliable partner for all matters of personnel policy. In order to carry out this assignment as efficiently as possible, The VDAB offers a package of services including employment-finding, counselling, training and education, and career guidance . As far as competence development is concerned there are three important objectives in view of life-long and lasting mobilization on the labour market: : •

• •

the stimulation, organization and enhancement of competence development and recognition of jobseekers, especially through the establishment of competence centres, the recognition of acquired competences and the organization of the trainings, the aim of which is the acquisition of adjusted competences in view of entrance onto the labour market; the provision, organization and furthering of vocational trainings and accompanying guidance of jobseekers and employers through, among others, application training, vocation specific training, personal training in training centres and/or on the workfloor; the granting of training allowances in view of entrance onto the labour market, especially the distribution of training vouchers.

By virtue of the Decree of 21 December 1988 of the Flemish government, trainings for employees on the request of employers and training for individual employees are part of the training offer of the VDAB. Since 2002 employees' trainings are to be paid on the request of the employer. The general objectives, curricula and teaching methods are strongly related to and dependent on the specific objective of a specific course or initiative. The different initiatives are • • • •

training programmes for the secondary sector; training programmes for the tertiary economic sector; training programmes for social profit; other more specialized initiatives for job-seekers.

7.4.5. Entrepreneurial training (SYNTRA-Flanders) The mission of the 'Flemish Agency for Entrepreneurial Training –Syntra Flanders' is to guarantee a qualitative and specific training offer for youngsters and adults who have a professional career ambition or want to further develop an independent enterprise or a small or medium sized enterprise, in order to make more and more entrepreneurship possible as an essential factor in the socio-economical development in Flanders.

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The course offering of the SYNTRA network is based on three basic principles: • • •

offering permanent training with consecutive levels and possibilities; the system of alternating learning (alternerend leren) in which learning is alternated with working; the modular organization of the offering, which enables the participant to compose his/her own training according to his own level and training needs.

Since the end of 2005, VIZO has been appointed as 'Director Entrepreneurial Training' ('Regisseur Leren Ondernemen' ) by the Flemish Government. SYNTRA Flanders will be responsible for a broad knowledge gathering concerning entrepreneurial training and formation. A structured overview of info has to lead to quality improvement and has to make it possible to trace and fill gaps, as far as policy and relevant players in the field are concerned. ('Together for more jobs': a Flemish poly-job policy ("Samen voor meer banen": Vlaams Meerbanenplan) January 2006, p 14). Also, the drawing up of a target groups policy is part of the entrepreneurial training directive (Regie Leren Ondernemen)

7.4.6. Part-time artistic education (DKO) Part-time artistic education responds to the general artistic interests of the participant, gives the possibilities to develop one's artistic ambitions, or may provide professional training, with possibilities in professional life. There are three main objectives: to practise art oneself, to learn to discover art, and to prepare youngsters to higher artistic education.

7.4.7. Agricultural training The training activities are aimed at different target groups. •

•

• •

All trainings (except follow-up training) o self-employed business managers (as main occupation or additional income) of an agri- or horticultural business, their collaborating family members, free-lance assistants and agricultural employees; o employees of organizations for the management of agricultural and horticultural business in the agricultural sector; o agricultural contractors, florists, garden contractors and their collaborating family members and employees; o parks department employees of public administrations; o certified salespersons and users of phytoproducts, and certified users of biocides for agricultural use; o bee-keepers. Training for beginners: o all participants mentioned above; o persons who are preparing to work in the agricultural sector either as a main occupation or as an additional income, or persons who are preparing for business adjustments, a changeover or a diversification within the agricultural sector; o persons who are candidates to become certified salespersons and users of phytoproducts, and certified users of biocides for use in the agricultural sector. Short training activities for amateur agriculturists: o persons who are engaged in agricultural activities as amateur agriculturists. Completion days: o trainers working in post-school agricultural education.

7.4.8. Social-cultural adult education Socio-cultural adult education has three common general objectives, namely adding to the balanced development of each individual as an active participant in society; stimulating the participants through non-formal education in their competence development (e.g. in the field of social integration, active citizenship, …), and finally adding to the meaningful emancipation of the participants and at the same time adding to cultural creation, to social integration and to the realization and consolidation of a democratic society.

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7.5. Types of Institution We will treat successively • • • • • • • •

7.5.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) Social advancement education is provided by recognized, funded and subsidized centres for adult education (CVOs). Number of centres in Flanders (school year 20042005): - centres which offer secondary education - centres which offer higher education Total

108 62 120

7.5.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) BIS is part of the Educational Service Centre higher education and adult education of the ministry for education and training of the Flemish Community. http://www.bis.vlaanderen.be/

7.5.3. Adult basic education At this moment 29 centres for adult basic education (CBEs) are recognized and subsidized. The centres are independent pluralistic institutions, structured as private organizations. An enforced fusion of the centres to bigger regional entities is being prepared. Beside the centres for adult basic education the Flemish Government established in 1990 a Flemish adult basic education support centre (Vlaams Ondersteuningscentrum voor de Basiseducatie – VOCB). This centre has a specific support and development assignment. The centres are recognized an a yearly basis for a well-defined number of participant's teaching periods (which means a specific volume of educational work with a number of course participants). The acknowledgement threshold for centres for adult basic education (basiseducatie) was fixed by decree on 12,000 participant's teaching periods. However, following the increased interest in adult basic education the smaller centres have in fact since January 1996 the disposal of a minimum acknowledgement of 15,000 participant's teaching periods. Large centres such as Ghent, Antwerp and Brussels have an acknowledgement of 50,000 to 90,000 participant's teaching periods (VOCB, http://www.vocb.be, 2004). After the spectacular increase in the year 2001-2002 (+ 24,39 % compared to 2000-2001) the number of course participants in adult basic education decreased for the first time in the year 2002-2003 (- 6,54 % compared to 2001-2002). All the traditional educational networks (community, subsidized official, and subsidized free) and all the different types of organizations, social advancement education (Onderwijs voor Sociale Promotie (OSP), socio-cultural education, etc. participate in the management bodies of the local centres. • • •

Centres for adult basic education: http://www.basiseducatie.be/ Flemish adult basic education support centre: VOCB: http://www.vocb.be/ Interest group : Federation of centres for adult basic education: http://www.basiseducatie.be/

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7.5.4. Vocational training (VDAB) The largest part of the VDAB trainings takes place in the proper VDAB centres. The VDAB has 68 training centres spread over Flanders with about 700 teachers. Throughout the country about 400 departments can be found which offer trainings for a large number of occupations in construction, metal industry, transport, graphical sector, timber and construction, textile industry, …. In-company training is also possible at the request of the company. In web learning the studying is done at home or at work and the course material is available on-line 24 hours a day. From Monday up to and including Friday between 4pm and 10 pm feedback is provided by an on-line coach. See http://www.VDAB.be

7.5.5. Entrepreneurial training (SYNTRA-Flanders) The SYNTRA network comprises 5 regional centres with 22 campuses in Flanders and Brussels. (Former organization was VIZO, Flemish institute for independent entrepreneurship) See http://www.syntra.be/syntra/index.asp

7.5.6. Part-time artistic education (DKO) DKO offers 4 courses of study in 2 types of academies: • •

academies for Plastic Arts, academies for Music, Word Craft, Dance.

Number of academies in Flanders Plastic arts Music, Word Craft, Dance TOTAAL

Community education

5 10 15

Privately-run education

4 1 5

Communal eduction

total 57 90 147

66 101 167

The number of course participants in part-time artistic education has considerably increased since 1994-1995.

7.5.7. Agricultural training The training activities are organized by recognized training centres and subsidized by the Flemish Region 1.2.2.3. Expenses are partly charged to the European Union within the framework of the Flemish Programme for Rural Development. The Ministry of the Flemish Community (administration agri- and horticulture, department for sustainable agriculture) is responsible for the permanent training of agri- and horti-cultural workers and their collaborators, the accreditation of the organizers (the recognized training centres), the registration of the trainers, on-site inspection, the accreditation of the certificates and the payment of compensation for social promotion of the participants. Flanders has 64 recognized training centres: • • •

5 general centres, 36 regional centres, training centres for amateur agriculture

The department for sustainable agriculture has, in the framework of new training in agriculture regulations, the right to request the recognized centres to submit innovative training projects in the agricultural sector and this on an annual basis. The centres are to encourage the application of new teaching methods which make use of the internet (E-learning). See: 7.2

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7.5.8. Social-cultural adult education The new Decree on socio-cultural adult education (4 April 2003) has led to a thorough reorganization of the landscape. Socio-cultural associations An association is a network of local divisions or groups aimed at giving meaning to and emancipation of members and participants, in view of personal en social development. An association fulfils a communal role, a cultural role, an educational role and a socially activating role. An association has to count at least 50 (local) working departments or (thematic/supra-local) groups, spread over at least 3 provinces, an association with starting subsidies at least 25 departments. Migrant associations have to comply with the norms of the decree (at least 50 departments or groups, spread over 3 provinces) by the end of the policy period (2010) and from then onwards they have to work on the basis of a policy plan. The decree does foresee in a situation assessment of migrant associations in 2008. Socio-cultural movements A movement is a national organization specialized in a certain theme or in a cluster of related themes. The movements organize activities in the field of sensitization, education and social action in order to obtain social changes. It has an educational and socially activating role and addresses a large public. Since 1 January 2006, 32 organizations are subsidized as a socio-cultural movement. Non-formal educational institutions The decree distinguishes between 4 kinds of institutions. â€˘

â€˘

Regional Folkhighschools Their core-business is offering non-formal education: educational programmes that do not lead to diplomas or that do not have professional objectives. Their main objective is personality development which strengthens the individual and helps to build a community. A Folkhighschool is a pluralistic organization aimed at organizing, structuring and coordinating the non-formal educational offer in a defined region. Since 2004, there have been 13 regional Folkhighschools (i.e. Vormingplus-centra) in Flanders, combining regional strengths in the educational field. The objective is to reach as many inhabitants as possible, to offer and coordinate non-formal education that fits the regional needs and to guarantee quality through intense cooperation of people and organizations. An open curriculum, accessible to everyone, forms their core business. Open means that it is communicated timely and that everyone can participate voluntarily. A Folkhighschool is allowed to depart from this when it concerns educationally disadvantaged target groups which are not or within limited reach of an open offer in their autonomous living sphere. At the establishment of these Folkhighschools about 30 recognized training centres and partial organizations were involved in recognized cooperations. National institutions have to develop activities in at least 4 provinces or have to reach participants from at least 4 provinces. There are 3 kinds of national institutions. o Specialized socio-cultural institutions: an institution provides a varied educational programme in the form of courses and educational activities with are related to a specific theme or cluster of themes. An open curriculum, accessible to everyone, forms their core business. A specialized institution is allowed to depart form this with a closed offer for staff and multiplicators from the cultural sector and in a limited manner for educationally disadvantaged target groups. Until the end of the current policy period (2006-2010) 19 (within a theme) specialized institutions are recognized and subsidized. o Trade union training institutions: these aim, within a trade union movement, for an open offer for persons in a labour situation and persons in an unemployment situation. Since the new decree only 3 (cooperations of) trade union training institutions are recognized seeing only one trade union training institution per recognized trade union is subsidized. o Training centres for special target groups: training centres specialized in the target group disabled persons, have grouped themselves in 3 federations as determined by the government. They are to develop a socio-cultural role for disabled persons and their environment via a non-formal educational offer. They are allowed to aim a quarter of their training offer at professionals from the non-profit sector who work with their target group; since early 2004 one training centre specialized in the target group detainees has been recognized by the Flemish government. This training centre is responsible for socio-cultural work in prisons.

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Federation of training centres for disabled persons Apart from the three areas of work (associations, movements and training centres) the government also acknowledges and subsidizes one federation of training services for disabled persons on the basis of the 2003 decree. This federation groups 5 former services for socio-cultural work. Next to educational programmes, it offers additional activities in the field of sensitization, guidance and social activation. Support centre: Socius: http://www.socius.be Interest group: FOV (Federation of organizations active in popular (non-formal) adult education): http://www.fov.be/

7.6 Geographical accessibility We will treat successively • • • • • • • •

7.6.1 OSP geographical accessibility The OSP centres are spread over the whole of Flanders.

7.6.2 Geographical Accessibility – BIS BIS is long-distance learning, so there is no problem of geographical accessibility.

7.6.3 Geographical Accessibility adult basic education There are 29 centres spread over the whole of Flanders. Almost all centres have additional registered offices spread across their working area.

7.6.4. Vocational training (VDAB) The VDAB has a widespread local and regional network of offices, local work shops and competence centres. Moreover the VDAB makes use of the newest information technology. WIS-terminals (electronic vacancy database) are consultable in VDAB offices, libraries, supermarkets, town halls, … Web learning is strongly developed

7.6.5. Entrepreneurial training (SYNTRA-Flanders) The SYNTRA network comprises 5 regional centres with 22 campuses throughout Flanders and Brussels.

7.6.6. Part-time artistic education (DKO) By virtue of the municipal development part-time artistic education is widely spread throughout Flanders. Most large and medium sized cities have an academy for Plastic Arts and one for Music, Word Craft and Dance. In general these academies have more areas in smaller municipalities in the area. Therefore a great number of course participants can follow the lower stage nearer to where they live.

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7.6.7. Agricultural training The general centres are active in the whole of Flanders. Next to the 5 general centres, there are also 36 regional centres. The latter usually work on a provincial level or are specialized in one particular sector. Recently E-learning is also being promoted (see [7.2.]).

7.6.8. Social-cultural adult education In general, the socio-cultural organizations are strongly embedded locally. Together they consist of about 13000 local departments, which amounts to an average of almost 40 departments per Flemish and Brussels municipality. The 13 Folkhighschools are active in just as many regions. Together they form a network which covers the whole of Flanders and Brussels. Separately, every Folkhighschool has to spread its offer to the remote corners of the region. The national training centres and the movements are to develop activities in at least 4 provinces or reach participants from at least 4 provinces.

7.7. Admission Requirements We will treat successively • • • • • • • •

7.7.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) To be admitted to secondary education in adult education: • • • •

one should be over 18 years of age; But also an adolescent can join this programme when he or she is: either 16 years of age or 15 years of age and has followed the first two school years of full-time secondary education.

Depending on the moment someone joins the educational route, a certain previous education can be recommended. Admission to the higher social advancement education programmes requires one of the following certificates: • • • •

a ''diploma'' of secondary education; a certificate of Complementary Vocational Secondary Education (Aanvullend Secundair Beroepsonderwijs) (ASBO) or a diploma of full-time higher education (voltijds Hoger Onderwijs); a certificate or diploma of technical higher secondary education or a certificate of an OSP course categorized as TSO3; a diploma or certificate that by law, decree, European directive, or international agreement is recognized to be equivalent to one of the above.

If the course participant has not got any of these certificates, but has reached the age of 21, he/she can be admitted upon passing of an entrance examination. For certain courses specific previous education is required.

7.7.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) There are no admission requirements for tutored home studying (Begeleid Individueel Studeren) (BIS). Enrolment is permitted at all times. A BIS course can also be followed from abroad.

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7.7.3. Adult basic education Until September 2005 only persons who had not obtained an approved certificate of lower secondary education or a certificate of the second stage of lower secondary education were admitted to adult basic education (basiseducatie) courses; also migrants who had a maximum of 10 years of education in the country of origin were admitted. The Decision of 15 June 2005 now determines the maximum competence level the candidate course participants are allowed to have and the manner in which this is to be evaluated by the centres. The competence level the candidate course participant disposes of is assessed by the centres for adult basic education by means of study skills tests when a course of the same level is offered in a centre for adult education (Dutch as a second language). In all other cases (Dutch, ICT, Mathematics, Society Orientation, initiation French and English) a course participant is admitted when he/she has acquired the developmental objectives (ontwikkelingsdoelen) which are to be reached at the end of adult basic education. Via locator tests the course participants are oriented towards the most appropriate level. The division of levels per area of learning does not imply that all course participants have to go through all levels provided for. Depending on their level of entry and their wishes for learning they can enter and leave on every level. Also persons with a low learning potential are part of the adult basic education target group, if shown that learning gains are possible.

7.7.4. Vocational training (VDAB) The training programmes of the VDAB are available for each adult – without distinction of nationality – with a minimum of previous education. By means of special benefits and guidance some adults are especially stimulated to follow the courses. For certain courses higher admission requirements apply and one has to pass entrance examinations.

7.7.5. Entrepreneurial training (SYNTRA-Flanders) Just like the VDAB, SYNTRA does not set any general admission requirements, except for certain trainings. The general conditions to start a training are: • •

to be aged 15 and having completed the second year of secondary education or to be aged 16 minimum. Youngsters who want to follow the entrepreneurial training need to either have sufficient previous education (e.g. in apprenticeship) or sufficient professional experience in the profession they want to train for. If these conditions are not met, practical experience can be acquired through supplementary practical training or on-the-job training through an apprenticeship.

7.7.6. Part-time artistic education (DKO) Part-time artistic education (DKO) has an hierarchical organizational structure with several levels: for example, one cannot start a specialization course without sufficient training at a lower level. On condition that the required minimum age for the course of study is reached, a course participant starts in principal in the first year of the chosen option. For transition to the next year the course participant has to successfully pass the exams for the next year. There are two exceptions to this general rule. On the one hand it has been established that course participants enter at age in following cases: in the lower and secondary stages of Plastic Arts, in the lower stage of Word Craft and in the first three years of the lower stage of Dance. On the other hand it was decided that after a positive admission period a course participant can/may follow a year for which he/she is not qualified according to the 'normal' admission requirements. Such an admission period allows the teachers to carefully observe the course participant for a short or longer period (max. until 31 January). Through this method the level and learning difficulties of a course participant can be much better assessed than through an entrance examination, the amended Decision of the Flemish Government of 9 July 2001 only provides for an admission period. Beside these exception rules, still other departures from the usual admission requirements 'minimum age' and/or 'successful completion of the year' are possible.

7.7.7. Agricultural training At the onset of the trainings the participants may no longer be of school age.

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7.7.8. Social-cultural adult education Except for certain activities of organizations aimed specifically at its own members and (management) educational initiatives aimed at voluntary and freelance collaborators of organizations, no specific admission requirements are set for the training programmes of socio-cultural adult education.

7.8. Registration and/or Tuition Fees We will treat successively • • • • • • • •

7.8.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) The course participant has to pay a minimum fee for following a course. The government has fixed a registration fee that depends on the number of teaching periods of the course. The registration fee amounts to minimum 0.37 euros and maximum 0.74 euros per teaching period. This fee is paid for the whole year or for the complete module. The centre for adult education defines freely, within the fixed boundaries, the registration fee. The centre's regulations stipulate also for which course material the real costs will be charged beside the registration fee. The course participants cannot be charged any other costs. The enrolment fees will be indexed next school year.

7.8.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) For a written course the fee depends on the number of study packages of the course. The price varies from 5,25 to 78,75 euros. For web learning the price depends on the number of months for which one registers. The fee amounts to 16,75 euros per month and per course. Registration is obligatory for periods of 3 months. The fee increases with 0.75 euros per month each year on 1 August for web learning and with 0.25 euros per study package for the other courses.

7.8.3. Adult basic education (Basiseducatie) Opposed to social advancement education and tutored home studying the courses in adult basic education (basiseducatie) are offered for free. Only the costs for copies and course books have to be paid.

7.8.4. Vocational training (VDAB) For unemployed job-seekers all VDAB courses are for free. This also applies to the web learning, for which also other categories of job-seekers can be eligible for exemption from the training costs (see [7.9.4.]). An employee who follows a course at his own initiative only pays a fee for the didactic course material. This fee amounts to – depending on the category of training – 25,37 or 43 euros per day with a maximum of 250 euros per course. For web learning the complete fee varies from 30 to 360 euros (depending on the course). For employers the fee depends on the chosen training programme, the duration, the training place (company or VDAB centre), the number of participants, etc. The fee is fixed in a contract after negotiation with the person responsible for the training in the VDAB centre involved. In principal the fee for a training for employees at the request of the employer varies from 99 to 161 euros per participant per day (depending on the course).

7.8.5. Entrepreneurial training (SYNTRA-Flanders) The fees for short term trainings are dependent on the number of sessions of the training. The fees for long term trainings also differ depending on the chosen training.

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In the frame of compulsory education, no fee is to be paid for apprenticeship.

7.8.6. Part-time artistic education (DKO) Part-time artistic education courses are not part of the compulsory education system. Consequently, a fee has to be paid. This fee amounted to 51 euros on 1 October 2003 for youngsters (reduced fee: 33 euros) and 166 euros for adults (reduced fee: 96 euros). This fee is paid to the department for education (Circular letter OND/13EA/SBT 01/3).

7.8.7. Agricultural training Enrolments via recognized centres. The centres themselves determine the enrolment fee.

7.8.8. Social-cultural adult education For participation in the course programmes of socio-cultural adult education usually a small fee is charged. The fee is determined by the organiser him/herself.

7.9. Financial Support for Learners We will treat successively • • • • • • • •

In Flanders different types of grants for course participants exist within the totality of course programmes for young school leavers and adults (including adult education). The government has taken such measures in order to stimulate lifelong and life-wide learning of adults. The most important types are the system of paid educational leave and the system of entrepreneurial portfolio for employers on the one hand and education and guidance vouchers for employees on the other hand (see also [7.9.4.] VDAB and [7.9.5.] SYNTRA). The system of paid educational leave is regulated by the Reform law of 22 January 1985 as amended, the Royal Decrees of 23 July 1985 and 27 August 1993. The objective of paid educational leave is the social advancement of employees in the private sector. They receive extra vacation hours for the training programmes they follow in their spare time or they get vacation for actually following classes if these classes are scheduled during working hours. This leave is primarily paid by the employer in addition to the normal wages and at the same moment. However, the employer can request reimbursement at an especially established fund. The number of reimbursable hours of leave equals the number of hours of class attendance and is limited in function of the type of training and whether the classes are scheduled within working hours or not. A limitation of the reimbursable wages has been determined as well. The courses followed can have a professional goal, although there is no need for a link with the current occupation, but they can also have a general educational objective. Moreover, specific regulations are available for employees preparing exams for the examination board of the Flemish Community, for employees of small and medium sized enterprises (KMO's) and for certain part-time employees. See http://www.meta.fgov.be

7.9.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) In certain cases exemption from the registration fee is possible, for • • •

persons with a minimum income, job seekers or unemployed with a compensation, obligatory registered job seekers (except for early pensioners), voluntarily registered unemployed job seekers older than 25 years of age,

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• • • • • • •

disabled persons, persons engaged in a procedure for recognition as political refugee or already recognized as political refugee, prisoners in a Belgian penitentiary, part-time or full-time youngsters of statutory school age, course participants in the study field Dutch as a second language (stage 1 and 2), course participants in the study field General education (formerly 'second chance education') and persons who have followed at least two years of adult basic education (basiseducatie) (exemption for a period of four consecutive school years).

Students in social advancement higher education are not eligible for a study allowance.

7.9.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) Exemption form payment is possible for detainees and for course participants preparing for exams organized by the board of examinations of the Flemish Community. Payment through training voucher is possible.

7.9.3. Adult basic education (Basiseducatie) • •

Paid educational leave is possible. The centres are recognized by the VDAB in the frame of training vouchers (see [7.9.4.]).

7.9.4. Vocational training (VDAB) VDAB provides a number of allowances for job seeking course participants. Some of the most important are: •

• • •

the training premium: course participants who follow a vocational course in a competence centre of the VDAB or follow a training organized by the VDAB in collaboration with third parties, have the right to a training premium of 1 euro per effectively followed hour of vocational training on the condition that for a term of 1 year preceding the training course, they have been unemployed job-seekers. Also persons on the dole of the OCMW who are job seeking have a right to this premium. a reimbursement of travelling expenses; a child care allowance for course participants who have parental responsibility; a communication allowance for distance learning.

Next to the above there are a number of training subsidies from the Flemish, federal and European government (via European Social Fund). On addition there are quite some measures per vocational sector. An overview of those is to be found on the website of the VDAB. Moreover the VDAB provides advice and counselling for the implementation of subsidies. We mention some of the measures. •

Training vouchers for employees and employers o Employees can buy training vouchers for a maximum of 250 € per calendar year. With these they can pay for trainings at a recognized training provider. The employee him/herself only pays half of the amount of money due by means of training vouchers, see http://www.vdab.be/opleidingscheques/werknemers.shtml o Companies too could make use of training vouchers. But from 2006 this system has been replaced by a so called entrepreneurial portfolio which a company can only apply for once every 3 years and which comprises 4 services: training, counselling, tutorship, purchase of knowledge in Flemish centres for knowledge. The government support is maximum 5000 €, of which maximum 2500€ for one and the same service. From now on, the company pays two thirds of the service itself, see http://opleidingscheques.vlaanderen.be/opchpubliek/oc_jsp/intro.jsp

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•

Premiums for shortage training courses o For job-seekers who follow a shortage training course. o For job-seekers who do not hold a diploma of secondary education who follow a training course which leads to the practice of a job at beginner's level. Areas of study in technical and vocational secondary social advancement education (so no general education) with the exception of the areas of study Household, Lace, Languages and Dutch as a second language. Work experience placements for people over 18 years of age, organized by Syntra in the frame of entrepreneurial trainings. Industrial learning agreement, in as far as the conditions are met by the course participant. Combined working and learning for those aged 18 to 25 in centres for part-time education. Compensations for On-the-job learning : both individual vocational in-company training (IBO), and induction training (see [7.10.4.]) o During the training period the company does not pay wages nor RSZ (social security contributions), only a productivity compensation. Moreover the company gets an extra reduction for the guidance of the trainee when the candidate is low educated (does not hold a diploma of higher secondary education). o The job seeking candidate gets an extra premium on top of his unemployment benefits (the difference between the normal wages and the benefits).

7.9.5. Entrepreneurial training (SYNTRA-Flanders) Employees can buy training vouchers for a maximum of 250 € per calendar year. With these they can pay for trainings at a recognized training provider. The employee him/herself only pays half of the amount of money due by means of training vouchers. http://www.vdab.be/opleidingscheques/werknemers.shtml Until 2006 course participants could make use of training vouchers of the Flemish government (those could be used to pay for a course of which half the fee was paid by the government). From 2006 this system has been replaced by a so called entrepreneurial portfolio, which an enterprise can only apply for once in every 3 years and which comprises 4 services: training, counselling, tutorship, purchase of knowledge in Flemish centres for knowledge. The government support is maximum 5000 €, of which maximum 2500€ for one and the same service. From now on, the enterprise pays two thirds of the service itself. Apprentices qualify for an apprenticeship allowance. This allowance is dependent on the age and professional experience of the apprentice. On-the-job trainees qualify for an on-the-job training allowance. http://opleidingscheques.vlaanderen.be/opch-publiek/oc_jsp/intro.jsp

7.9.6. Part-time artistic education (DKO) In part-time artistic education there is a system of 'social reduction' or 'reduced fee' (see also paragraph [7.8.5.] ). For the reduced fee the pupil has to submit (Decree of 31 July 1990) an attestation which proofs that he/she is: • • • • • •

unemployed with full compensation or living at the expense of an unemployed person with full compensation; obligatory registered as job seeker, receives the minimum income or is living at the expense of a person in either one of the two previous categories; disabled and has an inability to work of at least 66%, has the right to a disability allowance, or is living at the expense of a person in either one of the two previous categories; living in a relief centre or in a medical-pedagogical institution; a recognized political refugee or is living at the expense of such a person; receiving a compensation from the Child Allowance Fund, if he/she is older than 18.

A course participant who has not reached the age of 18 on 31 December of the relevant school year pays a reduced fee, if another member of the family has already paid the fee in the same or in another centre; and/or for each extra registration in another course of study in the same or another centre.

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7.9.7. Agricultural training The participants of the training receive a contribution (of 2 euros per lesson period) as compensation for social promotion. This on the condition that the participant can present certificates (of recognized centres and trainings) which consist of a minimum of 75 lesson periods. Who is eligible to apply for compensation? • • • • • •

self-employed business managers (as main occupation or additional income) of an agri- or horticultural business, their collaborating family members, free-lance assistants and agricultural employees; employees of organizations for the management of agricultural and horticultural business in the agricultural sector; agricultural contractors, florists, garden contractors and their collaborating family members and employees; parks department employees of public administrations; certified salespersons and users of phytoproducts, and certified users of biocides for agricultural use; bee-keepers.

7.9.8. Social-cultural adult education Organizations usually have reduced fees for their own members, and training institutions often take into account the (family) income and/or family or working situation of participants when determining the fees.

7.10. Main Areas of Specialization We will treat successively • • • • • • • •

7.10.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) Social advancement education offers a wide and diversified range of training programmes. It is organized at the level of secondary education (31 areas of study) and at the level of short-form higher education (7 categories). 7.10.1.1 Secondary education for social advancement This is divided into areas of study, which in their turn group a number of trainings ('departments')

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The areas of study in secondary education for social advancement are:

General education (M) = second chance education (TKO) Business administration Bookbinding Chemistry Diamond cutting Graphic Techniques Woodwork Jewellery Cooling and Heating Leather Naval Training Furniture Restauration and Wood Carving Dutch as a second language (M) Forging Textiles (M) Nutrition

Auto mechanics (M) Special educational needs (M) Construction Decoration Techniques Photography Commerce (M) Domestic work (M) Lace (M) Agri- and horticulture Personal care Mechanics - Electricity (M) Building of musical instruments Care for persons Languages (M) Tourism

For the organization of social advancement education (OSP) two models are employed:

â€˘

Linear courses: these courses consist of more than one course year. The lessons are spread over 32 to 40 weeks in the period beginning of September- end of June. Modular courses: for a modular course the curriculum is subdivided into a number of modules (which are the same for the whole of Flanders). Through this subdivision the course participant him/herself can put together the study package and the duration of the training. The centre for adult education is free to spread a modular course over a part of the year or over the whole year. This also means that courses can start at different times of the year. Through this subdivision the course participant him/herself can put together the study package and the period of study. The centre for adult education is free to spread a modular course over a part of the year or over the whole year. This also means that courses can start at different times of the year. o For some courses the modular schemes are more than ten years old. For other courses more recent schemes were drawn up. For some courses (such as TKO and GPB) only modular schemes exist and no linear courses. For other courses a linear course exists next to a modular course. In general the centres are free whether or not to modularize. o 115 courses belonging to 10 areas of study (above indicated by (M)) are to be offered as modularized courses at the latest on 1/9/2006. The other courses and areas of study are to be redrawn the following years, together with courses in social advancement higher education. o A new decree is being prepared which wants to modularize all courses. o The development of the modular structure is under the authority of two government services: The Vocational Education Service (Dienst Beroepsopleiding Onderwijs) (DBO) is responsible for the analogous vocational oriented offer; The Educational Development Centre (Dienst voor Onderwijsontwikkeling) (DVO) for the analogous non-vocational offer and the non-analogous offer. The coordination is for the DVO.

The area of study general education comprises the earlier second chance education (TKO) Second chance education is for adults who are minimum 18 years of age and still want to obtain the diploma of secondary education (ASO/TSO/BSO). The TKO follows the general structure of the full-time circuit. In fact, there is a part general education and a part vocational education. When finished the participants obtain not only their diploma but also a broader look at society and they also learn to function better in this society. (See also [7.2.1.]).

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Second chance education offers: • • •

•

• •

A diploma: the classes prepare for the exams ASO/TSO/BSO. The centres themselves provide the diploma of secondary education. Systematic build-up of the curriculum: the classes are build-up systematically over a longer period of time and aim at obtaining the diploma. But, second chance education also welcomes adults who only want to follow one or more subjects, not aimed at obtaining a diploma. Low threshold conditions: o For the second stage participants the threshold condition is being able to read and write. o Threshold condition for the third stage is a diploma lower secondary education (general or technical) or a certificate of the second stage secondary education. o In case one does not dispose of these certificates one can participate in an internal admission exam. A catch-up period: going back to school after a break is not evident. Therefore, the course participants are guided by a professional fixed teacher team which continuously takes further training and for whom professionalism is important. During the catch-up period it tests the new participants in the areas of understanding and pace, after which re-orientation takes place if necessary. Social training: the general educational aspects are translated into subject matters and approach. Special attention is also given to social skills and the setting up of sideline activities.. Flexibility: courses are taught in day-time education and/or in the evening.

7.10.1.2 Higher education for social advancement This is divided into 7 categories, which in their turn group a number of trainings (departments). These categories are: • • • • • • •

short-form art higher education (2 trainings: Architecture and Public Works) short-form economic higher education, short-form paramedical higher education, short-form pedagogical higher education (=GPB-training), short-form social higher education, short-form technical higher education, technical higher education 2nd stage.

In spite of the wide range of training courses, certain courses cannot be followed in social advancement education (e.g. paramedical basic training, nursery teacher training, primary teacher training, etc.) On the other hand, social advancement education offers a number of courses that cannot be followed in full-time education (e.g. general caretaker training). In 2004 some departments of higher OSP were reorganized as bachelor and master courses of higher education and were carried over to CVOs and university colleges.

7.10.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) The offer of written courses comprises the categories • • • • • • • •

foreign languages (French, English, German, Spanish, Italian and Portuguese), Dutch (a.o. Dutch Literature and Dutch for foreign speakers), Informatics, Economy, Human Sciences (Psychology, Biology, History) Law, Technics other (Memory Training, Mathematics and basic course Prevention Advisor).

BIS Online offers courses concerning; • • • •

foreign languages (French, Spanish, English, German, Italian), Dutch for foreign speakers Geography, Prevention and Safety at work

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A number of courses prepare for the exams of the board of examinations of the Flemish Community: Languages, Informatics, Economy, Sciences, Human Sciences, Mathematics. An overview of the courses can be found at: • •

http://www.bis.vlaanderen.be/ http://www.bisonline.be/main/bisftp/bisonline/intro.htm

7.10.3. Adult basic education (Basiseducatie) Adult basic education (basiseducatie) offers courses at the level of primary education and the first stage of secondary education: • • • • • •

Dutch as a native language (NT1), Dutch as a second language (NT2) including Alfa NT2, ICT, Social Orientation (MO), Mathematics (WISK) basic courses in French and English.

Next to these there are also courses to measure for organizations, authorities and businesses. The organization of adult basic education courses is based on developmental objectives as determined by the government. The centres for adult basic education have to aim for these developmental objectives (ontwikkelingsdoelen) for all course participants. Course participants who want to be eligible for partial certificates and/or certificates, need to have reached the developmental objectives. The DVO also developed training profiles for all adult basic education courses. In 2000 the modularization project started. The first modular courses were offered in 2003. Since February 2006 all courses are offered modularly. Modular training in the centres for adult basic education is linked to trainings in the centres for adult education for easy transition. The regulation provides for an evaluation of every modular training, at the latest two years after its implementation. This evaluation is also reported to the Flemish parliament. During the school year 2004-2005 the educational inspectorate evaluated the modular courses Dutch as a second language, Mathematics and Information and Communication Technology (ICT).

7.10.4. Vocational training (VDAB) The VDAB organizes hundreds of practice oriented vocational trainings, in almost all possible vocational domains. Next to these it offers language trainings, ICT-trainings and management trainings. Trainings can be offered both during working hours and in the evenings or on Saturdays and can have different organizational forms, such as trainings in VDAB training centres or with third parties, work placement experiences in companies, trainings in an recognized centre, individual vocational training in a company or an educational institution, open learning, distance learning and web learning. On-the-job learning is possible through following training courses: • •

Individual vocational in-company training (IBO). For this training the course participant is trained and guided by the company in the work place. Induction training. This is a company oriented finish of a vocational training or study (for school leavers). The training lasts 2 months and has to start within 4 months following the termination of the followed vocational training (organized or recognized by the VDAB) or study (for school leavers with a diploma or certificate of the first stage ASO, second stage TSO, BSO, KSO, entrepreneurial training, the DBSO, alternating vocational training, BSO).

After these trainings the company is obliged to offer the course participants a contract without explicit termination date. •

Perfecting work experience periods (after finishing training in the VDAB competence centre): maximum 6 weeks.

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•

Alternating educational forms: training periods in a vocation specific training in a VDAB competence centre is alternated with work experience placements in a company.

7.10.5. Entrepreneurial training (SYNTRA-Flanders) The offer comprises Apprenticeship (Leertijd) (+ 15 y.) • • •

• •

It is a vocational training for youngsters as from 15 years of age who have followed the first two years of secondary education, or as from 16 years of age. It gives the pupil a basic education, a training in an independent profession and prepares him/her for the entrepreneurial training. It includes : o An apprentice contract for practical training. A contract with specific termination date in which an enterprise/tutor commits himself to train the pupil in a profession, and in which the pupil commits himself to follow the training under the guidance of this tutor and to additionally follow the necessary theoretical courses. o A theoretical training with social-oriented (120 teaching periods per year + 120 supplementary periods for 15 year old youngsters) and vocational courses (120 teaching periods per year). o Moreover complementary language courses can be organized as well as complementary courses within the socio-oriented and vocational subjects. The apprenticeship is followed-up by an apprenticeship counsellor. See http://www.syntra.be/leertijdloket

Entrepreneurial Training (+ 18 y.) An entrepreneurial training prepares the participants for general, technical, commercial, financial and administrative management of an independent profession or a small or medium-sized enterprise. The entrepreneurial training comprises theoretical training in professional knowledge and business administration. The entrepreneurial training can be combined with an apprenticeship through which the participant gets practical training in an enterprise. Advanced and specialization training Programmes for independent entrepreneurs, small and medium-sized enterprises and their close collaborators and for those who succeeded in the entrepreneurial training comprise of: • • • • • •

programmes concerning very specific professional techniques (new evolutions and technology); general programmes on current topics for SMEs, on themes of business administration and SME management; seminars on new regulations for SMEs; specific language courses for SMEs in which especially company-related conversational skills are mastered; refreshing courses for established entrepreneurs who want to be kept informed of certain developments in their profession or in general management; certified in-service training.

Tailor-made training Such a tailor-made training programme can be drawn up exclusively for an enterprise in one of the SYNTRA educational centres, in the relevant enterprise or elsewhere. The educational SYNTRA consultants map out a global educational plan which contributes to the improvement of the employees' competences and thus to the company's benefit. See http://www.syntra.be/syntra/index.asp

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7.10.6. Part-time artistic education (DKO)

Lower stage

Plastic Arts younsters adults From 6 y. 6 years Min. 6 teaching periods/w. 2 options

Middle stage

Higher stage

Specialization stage

From 12 y. From 18 y. 6 years 2 years (5 and 6) Min. 4 teaching periods/w. 5 options 5 options From 18 y. Resp. 4 or 5 years Min. resp. 10 or 8 teaching periods/w. 28 options Post higher stage 2 years min. 8 teaching periods/w. 28 options

Music Younsters adults From 8 y. From 15 y. 4 years 3 years Min. 3,5 teaching periods/w. 2 options 2 options nd immediately from 2 form From 12 y. 3 years Min. 2 of 3 teaching periods/w. 8 options From 15 y. 3 years Min. 2 teaching periods/w. 12 options

Word Craft younsters adults From 8 y. 4 years Min. 1 period/w. 1 option From 12 y. From 15 y. 3 years 3 years Min 2 teaching Min 2 teaching periods/w. periods/w. 5 options 5 options From 15 y. 3 years Min. 2 teaching periods/w. 4 options

younsters From 6 y. 6 years

Dance

adults From 15 y. 2 years

2 options From 12 y.

3 years Min. 2 teaching periods/w.

3 options From 15 y. 3 years Min. 2 teaching periods/w. 4 options

An academy can, by means of experiment , organize a new course of study. This course of study is subsidized for 3 years by the department for education. A number of experimental courses of study are on-going. From the school year 2006-2007 these experiments will be called 'temporary projects'.

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7.10.7. Agricultural training The post-education activities, subsidized by the department for sustainable agriculture, are subdivided into 5 types of training. •

•

• •

•

Courses for beginners: o Type A: general courses for beginners (formerly B1-course) train in general operational management and the legislation concerning the agricultural sector. o Type B: special courses for beginners (formerly B3-course) train in operational management, legislation and a number of important technical aspects concerning one or two sections of agriculture. o Type C: teach specific technical knowledge which is necessary when first establishing an agricultural business or for the recognition as a salesperson or user of phytoproducts and biocides for use in the agricultural sector. Training courses: (formerly C-courses) consist of minimum 20 teaching periods, can be theoretical or practical and are aimed at agri- and horticultural workers. The offer is very varied, such as computer courses, courses in artificial insemination for cattle, cattle pedicure, courses in recognized use of phytoproducts, etc. These can be theoretical courses or practice orientated courses. Work experience placement: on-site practical courses at an agricultural business. The aim is to observe the business policy on-site or to acquire special knowledge. Short training activities: meetings in which a specific topic, related to the agricultural sector, is studied in depth under the guidance of a trainer. (study meeting, demonstration, guided visit, panel discussion, contact meeting or presentation). o Short training activities organized by a general or regional centre are training activities of a maximum of 3 hours intended for people who are engaged in an agricultural activity. These meetings can deal with a social, legal, technical, economic, environmental or ethical theme. Very often these themes will be related to current affairs. o Short training activities organized by a training centre for amateur agriculture deal with topics related to agricultural activities which are practised by amateur agriculturists. Completion days: activities of minimum 3 hours for further training of trainers in agriculture.

7.10.8. Social-cultural adult education The offer of educational activities by socio-cultural adult organizations is very varied. The classification per theme of the more than 5400 activities which were entered in the database 'Pleasantly learned' ('Prettig Geleerd') (a database of socio-cultural activities) in 2004 illustrates this diversity. Personnel Development Health, Caring and Sports Artistic Education Ethics and Philosophy Society and Politics Creativity and Expression Computer, Media and Information Work and Career Popular Culture and Hobby

13,5 % 11,8 % 10,2 % 6,8 % 6,2 % 6,1 % 5,2 %

Social and Communication skills Intercultural Education Consumers Training Nature and Environment Upbringing and Education Interpersonal Relations Tourism

4,1 % 3,7 % 2,8 % 2,8 % 2,5 % 2,1 % 1,9 %

5,1 % 4,3 %

Sciences and Technics Other themes

1,2 % 7,8 %

It should be noted that this concerns activities organized by supra-local associations, movements, educational institutions and services. The local activities of the departments of these associations are not included in the database.

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7.11. Teaching Methods We will treat successively • • • • • • • •

7.11.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) The decision on teaching methods belongs to the freedom of the governing bodies (inrichtende machten). Consequently, there are no official guidelines. The Decree of 2 March 1999 makes a distinction between three categories of education, namely contact education (contactonderwijs), long-distance learning and combined education.

7.11.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) The written BIS training uses printed course books combined with the necessary didactic material (cd, videos, etc.). As well as many solved examples, each lesson includes a task that can be sent back to the service, accompanied, if necessary, by questions or requests for additional explanations. Assignments can be sent through in writing or digitally. In the latter case this is done via the postal system of E-assignments (E-taken). On a website, every course participant can, via his/her own login and password look at the state of affairs of his/her training. To improve the speaking skills for languages audio cassettes are used. BIS Online obviously uses on line courses. The hundreds of lessons are grouped around themes and skills. The lessons themselves are built around exercises with automatic feedback and extra info (glossaries, resources and dictionaries, etc). Just as for the written courses, tasks have to be carried out, namely one task per 5 to 10 lessons. The communication between course participant and tutor is established through the tasks, by e-mail, chat and discussion forums.

7.11.3. Adult basic education (Basiseducatie) The final objectives eindtermen of adult basic education (basiseducatie) are similar to the ones of mainstream education but they are reached through a proper pedagogical didactic teaching method. The focus is mainly on teaching core competences, studying skills and guidance of course participants, beside conveying knowledge and skills. In the open learning centres course participants can do extra exercises or look for and process information independently. In a multimedia environment they work on their own learning demand, on their own pace.

7.11.4. Vocational training (VDAB) Four teaching methods can be distinguished within the VDAB training programmes: • • • • •

In group learning the course is followed in group under the guidance of an instructor, at fixed moments in time and with a common learning path for the participants (whole class instruction in a VDAB-centre or in a company). In open learning the total course is followed individually in a VDAB-centre or in a company guided by an instructor and making use of a wide range of teaching aids (CD-rom, video, self-study packages). This is self-study with direct guidance, on appointment when it suits the course participant. In web learning the course participant can always contact the personal mentor through e-mail. In on-the-job learning the course participant can appeal to a coach within the company. For this purpose the VDAB has compiled an 'on-the-job learning ' manual which can be consulted online. Blended learning: a mixture of different forms. For example web learning in combination with group learning.

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7.11.5. Entrepreneurial training (SYNTRA-Flanders) The system of apprenticeship is a form of alternating training: practical training (4 days per week) with an independent enterprise or in a small or medium-sized enterprise is linked to theoretical training (1 day per week) in a SYNTRA training centre. •

•

In vocationally oriented training 'persuasive practice' ("betogende praktijk") is employed: practical demonstration is combined with a thought and learning process which the pupil completes out loud and is demonstrated with the help of the teacher. In vocational technical training teachers provide theoretical support related to the profession the youngster is taught on-the-job. In socio-oriented training the learners' personality is developed through thematic project work and separate training moments for language and numerical skills. The educational objectives are specifically socio-oriented: responsible self-development, responsible family and professional life, citizenship and world citizenship. Within the socio-oriented and the vocational trainings complementary courses can be organized. More specifically remedial teaching for learners who are disadvantaged in learning.

The entrepreneurial training comprises both a theoretical (both vocational technical and business administration) and a practical training, on-the-job training or complementary practice training. For business administration a feasibility study is used as a thread throughout the training. The advanced and specialization training programmes for entrepreneurs, SMEs and their close collaborators consist of general and specific/thematic programmes, seminars, specific language courses, refresher courses, etc.. As regards tailor-made training programmes, educational consultants map out a global educational step-bystep plan which meets the personal needs and ambitions of the (management of the) company as closely as possible.

7.11.6. Part-time artistic education (DKO) Decisions concerning methods belong to the freedom of the governing bodies (inrichtende machten). Consequently, there are no official guidelines, although small group teaching and even individual teaching are common.

7.11.7. Agricultural training A theoretical lesson consists of a theoretical account, taught by a trainer and possibly followed by a discussion or a demonstration of the practical application, attended by the participant. A practical lesson is a lesson in which the participants, possibly after a short theoretical introduction, practise the profession under the guidance of a trainer. A work experience placement day consists of eight hours of work experience placement practice. In practice, panel discussions, guided company visits, discussion groups, etc are also accepted, provided that these are led by a moderator who takes on the position of a trainer.

7.11.8. Social-cultural adult education In socio-cultural adult education the teaching methods are defined by the applied intervention strategy. The most important intervention strategies of socio-cultural adult education are: • • • •

The creation of a context in which course participants can study in an informal way through interaction with others and/or self-study, as well as informal guidance of participants (i.e. types of guidance of learning paths, which are not linked to preliminary externally fixed programmes and final objectives); The social motivation of people concerning various collective issues and themes aiming at integration and/or participation in society; The stimulation of human interaction; The creation of a context in which cultural expression, the giving of meaning and the creation of symbols is possible and encouraged.

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Socio-cultural adult education has a non-formal educational function, with the focus on informal learning that stimulates incidental as well as intentional learning. In socio-cultural adult education interventions and guidance are not considered as a transfer from trainer to the individual. On the contrary, the course participant is an active partner, who co-determines the content and the teaching method of the programmes, projects and activities in one way or another.

7.12. Trainers We will treat successively • • • • • • • •

7.12.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) The status of the teaching staff in OSP is regulated by the Decrees legal position (27 March 1991). Their legal status and qualifications are similar to the conditions in mainstream secondary education and education in university colleges.

7.12.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) The tutors are mostly teachers who also teach in contact education (contactonderwijs). In the case of administrative subjects, the teachers are all top-ranking civil servants. The Flemish Government appoints the tutor for a renewable term of two years. The tutors are selected from teachers who have at least two years teaching experience in at least part-time education. In the absence of candidates with experience in an instruction or training institute, it is possible to appoint other experts.

7.12.3. Adult basic education (Basiseducatie) The centres for adult basic education (CBEs) are professional organizations, each with a team of educational collaborators. The assignment of the educational staff is directed at teaching itself and guiding course participants; there is also a clear distinction between the function of coordinator and of educational staff member. Each centre also disposes of one or more administrative collaborators. More than 700 professionals are employed in the centres as trainer (educational staff member) or in a coordinating or administrative function. Gradually the tasks of the staff members in the centres were more specified. The staff members do not have the status of teachers. Following functions are presently distinguished: • • • • •

coordinator, educational staff member with teaching assignment, educational staff member without teaching assignment, administrative staff member with policy responsibility, executive administrative staff member.

By decree in-service training for educational staff members is obligatory, since 1996 organized as continuing teacher education (Decree of 16 April 1996) , offered by two Flemish university colleges in Antwerp. This training consists of contact modules, guided practical training and self-study. For the evaluation of staff members in the centres a procedure and instruments were worked out. Since November 2004 by courtesy of the VOCB an online database with descriptions of teaching aids adult basic education (basiseducatie) has been provided.

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7.12.4. Vocational training (VDAB) Although the VDAB has its own training service which among others guarantees the initial and continuing education of the instructors (in most cases professionals recruited from the business world), the VDAB also recruits trainers who have been trained as teachers.

7.12.5. Entrepreneurial training (SYNTRA-Flanders) In the first place SYNTRA organizes for the trainers an initial in-service training of 120 teaching periods, in which the focus is on pedagogical-didactic elements. Besides this, periodical in-service trainings are organized regularly in which the focus is on subject-related elements, or specific aspects of the pedagogical-didactic approach. For the company leaders (who instruct the youngster 4 days a week) Estafette trainings are provided, in which the focus is primarily on instructing and coaching youngsters and dealing with conflict.

7.12.6. Part-time artistic education (DKO) Trainers in DKO need to hold a specific, required qualification. For almost all subjects in DKO these required qualifications are determined: specific basic diplomas of artistic education, completed with a teacher training diploma. Since 1 September 2002 also other qualifications are accepted as sufficient: general basic diplomas, usually of artistic education, completed with a teacher training diploma. The academies themselves determine whether the holder of an acceptable qualification disposes of the necessary competences to teach a subject. In exceptional cases experience may be regarded as qualification and may lead to a full-time appointment.

7.12.7. Agricultural training Through completion days, the Flemish Region also subsidizes the training of trainers. The centres also recruit trainers with a teaching diploma. In general they make an appeal to specialists in the subject matter to be taught. These are people from day-time education, staff members of agricultural organizations, information officials,… The cell agri- and horticultural education of the department for sustainable agriculture (see [1.2.2.3.]) provides onsite inspection.

7.12.8. Social-cultural adult education The educational staff members of socio-cultural organizations do not need to have a specific diploma. The basic training 'social-agogic education' organized by social university colleges and the course of study 'social (ped)agogics at university level are suitable trainings. SoCiuS, the centre for socio-cultural adult education has an advanced training offer and organizes colleague groups as well as practice innovation projects. Special attention is paid to the theme of new media. Together with the quality assurance cell Kwasimodo, the centre supervises the implementation of quality assurance within the sector. The organizations themselves provide training for their voluntary and freelance trainers. Organizations as well as educational institutions appeal to specialized experts.

7.13. Learner Assessment/ Progression We will treat successively • • • • • • • •

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7.13.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) A centre for adult education has to organize at least one exam at the end of each module in the modular system. In the linear system the centre has to organize at least one exam for each subject at the end of the school year. (Decree of 2 March 1999).

7.13.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) During the course of the programme each course participant is assigned a tutor who corrects among others the tasks and who evaluates and marks them objectively and motivates the marks. The tutor also evaluates the participant's progression and gives pedagogical advice. There is no obligatory time frame in which a BIS-course has to be finished. A registration remains valid for only 3 years, and the course participant is expected to carry out one task per year. The online courses as well can be followed at one's own pace.

7.13.3. Adult basic education (Basiseducatie) Throughout the training course participants are intensively guided at their level. The course offer of the areas of study mentioned in paragraph [7.10.3.] comprise several levels which follow closely the different entrance levels of the course participants. Generally, within the system of levels, a distinction is made between an elementary basis (level 1 and 2) and a level of broadening and deepening (level 3 and 4). The organization in levels of the area of study does not imply that the course participants have to go through all four levels. Depending on their entrance level and their educational needs they can enter and leave at any level. A few times per year participants can enter. (VOCB, http://www.vocb.be, 2004; Centra voor basiseducatie, http://www.basiseducatie.be, 2004).

7.13.4. Vocational training (VDAB) Course participants are observed and evaluated on a permanent basis during their (modular) training period.

7.13.5. Entrepreneurial training (SYNTRA-Flanders) An apprenticeship training usually takes 3 years. Depending on the age and previous education a shorter training is possible. During the apprenticeship learners are permanently evaluated, which means that the youngsters, beside the transition exam and the final exam, are also assessed by means of interim evaluations related to the performance at the trainer's company (4 days per week). Interim evaluations do not only evaluate the functioning within the company but also the progress in the centre. The transition exam is organized at the end of the first and the second year. The final exam takes place in the last year of the apprenticeship. The final exam consists of an integrated practical test (the so-called C-test) in which the learner has to prove he/she masters the vocational and the general subjects. The learner who does not pass the exams for the socio-oriented and/or vocational subjects, gets the opportunity to take a second exam in the same year. A second integrated practical test is only possible in the next year.

7.13.6. Part-time artistic education (DKO) Twice per school year a written evaluation of each course participant is drawn up. This evaluation is communicated to the course participant or his/her parents. The governing body can decide on the kind of evaluation. Within the academies for Plastic Arts transition exams or final exams are organized between 1 June and 30 June at the end of the lower stage, at the end of the fifth and sixth year of the middle stage and at the end of each year of the other stages. The final examinations are organized in the last year of the middle stage, of the higher stage and of the specialization stage. Within the academies for Music, Word Craft and Dance transition and final exams are organized between 15 May and 30 June. Here the final exams are organized in the last year of each stage; the transition exams in the other years. Occasional or partial exams may be organized upon request to the inspectorate. For certain subjects no exams are organized, or there is no obligation to take transition exams. Between 15 August and 15 September delayed exams are organized for all subjects for course participants who have, for a legitimate reason, not participated in the exams at the end of the year. The governing body may decide to organize second examinations as well during this period. The course participants are obliged to participate in the exams organized at the end of the year in which they are registered. The course participants who have not attended 1/3 of the classes without a legitimate reason, are not allowed to enter for exams and can therefore not pass.

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7.13.7. Agricultural training The initiative is left to the centres.

7.13.8. Social-cultural adult education Characteristic is the lack of any form of formal evaluation of the course participants. The training institutes do sometimes take a self-evaluation, for the benefit of the participants as well as to the their own benefit.

7.14. Certification We will treat successively • • • • • • • •

7.14.1. Social advancement education (Onderwijs voor Sociale Promotie) (OSP) There are different types of certificates in social advancement education (Onderwijs voor Sociale Promotie) (OSP). A partial certificate ratifies a module in modularly organized education. A certificate ratifies a modular training. A certificate also ratifies a course programme of pedagogical higher education and a linear course or option (except for the options of the general education course programme ASO of the third stage of the area of study general education). A diploma ratifies: • • • •

an option of the general education course programme ASO of the third stage of the area of study general education; a general education course programme TSO or BSO of the third stage of the area of study general education, combined with a certificate or a certificate of competence of a course or option of the third stage of another area of study, insofar as this diploma is issued in full-time secondary education; a course programme TSO or BSO of the third stage of another area of study than general education, if the student at enrolment is holder of a diploma of secondary education insofar as this newly acquired diploma can be issued in full-time secondary education; a course in higher education except for pedagogical higher education.

The Decree on education XIV (February 2003) provides for the simplification and harmonization of terminology used on certificates issued by the compulsory education and adult education sectors. In a transitional period, a supplement may be added to the certificate stating the former title and that the qualification is of equal value (Flemish government press release 2003).

7.14.2. Tutored home studying (Begeleid Individueel Studeren) (BIS) If all tasks of a BIS-course are carried out, a so-called "competence-oriented certificate" is obtained. However, this is not an recognized proof of study. BIS doesn't examinate.

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Some course programmes indirectly prepare to the acquirement of recognized certificates. • •

the European Computer Driving License (Europees Computer Rijbewijs) (ECDL) a certificate Prevention and Safety at Work (Preventie en Bescherming op het Werk).

A number of BIS-courses were also introduced as a preparation for: • •

selection exams for statutory personnel and for promotion exams of SELOR, the selection office of the Federal Government; exams of the examinations board of the Flemish Community, general secondary education (ASO, formerly called 'middenjury'.

7.14.3. Adult basic education (Basiseducatie) From 2006 on course participants can obtain an official certicifate. A module with learning objectives as determined by the authorities entitles to a partial certificate and a course is ratified with a certificate. Courses can be offered until the level of the first stage of secondary education, taking into account the specific target group. The course participant can put together his/her own pathway-to-work from different modules. Statistics see [7.17.1.]

7.14.4. Vocational training (VDAB) Participants may obtain a certificate for certain courses they have attended. For web learning courses, the course participant obtains a certificate after a positive evaluation by the coach. These certificates have no formal or legal value: they are not recognized as equivalent to recognized proofs of study from the formal education sector. There are different certification forms for job-seekers and employees within the VDAB: • •

•

VDAB-certificates- in general called 'certificates' o they mention the content of the parts of the course programme the course participant has finished successfully; VDAB-certificates with a sector certificate: o the certificate indicates that the training is promoted and co-financed by the sector; o moreover the sector certificate supports the VDAB certificate as proof of acquired competences; o examples: European welding certificate EWF, trainings in the car sector supported by EDUCAM, trainings in the electro sector supported by VORMELEK, trainings in the construction industry supported by the Fund for Vocational training in the Construction Industry; : VDAB- certificates with a company certificate: o the certificate indicates that the training is supported and co-financed by the company; moreover the company certificate supports the VDAB certificate as proof of acquired competences; o example: ECDL, VCA, Cysco; VDAB-certificates with supplementary legal certificate: o VDAB carefully prepares the course participant for an examination outside the VDAB for certificates which are legally required for the practice of certain vocations; o examples: driving's licence CE, ADR (heavy road haulage), CEDICOL (central heating), social profit diplomas; A certificate of vocational competence: o this is a legal certificate issued by the minister for education, training and work; o target groups that qualify: course participants at the end of their training who supposedly meet the required competences which are mentioned in the standard of the socio-economical council of Flanders (SERV), job-seekers on their own request, employees on their own request.

7.14.5. Entrepreneurial training (SYNTRA-Flanders) •

•

On successful completion of the apprenticeship, the apprentice receives a certificate that gives him/her access to the entrepreneurial training. With this certificate, one also meets certain establishment requirements concerning professional knowledge of the regulated professions. This certificate is not, however, equivalent to a diploma of full-time secondary education. Certificated advanced trainings which are geared to an entrepreneurial training and lead to an official certificate of the Flemish Community.

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• • •

Non-certificated advanced trainings (current themes, language courses, business administration and management themes, new regulations…) provide a SYNTRA certificate. On successful completion of an entrepreneurial training, the learner receives a diploma that meets the legal establishment requirements. Besides this one receives a certificate of basic knowledge of business administration, complying with the programme law on the requirements of business administration. Certain trainings offer the opportunity to obtain officially recognized certificates/diploma (Syntra Provinces Antwerp and Flemish Brabant (Vlaams Brabant) vzw, http://www.syntra-ab.be, 2004).

7.14.6. Part-time artistic education (DKO) On successful completion of each stage the course participant receives a certificate (of competence). This document has no formal or legal value but only proofs a certain level of education. The training does of course offer youngsters, who wish to start a course within higher artistic education, a steady base (e.g. Music Conservatory, theatre and cabaret courses, dance courses). Depending on the acquired stage of the part-time artistic education certificate Plastic Arts, this certificate can be considered as complementary to elementary or secondary artistic education

7.14.7. Agricultural training All courses are rounded off with a course test. Participants who attended a minimum of 75% of classes and passed the course test get a certificate on behalf of the minister of the department for sustainable agriculture. A successful training as starter in agri-and horticulture leads to a certificate for establishing a business. A certificate for establishing a business is obligatory as from 1 January 1997 for persons: • • •

who do not hold a diploma of a full cycle in agri- or horticultural training of minimally the level higher secondary education and wish to appeal to the compensations of the Flemish Agricultural Investment Fund for the first establishment as agri- or horticultural business and wish to install themselves as an agri- or horticultural business

The Chambers of Commerce and Industry (Kamers van Ambachten en Neringen) accept the certificate for establishing a business as sufficient proof of basic knowledge of business management in order to obtain a trade register number. To obtain a certificate for establishing a business one must complete four phases: 1. 2. 3. 4.

course for beginners type A: a minimum of 75 hours course for beginners type B: a minimum of 40 lesson periods geared to the agricultural sector in which the candidate agriculturist wishes to establish himself work experience placement periods: 20 days of 8 hours in an agri-or horticultural business tests for the certificate for establishing a business

Twice per year, the department for sustainable agriculture organizes a test for the certificate for establishing a business in every province. This is done in collaboration with the provincial agricultural services. The jury consists of officials of the ALT (2) and the province (1) and representatives of the general centres.

7.14.8. Social-cultural adult education Participants can, at their own request and/or initiative of the organization, receive a certificate which mentions the learning objectives of the activity. In case of a limited educational offer participants – through theoretical and/or skills tests – are also tested on whether or not they have acquired certain competences. In future, a proof of competence will be issued in such cases, following the 'Advice on Recognition of Acquired Competences' which was submitted to the Flemish government by DIVA. In socio-cultural adult education function proofs have been introduced since 2006. A function proof is proof of acquired competences through the execution of voluntary tasks or other forms of engagement.

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7.15. Guidance and link with further studies/job market • • •

• • • •

•

The most complete overview of courses and trainings for adults in Flanders, with figures as supplied by VDAB, VIZO and Socius, is to be found at: http://www.wordwatjewil.be Every year the department for education organizes study information days (Studie-informatiedagen, SIDin's) in every province, see http://www.ond.vlaanderen.be/sidin/ There are also regional information points o The VDAB work shops: spread over the whole of Flanders o 'The Step' (De Stap) in Ghent: with all available information on education and training in the region o Tracé in Brussels o 'Educational Signpost' (Educatieve Wegwijzer) in Hasselt o Ivo: region Gent-Eeklo The Dutch Language Houses: orientate non Dutch speakers to the most appropriate Dutch as a second language course (see 7.2.3) Europass is to be found at http://www5.vdab.be/vdab/online/europass/ For the DIVA, see [7.2.] Within the department for education the vocational education service (DBO, Dienst Beroepsopleiding) engages itself in vocational education in the broadest sense. The service takes care of o the coordination between the different administrations for umbrella matters concerning education and job market o contacts with other vocational providers: VIZO – VDAB – NGOs … o contacts with employers', employees' and sector organisations o the follow-up of advices SERV - VLOR … o the follow-up of covenants education-job market o the follow-up of Flemish and European employment guidelines nd o the follow-up of discussions concerning the filling-in of the 2 component part-time compulsory education and pathway guidance in DBSO o the follow-up of European structure funds in view of the realizations of projects. o the coordination of ESF-projects for education. o http://www.ond.vlaanderen.be/dbo/projecten/proj_Onderwijs-arbeidsmarkt.htm For scientific support see o Centre WAV (Steunpunt WAV) [9.6.] o Higher Institute for Employment (Hoger instituut voor de Arbeid, HIVA), http://www.hiva.be/

7.15.1. Guidance and link with further studies/job market The modular courses are worked out by a development committee –per (sub area of an) area of study –in which mandated persons of the different educational networks and possible experts (SERV, section, inspectorate etc.) are seated.

7.15.2. Guidance and link with further studies/job market For all courses, also online courses, course participants are guided by a specialized tutor.

7.15.3. Guidance and link with further studies/jobmarket The VOCB has, together with the VDAB, developed a test to measure the basic knowledge level (see also [7.2.4.]). Autumn 2004 the staff members of the academic training institute for teachers ( of the Academisch Vormingsinstituut voor Leraren) of the Catholic University of Leuven (KU Leuven) have rounded off a project of the ministry of the Flemish Community, department for education, section adult education. This project involved the development of three instruments: • • •

an intake test for the training of Information and Communication Technology (ICT); a locator test for the training Mathematics; a standardized intake procedure.

Via the intake procedure the course participant is referred to the most appropriate course and the adjusted level.

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To realize its objectives adult basic education (basiseducatie) collaborates with a broad social work field. As such there are the collaborations with the VDAB, for basic competence courses on the work floor or for the remedying of mathematics during vocational trainings. But also with centres for adult education, ocmws, municipal authorities and other services the centres form a network. An overview of the offer is found at: http://www.basiseducatie.be

7.15.4. Vocational training (VDAB) As a result of the restructuring of the VDAB, from 2006 onwards a directorate labour market directive (Directie Arbeidsmarktregie) (regional coordination and implementation) has been established next to the directorate competence centres. The main activities of the restructured mediation services include: basic service, elaborate service for job-seekers, viz. the pathway-to-work activities and the elaborate service for employers. Next to this there are specific tasks: docklands, pathway-to-work guidance for detainees, experience experts, job coaching, Euro consultants (Eures), naturalization, social intervention advice, specialized psychological screening. Next to the classic media especially the WIS-terminals, the extensive internet applications and call centres are important working aids. WIS is a job computer which offers more than 120,000 jobs yearly. As regards internet applications the KISS applicant database needs to be mentioned, a free database with CVs of more than 60,000 applicants. Moreover, there are also 'Local Job Shops' which combine all services one can consult when looking for a job. In view of supporting people who want to manage their own career, the VDAB offers career guidance in competence centres. In these centres VDAB-consultants assist people in determining career choices and in formulating a personal development plan. This career guidance is often requested by the employer. Thus, the VDAB career advice and guidance contributes to the mutual optimal tuning of the needs and competences of the employees to the needs of the relevant company. An employee can also address the VDAB at his/her own initiative. For the unemployed the VDAB offers the opportunity to receive course guidance or ''tailor-made job guidance''. The method of this course guidance was introduced in 1999 . It implies in-depth and personal guidance of the unemployed person and consists of several steps: diagnosis and pathway-to-work details (qualified intake, screening, orientation, psychological and medical examination, profile determination, info sessions, preparatory training), application training, training, personal training, guidance for entry onto the job-market, help with the commencement of employment and help and guidance on the work floor. Beside course guidance, an unemployed person can in his/her search for an adequate job through the VDAB website also appeal to the CO.BR.A. database (COmpetentie- en BeroepenRepertorium voor de Arbeidsmarkt) (competence and professional repertoire for the job market), which contains 550 professional profiles. Evidently, this database is also accessible for employed people. Another instrument is the VDAB vocational orientation which clarifies which professions fit a person by means of a questionnaire. The commercial services were split off in 2002.

7.15.5. Entrepreneurial training (SYNTRA-Flanders) SYNTRA trainings are strongly practice and labour market oriented. Apprenticeship counsellors guide the pathway-to-work of learners with an apprentice contract and on-the-job trainees with an apprenticeship. The apprenticeship counsellors enter into an agreement with the commission of practical training and are recognized and checked by this commission of practical training. Both the board of directors of SYNTRA Flanders and the supporting commission of practical training seat representatives of the representative employers and employees organizations of independent enterprises and agriculture which belong to SERV.

7.15.6. Part-time artistic education (DKO) The initiative is left to the centres.

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7.15.7. Agricultural training The initiative is left to the centres.

7.15.8. Social-cultural adult education The initiative is left to the centres.

7.16. Private Education The private sector has also become involved in correspondence courses and set up 'schools' or centres in different towns and cities, in particular in fields such as Languages and Information Technology. This private education (written or not) â€“which does not belong to adult education (see introduction of chapter)- is not officially regulated, though, and therefore does not receive any financing or subsidization from the government. No official data are available. The certificates granted by these facilities have no legal value. The course offering within this private education is very diverse,as far as content of the courses, teaching modalities and financing are concerned (SIDIN 2004-2005, http://www.ond.vlaanderen.be/sidin/wnhso/wnhso2004-2005.pdf).

7.17. Statistics 7.17.1 Social advancement education 7.17.1.1 Evolution of the number of course participants, secondary social advancement education

Reference period 1/9/1999 - 31/1/2000 1/2/2000 - 31/1/2001 1/2/2001 - 31/1/2002 1/2/2002 - 31/1/2003 1/2/2003 - 31/1/2004 1/2/2004 - 31/1/2005

Linear education Men Women Total 36.330 65.823 102.153 37.101 65.382 102.483 36.075 62.997 99.072 30.588 53.825 84.413 29.244 52.052 81.296 21.405 40.961 62.366

Modular education Men Women Total 30.605 37.305 67.910 58.787 71.642 130.429 66.751 85.706 152.457 80.843 101.511 182.354 82.308 107.315 189.623 97.439 131.432 228.871

Source: Statistical yearbook of Flemish education 2004-2005

7.17.1.2 Evolution of the number of course participants, higher social advancement education Reference period 1/9/1999 - 31/1/2000 1/2/2000 - 31/1/2001 1/2/2001 - 31/1/2002 1/2/2002 - 31/1/2003 1/2/2003 - 31/1/2004 1/2/2004 - 31/1/2005

Linear education Men 6.109 6.643 6.334 5.494 4.328 3.226

Women 5.299 5.513 5.433 5.180 4.487 3.424

Modular education Total 11.408 12.156 11.767 10.674 8.815 6.650

Men 2.465 3.846 4.906 6.731 8.184 8.724

Women 3.034 5.050 6.600 9.030 10.689 11.975

Total 5.499 8.896 11.506 15.761 18.873 20.699

Source: Statistical yearbook of Flemish education 2004-2005

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7.17.1.3 Number of course participants, higher social advancement education, by educational form and category; reference period 1/2/2004 - 31/1/2005 Linear education Short form Artistic Economic Paramedical Pedagogical Social Technical Total short form

Modular education

77 1548 34

47 1270 95

124 2818 129

532 1020 3211

1859 153 3424

2391 1173 6635

3226

3424

6650

2517 0 4538 1160 509 8724

1668 29 7006 3153 119 11975

4185 29 11544 4313 628 20699

H.T.E. 2nd grade Technical engineer General total

Source: Statistical yearbook of Flemish education 2004-2005

7.17.1.4 Number of certificates and diplomas, social advancement education, reference period 1 February 2004 - 31 January 2005 Certificates 21.919

Specific certificates 12.964

Diplomas 572

7.17.1.5 Number of diplomas social advancement education, by educational form and category, reference period 1 February 2004 - 31 January 2005 Linear ond. Short form Artistic Economic Paramedical Social Technical Total short form

Modular ond. 37 1011 60 615 312 2035

243 4 241 40 528

H.T.E. 2nd grade Technical engineer General total

11 2046

7.17.1.6 Number of certificates of teaching competence (GPB), reference period 1 February 2004 - 31 January 2005 Short form Pedagogical

2967

Source: Statistical yearbook of Flemish education 2004-2005

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7.17.1.7 Evolution of budget social advancement education (in 1000 â‚Ź) 2000

2001

2002

2003

2004

2005

125.997

144.549

158.522

178.574

202.933

210.349

Source: Flemish education in figures (Department of education)

The budget for VWO increased from 3,9 to 4,7 % of the Flemish education budget between 1999 and 2004. This increase has to do with an increase in adult education participation and the reduction of the number of cumulus functions. More and more centres attract fulltime staff members. These are paid better by the government. (Commentary of the inspectorate OSP).

7.17.2 Tutored Home Studying (BIS) 7.17.2.1 Evolution of number of course participants Year 1990 1991 1992 1993 1994 1995 1996 1997 1998

Registered course participants 31.353 27.950 23.828 23.309 25.727 25.488 25.520 30.025 23.887

1999 2000 2001 2002 2003 2004

48.882 40.613 23.342 24.825 29.158 25.453

(1) In 1999 the name "distance education" was changed to B.I.S. - 'Tutored Home Studying'. (2) As from May 2000 a small fee has to be paid. It caused a reduction in enrolments. Source: Statistical yearbook of Flemish education 2004-2005 7.17.2.2 Evolution of budget (in 1000 â‚Ź) 2000

2001

2002

2003

2004

2005

3.064

3.676

4.216

3.982

4.239

3.507

Source: Flemish education in figures (Department of education)

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7.17.2.3 Number of enrolments, by study area, in 2004

Areas of study Languages Informatics Sciences Administration Mathematics Economics Technics Miscellany Total

Number of course participants 12.982 4.676 1.442 641 689 1.406 1.793 1.824 25.453

Number of tutors

215

Source: Flemish education in figures (Department of education)

7.17.3 Adult Basic Education 7.17.3.1 Evolution of the number of course participants in adult basic education as from 1990-1991 Year 1990 - 1991 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

Men 0 3633 4204 5058 5491 5421 5681 6006 6748 7788 8460 10462 10456 n.b. n.b.

Women 0 5030 5790 6767 7351 7867 7909 8773 10154 11684 12753 15925 14206 n.b. n.b.

Total 7085 8663 9994 11825 12842 13288 13590 14779 16902 19472 21213 26387 24662 n.b. 26188

(1) Source : Flemish Adult Basic Education Support Centre (VOCB), K. Mercierplein 1, 2800 Mechelen

7.17.3.2 Evolution of budget (1000 â‚Ź) 2000

2001

2002

2003

2004

2005

14.995 15.345 17.730 18.032 18.280 18.736 Source: Flemish education in figures (Department of education)

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7.17.4 Vocational training (VDAB) 7.17.4 1 VDAB Number of finished trainings, by kind of training, in 2004 Employees A. VDAB-centres Module 2: Pathway-to-work Module 3: Application training & guidance Module 4: Vocational training Module 5: Personal training Module 6: On-the-job learning Total

Periods

70 784 733 12.919 38.310 1.014.062 11.229 70.604 568 50.342 1.098.937

Jobseekers

Periods

Total

10.691 316.670 10.761 12.262 475.094 12.995 51.432 9.799.933 89.742 9.034 925.237 20.263 88 1.859.448 88 83.507 13.376.382 133.849

B. Individual trainings (on-the-job and individual vocational training in technical schools)

12.273

C. Profile determination (from qualified intake to competence tests)

36.755

Source: Statistical yearbook of Flemish education 2004-2005 & VDAB

7.17.5 Entrepreneurial training SYNTRA-Flanders 7.17.5.1 Apprenticeship (leertijd) - number of courses, teaching periods, course participants; 20042005 Social training Courses 438

Teaching periods 46.103

Course participants Courses 5.170 1.085

Professional knowledge Teaching periods 67.202

Course participants 5.322

7.17.5.2 Entrepreneurial training - number of courses, teaching periods, course participants; 20042005 Business administration Courses 746

Teaching periods 50.517

Course participants Courses 6.904 4.203

Professional knowledge Teaching periods 250.628

Course participants 20.913

7.17.5.3 Guided apprenticeship contracts, 31 December 2004

4.543

7.17.5.4 Guided apprenticeship contracts for practical training, 31 december 2004

1.004

Source: Statistical yearbook of Flemish education 2004-2005

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Total periods 317.454 488.013 10.813.996 995.840 1.860.016 14.475.319

7.17.6 Part-time artistic education (DKO) 7.17.6.1 Evolution of the number of students, as from school year 1991-1992

School year

Plastic arts

Music, word craft, dance

Total

In proportion to 1991-1992 In proportion to 1991-1992 Absolute Percentage Absolute Percentage 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 School year 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

39.910 40.446 41.190 43.553 44.534 45.456 46.233 48.205 49.901 50.989 52.380 54.132 54.994 55.511 Plastic arts 39.910 40.446 41.190 43.553 44.534 45.456 46.233 48.205 49.901 50.989 52.380 54.132 54.994 55.511

100 101,34 103,21 109,13 111,59 113,90 115,84 120,78 125,03 127,76 131,25 135,64 137,80 139,09

91.207 90.587 86.950 88.407 90.036 89.851 89.108 90.059 89.586 89.961 93.228 95.589 98.557 102.201

Music, word craft, dance Music (M) Word craft (W) 67.787 18.373 67.886 18.185 66.033 16.917 66.983 17.512 68.130 17.920 67.974 18.167 67.280 18.198 67.348 19.104 66.527 19.381 66.927 19.354 68.558 19.623 70.058 19.646 72.098 20.013 74.350 20.600

In proportion to 19911992 Absolute

Percentage

100 99,32 95,33 96,93 98,72 98,51 97,70 98,74 98,22 98,63 102,22 104,80 108,06 112,05

131.117 131.033 128.140 131.960 134.570 135.307 135.341 138.264 139.487 140.950 145.608 149.721 153.551 157.712

100 99,94 97,73 100,64 102,63 103,20 103,22 105,45 106,38 107,50 111,05 114,19 117,11 120,28

Dance (D) 5.047 4.516 4.000 3.912 3.986 3.710 3.630 3.607 3.678 3.680 5.047 5.885 6.446 7.251

Total MWD 91.207 90.587 86.950 88.407 90.036 89.851 89.108 90.059 89.586 89.961 93.228 95.589 98.557 102.201

Total DKO 131.117 131.033 128.140 131.960 134.570 135.307 135.341 138.264 139.487 140.950 145.608 149.721 153.551 157.712

Source: Statistical yearbook of Flemish education 2004-2005

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8. TEACHERS, MANAGEMENT PERSONNEL AND EDUCATION STAFF In general, four different kinds of teachers are to be distinguished in elementary and secondary education (Decree of 16 April 1996):

• • •

•

the 'nursery school teacher' who provides general and social-pedagogical education to children between three and six years of age; the 'primary school teacher' who provides general and social-pedagogical education to children between six and twelve years of age; the 'secondary school teacher – group 1' who is trained to teach in the first and second stage of secondary education, in the third stage of technical secondary education (for the training modules bioesthetics; headdress and clothing; nutrition and care), and in the third and fourth stage of vocational secondary education; the 'secondary school teacher – group 2' who is trained to teach in the second, third and fourth stage of secondary education.

The following matters will be treated: • • • • • •

The initial training of teachers, see [8.1.] Conditions of service of teachers, see [8.2.] Requirements for appointment and conditions of service for (deputy) headmasters, see [8.3.] Requirements for appointment and conditions of service for inspectors and members of the DVO, see [8.4.] The educational staff of the pupil guidance centres (CLBs), see [8.5.] Other educational staff, see [8.6.]

8.1. Initial Training of Teachers The initial teacher trainings are aimed at acquiring basic competences for a certain type of teacher. There are different kinds of initial teacher training. • • •

• •

For the teachers nursery, primary and secondary education –group 1 an initial teacher training is organized by university colleges. The secondary school teacher - group 2 follows an academic initial teacher training (AILO) at a university. For the teachers secondary education – group 2 within the areas of study 'commerce and business administration', 'audiovisual and plastic arts' and 'music and dramatic arts', university colleges with basic courses of two cycles (being cut down) and with academic bachelors and masters in these areas of study, an academic initial teacher training is organized. The people who practised another profession (the so-called uncertified teacher) can obtain a certificate of teaching competence (GPB training) see [8.1.8.] For dance teachers there is the initial teacher training dance in university colleges.

Tertiary education will not be discussed here, as there is no formal initial teacher training for the educational staff at university colleges and at universities. University colleges and universities also organize continuing teacher education (aimed at an additional degree). This is not discussed in this overview.

8.1.1. Historical Overview Elementary School Teachers and Secondary School Teachers - Group 1

Historically, teacher training for nursery school, primary school and the first stage of secondary education was organized in separate institutions, namely teacher training colleges (normaalscholen). (For teachers of secondary education - group 1 (the so-called 'regentaat'). Originally, it was organized as a kind of 'upper secondary education'. Later on it became higher education. From 1970 onwards, the teacher training colleges were integrated into the structural framework of higher education. After the 1995 merger in higher education (see [6.3.]), these institutions became teacher training departments of university colleges.

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Secondary School Teachers - Group 2

A minimalist part-time scheme for teacher training at a university (the so-called 'aggregaat') complementary to discipline-oriented study, was set by law in 1929. For many years, attempts were made to change this law but without success prior to 1996. The current teacher training organization was formed by the Decree concerning teacher training and in-service training of 16 April 1996.

8.1.2. Ongoing Debates and Future Developments Teacher training is to be included in the new bachelor-master structure (BaMa) for higher education. To this purpose, minister for education Frank Vandenbroucke wants to implement a number of innovations. •

•

The initial teacher training for secondary school teachers group 1 has already been turned into a professional bachelor course. With this bachelor diploma the teacher can start working in education immediately. In the first year he/she has a right to induction by a mentor. (With a professional bachelor one can immediately enter the job market, an academic bachelor is in principle a preparatory stage to a master course) The academic initial teacher training for secondary school teachers group 2 is undergoing profound remodelling. o The theoretical part gets a clear place. In two-year master courses, teacher training becomes a specialization in the second year worth 30 credits (half a year). In one-year master courses the theoretical part (also 30 credits) has to be followed (for a specific subject or area of study or basic discipline) after the master year. o The practical part (teaching practice) follows the master course. Teaching practice can be done before recruitment (pre-service) or after recruitment (in service) at a school. In the first case the trainee teacher does a training practice of 30 credits. In the second case teaching practice takes on the form of a 1 year grow into the assignment, an assignment of a minimum of 70% of a full time. During this period, the trainee teacher is guided by a mentor and by the educational institute. For his/her assignment he/she earns 2/3 of the normal wages. Anyone who has a teaching assignment of 70% (minimum of grow into job) earns as such 2/3 of 70% of a full time. Only after having finished the teaching practice or the grow into job the person concerned gets a teacher diploma. The most important change for GPB-training is that it will no longer be accessible for those who have just graduated from university colleges. It is mainly aimed at persons who have already completed another (technical) job (uncertified teachers). Recent years there have been more enrolments for GPB-training (see [8.1.8.]). The remodelling of teacher training courses which will make the different teacher trainings courses more uniform implies that GPB-training and academic training will become more severe.

Moreover, it is determined that: • • •

academic bachelors are not admitted to teacher training colleges; the initial guidance for professional bachelors, training practice and grow into jobs for masters is under the guidance of mentors. These are experienced teachers who, to this purpose, are exempted from part of their teaching duties. for the professional bachelors (regentaat) the number of subjects will be reduced from 3 to 2. This way, minister Vandenbroucke wants to create space to deepen the subjects and to pay more attention to information and communication technologies (ICT) and special needs education.

The remodelling will, at the earliest, be felt in the academic year 2006-2007. (Press release of the cabinet of the Flemish minister for education and training, 16 December 2004) Also, the basic competences for teacher training will have to be reformulated. Basic competences of teachers are to be developed up to the starting level. They are divided into starting competences on the one hand and developmental competences on the other hand. This starting level guarantees that the trainee teacher is qualified to enter the professional field of practice. Next to the classical pre-service teacher training, grow into jobs will be established with strong mentor guidance with an adjusted statute and wages. The professional title of teacher will only be obtained after in service training and the addition of the starting competences.To prevent young teachers from early resignation (see [8.2.4.]) they are, from 1 January 2006 onwards, guided by mentors. In future, mentorship will be extended to all educational levels. There will also be full fledged training for Islam teachers and imams within the Flemish education. Two years after the start of the training, conform to the language legislation, some persons who have proven to master the Dutch

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language, will be eligible for a teaching job in Islamic religion. For those persons who at present hold a teaching job in Islamic religion or imam a transition period is provided.

8.1.3. Specific Legislative Framework Following decrees and decisions regulate the initial teacher training for nursery school teachers, primary school teachers and secondary school teachers – group 1. • • • • •

Het Decreet betreffende de hogescholen in de Vlaamse Gemeenschap van 13 juli 1994.· Het Decreet betreffende de lerarenopleiding en nascholing van 16 april 1996 (teacher training and further training). Besluit van de Vlaamse regering van 15 juli 1997 betreffende de omvorming van de lerarenopleidingen van de hogescholen in Vlaanderen (remodelling of teacher training). Besluit van de Vlaamse regering van 29 september 1998 betreffende de basiscompetenties van leerkrachten (basic competences of teachers). Het Decreet tot bekrachtiging van het besluit van de Vlaamse regering van 29 september 1998 betreffende de beroepsprofielen van de leraren van 15 december 1998 (professional profile of teachers). Brief van 27 januari 2003: toegang tot de voortgezette lerarenopleiding zorgverbreding en remediërend leren (continuing teacher education special needs provision and remedial learning).

Secondary school teachers – group 2 follow an academic initial teacher training at a university or at a college of higher education. The legal framework of this academic initial teacher training consists of following decrees and decisions. • • • • • •

Decreet van 12 juni 1991 betreffende de universiteiten in de Vlaamse Gemeenschap (enkel voor initiële academische lerarenopleiding aan de universiteit) (academic initial teacher training). Decreet van 13 juli 1994 betreffende de hogescholen in de Vlaamse Gemeenschap (enkel voor initiële academische lerarenopleiding aan de hogeschool) (initial teacher training in university colleges). Decreet betreffende de lerarenopleiding en nascholing van 16 april 1996 (teacher training and further training). Besluit van de Vlaamse regering van 15 juli 1997 betreffende de omvorming van de lerarenopleidingen van de hogescholen in de Vlaamse Gemeenschap (enkel voor initiële academische lerarenopleiding aan de hogeschool) (academic initial teacher training at university colleges). Decreet van 15 december 1998 tot bekrachtiging van het besluit van de Vlaamse regering van 29 september 1998 betreffende de beroepsprofielen van de leraren (professional profile of teachers). Decreet van 8 juni 2000 houdende dringende maatregelen betreffende het lerarenambt (measures concerning the teaching profession).

8.1.4. Institutions, Level and Models of Training We consecutively treat the training of teachers • • •

nursery, primary and secondary education - group 1, see [8.1.4.1.] secondary education-group 2, see [8.1.4.2.] dance, see [8.1.4.3.]

8.1.4.1. Elementary School Teachers and Secondary School Teachers - Group 1 The initial teacher training at this level is organized by the governing bodies (inrichtende machten) responsible for the university colleges offering 1-cycle higher education. They offer this training in the form of a one-cycle basic course (area of study 'education'). The course takes 3 years. 8.1.4.2. Secondary School Teachers - Group 2 Academic initial teacher training is organized by either the faculties or departments that are also responsible for the organization of the basic course at the universities or the university colleges. It's the same for the initial teacher training of academic level organized at university colleges. The academic initial teacher training takes one half-time study year (30 credits, 168 contact hours, 750h of study time of which 270h of practice) and an equivalent of 9 credits (270h study time) to choose from departmental and interdepartmental bridging subjects from the second cycle. The training can be followed in either one year or spread over two years. The training can be followed simultaneously with the second cycle of the basic course. However, the teacher training diploma can only be obtained after the diploma of the second cycle of the basic

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course has been obtained. The complete training can also be followed after the second cycle or partly during and partly after the second cycle. As regards the academic initial teacher training at university colleges, an initial teacher training of academic level can be organized following the two-cycle basic courses in the areas of study commercial sciences and business administration, audiovisual and plastic arts or music and dramatic arts, following on these basic courses. With this training, the trainee teacher obtains the diploma of qualified secondary school teacher group 2. (Decree of 13 July 1994). The academic initial teacher training at the university colleges can be followed during or after the basic course. The concrete spreading and duration of studies varies depending on area of study and the institution.

8.1.4.3 Dance teacher The college of higher education which offers the one-cycle dance course can, following this basic course, organize initial teacher training to obtain the diploma of dance teacher. This teacher training consists of one study year and a minimum of 1500 hours and a maximum of 1800 hours of educational and other study activities. (Decree of 18 May 1999)

8.1.5. Admission Requirements Elementary School Teachers and Secondary School Teachers - Group 1

The admission requirements are exactly the same as for higher education in general (see paragraph [6.6.] ). For enrolment in a bachelor course the general admission requirement is to be holder of a diploma of secondary education, a diploma of short-form higher education with full curriculum, a diploma of social advancement higher education or a diploma or certificate which is recognized as being equivalent by law, decree, European directive or another international treaty (Decree of 4 April 2003). Secondary School Teachers - Group 2

For enrolment in an academic initial teacher training at university being holder of a diploma of a first cycle academic course is sufficient as admission requirement. The university governing body may also allow holders of a final diploma of a foreign university – insofar as this diploma finalizes a course of at least 4 years – for enrolment in an academic initial teacher training. In this case the university's governing body may request from the student to first follow some components of an academic course (Decree of 12 June 1991). For enrolment in an academic initial teacher training at a college of higher education being holder of a diploma of a basic course of academic level is the general admission requirement (Decree of 13 July 1994). Dance teachers Admitted to teacher training dance are: • •

graduates of the second study year of the one-cycle basic course dance. To obtain the diploma of dance teacher, the students concerned need to have obtained the diploma of the one-cycle basic course dance. the candidates who comply with the general admission requirements for the one-cycle basic courses, passed the artistic entrance examinations organized by the college of higher education which organizes the one-cycle course dance, and proof of five years of useful experience as a professional dancer in a recognized company. (Decree of 18 May 1999)

8.1.6. Curriculum, Special Competences, Specialization We first treat initial teacher training for teachers elementary education and secondary education - group 1. 8.1.6.1. Elementary School Teachers and Secondary School Teachers - Group 1 It is determined by decree that teacher trainers define the course programme on the basis of the basic competences of the different teacher trainings. The course programmes of the teacher trainings comprise at least the two components which are also found in the basic competences. For the training of nursery school teachers,

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primary school teachers and secondary school teachers group-1, the minimum size of the common part of the basic competences consists of 45 credits (Decree of 16 April 1996). In the training of qualified secondary school teachers - group 1 (leraar secundair onderwijs - groep 1) different options or specializations are possible. Each specialization consists of • •

a core cluster of training modules one or more training modules for in-depth-study .

Such core clusters are theoretically a free combination of different modules representing a common value of 3 credits (Decree of 16 April 1996). In reality, the choice depends on what the teacher training course is able to offer: •

•

1-credit units are: Geography, History, English, Mathematics, Physics, Latin, Biology, French, Dutch, Sign language, Religion, Non-confessional ethics niet-confessionele zedenleer, Economics, Technology, Information technology, Sewing, Recreation gymnastics, General education (for vocational secondary education). 2-credit units are: o A. Mechanics-electricity, Nutrition and nursing, Sewing, Business, Beauty care and hairdressing, Timber and construction, Biotechnology, Agriculture, Horticulture; o B. Music, Plastic arts education, and Physical education. The course unit 'Recreation gymnastics' may only be chosen in combination with Physical education.

Supplementary in-depth-modules are: • • • •

one of the components of the core cluster with the exception of Latin and Technology, German, Chemistry (only for candidates who have chosen Physics and Biology as the core cluster), two modules may be chosen only in combination: o general education o in combination with a module of the following group: Geography, History, English, Mathematics, Physics, Biology, French, Dutch, Religion, Non-confessional ethics nietconfessionele zedenleer, Economics.

For each of the chosen subjects, beside the theoretical knowledge, also the didactics and teaching practice are taught and learned. 8.1.6.2. Secondary School Teachers - Group 2 Also as regards the academic initial teacher training it was determined by decree that the teacher trainers define the course programmes on the basis of the basic competences (Decree of 16 April 1996). At the College of Higher Education for Sciences and Arts (Hogeschool voor Wetenschap en Kunst) (VLEKHO) for example the academic initial teacher training in the academic year 2002-2003 consisted of face-to-face instruction (general didactics, didactics of the commercial sciences, historical didactics and educational legislation), guided teaching practice (simulation classes, capita selecta didactics and school practice) and study activities of the basic course (management and personnel policy, seminar career perspectives and planning and company ethics) (brochure academic initial teacher training commercial sciences VLEKHO). At the university of Antwerp the academic initial teacher training consists of – beside the bridging subjects – 7 specific modules, namely: educational theory-orientation, educational theory-education and psychology, educational theory-extension and deepening, educational theory-education and society, didactics per discipline (part 1), didactics per discipline (part 2) and teaching practice (from: study guide academic teacher training UA 2003-2004) (Studiegids academische lerarenopleiding UA 2003-2004).

8.1.7. Evaluation, Certificates In order to function as a full fledged beginning teacher, each graduate has to dispose of the relevant basic competences (knowledge, skills and attitudes). These basic competences enable the teacher to progress to the professional profile (knowledge, skills and attitudes of the teacher when practising his profession). Each profile consists at least of competences common to all teachers (knowledge, skills, attitudes) and competences specific to a particular educational level. The common core competences represent a study load of at least 45 credits. The

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decree of 1996 concerning teacher training and in-service training differentiates the following 10 profiles: the teacher as: • • • • • • • • • •

a guide in learning and developmental processes; an educator; an expert in a particular field of study; an organizer; innovator and researcher; a partner of parents or care suppliers; a member of the school team; a partner of people offering initiatives valuable for education; a member of the teaching community; a culture participant.

Each profile refers to specific competences the teacher must master. Moreover the decree mentions ten attitudes that should be inherent in future teachers: • • • • • • • • • •

the capacity to make decisions; openness for relations with others; a critical attitude; eagerness to learn; the capacity to organize; openness for collaboration; a sense of responsibility; creativity; flexibility; eagerness for correct language usage and communication.

In 2002 the Educational development centre (Dienst voor Onderwijsontwikkeling (DVO)) was commissioned to refine and grade the formulation of basic competences (initial competences/core competences). However, the draft decisions got a negative advice of the VLOR. Therefore the dossier is again linked to the new planned decree concerning teacher training and teacher career. The general rule at Flemish university colleges is that nobody can be allowed by the examinations board of a specific year to pass for that year, unless he/she takes all exams of the course programme of that year. The student can take the same exams or parts of the exams maximally twice in the course of the same academic year (Decree of 4 April 2003) (see [6.1.4.]). 8.1.7.1. Elementary School Teachers and Secondary School Teachers - Group 1 The initial nursery school teacher training leads to the diploma of bachelor 'initial nursery school teacher training'. The initial primary school teacher training leads to the diploma of bachelor 'initial primary school teacher training'. The initial secondary school teacher training group-1 leads to the diploma of bachelor 'initial secondary school teacher training group-1'. 8.1.7.2. Secondary School Teachers - Group 2 The academic diploma to be obtained after finishing the academic initial teacher training is the one of 'qualified teacher for secondary education group-2'. Originally, this kind of teacher is referred to by means of his disciplineoriented title licence, equivalent to four or five years of academic level study (licentiaat) or master (meester).

8.1.8. Alternative Training Pathways Within social advancement education (OSP) (see chapter [7.] ) a course is organized at the level of short-form higher education for obtaining the certificate of teaching competence (Getuigschrift Pedagogische Bekwaamheid) (GPB-training), in 23 centres. This course (previously called 'D-cursus') is – as a from of alternative initial teacher training – aimed at all persons wishing to fulfil a teaching job, and is moreover a requirement for permanent appointment. The certificate of teaching competence is proof of pedagogical competence and gives in combination with a basic diploma educational authority in stages and forms of education of secondary education, special education (buitengewoon onderwijs), part-time vocational education and adult education.

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The GPB-training is modularly organized, the educational matter is divided into a number of modules. Thus, the course participant can compose the study package and define the duration of studies himself. The centre for adult education may freely spread a modular course over a part of the year or over a whole year. This also means that the courses can start at different times in the year. The teachers-to-be receive beside general education a thorough psycho-pedagogical and didactic training. In order to be enrolled as a regular participant for the GPB-training one needs to hold one of the following study certificates: diploma of secondary education; certificate of complementary secondary vocational education; diploma of full-time higher education; certificate or diploma of a higher secondary technical course; or diploma or certificate which is recognized as being equivalent by law, decree, European directive or another international treaty. A potential course participant not holding one of these certificates may be admitted if he/she is minimum 21 years of age in the calendar year in which he/she enrols for the first time, and passes an entrance examination or a complementary course programme.

8.2. Conditions of Service of Teachers After history ([8.2.1.]), recent developments ([8.2.2.]) and legislation ([8.2.3.]) we treat here: o o o o o o o o o o o o o

Planning policy, see [8.2.4.] Entry to the profession, see [8.2.5.] Professional status, see [8.2.6.] Replacement measures, see [8.2.7.] Supporting measures, see [8.2.8.] Evaluation, see [8.2.9.] In-service training, see [8.2.10.] Salaries, see [8.2.11.] Working time and holidays, see [8.2.12.] Promotion, advancement, see [8.2.13]. Transfers, see [8.2.14.] Dismissal, see [8.2.15.] Pensions, see [8.2.16.]

The governing bodies are responsible for the personnel policy. They are the employers of the teacher. The modalities concerning recruitment, evaluation, appointment, dismissal,… are for elementary and secondary education determined by decree by the Flemish government, in the capacity of financier (Heyvaert and Janssens). The statute of the teaching staff is determined by two decrees, one for official education and one for subsidized education (both Decree of 27 March 1991). These decrees (27 March 1991) apply for the personnel staff of elementary, secondary, special, part-time artistic education, adult education, pupil guidance centres and residential schools. The terms of employment for the personnel in higher education are determined by the Decree of 13 July 1994 for university colleges and the decree of 12 June 1991 for universities. Kinds of offices Members of the teaching staff in special and mainstream elementary and secondary education can be divided into 3 groups those fulfilling: • • •

a recruitment office (e.g. teacher, supervisor …), a selection office (e.g. deputy headmaster, technical advisor, …), a promotion office (e.g. headmaster, technical advisor-coordinator).

In higher education the offices of the educational staff are divided in three groups: Group 1

Office • • • •

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Praktijklector (junior practical lector) Hoofdpraktijklector (senior practical lector) Lector Hoofdlector (senior lector)

Type of H.E. in which the office exists H.E. with one cycle

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2 Assistant personnel

• • •

• • • •

Assistent (assistant) Doctor-assistent (doctor-assistant) Werkleider (senior research assistant)

H.E. with two cycles

Docent (lecturer) Hoofddocent (senior lecturer) Hoogleraar (professor) Gewoon hoogleraar (professor ordinarius)

H.E. with one or two cycles

The offices of senior practical lector, senior lector and senior research assistant can only be appointed through promotion or change of office. The others can also be appointed through recruitment. Since 1991 there is no longer any educational staff at universities. The academic personnel has to carry out both scientific research and academic education: junior lector, senior practical lector, lector and senior lector (group 1), assisting personnel; assistant, doctor assistant and senior research assistant (group 2), and lecturer, senior lecturer, professor and professor ordinarius (group 3). The group 1 offices exist exclusively in one-cycle higher education, while group 2 offices can only be held in 2-cycle higher education. Group 3 offices can occur in both. (Heyvaert and Janssens) The academic personnel at universities is divided as follows by the Decree of 12 June 1991. zelfstandig academisch personeel (ZAP) (academic teaching staff) – see also [8.2.5.3.]

• • • • •

Docent (lecturer) Hoofddocent (senior lecturer) Hoogleraar (professor) Gewoon hoogleraar (professor ordinarius) Buitengewoon hoogleraar (professor extraordinarius)

assisterend academisch personeel (AAP) (academic support staff) – see also [8.2.5.3.]

• • •

Assistent (assistant) Doctor-assistent (doctor-assistant) Praktijkassistent of –lector (junior practical assistant or –lector)

For the academic personnel at universities and the educational personnel at university colleges there are no initial teacher training courses.

8.2.1. Historical Overview In community education as well as in subsidized education a statute established by decree in 1991 regulates the personnel's career. For community education this decree replaced the statutes of the sixties. For subsidized education an initiative which was already announced in 1973 was realized. Both statutes are characterized by an attempt to define the rules in a less rigid way and by the granting of autonomy to the local governing bodies. Since 1991 these decrees have been regularly amended and fundamentally adapted following structural changes in some educational levels:

• • • • •

reorganization of secondary education; reorganization of the PMS-centres and the MST in pupil guidance centres (CLBs); the decree concerning adult education; the Special Decree of 14 July 1998 (for community education); decreet van 10 juli 2003 betreffende het landschap basisonderwijs (landscape elementary education).

The consecutive amendments strived for simplification and unification between the educational levels. However, a few differences still exist (Heyvaert and Janssens).

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8.2.2. Ongoing Debates • • • • • • •

The induction and further training of teachers have to be structurally imbedded within a path of lifelong learning. There is an evolution towards task differentiation within the school as an organization through which teachers are appreciated and addressed on the basis of their specific competences and interests. By means of secondments and even out of placement external mobility of teachers will be encouraged. The entry of so-called uncertified teachers (people with professional experience in other sectors) will also be encouraged. Differences between the current legal offices will be eliminated, with more autonomy, deregulation and responsibilization for schools and school clusters. Evaluations on the basis of office descriptions will be gradually implemented (see [8.2.9.1.]) After the integration of courses in the bachelor/master structure, the personnel policy between university colleges and universities will have to be geared to one another and there will be an evolution towards an integrated personnel statute. See working paper 'education and training 2004-2009' (onderwijs en vorming 2004-2009)

8.2.3. Specific Legislative Framework We consecutively treat the training of: • • •

elementary and secondary school teachers educational staff at university colleges academic personnel at universities.

8.2.3.1. Elementary School Teachers and Secondary School Teachers

• • • • • •

Decreet van 27 maart 1991betreffende de rechtspositie van bepaalde personeelsleden van het Gemeenschapsonderwijs van 27 maart 1991 (legal office of community education). Decreet van 27 maart 1991 betreffende de rechtspositie van sommige personeelsleden van het gesubsidieerd onderwijs en de gesubsidieerde Centra voor Leerlingenbegeleiding van 27 maart 1991 (legal office of subsidized educational networks). Bijzonder Decreet van 14 juli 1998 betreffende het Gemeenschapsonderwijs van 14 juli 1998 (community education). Decreet van 13 juli 2001 betreffende het Onderwijs XIII van 13 juli 2001 (education XIII). Decreet van 14 februari 2003 betreffende het onderwijs XIV (education XIV). Decreet van 7 juli 2005 betreffende het onderwijs XV (education XV).

8.2.3.2. Educational Staff at University colleges The Decree of 13 July creates the legal framework of the conditions of service of the educational staff at the university colleges. Title III of this decree specifically deals with the regulation on the legal statute of the personnel at university colleges. The common stipulations relate to the administrative offices (service activity, non-activity and availability), the evaluation, the discipline, the access to the offices, the dismissal and the final resignation; whereas the stipulations specifically intended for the educational staff relate to the composition, the office description and the assignment, the recruitment, promotion and change of office, the access to the offices, the salary regulations and the accumulation regulations. 8.2.3.3. Academic Personnel at Universities The Decree of 12 June 1991 and the Decision of the Flemish government of 1 December 1998 stipulating the regulations concerning the absences, the discipline, the administrative offices, the leave, the dismissal, the investigation of the physical suitability and the medical supervision for the academic personnel at universities in the Flemish Community create the legal framework of the working conditions of the educational personnel at the universities. The decree among other things goes more deeply into the composition and assignments of the academic personnel, the (permanent) appointment of the academic personnel, the salary scales, compensations and allowances, and finally also the evaluation.

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8.2.4. Planning Policy In a job market report (2005) the department for education analyzed the supply and demand on the educational job market and the expected evolution 2005-2008. • • • • •

For nursery education a surplus of over 1100 full time offices is expected. For primary education a surplus of over 2100 full time offices is expected. For secondary education a surplus of over 4300 full time offices is expected. For some subjects however there will remain a shortage: Catholic religion, Dutch, French, Mathematics, General nursery and Mechanics. For schools in urbanized areas and at the language boundary however replacement teachers are far more difficult to find. Especially Brussels is a problem zone. Young teachers often leave education early. In elementary education 19,5% of young teachers leave education within 5 years after their entrance, in secondary education that is even 36%.

See http://www.ond.vlaanderen.be/schooldirect/BL503/arbeidsmarktrapport.pdf To bring supply and demand in education closer together, the Flemish public employment service (VDAB) in collaboration with the department for education, have created a teacher database for elementary and secondary education, see http://www.vdab.be/leerkrachtendatabank

8.2.5. Entry to the Profession We consecutively treat : • • •

elementary and secondary education, see [8.2.5.1.] higher education, see [8.2.5.2.] universities, see [8.2.5.3.]

8.2.5.1. Elementary School Teachers and Secondary School Teachers The Flemish government determines the certificates per subject, stage, educational form and educational level. A certificate consists of a basic qualification (e.g. primary school teacher, licenciate) and possibly a certificate of teaching competence (cf teacher training) and/or useful experience. There are three kinds of qualifications, namely: 'required, 'acceptable', and 'other'. One has a 'required' qualification, if one has followed a specific previous education in office of the subject to be taught. The level requirements for a diploma are dependent on the kind of subject, the stage and the educational form. One has an 'acceptable' qualification if one has obtained a basic qualification of the same level as the required qualification, but not specialized as such. Having obtained a certificate of teaching competence (cf. teacher training) is a prerequisite for a 'required' and 'adequate' qualification. The governing body can when recruiting choose freely between candidates with a 'required' or 'acceptable' qualification. In principle schools have to give priority to someone with a 'required' or 'acceptable' qualification. Exceptionally the school can deviate from this general rule and appoint someone with an 'other' qualification. In this case one has a basic qualification of a (minimum)level, for some subjects three years of 'useful experience' suffices. At www.ond.vlaanderen.be/ infolijn/faq/bekwaamheidsbewijzen/ there is an overview of which qualifications are valid.

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Other requirements are (Decrees of 27 March 1991): • • • • • •

being a citizen of the European Union (exceptions are possible because the government can grant exemptions); enjoying civil and political rights (exceptions are possible because the government can grant exemptions); being holder of a certificate of competency determined by the Flemish government; complying with the language legislation (Dutch being the official teaching language); being of irreproachable character; complying with the military service laws.

The teaching career of a teacher in elementary or secondary education consists of three important steps 1. At the start of his/her teaching career a teacher gets a temporary appointment with a specific termination date. This is an appointment for a maximum of one school year in a vacant or non-vacant office. The member of personnel has to meet the financing and subsidizing conditions (see above). There are no additional conditions which are to be met. 2. After at least three school years a temporary member of personnel can reach a second phase within his/her teaching career: the temporary appointment without explicit termination date. The temporary appointment without explicit termination date (TADD) offices as a uniform priority system for teachers in elementary and secondary education as from 1 September 2003. The temporary appointment without explicit termination date extends over school years and can occur in vacant and non-vacant offices. The conditions which are to be met to appeal to the right to TADD are the following: • • •

a minimum of 720 days of service spread over at least three school years. Of these 720 days 600 days have to be on active service. no 'insufficient last evaluation or assessment. not having been dismissed.

3. A third step in the educational career is the permanent appointment. For permanent appointments there is a (hierarchical) distinction between the permanent appointment in a vacant office and the permanent appointment in a selection or promotion office (see 8.2.). •

•

Recruitment into a permanent position is in both community and subsidized education only possible if the member of staff: o meets a number of person related conditions (financing and subsidizing conditions), o has accumulated a minimum of 720 days of service, a minimum of 360 of those in the office for which the member of personnel is to obtain a permanent position, o had an appointment without explicit termination date on 31 December prior to the permanent appointment. For permanent appointment in a selection or promotion office, there are no additional conditions next to the person related conditions (financing or subsidizing conditions).

Decisions concerning career perspectives are at all times taken by the governing body of the school. 8.2.5.2. Educational Staff at University colleges For access to a personnel office at university colleges the following general admission requirements apply: • • • • • • •

being a citizen of the European Union or of the European Free Trade Organization; enjoying civil and political rights; being holder of a required certificate of competence; complying with the relevant language legislation; being of irreproachable character; complying with the military service laws; disposing of physical suitability required for practising the profession (Decree of 13 July 1994).

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Formal qualification requirements are: • • •

junior practical lector (praktijklector) and senior practical lector (hoofdpraktijklector): diploma of a 1-cycle basic course; junior lector (lector), senior lector (hoofdlector), research assistant (assistent), and senior research assistant (werkleider): a university or a 2-cycle course diploma; doctor-assistant (doctor-assistent), lecturer (docent), senior lecturer (hoofddocent), professor (hoogleraar), and full professor (gewoon hoogleraar): the degree of doctor.

Candidates for the office of full professor have to meet additional criteria: • • •

the appointing institute needs to be involved in a joint research agreement with a university within the disciplinary field concerned; the candidate has to have at least six years of seniority in a group 3 or equivalent office; the scientific competence of the candidate has to be evaluated by a commission comprising three full professors from three different Flemish universities.

The university colleges themselves determine further specifications which one has to dispose of in order to function in a certain office. Four administrative positions are possible: temporary appointment, extension of contract, permanent appointment, and promotion. The members of the educational staff who are responsible for Religious education or Non-confessional ethics niet-confessionele zedenleer are appointed by the college authorities (hogeschoolbestuur) in consensus with the proper authorities of the ideology concerned. Recruiting for a vacancy must be preceded by publication in the Belgian Gazette, except for appointments of less than one year. 8.2.5.3. Academic Personnel at Universities An important condition to be appointed a member of the Academic teaching staff (Zelfstandig Academisch Personeel, ZAP) (see [8.2.]) is to hold a diploma of doctor with doctoral thesis or a diploma which is deemed equivalent according to the directives of the European Union or a bilateral agreement. In exceptional cases the university's governing body may (permanently) appoint, upon advice and on the basis of an extensive motivation, persons who show extraordinary scientific merit or a specific expertise to part-time staff member of the ZAP. To be appointed a member of the Auxiliary Academic Personnel (Assisterend Academisch Personeel, AAP) (see [8.2.]), one must hold a second-cycle university diploma of licentiate (licentiaat) or a diploma deemed equivalent according to European Community directives or a bilateral agreement. For an appointment to practical work supervisor a diploma of long-form second-cycle higher education or a diploma which is deemed equivalent according to the directives of the European Union or a bilateral agreement is sufficient. In exceptional cases the university's governing body may appoint, upon advice and on the basis of an extensive motivation, holders of a foreign final diploma, other than mentioned before, of an institution of academic education, to assistant. To the benefit of the education or the research the university governing body may also (permanently) appoint noncitizens of the European Union to educational staff member.

8.2.6. Professional Status We consecutively treat : • • •

elementary and secondary education, see [8.2.6.1.] higher education, see [8.2.6.2.] universities, see [8.2.6.3.]

8.2.6.1. Elementary School Teachers and Secondary School Teachers Teaching staff members are a kind of employees in private educational institutions and civil servants of a kind in public educational institutions. However, in the capacity of financier, the Flemish government has established the

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modalities for recruitment, evaluation, appointment, dismissal, etc. The statute of the teaching staff is regulated by two Decrees of 27 April 1991 (see [8.2.3.1.]), one for community education and one for subsidized education, both consisting of the same basic principles. So, in fact, a specific statute is provided by decree to the teaching staff different from the ordinary statute of personnel in the public and private sector because of the singularity of the field of education and its specific needs. On the basis of the type of position contract a distinction can be made between contractual, temporary and permanently appointed staff members (Heyvaert and Janssens). •

•

Since 1 January 2002 there are four kinds of contractual appointments for which specific regulations have been set out, among others o contractual members of personnel who are supported by the department for education (CODO's); they have a contract without explicit termination date and can build up rights for permanent appointment. Depending on the office, the educational network or the educational form in which they are to be appointed, different CODOs categories are to be distinguished: • subsidized contractuals (GECO's) appointed on conventions, closed between the Flemish minister for education and the Flemish minister for work; • GECO's, subsidized contractuals in schools appointed on the basis of individual conventions between the governing body and a minister responsible for work; • Contractuals appointed on the basis of the operating budget of the school (COWE's), see circular letter Pers/2003/06 (2/4/2004) o For GECOs, CODOs and COWEs stipulations are worked out through which they, on the basis of their earlier performances acquire years of service. Temporary staff members can be temporary appointed with a specific termination date or without explicit termination date (see paragraph [8.2.13.]). An appointment with a specific termination date is valid for maximum 1 year. An appointment without explicit termination date on the contrary is valid beyond the school years. The benefits of a permanent appointment compared to a temporary appointment are the guarantee of a steady position and salary, the availability in case of lack of job, the right to reaffectation and reemployment, the access to a number of leave systems and the right to a government pension.

Placing redundant teachers on a reserve list, reassignment and re-employment Members of personnel who hold a permanent position but whose duties are lost or reduced, fall under the system of 'placing redundant teachers on a reserve list, reassignment and re-employment'. This means that they are 'put on a reserve list' if their office is lost and at that moment take priority for vacancies; schools have to give priority to those members of personnel. Reassignment (Reaffectatie) takes place within the office. In case this is not possible, the governing body or the reassignment commission can 'reassign' the person concerned. Reemployment (Wederterwerkstelling) takes place in an 'other office', such as a headmaster in a teaching office and a teacher in the office of an educator or the office of a teacher but if so, for subjects he/she has not obtained a 'required' qualification (see [8.2.5.1.]). For schools which belong to a school cluster, reassignment and re-employment are situated on the level of the school cluster. During the 'placing redundant teachers on a reserve list' period, members of personnel get a redundancy pay. These members of personnel are in some cases obliged to accept their reassignment or re-employment. In certain cases they can also be available for performing pedagogical tasks. For the reassignments en re-employments different reassignment commissions were established per school group and per school cluster. Zonal commissions have been dispensed with from the school year 2005, interprovincial postponed for indefinite period of time. In the department for education a Flemish reassignment commission has the authority to take decisions but also offices as a professional authority for dealing with notices of objections. This commission consists of a place for community education and one for subsidized education. More info: o o

Heyvaert and Janssens http://www.ond.vlaanderen.be/gidsvoorleraren.

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8.2.6.2. Educational Staff at University colleges Contractually, members of the teaching staff at university colleges are employees in subsidized university colleges or a kind of civil servant in funded university colleges. The college staff is paid by the Flemish government. Although the legal statute of teaching staff at the subsidized and funded university colleges is not totally the same, the difference between the legal statute of those colleges is small. In university colleges, the governing body (Raad van Bestuur) of the college may assign vacancies to candidates on a temporary or permanent basis. Only research assistants are always temporary. Assignment to an office takes place through recruitment, promotion, or changing jobs. 8.2.6.3. Academic Personnel at Universities Contractually, academics are employees in private higher education institutions or a kind of civil servant in public higher education institutions. The academic staff is paid by the universities. Although the legal statute of the academics of private and public higher education institutions is not totally the same, the difference between the legal statute of those institutions is small. The university boards may assign vacancies to candidates on a temporary or/and permanent basis. Auxiliary Academic Personnel (Assisterend Academisch Personeel) (AAP) are appointed temporary. Academic teaching staff (Zelfstandig Academisch Personeel) (ZAP) are appointed permanently, except for professors extraordinarius (buitengewoon hoogleraren) as they are part-time university staff.

8.2.7. Replacement Measures In this paragraph we treat the possibilities for (temporary) replacing teaching staff members by substitute staff. These 'replacement measures' can also be considered as part of the working conditions of the teacher in Flanders. 8.2.7.1. Elementary School Teachers and Secondary School Teachers From 2000-2005 a relief teacher pool (vervangingspool) was operative. The pool offered beginning teachers a set wage for the period of a school year, and deployed them to short replacements and alternative tasks in their anchor school (ankerkantoor). It proved to be a good instrument in times of teacher shortage, but too expensive an instrument in times of a teacher surplus which is the situation at present. Therefore the pool was dispensed with from the school year 2005-2006. 8.2.7.2. Educational Staff at university colleges As mentioned in paragraph [8.2.3.2.] the Decree of 13 July 1994 created the legal framework of the conditions of service of the educational staff at university colleges. This decree, however, does not mention any measures for replacement of (temporary) absent educational staff members at university colleges. 8.2.7.3. Academic Personnel at Universities The university's governing body makes its own regulations for the temporary replacement of academic staff members. A temporary replacement of an independent academic staff member by an external person is exceptional and can never last longer than one academic year and ends in any case at the end of the academic year. These replacements are maximum four times a year renewable per member of the substitute staff. In order to provide for temporary personnel needs or for temporary substitute staff members, the university' s governing body can recruit personnel but only on a temporary basis. The duration of vacancies in anticipation of permanent appointments may be maximum two years (Decree of 12 June 1991 and Decision of 1 December 1998).

8.2.8. Supporting Measures for Teachers The Decree concerning teacher training and in-service training of 16 April 1996 (B.S. 12/06/1996) states that the school where the beginning teacher fulfils his/her assignment is responsible for the organization of the beginners' guidance. When defining its personnel's assignments, the school explicitly takes this into account.

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In elementary education this means that in-service training can be applied to organize beginners' guidance. These means can for the same reason be converted into additional teaching periods. The Flemish government sets the modalities for the conversion.

8.2.9. Evaluation of Teachers We consecutively treat : • • •

elementary and secondary education, see [8.2.9.1.] higher education, see [8.2.9.2.] universities, see [8.2.9.3.]

8.2.9.1. Elementary School Teachers and Secondary School Teachers For elementary education no evaluation has been worked out on the basis of the office description. Moreover, the system of office descriptions has not yet been introduced in elementary education (Heyvaert and Janssens). 8.2.9.2. Educational Staff at University colleges The office is determined in an office description which consists of result areas and competences. The decree for elementary education has not determined a date for the implementation of office descriptions and neither has an evaluation been determined which is based on the office description. Moreover, the system of office descriptions has up till now not been implemented in elementary education (Heyvaert and Janssens). For secondary education, continuing education and pupil guidance centres, the Decrees of 27 March 1991 of the Flemish government set the rules concerning evaluation of the educational staff in secondary education. These decrees introduce an evaluation system which corresponds closely with the system of office descriptions. An office description consists of three parts: • • •

the tasks and institution-related assignments and the way in which the staff members have to fulfil them, the institution-related objectives and the personal and developmental objectives (ontwikkelingsdoelen), the rights and duties concerning continuing and in-service training.

For secondary education and continuing education the office descriptions are valid for all personnel members from 1 September 2004. For the pupil guidance centres from 1 September 2005. Every staff member has to be evaluated minimum every three years. If the staff member has no office description, an evaluation is not possible. The governing body or the school cluster (subsidized education) and the board of directors (community education) negotiates on the general arrangements concerning evaluation with the local committee. The evaluation report describes carefully the complete performance of the staff member compared to the office description agreed on, including the specific objectives and developmental objectives as agreed on for the relevant evaluation period. The evaluation is carried out in the school where the staff member teaches. Each staff member has two evaluators, one of which is the headmaster and/or deputy headmaster. For the Religion teachers and Non-confessional ethics niet-confessionele zedenleer teachers the authorized authority of the religion or ideology concerned offices as evaluator for the content and technical aspects. The normal evaluator is responsible for the other aspects. Only in case of an evaluation report that concludes with the final note ''insufficient', the staff member can appeal to a college of appeal for evaluations. As long as the college of appeal does not function, evaluations with final note 'insufficient' are not possible. If the permanently appointed staff member or the staff member appointed without specific termination date has received an evaluation with final note 'insufficient', a new evaluation has to be conducted. This new evaluation has to comprise a period of minimum eight and maximum twelve months of actual performance (Decrees of 27 March 1991). Insufficiencies can lead to dismissal (see [8.2.15.]). In secondary education all members of personnel will be evaluated as from 1 September 2006. In continuing education all members of personnel will have to be evaluated a first time in the period of 1 September 2006 up to and including 30 June 2009. For the pupil guidance centres that is from 1 September 2007.

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8.2.9.3. Academic Personnel at Universities The regulations for the evaluation are determined by the university's governing body (Decree of 13 July 1994). The evaluation is obligatory for each staff member and is carried out at least every five years. There are, however, exceptions: â€˘ â€˘

when the evaluation is 'insufficient', another evaluation has to be conducted the next year; when the member of the staff has just been appointed, permanently appointed, or promoted, he/she shall be evaluated after three years.

If an evaluation is 'insufficient' the staff member concerned can appeal against this decision to a college of appeal for evaluations within a period of fifteen calendar days. The 'insufficient' evaluation is definite if the period in which appeal is possible is over or after a definite decision has been taken in appeal. To each evaluation which is not 'insufficient' the staff member can react in writing. This written reaction is added to the evaluation file. 8.2.9.4. Academic personnel at universities There are some evaluation moments in an academic career: temporary appointment, extension of contract, permanent appointment, and promotion. In the framework of the quality assurance system, individual lecturers are included in the evaluation, and the information obtained can be used in the context of staff appointments and promotion. The university's governing body sets the regulations for the evaluation of the performance and the functioning of the academic staff members (Decree of 12 June 1991). An evaluation of the manner in which the staff member has fulfilled his/her assignment in the previous period has to be conducted at least every five years. After each new or permanent appointment or promotion an evaluation has to be conducted after three years. The evaluation procedure has to foresee a possibility of appeal to an independent college of appeal. The procedure has to maximally guarantee the staff member's rights. If the performances and results are evaluated as insufficient, the university's governing body may decide that the accumulation of seniority is halved during one year in view of the next salary increase. If the final conclusion of an evaluation is 'insufficient', the university's governing body can stop the seniority increase during one year in view of the next salary increase. If the final conclusion of two consecutive evaluations is 'insufficient' or three times 'insufficient' in the course of the professional career, the university's governing body may decide to dismiss the staff member. In these cases a notice period is granted of which the duration equals the period necessary to enjoy the advantages of social security and unemployment benefits. During this notice period the staff member is regarded as being temporary appointed and the university's governing body can give the staff member involved another assignment. The staff member involved then receives the gross salary related to the office in which he/she was appointed. The staff member can completely or partially waiver this notice period. The effects and results of the evaluation procedures used by the universities will be evaluated in 2006 by the Flemish government (Decree of 18 May 1999). Note that Academic teaching staff (Zelfstandig Academisch Personeel, ZAP, see [8.2.]) are also evaluated outside the statutory context of the university, such as in the competition for national and international research funds.

8.2.10. In-service Training The Decree concerning teacher training and in-service training of 16 April 1996 (B.S. 12/06/1996) states that the governing body of the school where the teacher fulfils his/her assignment, has to provide guidance in further training for each teacher. This decree introduced a demand-driven scheme of in-service training. The schools have the responsibility and receive the funding for their own in-service training policy. Apart from the schools, community education (gemeenschapsonderwijs) and the representative organizations of the governing bodies (inrichtende machten) of subsidized education receive funds for the training of personnel who do not come under the in-service training policy at school level (personnel of the pupil guidance centres (Centra voor Leerlingenbegeleiding)) or pedagogical counselling services (pedagogische begeleidingsdiensten for example), and for initiatives of inservice training, specific for their own pedagogical projects.

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To give the use of ICT optimal chances of success 5 regional expertise networks (REN) were extended in 2005 and yearly 1,8 million euros of the education budget is reserved for necessary further education. The core task of the RENs consists of the offering of further education and the application of their expertise for technical and organizational support. The networks promote collaboration and bring together and optimize the ICT expertise which is present as well as the integration of ICT in teacher training. From 2004 the 5 regional expertise networks are integrated into one competence centre REN-Flanders (REN-Vlaanderen). It offers both supply and demand oriented further training. The complete offer can be found on http://www.renvlaanderen.be See also http:// www.ond.vlaanderen.be/ict The educational department of the Flemish government also established a database for all in-service programmes for teaching staff. http://www.ond.vlaanderen.be/nascholing/database/zoekscherm.asp). The legal framework which regulates the in-service training of educational staff members consists of following decrees and decisions. • • • •

The Decree of 16 April 1996 on teacher training and in-service training. The Decision of the Flemish government of 22 October 1996 on the regulation of the procedure for the allocation of in-service training projects at the initiative of the Flemish government. The Decision of the Flemish government of 10 December 1999 concerning the procedure and the conditions guaranteeing an in-service supply on the new media. The Decree of 20 October 2000 concerning education XII-Ensor.

There are no fixed rules for the structural organization of in-service programmes. All variations are organized (at school, in training centres, one day, several days). The methodological approaches come under the authority of the governing bodies. Therefore, no official rules have been issued. A school is obliged to draw up an in-service training plan each year. In this plan the needs for in-service training are determined. The definition of the needs can result in a short and long term priority plan. . Within the legislation in-service training is broadly interpreted, as long as the funded initiatives prove to contribute to the professionalization of the teacher. The school board as well as all staff members. It needs to be proved that the in-service training is useful for the staff member's tasks. Schools can pay back transportation costs and enrolment fees of teachers.

8.2.11. Salaries We consecutively treat : • • •

elementary and secondary education, see [8.2.11.1.] higher education, see [8.2.11.2.] universities, see [8.2.11.3.]

8.2.11.1. Elementary School Teachers and Secondary School Teachers The staff members in community education receive a salary, and the staff members in subsidized education a salary allowance, which is paid directly and monthly by the Flemish Community. The amount of the pay depends on various elements (Heyvaert and Janssens): • • • • • • • •

the kind of office; whether the appointment is temporary or permanent; the administrative situation (active, non-active, etc.); the required certificates and the pay scales that are related to it; the nature (additional position, main position, etc.) and assignment of the position (full-time, part-time, etc.); the previous performance (seniority); personal and family situation (additional financial benefits like holiday pay, family allowances, compensation for travel expenses, and the-end-of-the-year premium); other compensations (compensation for child care before and after school time, compensation for supervision at noon, etc.).

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The pay scales are linked to a specific proof of competence and consists of a beginners' salary (minimum), a number of periodical increases (yearly, two-yearly and at the end) and a maximum salary, according to the salary seniority; The salary seniority only starts after reaching the minimum age. The amounts of the pay scales are adapted to the increase of the consumption prices. The pay scales can be consulted on the website of the department for education (http://www.ond.vlaanderen.be/wedde/weddenschalen/overzicht.htm). Temporary members of personnel, in a selection or promotion office for a period which includes the summer holiday, the latter is a paid holiday. Temporary members of personnel are paid for public holidays, weekends, Autumn holiday, Spring half-term and Easter holiday if these are (completely or partly) included in the period of appointment. This is also the case if the holidays follow on the last day of the temporary appointment and on the first day of the following appointment. Beside the actual salary a staff member can, under specific circumstances, appeal to following allowances: • • • • • • • • • •

allowance for commuting expenses, allowance for special certificates and diplomas, holiday pay, the-end-of-the-year premium, compensation for child birth, compensation for child care, allowance for travel expenses, allowance for a funeral, trade union premium, allowance for supervision at noon and before and after school hours.

Since 1 September 1983 overtime and additional tasks are no longer compensated in education, unless a departure is granted by the minister for education and training (Heyvaert and Janssens). The expenditures for salaries amounted in 2005 to 69,65 % of the total educational expenditures (higher education not included). On closer examination, teachers do appear to have a special salary status in the sense that they are paid according to the amount of services provided (that is by the number of teaching periods), but they are not at liberty to choose how many teaching periods they give. The political measures proposed to make the rules on services (and therefore on salaries) less rigid ran into opposition from the trade unions. Another problem that needs to be considered has to do with the professional costs incurred by teachers: in most cases they have to pay out of their own pockets for manuals and teaching aids. The teachers' wage claims could also be interpreted to some extent as a call for extra operating resources for schools. 8.2.11.2. Educational Staff at University colleges The salaries of the educational staff at the university colleges are fixed by decree (see tables with statistical data). The salaries are calculated following the same principles as for the educational staff of the other educational levels. The university colleges have the right to pay staff members, who are entrusted with additional administrative tasks, a bonus of up to 20% of a normal salary (Decree of 13 July 1994 and Decision of 3 May 1995). 8.2.11.3. Academic Personnel at Universities The salaries of the academic teaching staff, the auxiliary academic personnel and the lectors at the universities are fixed by decree and decision (Decree of 12 June 1991, Decision of 30 June 1998, Decision of 4 May 2001, and Decision of 31 January 2003). The salaries of members of the teaching staff are presented in the tables at the end of this chapter. In principle, universities may, in addition, reward staff for special achievements. Universities do use the possibility of merit pay related to scientific services, postacademic training and emeritus professors younger than 65 who continue their activities.

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8.2.12. Working Time and Holidays The volume of the teachers' assignment in elementary and secondary education is expressed in teaching periods of 50 minutes and not in hours of work. In one-cycle higher education the volume of the assignment is usually also expressed in teaching periods of 50 minutes, but there is a tendency to transfer to 60 minutes (Heyvaert and Janssens). We consecutively treat : • • •

elementary and secondary education, see [8.2.12.1.] higher education, see [8.2.12.2.] universities, see [8.2.12.3.]

8.2.12.1. Elementary school teachers and secondary school teachers Working hours The decree on elementary education has introduced 3 notions in elementary education: the assignment, the school assignment and the principal assignment. • •

•

The assignment comprises all tasks fulfilled by the staff member, inside as well as outside school (e.g. at home). The school assignment consists of the tasks of a teacher inside school, being the principal assignment (the teaching assignment) and a number of other tasks. The government has determined (Decision of 17 June 1997) that the weekly school assignment consists of a maximum of 26 hours and that participation in parents' associations or personnel meetings is not included in the school assignment. The weekly principal assignment is determined by decree.

The weekly principal assignment Educational staff, mainstream elementary education Primary school teacher, mainstream primary education Nursery school teacher, mainstream nursery education Educational staff, special elementary education Nursery school teacher ASV, special elementary education

Number of teaching periods minimum maximum 24 28 24 27 24 26 22 27 22 26

In secondary education an official working week in Flanders comprises 38,5 working hours. The working hours of teachers are still the hours of actual teaching. Proposals have been presented to change this system in the near future. • •

In mainstream secondary education the weekly teaching time, depending on the stage in which the teacher teaches and the office (general subjects, technical subjects, art subjects or practical subjects), amounts to minimum 20 teaching periods and maximum 29 teaching periods of 50 minutes. In special secondary education (buitengewoon secundair onderwijs) the weekly teaching time amounts to minimum 22 teaching periods for the teacher of general and social subjects and 24 teaching periods for the teacher of vocational subjects, and maximum 24 and 28 teaching periods respectively.

Holidays The yearly holidays comprise the official holidays, and some days which every educational institution decides freely. The yearly holiday period consists of the Christmas holiday (2 weeks), the Easter holiday (2 weeks), the summer break (2 months), the Autumn holiday and the Spring half-term holiday (2 times 1 week) and a number of legal and regulatory holidays (appr. 4 days). The secondary schools may add one optional holiday; the elementary schools and special secondary schools two optional holidays. The holidays are compensated and count as a period of service. Temporary teachers do possibly leave service on 30 June (Heyvaert and Janssens).

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Temporary leaves Moreover, there is the possibility to take social leave (maximum eight days per year, in case of marriage, childbirth, decease of a family member, …) and exceptionally leave due to force majeure (illness or accident of a family member living under the same roof). Absence is also legitimate for assuming civil duties (court cases, local elections, …), and for caring for children in case of adoption or custody. Moreover, the permanently appointed teachers can give still other reasons for legitimate leave such as leave for reduced performance due to social or family reasons or for personal reasons, leave for the execution of certain public offices, political leave, … (Heyvaert and Janssens). As in other sectors, the teaching career may be interrupted. Under certain conditions, temporary and permanently appointed staff members may interrupt their professional activities for a certain period of time and receive a benefit. More information on http://www.ond.vlaanderen.be/gidsvoorleraren/ 8.2.12.2. Educational staff at university colleges The college's governing body determines the assignment and the office description of the educational staff. A fulltime position comprises 38,5 to 40 hours per week (including class preparation). The full-time availability of a member of staff does not imply, however, full-time presence; for full-time members of staff presence is not required for two half days per week. Most university colleges signed a protocol with the personnel representatives concerning the task load and the time schedule. In this protocol guidelines are included concerning the number of teaching periods and hours for other tasks (e.g. thesis assistance, carrying out projects of scientific research, …). The college's governing body can opt for giving beginning educational staff less teaching periods because they need more time for preparation. Thus, the number of teaching periods can vary from person to person, and from college to college. Full-time members of staff may not have any other function or job. They can ask for an exemption if these other professional commitments are also beneficial to the educational institution and do not exceed two half days a week. Legislation provides for the teaching staff at least 9 weeks of holidays. The regulation concerning holidays is defined by the board of directors of the college (Heyvaert and Janssens). Furthermore, the decree on the university colleges states that the Flemish government will establish the conditions for leave. For the time being, the current regulations still apply (see [8.2.1.9.]). 8.2.12.3. Academic Personnel at Universities Each member of staff has an individual job description of his/her teaching and other duties. Full-time members of staff may not have any other function or job. They can ask for an exemption if these other professional commitments are also beneficial to the educational institution and do not exceed two half days a week. Regulations concerning holidays and leaves are established by the board of directors of the university.

8.2.13. Promotion, Advancement We consecutively treat : • • •

elementary and secondary education, see [8.2.13.1.] higher education, see [8.2.13.2.] universities, see [8.2.13.3.]

8.2.13.1. Elementary school teachers and secondary school teachers Elementary and secondary education have limited possibilities of promotion. As such the career of a teacher is mainly a flat career.

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Promotion is possible through appointment in a selection or promotion office • • •

Selection offices concern the office of deputy headmaster, technical advisor and coordinator. Promotion offices concern the office of headmaster elementary education, headmaster secondary education and technical advisor-coordinator in secondary education. Next to the above there are some offices in both educational levels which can be considered as promotions. It concerns the offices of headmaster coordination of a school cluster elementary education, staff member of a school cluster elementary education, coordinating headmaster of a school cluster secondary education and general headmaster of a school group in community education.

To change the flat career to some extent, a discussion is currently held concerning the implementation of task differentiation in the teaching profession (mentorship for beginning teachers, stage coordinator,…). 8.2.13.2. Educational staff at university colleges The offices of senior practical lector (hoofdpraktijklector), senior lector (hoofdlector), and senior research assistant (werkleider) may only be obtained by promotion or changing jobs. In university colleges, seniority combined with useful professional experience is required for promotion to the posts of senior practical lector (hoofdpraktijklector), senior lector (hoofdlector), senior research assistant (werkleider), senior lecturer (hoofddocent), and professor (hoogleraar). In case of internal promotion, candidates must have at least two years' seniority as practical lector (praktijklector) to become senior practical lector (hoofdpraktijklector). In case of external promotion to senior lecturer (hoofddocent), candidates need to have at least four years' relevant professional experience outside education or at least two years' seniority as lecturer (docent) at another college or university. Promotion to full professor (gewoon hoogleraar) requires the following conditions. Firstly, the college of higher education must be actively involved in scientific research in co-operation with a university within the field of the vacancy. Secondly, the candidate must have been a lecturer (docent), senior lecturer (hoofddocent), or professor (hoogleraar) for six years at a college or university and, during that time, have been responsible for quality research. The competence of candidates within their specific scientific field is judged by a jury or committee of three full professors (gewone hoogleraren) from different universities. 8.2.13.3. Academic personnel at universities University academic staff almost invariably start as lecturers. Concerning the promotion to Independent Academic Personnel departmental and/or faculty assessment committees evaluate applications for promotions. Other criteria besides that of a diploma, determine promotion. Those seeking to become lecturers (docenten) must, on the basis of their prior achievements, be able to demonstrate that they will be able to engage in effective research and have good teaching competences. Individuals wanting to become senior lecturers (hoofddocenten) must have proven research records and be effective teachers. Indicators include publications, participation in conferences, being members of editorial boards, and attending relevant training courses. Those promoted to professor (hoogleraar) are expected to be creative and productive researchers, as shown by heading research projects and acquiring research funding, to be effective teachers, and to have broad educational experience. To become a professor ordinarius or extraordinarius (gewoon of buitengewoon hoogleraar) candidates must be first-rate researchers with national or international reputations in their academic discipline. As educators, they are expected to have the necessary teaching competences, broad educational experience, and leadership qualities. The Flemish government has made universities responsible for determining seniority conditions for appointment to a given ZAP rank. The Decree of July 1991 concerning universities only specifies minimum requirements for promotion concerning seniority: a lecturer (docent) has to be at least 2 years in that post for the promotion to senior lecturer (hoofddocent). An appointment or recruitment as professor (hoogleraar) requires membership of the Academic teaching staff for at least 4 years; the same holds for the posts of professor ordinarius and extraordinarius (gewoon en buitengewoon hoogleraar). The Decree of 18 May 1999 concerning education specifies these requirements. Promotion may be made after internal publication and after the selection procedure determined by the board of directors of the university. As an

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exception to this, promotion to an immediately higher academic degree and the subsequent degree can be made without the internal publication and without selection if this promotion is part of a previously determined career plan and is within the limits of the staff allocation. This exception only applies to people who function and achieve very well. The first promotion to an executive function should always take place after internal publication and selection. The promotion has to be justified, which means that the board of directors of the university has to consider the knowledge, experience, technical and personal skills, and potential of the candidates in function of the job description and function profile (Decree of 18 May 1999). The Decree of 18 May 1999 concerning Education X further determines that at the definition of the staff allocation and the budgeted yearly number of allocated offices, the number of offices of the academic teaching staff, expressed in full unities, may amount to a maximum of 70% of the total number of offices within the academic staff. As long as this number is exceeded, there may be no appointment or recruitment in the relevant category of personnel.

8.2.14. Transfers We consecutively treat : • • •

elementary and secondary education, see [8.2.14.1.] higher education, see [8.2.14.2.] universities, see [8.2.14.3.]

8.2.14.1. Elementary school teachers and secondary school teachers Mobility between education and other sectors is traditionally very limited. Recently measures have been taken to improve the training of so-called uncertified teachers, but as a result the training will also be more severe (see [8.1.2.] and [8.1.8.]). Also mobility between schools is rather limited. 8.2.14.2. Educational personnel at university colleges Horizontal occupational mobility in university colleges (hogescholen) is very limited which is mainly caused by the individual connection between the staff member and the school. Usually, the staff member is appointed at one specific college of higher education and that appointment cannot simply be transferred to another college of higher education. Although few information is available, it may be assumed that vertical occupational mobility in university colleges is also limited (Information received from the ministry of the Flemish Community, department for education). 8.2.14.3. Academic personnel at universities Horizontal occupational mobility in universities is rather limited.

8.2.15. Dismissal We consecutively treat : • • •

elementary and secondary education, see [8.2.15.1.] higher education, see [8.2.15.2.] universities, see [8.2.15.3.]

8.2.15.1. Elementary school teachers and secondary school teachers A temporary appointed staff member may voluntarily leave his/her job on his own initiative, if a notice period of 7 calendar days is observed (15 days in case of temporary appointment without specific termination date). The headmaster (community education) or governing body (subsidized education) can agree to a shorter notice period. Permanently appointed staff members can also leave their job on their own initiative. In this case a notice period of 15 calendar days applies, unless another period has been agreed on by the governing body (Heyvaert and Janssens). The headmaster (community education) or governing body (subsidized education) can also temporary dismiss a staff member with temporary appointment with specific termination date for urgent reasons without a notice

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period. This includes the serious fault which leads to the immediate and definite interruption of a temporary appointment. Temporary as well as permanently appointed staff members can officially and without a notice period be dismissed. This is for example the case if they do not resume their office after a legitimate leave without a legitimate reason, except for force majeure, and are absent during an uninterrupted period of more than ten calendar days. Only permanently appointed staff members and teachers with temporary appointments without specific termination date can be dismissed for disciplinary reasons. On dismissal (community education) or on lay-off (subsidized education) the permanently appointed staff member is definitively discharged from his office. In this case a notice period is observed depending on the number of working days required to be eligible for unemployment benefits (Heyvaert and Janssens). However, there are other sanctions determined by decree concerning permanent appointments and temporary appointments without specific termination date, such as: • • • • • •

censure deduction of a part of the wages suspension because of disciplinary measure being placed on a reserve list because of disciplinary measure being returned to temporary appointment being reduced in rank

Next to disciplinary measures, evaluation (see [8.2.9.1.]) can be a reason for dismissal and this when a member of personnel gets, in the course of his/her teaching career, one or more evaluations with a final conclusion 'insufficient'. In the framework of 'evaluation' dismissal follows for a permanent teacher or a temporary teacher with an appointment without specific termination date if he/she gets two consecutive definitive evaluations with final conclusion 'insufficient' or three times a definitive evaluation with final conclusion 'insufficient' in the course of his/her teaching career. For a temporary teacher (not TADD) dismissal follows on a definitive evaluation with final conclusion 'insufficient'. Duties Members of personnel have to look after the interests of education, the institution and the pupils. hey conscientiously fulfil the tasks allocated to them and behave correctly in their interaction with the pupils, the parents and the public. They avoid everything that can harm the trust of the public or harm the honour or dignity of the office. They are prohibited to accept gifts, presents, rewards or other advantages. They can not employ their authority for political or commercial ends. They have to keep to professional secrecy (e.g. after deliberating class committee). They can not interrupt their office without prior consent of the hierarchical authorities. In subsidized education the obligations which follow the specificities of the pedagogical project are to be observed (before taking up one's duties incompatibilities are to be communicated in writing by the governing body). The decree explicitly states that facts from the private life, which have no consequences for the relationship between the pupil and the member of personnel in school life, can not give cause to a measure from the governing body. In community education members of personnel are to take impartiality into account and are to give form to the pedagogical project of community education. The declaration of impartiality is to found on http://www.gemeenschapsonderwijs.be/raadgo/neutra.htm 8.2.15.2. Educational staff at university colleges Under normal conditions, members of the teaching staff may be dismissed with a notice period of 3 months for every period of 5 years of service (a new period of five years which has just started is considered to be a full period). A staff member may be dismissed (with a notice period) as a consequence of a disciplinary measure or when he/she has received a negative evaluation two consecutive years or five times in his/her career at the college of higher education.

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The teaching certification of staff members entrusted with Religious education or Non-confessional ethics education niet-confessionele zedenleer can be legally withdrawn on the decision of the proper authorities of the ideology concerned. This decision has to be justified with explicit reasons (Decree on Education X). A permanently appointed staff member may leave his/her job on his own initiative with a notice period of at least sixty days. Temporary appointed staff members have to respect a notice period of thirty days. Under exceptional conditions (e.g. fraud), no notice period has to be applied. For dismissal due to emergency conditions (e.g. fraud) no notice period is required. 8.2.15.3. Academic personnel at universities The board of directors of the university can dismiss a member of the staff if the final conclusion of two consecutive evaluations are 'insufficient' or when this member has had three negative evaluations during his/her career. In these circumstances a notice period is granted the length of which is equal to the period needed to enjoy the benefits of social security and unemployment insurance. During this notice period, the member of staff is considered to be appointed temporary, and the board of directors of the university give the member of staff other assignments. The member still receives the same gross salary as in the office he/she was previously appointed to. The member of staff can relinquish this notice period entirely or partially (Decree of 18 may 1999).

8.2.16. Retirement and Pensions All teachers receive a pension based on the principles laid down in the (Belgian) national legislation. The pension system in the education sector is one of the elements over which the Flemish Community has no authority. Moreover, the regulations are the same for all educational levels. The pension is based on the years of service and the salary. Different schemes have been set up for teachers who want to retire early. To receive a pension, a teacher must (Heyvaert and Janssens):

• • • •

submit an application (a personal application is always required even when the person is compelled by law to end his professional career); be permanently appointed; reach the required age (60 years); have the required number of years of service (5 years).

8.3. School Administrative and/or Management Staff The offices of headmaster and deputy headmaster and the mandates for headmaster, general headmaster (school group), coordinating headmaster (school cluster), coordinating headmaster school cluster elementary education will be treated here. These members of personnel are allocated and appointed by the governing bodies.

8.3.1. Requirements for Appointment as a Headmaster Headmaster and deputy headmaster The office of headmaster is a promotion office within the category of the management and teaching staff of (special) mainstream elementary and special secondary education (buitengewoon secundair onderwijs), and within the category management staff of mainstream secondary education. The office of deputy headmaster is a selection office within the category of management and teaching staff of (special) mainstream secondary education. In community education selection and promotion offices are subject to a trial period of 12 months, which can be prolonged once with 12 months. During this period the staff member has to actively perform in the office in which he/she has been admitted for the trial period. The staff member has,for admission to the trial period, • •

to be holder of the required certificate of competence or of a certificate of competence that is deemed to be equivalent, not received a final conclusion of 'insufficient' during the last evaluation,

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• • •

to comply with the general recruitment conditions (see [8.2.5.1.]), to dispose of the required competences for the office, (determined by the council of community education) and tested in an exam, to have declared him/herself as a candidate with the governing body.

After successful completion of the trial period, the staff member is permanently appointed by the governing body. (Heyvaert and Janssens). In subsidized education there is no such trial period. The staff member is permanently appointed in the selection or promotion office if he/she is holder of the required certificate of competence or of a certificate of competence that is deemed to be equivalent, if the final conclusion of the last evaluation was not 'insufficient' and if the candidate complies with the general recruitment conditions (see paragraph [8.2.5.1.]). A permanent appointment is only possible for the main office. As from 1 September 2002 a full-time job can, however, be given to one or two staff members, who are each entrusted with a part-time assignment. Beside a permanent appointment in the office of headmaster it is also possible to give a permanently appointed staff member (subsidized education) or staff member (community education) the office of observing (deputy) headmaster (Heyvaert and Janssens). The Special Decree of 14 July 1998 concerning community education determines that the office of headmaster is to be appointed by mandate. The modalities are determined in the decree legal office community education. Similar stipulations are included in the decree legal office subsidized education. The entry date which was determined on 1 September 2000 has been postponed, except for pupil guidance centres. In these centres every new headmaster –with the exception of the permanent support centre- is appointed by mandate from 1 September 2000. The mandate remains in force for an indefinite period of time and both the member of personnel and the governing body can end the appointment. The member of personnel and governing body can however come to a mutation or new affectation (subsidized education). When the mandate is terminated because of an 'insufficient' evaluation, the member of personnel takes on his/her previous office. General headmaster The Special Decree concerning community education of 14 July 1998 determines that the school groups are governed by a general meeting, a governing body, a board of heads and a general headmaster. The mandate of the general headmaster is appointed by the governing body and ratified by the general meeting. Only headmasters of schools of the school group are eligible for this mandate. The mandate remains in force for an indefinite period of time and can at any time be terminated when thoroughly motivated by the general meeting or the council of community education. In subsidized education the governing body can put the headmaster in charge of the task of general headmaster in the totality of its institutions. The general headmasters receives a supplementary income. Also, the office of general headmaster at a college of higher education can be appointed exclusively by mandate. (Heyvaert and Janssens). Coordinating headmaster In both community and subsidized secondary education a headmaster of an institution of a school cluster can be appointed full-time (or with two, each half-time) as coordinating headmaster by mandate, charged with tasks for the totality of the institutions which are part of the school cluster. The coordinating headmaster too receives a supplementary income (not accumulatable with those of general headmaster). Decree of education XV gives coordinating headmasters of school clusters in secondary education the guarantee of full-time employment (and one can thus not be headmaster and teach at the same time) Coordinating headmaster school cluster elementary education From 1 September 2005 a new office can be introduced on school cluster level elementary education. Per school cluster a maximum of two half-time or one full-time office can be introduced. This member of personnel is appointed class and school free in order to support the school cluster. It is however not a separate office. Permanent appointment is not possible. The member of personnel does not receive a supplementary income.

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8.3.2. Conditions of Service As regards working conditions of the headteacher (headmaster) and the deputy headmaster – offices which come under the category of non-teaching staff – we refer to [8.2.]. As to the evaluation procedure there is a difference compared to paragraph [8.2.], in the sense that the (deputy) headmaster is evaluated by the governing body (community education) or the governing body (subsidized education).

8.4. Staff involved in Monitoring Educational Quality Offices of inspection and DVO will be treated here. (For their tasks and functioning see respectively [9.3.1.] and [9.3.2.]. These members of personnel are appointed by the Flemish government. The offices which can be practised by the inspectorate members are: • • •

inspector elementary education, secondary education, artistic education, adult education (one inspector adult education is charged with adult basic education (basiseducatie)), pupil guidance centres (CLBs) coordinating chief-inspector elementary education, secondary education coordinating chief-inspector

In the educational development centre (DVO) the following offices exist: • • •

advisor researcher head of the centre

8.4.1. Requirements for Appointment as an Inspector Not all categories of staff members are eligible for the office of inspector. For admission to the educational inspectorate, one has to belong to one of the following categories: •

• • • • •

governing and teaching, paramedical, social, medical, orthopedagogical and psychological personnel; (eligible for the office of inspector for adult education charged with basic adult education, are educational personnel members working in an adult basic education centre (CBE) and in the Flemish support centre for adult basic education centres); staff members of the pedagogical counselling services; the technical personnel of the subsidized free and official centres, of the centres for community education and of the centre for state education; headmasters and advisors to the educational development centre (DVO); the independent and auxiliary academic personnel at universities the teaching staff at university colleges.

For admission to the inspectorate of the pupil guidance centres following categories of staff members are eligible: • • • • •

headmasters, if they are holder of the diploma that grants access to the office of physician or psychopedagogical consultant; physicians; psycho-pedagogical consultants; paramedical workers; social workers of the pupil guidance centres as well as staff members of the pedagogical counselling services (Decree of 17 July 1991).

When an office of inspector or at the DVO is vacant, it is published in the Belgian Gazette and sent to the schools through a circular letter and the website of the department for education and an exam is organized.

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For admission to the examination for inspector the candidate has to: 1. 2. 3. 4. 5. 6.

be a citizen of the European Union, be of irreproachable character, enjoy civil and political rights, have at least 10 years of seniority, be (permanently) appointed in one of the accepted personnel categories. submit a dossier concerning his/her curriculum vitae, including all elements used to expand and deepen his/her educational insight, agogic skills and subject-didactic expertise. The Flemish government can if necessary define additional diploma requirements.

Candidates for the office inspector of adult education, charged with basic adult education, condition 4) is to be met, viz. a minimum of 5 years of experience as an educational personnel member in basic adult education. For advisor and researcher at the DVO condition 5) does not have to be met and condition 6) only mentions educational insight. Researchers however do not need to have 10 years of service, but do need to hold a diploma of doctoral thesis and a minimum of 3 years experience in educational scientific study activities, or hold an academic diploma or a diploma of academic level and a minimum of 6 years experience in educational scientific study activities. The examination consists of an oral and written part and is evaluated by a commission appointed by the Flemish government. The commission proposes 2 candidates, the Flemish government decides. Selected candidates have a one year trial period and are guided by a training supervisor appointed by the chief inspector, respectively the head of the centre. In the course of the last month of the trial period the member of personnel concerned, delivers a report which, depending on the case, is evaluated by the authorized chief-inspector or the head of the centre and the training supervisor. The evaluation of the trial period by the training supervisor, and depending on the case, by the authorized chief-inspector or the head of the centre, serves as a report which is concluded with a motivated proposition for permanent appointment or dismissal of the personnel member concerned. To be admitted to the office of head of the educational development centre, coordinating inspector, chiefinspector and coordinating chief-inspector one has to • • •

be an inspector in a permanent appointment, advisor or researcher; have a minimum of 3 years of service; put oneself up for candidate in accordance with the requirements of the vacancy.

The Flemish government can possibly determine extra diploma requirements and useful experience. With the exception of the office of coordinating inspector these offices can also be appointed by mandate to a candidate external to the DVO or the inspectorate, on the condition that he/he • • •

exhibits very thorough educational insight; has a minimum of 10 years of service in a management function; has a minimum of 15 years of useful experience in education (for which the inspectorate is qualified) or partly in education and partly with education.

8.4.2. Conditions of Service In Flanders the legal statute of the members of the inspectorate is regulated for the larger part by the Decree of 17 July 1991 concerning the inspectorate, educational development centre and the pedagogical counselling services. In this paragraph we only discuss the evaluation procedure for the members of the inspectorate and the consequences of such an evaluation. The members of the inspectorate normally go through a trial period of one year and are then – on positive evaluation – definitively appointed (see [8.4.1.]). For the coordinating chief-inspector, the chief-inspector, the coordinating inspectors and the head of the educational development centre a formula mandate is applicable: they have a mandate for an indefinite period. The Flemish government can terminate the mandate when motivated and with a notice period of 6 months. When the mandate is terminated, the permanent member of personnel takes up his/her office as inspector, advisor or researcher or is placed on a reserve list. The member of personnel who, preceding the mandate, was

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permanently appointed in the inspectorate or educational development centre, and charged with a mandate in a vacant position in the office is, on his request, permanently appointed in this office from the age of 55. Evaluation The decree stipulates that each staff member who actually performs more than three months per year at the departments of the inspectorate or the DVO is evaluated. Every staff member is evaluated once a year in the first three years of his/her career; afterwards at least every two school years, unless the staff member requests to be evaluated in two consecutive school years. The evaluation is done on the basis of the office description (tasks and objectives) and is the assessment of the total performance of the staff member involved. When a staff member receives the final conclusion 'insufficient', he/she needs to be evaluated again after one year. The staff member can appeal his/her evaluation at a board of appeal (for the chief-inspector, coordinating chief inspector and head of the DVO this is the Flemish government). The staff member is dismissed for reason of professional incompetence if he/she receives a final conclusion 'insufficient' during two consecutives years or three times during his/her career (for a permanently appointed staff member), or once (for a contractual or temporary appointed staff member).

8.5. Educational Staff responsible for Support and Guidance We make a distinction between: • •

the personnel responsible for guidance and support of the governing and teaching personnel; the personnel of the pupil guidance centres.

Both categories come under the category of the non-teaching staff. The personnel in the pedagogical counselling services (see [9.3.3.] for their tasks and functioning) consists of (promotion) offices of pedagogical advisors and pedagogical advisor-coordinators. The latter head the Pedagogical Counselling Service. Both offices of pedagogical advisor and advisor-coordinator can be full-time or part-time positions. As regards the admission requirements for an office within the Pedagogical Counselling Service, small differences can be detected between the departments for guidance in subsidized education and those in community education. Generally the candidate needs to have at least 10 years of seniority to be eligible for a temporary or permanent appointment. The Flemish government may always define additional diploma requirements (Decree of 17 July 1991). A counselling function can also be appointed to educational staff by means of special duty leave. The personnel of the pupil guidance centres (CLBs) consists of a number of permanent offices, from governor (promotion office), over physician, consultant, psycho-pedagogical consultant, social worker, administrative employee, paramedical worker, psycho-pedagogical worker, to collaborator. Since 1 September 2000 each new governor of a CLB – except for the permanent support group (permanente ondersteuningscel) – is appointed with a mandate (Heyvaert and Janssens). The administrative employees and the collaborators form the administrative staff of a CLB, whereas the remaining offices form the technical staff of a CLB. For admission and appointment to the offices within the CLB certain proofs of competence are required (Decision of the Flemish Government of 12 december 2003). Staff members of a CLB can also be permanently appointed. The centres' personnel is per definition on holiday on the days that the centres are closed (see Circular letter CLB/2005/01). Next to this the personnel can claim 21 extra holidays. Each full-time staff member of the pupil guidance centres can also claim a number of training days per school year to be defined by the Flemish government (Decree of 1 december 1998, Decision of Flemish Government of 19 september 2003 and Circular letter CLB/2005/04).

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8.6. Other Educational Staff or Staff working with Schools Beside the governing and teaching staff there are a number of other categories of non-teaching staff in the Flemish educational system. In elementary education, following categories are distinguished: • •

policy and support personnel (administrative employee, special needs coordination, ICT-coordinator) paramedical personnel (child carer).

In special elementary education following categories are added: • • • • •

In secondary education: • •

administrative personnel (o.a. drafter) Supporting personnel (administrative assistant , educator)

In special secondary education following categories are added: • • • • • • •

medical personnel (physician), orthopedogogical personnel (remedial educationalist), paramedical personnel (ergotherapist, child carer, kinesitherapist, speech therapist, nurse), psychological personnel (psychologist), social personnel (social worker), administrative personnel (o.a.drafter) support staff (supervisor, educator-caretaker, executive secretary, secretary-librarian)

In higher education: • • • •

the governing body, the teaching staff, administrative and technical staff; mandates (general governor (algemeen directeur), head of department (departementshoofd), librarian).

During the transition measures for the school years 1999-2000 until 2005-2006, the staff members of the supporting and administrative personnel are transferred to the category of the auxiliary personnel on the basis of new standards (Decree of 18 May 1999).

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8.7 Statistics

8.7.1. Management and teaching staff, by level of education, (excl. UE), number of budgetary full-time equivalents, by gender and statute, january 2005

Level of education Elementary Special elementary Secondary Special secondary University colleges OSP (secondary) OSP (higher) Part-time artistic education Totaal

Men

Gender Women

Total

Statute (appointment) Permanent Temporary

8.665 1.124 24.276 2.185 3.945 1.474 388

38.189 4.341 31.697 2.750 3.529 2.441 291

46.854 5.465 55.973 4.935 7.474 3.915 679

34.936 4.026 40.992 3.542 4.715 2.120 311

11.918 1.439 14.981 1.393 2.759 1.795 368

46.854 5.465 55.973 4.935 7.474 3.470 679

1.607 43.664

1.876 85.114

3.483 128.778

2.695 92.824

851 35.504

3.546 128.396

Total

Source: Statistical yearbook of Flemish education 2004-2005

8.7.2 Management staff, by level of education (excl. UE), full-time equivalents (including all replacements, TBS+ en Bonus) - january 2005 Management staff (1)

General & coordinating headmasters

Men Women Total Men Mainstream elementary education 1608 1215 2823 4 Special elementary education 123 112 235 0 Mainstream secondary education 1759 622 2381 51 Special secondary education 201 87 288 0 Social advancement e. (secondary level) 84 68 152 0 Social advancement e. (higher level) 32 14 46 0 Part-time artistic education 140 26 166 0 (1) see [8.3.] Source: Statistical yearbook of Flemish education 2004-2005

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Women 0 0 5 0 0 0 0

Total

Total Men Women Total 4 1612 1215 2827 0 123 112 235 56 1810 627 2437 0 201 87 288 0 84 68 152 0 32 14 46 0 140 26 166

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8.7.3 Management and teaching staff, all levels of education (excl. UE), by age, statute and gender, number op persons, january 2005

Age

Permanent appointed Men Women Total

20-24 1 25-29 827 30-34 2.240 35-39 3.156 40-44 4.757 45-49 6.569 50-54 7.714 55-59 7.855 60+ 2.391 Total 35.510

1 3.367 7.857 9.583 12.356 11.796 11.847 11.153 2.354 70.314

Temporary appointed Men Women Total

2 4.194 10.097 12.739 17.113 18.365 19.561 19.008 4.745 105.824

1.304 3.992 2.217 1.657 1.455 1.137 661 330 168 12.921

5.902 10.927 4.892 3.052 2.373 1.330 532 164 33 29.205

7.206 14.919 7.109 4.709 3.828 2.467 1.193 494 201 42.126

Men

Total Women

Total

1.305 4.819 4.457 4.813 6.212 7.706 8.375 8.185 2.559 48.431

5.903 14.294 12.749 12.635 14.729 13.126 12.379 11.317 2.387 99.519

7.208 19.113 17.206 17.448 20.941 20.832 20.754 19.502 4.946 147.950

Source: Statistical yearbook of Flemish education 2004-2005

8.7.4. Number of staff members at universities, payed by operating allowances (full-time equivalents, 1 feb. 2005)

Academic teaching staff (ZAP) Academic support staff (AAP) Administrative en technical staff (ATP) Total

Men 2.141,5 932,4 1.891,2 4.965,1

Women 413,5 889,5 1.975,7 3.278,7

Total 2.555,0 1.821,9 3.866,9 8.243,8

Source: Statistical yearbook of Flemish education 2004-2005

8.7.5. Gross annual salary (â‚Ź) teaching staff elementary & secondary education; november 2005

Nursery education Primary education SE- group 1 (regent) SE - group 2 (licentiaat)

Salary scale 141 148 301 501

At start 17.347,42 17.347,42 17.347,42 21.726,55

At maximum number of years salary seniority 29.671,30 29.671,30 30.212,35 38.312,63

Salaries are sums in â‚Ź at 100 %, against a mean index of 116,15 % on 1/9/2005; they have to be multiplied by coefficient 1,3728

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8.7.6. Gross annual salary (â‚Ź) full-time academic staff of university colleges and universities; november 2005

Salary scale

At start

At maximum number of years salary seniority

316 348 502 509

22.498,03 23.405,66 24.177,08 26.695,63

35.362,96 38.313,47 40.763,16 43.281,71

Senior research assistant University

509

26.695,63

43.281,71

Assistant Doctor-assistant Lecturer Senior lecturer Professor Professor ordinarius

502 509 528 515 544 520

23.468,58 26.695,63 28.669,65 30.825,29 35.726,27 46.272,53

39.716,10 43.281,71 45.255,73 48.047,08 52.312,35 70.692,49

University college Vocational lector Senior vocational lector Lector Senior lector

Salaries are sums in â‚Ź at 100 %, against a mean index of 116,15 % on 1/9/2005; they have to be multiplied by coefficient 1,3728 Source : http//www.ond.vlaanderen.be/wedde/weddenschalen/overzicht.htm

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9. EVALUATION OF EDUCATIONAL INSTITUTIONS AND THE EDUCATIONAL SYSTEM Short overvieuw • • •

• • •

Historical overvieuw, see [9.1.] Ongoing debates and future developments, see [9.2.] Administrative and legislative framework o The Inspectorate, see [9.3.1.] o The Department for Educational Development (DVO), see [9.3.2.] o The pedagogical counselling services, see [9.3.3.] o The Inspectorate of the philosophy of life courses (levensbeschouwelijke vorming), see [9.3.4.1.] o The Inspectorate of cities and provinces, see [9.3.4.2.] Evaluation of schools and institutions at different levels of education o Internal evaluation, see [9.4.1.] o External evaluation, see [9.4.2.] Evaluation of the educational system, see [9.5.] Research on education and evaluation, see [9.6.]

9.1. Historical Overview The supervisory power of the authorities over the educational system and especially the outcome has been a very sensitive issue in Belgian and now Flemish education. The original sentence about government control in the Dutch Constitution was explicitly rejected in the preparation of the first Belgian Constitution in 1830. Special emphasis was placed on freedom of choice for parents on the one hand and the freedom to organise schools by governing bodies (inrichtende machten)on the other hand. Therefore, many educational networks had their own inspectors, who at the same time acted as pedagogical counsellors. While state inspectors played a key role in the drawing up of study plans, the checking of diplomas and the level of education. The governing bodies drew up the curricula to be recognized by the minister. The implementation of the curricula was checked by the Inspectorate. The inspectors also attended classes. The Law of 1971 concerning renewed secondary education (VSO) (vernieuwd secundair onderwijs) determined the study plans for secondary education to be drawn up by the governing bodies and approval advice by the socalled commission article 8 of the VSO-decree. The granting of autonomy to the, at the time, state schools and the establishment of an autonomous council for community education (Autonome Raad voor het Gemeenschapsonderwijs) required a redrawal of the education policy. Earlier state education functioned with regard to subsidized education as a point of reference for the approval of study plans and timetables and compliance checking of minimum study plans or timetables conform to the Schools Pact Act (schoolpactwet). Quality assurance in education was dramatically reorganized by the new Decree of 17 July 1991. • • • • • • •

The system of assessment of individual teachers by individual (subject of study)inspectors via class visits (generally not communicated beforehand) is replaced by a thoroughly prepared and planned full inspection by a team of inspectors (where necessary complemented by external experts). Also, a distinction between control and counselling is implemented. The inspectorate applies itself to inspection, quality control, quality control enhancement and feedback. For teacher counselling and school support new pedagogical counselling services were established. The inspectorate is a community inspection (see [9.3.1.]) by order of the Flemish Community, the pedagogical counselling services (see [9.3.3.]) are developed by the educational networks. The inspectorate is not authorized for the pedagogical methods used. (The inspection of the philosophy of life courses (levensbeschouwelijke vorming) was not included in the decree, see [9.3.4.1.]) The control of the minimum expectations of the community are to be made concrete in new to be developed minimum timetables, minimum study plans, final objectives eindtermen and developmental objectives (ontwikkelingsdoelen). For this purpose an Educational Development Centre (DVO) is established, see [9.3.2.].

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9.2. Ongoing Debates and Future Developments The most important ongoing debates and reform proposals concerning the educational quality assurance system and evaluation in the Flemish Community relate to the following aspects: • •

•

The strengthening of the school's position within the quality assurance system: in this respect work is done towards the acknowledgement and evaluation of self-evaluation projects at school level (This can among others. imply the ''integration'' of self-evaluation results during inspections); The strengthening of the operational autonomy of the Inspectorate of Education: to this purpose an agreement concerning management between the government and the Inspectorate is considered , which allows the Inspectorate to obtain a greater responsibility in return for more transparency regarding objectives and resources; The establishment of a system of performance assessment in order to monitor the quality of education. In order to monitor the quality of education on different levels (micro, meso, macro) it is necessary to gain insight into the pupils' performance and progression. The government is looking for a system to gain insight in the pupils' performance and progression without ending up in a system of central exams and relating excesses such as rankings of schools. Schools too ask for adequate assessment material for the follow up of pupils and data to which they can compare the performance of the pupils in order to gain insight into their quality. Initiatives for annual assessment tests each concerning a number of final objectives eindtermen are planned.

To seek alliance with a European educational policy with international indicators and benchmarks, and quality control through open coordination linked to the development of a proper Flemish educational policy aimed at the realisation of the Flemish final objectives and developmental objectives (ontwikkelingsdoelen) and an evaluation of the degree in which schools and pupils reach these socially supported minimum objectives.

9.3. Administrative and Legislative Framework Short overview • • • • •

The Inspectorate, see [9.3.1.] The Department for Educational Development (DVO), see [9.3.2.] The pedagogical counselling services, see [9.3.3.] The Inspectorate of the philosophy of life courses (levensbeschouwelijke vorming), see [9.3.4.1.] The Inspectorate of cities and provinces, see [9.3.4.2.]

Relevant legislation • •

• • • • • • •

Decreet van 17 juli 1991 betreffende inspectie, Dienst voor Onderwijsontwikkeling en pedagogische begeleidingsdiensten (concerning the Inspectorate, Department for Educational Development and Pedagogical counselling services). Besluit van de Vlaamse Regering van 17 juli 1991 tot uitvoering van het decreet van 17 juli 1991 betreffende inspectie, Dienst voor Onderwijsontwikkeling en pedagogische begeleidingsdiensten (concerning the Inspectorate, Department for Educational Development and Pedagogical counselling services). Decreet van 1 december 1993 betreffende de inspectie en de begeleiding van de levensbeschouwelijke vakken (concerning the Inspectorate and the supervision of philosophy of life courses). Besluit van de Vlaamse regering van 15 december 1993 tot uitvoering van het decreet van 1 december 1993 betreffende de inspectie en de begeleiding van de levensbeschouwelijke vakken (concerning the Inspectorate and the supervision of courses of philosophy of life). Decreet van 23 oktober 1991 houdende wijziging van artikel 19 en artikel 108 van het decreet van 17 juli 1991 betreffende inspectie en pedagogische begeleidingsdiensten (concerning the Inspectorate and Pedagogical counselling services). Besluit van de Vlaamse regering van 2 februari 1999 betreffende de wijze waarop sommige bevoegdheden van de onderwijsinspectie van de Vlaamse Gemeenschap worden uitgevoerd (concerning the Inspectorate). Decreet van 28 juni 2002 betreffende gelijke onderwijskansen-I.(concerning equal educational opportunities-I). Decreet van 14 juli 1998 betreffende het onderwijs IX. (concerning education) Decreet van 16 april 1996 betreffende de lerarenopleiding en de nascholing (concerning initial and inservice teacher training).

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• • •

Decreet van 2 april 2004 houdende goedkeuring en uitvoering van het verdrag tussen het Koninkrijk der Nederlanden en de Vlaamse Gemeenschap van België inzake de accreditatie van opleidingen binnen het Nederlandse en het Vlaamse hoger onderwijs, ondertekend te Den Haag op 3 september 2003. Besluit van de Vlaamse regering van 9 juli 1996 houdende bekrachtiging van de werkingscodes van de pedagogische begeleidingsdiensten in het onderwijs (concerning pedagogical counselling services). Decreet van 4 april 2003 betreffende de herstructurering van het hoger onderwijs in Vlaanderen (concerning higher education).

9.3.1. The Inspectorate of Education The Inspectorate of Education of the Flemish Community is an organisation which works for the Flemish Government and is responsible for the quality control of education. The Decree of 17 July 1991 specifies the structure and functioning of the Inspectorate of Education for all educational levels, excluding universities and 2cycle courses of university colleges (hogeschoolonderwijs). In below paragraphs we go more deeply into a number of relevant aspects of the Flemish Inspectorate of Education. See: http://www.onderwijsinspectie.be 9.3.1.1. Organisation of the Inspectorate Members of the Inspectorate are recruited from teaching staff. They are divided into several groups: • • • • • • •

primary education (basisonderwijs) secondary education higher education (one-cycle courses) adult education and adult basic education (basiseducatie) part-time Artistic education (Deeltijds Kunstonderwijs) (DKO) pupil guidance centres (Centra voor Leerlingenbegeleiding), see [9.3.1.3.] See http://www.onderwijsinspectie.be

The general control and management of the Inspectorate is the responsibility of an inspection council (inspectieraad). This Inspection Council consists of the chief inspectors of the several divisions of the Inspectorate and the director of the Department for Educational Development (Dienst voor Onderwijsontwikkeling) (DVO). The senior chief inspector of the Inspectorate is the chairman of the Inspection Council. The nuclear roles of the Inspection Council concern the effective functioning of the Inspectorate of Education and the management of the quality assurance tasks which the Inspectorate, as assigned by the Flemish Government, executes with respect to the educational institutions and centres. Therefore, the Inspection Council promotes co-operation between the divisions of the Inspectorate. At regular intervals the Inspection Council also keeps in contact with the Department of Education and, if necessary, makes suggestions in accordance with the educational policy. The Inspection Council co-ordinates and manages the concepts, instruments, and procedures that are used within the framework of the tasks of the Inspectorate. The Inspection Council also co-ordinates the preparation of the annual report of the Inspectorate on the state of the educational system. (Article 113 of the new Flemish Decree of 14 July 1998 concerning Education IX amends the Decree of 17 July 1991). The chief-inspector for primary education is responsible for the management of primary education, including special primary education. There is one coordinating inspector per province for mainstream primary education. Each province is divided into a number of official territories (ressorten) for each of which one inspector is responsible. Special education (buitengewoon onderwijs) is included in the tasks of these coordinating inspectors. Formally the possibility exists to assign one coordinating inspector to special primary education for the whole of Flanders. The chief-inspector for secondary education is responsible for the management of the Inspectorate, including special secondary education (buitengewoon secundair onderwijs) and part-time vocational education. The senior chief-inspector is responsible for the inspection of the CLBs, DKO and the VWO. 9.3.1.2. Tasks of the Inspectorate Through full school inspections the Inspectorate checks if the educational institution fulfils its social tasks and/or if the resources of the Community are being used judiciously. Based on this the Inspectorate advises whether or not the school may be recognized or subsidised. The Inspectorate has full authority for all subjects taught at school except for philosophy of life courses (levensbeschouwelijke vorming). Moreover, the Inspectorate has an

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advisory function towards the educational policy. Information about the effects of the policy on the school level and on education in general are crucial for the further development of the educational policy. One of the ways in which this is strived for are the annual reports of the Inspectorate on the state of the educational system. By law, the tasks of the Inspectorate are: • •

• • • •

monitoring compliance with and implementation of the curricula by the educational institutions that are recognized by the government; checking if the subject or subject area-related final objectives eindtermen are being achieved and if the developmental objectives (ontwikkelingsdoelen) and/or the cross-subject or cross subject-area final objectives (vak- of leergebiedoverschrijdende eindtermen) are being strived for with sufficient zeal by the educational institutions; the checking of and implementation of school time; inspecting the hygiene of the school accommodations, compliance with the language laws, teaching equipment and school equipment; advising on the funding of the educational institutions; advising on the educational policy.

The Inspectorate not only checks if a number of legal education regulations have been respected but also examines the broader school context such as the school climate, the relations between the different educational actors, and the infrastructure. The Inspectorate is not qualified to evaluate the teaching methods or the school work plan (schoolwerkplan) of the educational institution, which are covered by the principle of educational freedom, or to inspect the courses of religion or non-confessional ethics education. The legal representative bodies of each recognized non-confessional free-thinking or religious community organise the inspection and support of the philosophical and religious courses taught at school. They are also responsible for the development of the curricula and the organisation of in-service training for the teachers involved. 9.3.1.3. Method of working The method of working of the Inspectorate of Education is to a certain degree specific per level. The concrete procedure for the inspection of primary schools is described in [9.4.2.1.] , the procedure for secondary schools in [9.4.2.2.]. The next sections give a general overview of the method of working in a number of successive steps. 1)

4) 5)

The inspector/reporter (inspecteur-verslaggever) gathers data derived from several sources: information provided by the general administration, previous Inspectorate visits, and so on, and also by the schools themselves, both directly and in writing, and draws up an overview of the data, which can be considered an initial introduction to the school 'from a distance'. The inspector/reporter (inspecteur-verslaggever) visits the school and compares the information report with the school reality, adding information if necessary in order to rule out distorted interpretations. In particular, in the second phase, the school's interpretation of its own activity plan is verified. The aim is to acquire information about the objectives of the school activity plan, whether the objectives can be realised or not, and the reasons for this. The second phase is concluded by making final revisions in the information report. In the third phase an inspection team - three or four inspectors in primary education (basisonderwijs) and three to six inspectors in secondary education - goes to the school to analyse the functioning of the school by means of a number of indicators and general standards. This takes about a week. Although in principle the Inspectorate operates as a team, individual inspectors visit classrooms because a group of inspectors would make objective observation of classroom activities impossible. It is important, in consultation with the local school, to draw up a work plan for the school visit. All the gathered data are compiled and thoroughly discussed by the inspection team. This discussion leads to the preparation of the final report describing the weak and strong points of the school. Finally, the draft report is discussed with the school concerned, and the definitive final report is prepared. The concluding part of the inspection report may be (Maes, 1998): a) favourable; b) favourable, but limited in time: in this case a number of shortcomings were determined which have to be eliminated within the period agreed on. After at least 60 days a follow-up inspection is carried out regarding the shortcomings concerned. c) unfavourable. This leads to withdrawal of the recognition of (part of) a school.

In some cases other procedures are used, e.g. for Social Advancement Education (Onderwijs voor Sociale Promotie) (OSP). This inspection is not carried out by a team during one extended visit to the school. Instead, a 'consecutive method' is applied. Here, the inspection procedure is spread over a longer period and is conducted

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by one or more members of the Inspectorate, sometimes assisted by external experts. This enables another kind of monitoring to be applied. This method is also used for Part-time Artistic education (Deeltijds Kunstonderwijs) (DKO). The pupil guidance centres (Centra voor Leerlingenbegeleiding) (CLBs) are also inspected according to their proper method. In the period 2000-2002 all centres were inspected by the CLB-Inspectorate. •

• • •

The regulations stipulate that the centres are normally periodically visited by a review commission (visitatiecommissie) which monitors the execution of the policy plan or policy contract signed with the school and the quality policy. The Inspectorate is part of this review commission, completed with external persons, making sure that the members represent the psycho-pedagogical, the medical, the paramedical and the social disciplines. For each inspection the schools belonging to the territory of the pupil guidance centre are involved. For this, arrangements are made with the Inspectorate of Education. After completion of the inspection procedure for a pupil guidance centre, each school involved receives a copy of the results relating to the centre's functioning and execution of the policy plan or policy contract. The Inspectorate of Education is also informed of these results. The report of an inspection of a pupil guidance centre is distributed to the management of the pupil guidance centre and to the government, but not to the schools involved nor to the Inspectorate of Education.

For the number of inspections see [9.7.] 9.3.1.4. Evaluation of the Inspectorate The evaluation of the Inspectorate is described in [8.4.2.]

9.3.2. Department for Educational Development (Dienst voor Onderwijsontwikkeling) (DVO) When established in 1991 the DVO was a study centre of the Inspectorate. Originally this new department had four tasks: • • • •

the formulation of proposals regarding final objectives eindtermen, the development of instruments for analysis and evaluation to inspect schools among others to check if final objectives are reached, the development of methods for drawing up curricula and timetables, among others with regard to professional profiles, the formulation of advice on the introduction and in-service training of members of the Inspectorate.

The decree concerning teacher training and in-service training of 16 April 1996 gives the Department for Educational Development the following assignment as well: 'The Flemish Government determines the professional profile and the basic competences of each type of teacher upon the advice of the Flemish Education Council. To that end, the Department for Educational Development formulates a proposal for the Flemish Education Council.' In 1999 the assignment and statute determined by the decree of the department were slightly adapted. The DVO became a study centre for the Minister and the Flemish Government. The amended decree concerning the Inspectorate, the Department for Educational Development and the pedagogical counselling services defines the new assignment of this department as follows: 'Within the framework of the policy preparing assignment of the Department of Education, the Department for Educational Development is assigned to formulate scientifically motivated advice for the benefit of the Flemish Government and the Minister of Education.' The assignment basically comprises the following tasks: • • • •

the formulation of proposals concerning the development of the training structure; the development of criteria for approving curricula and working plans; the formulation of proposals concerning developmental objectives (ontwikkelingsdoelen), final objectives and basic competences; the development of instruments for analysis and evaluation to inspect schools and centres.

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The assignment of the Department for Educational Development determined by decree translates at this moment in the following activities (DVO, 2005): • • • • • • • • • •

the development of final objectives, developmental objectives and specific final objectives; the development of basic competences for teacher training; the development of study profiles; the development of instruments for quality monitoring; the preparation of a training structure; advice and input of expertise; preparation of policy by means of study work; cooperation with other departments and organisations regarding educational issues; international cooperation; publications on contents, evaluation and implementation of curricula.

These activities relate to primary education, special education, secondary education, adult education and higher education, namely teacher training. Furthermore, a number of themes exceed the different educational levels. Within the framework of a Better Governing Policy (Beter Bestuurlijk Beleid) the Ministries of the Flemish Community will be thoroughly reorganized in the near future. The Department of Education, the Inspectorate and the Department for Educational Development will also be involved. The DVO will probably be included in the administration of the Department of Education and the tasks of the department will focus on the theme 'curriculum'. The DVO as a department for curricula would then focus on a number of big themes such as curriculum, objectives and contents, arranging of curricula in a training structure and evaluation of curricula, especially the evaluation concerning the reaching of the final objectives and if so the extent in which they are reached. http://www.ond.vlaanderen.be/dvo/

9.3.3. Pedagogical counselling services (Pedagogische Begeleidingsdiensten) Since the decree of 17 July 1991 thoroughly modified the authorities of the Inspectorate and of the networkrelated pedagogical counselling services, the most important controlling tasks were assigned to the Inspectorate of Education and the network-related pedagogical services were held responsible for advising and supporting tasks. The pedagogical counselling services promote the quality of education and support teachers, school administrations, schools etc. to realise pedagogical projects which are specific for the school boards (governing bodies). The services are organised separately for each educational network. Pedagogical counsellors are usually teachers who are granted leave for their supporting work during one or more years. The working of the pedagogical counselling services of the educational networks are ratified by the Decision of the Flemish Government of 9 July 1996, B.S. 12/09/1996). Their tasks include a.o. • • •

the external support of the educational institutions involved according to their own pedagogical concept, among others in the drawing up of the school work plan; the development of initiatives for the promotion of the educational quality of the institutions involved; the encouraging of initiatives for the strengthening of the professional competence of the staff members in the institutions involved.

As far as philosophy of life courses (levensbeschouwelijke vorming) are concerned, these support services have no authority. For them, special procedures apply. • • •

For the pedagogical counselling services of community education, see http://pbd.gemeenschapsonderwijs.net/ For the pedagogical counselling services of catholic education, see http://ond.vsko.be/portal/page?_pageid=533,41186&_dad=portal&_schema=portal&p_portal_id=6&p_fol der_id=41186 Within the VSKO (Flemish Secretariat for Catholic Education), the general pedagogical counselling service is responsible for training, in-service training and the support of counsellors; the coordination of the different supporting institutions and it provides a study and documentation centre to support the counsellors, see

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http://ond.vsko.be/portal/page?_pageid=533,41187&_dad=portal&_schema=portal&p_portal_id=6&p_fol der_id=41187

9.3.4. Special arrangements Here we describe • •

The Inspectorate for non-confessional ethics or Religious Courses, see [9.3.4.1.] The Inspectorate and pedagogical counselling services of cities and provinces, see [9.3.4.2.]

9.3.4.1. Control and Support in Relation to Philosophy of Life Courses The Constitution guarantees for all pupils enrolled under the conditions of the Compulsory Education Law weekly two periods of non-confessional ethics or religious education at school as part of the curriculum.These courses are not subject to any government supervision whatsoever, as long as the fundamental principles of democracy are respected The Decree of 17 july 1991 on the Inspectorate and pedagogical counselling services, deliberately, did not refer to philosophy of life courses (levensbeschouwelijke vorming). The decree of 1 December 1993 organised a framework for inspection and educational support for philosophy of life courses (levensbeschouwelijke vorming) at primary and secondary education level and in teacher training colleges (hogescholen). The representative bodies of the recognized religions and the recognized union of the non-confessional community organise the inspection and support of the non-confessional ethics and religious courses taught at school (http://www.ribz.be). They are also responsible for the development of the curricula and the organisation of in-service training for teachers. The appointed inspector-advisors (inspecteur-adviseur) have several well-defined tasks and responsibilities: • • • • • • • •

control over the compliance with the timetable and explanations concerning the choice for religion or non-confessional ethics education; inspection of all learning materials used; Inspection of the physical conditions of classrooms used for teaching philosophical or religious courses; formulation of advice on educational policy; control over the implementation of the curricula and the level of education; external support and the assessment of the professional and pedagogical competence of the teachers involved and the stimulation of initiatives to improve professional competence; the development of initiatives to improve the quality of education of the field of study concerned and the monitoring and stimulation of the philosophy of life (levensbeschouwelijke vorming) related pedagogical project within the field of study. all other tasks which are assigned through or by laws and decrees.

The Inspector-advisors inform: • •

the recognized institutions of the recognized religions and the recognized association of nonconfessional ethics education concerning content, curricula and the professional competence of the teachers; the coordinating chief inspector who is in charge of the Inspectorate, concerning the implementation of the legal and administrative regulations.

See http://www.onderwijsinspectie.be/LBV/indexlbv.htm http://www.ribz.be 9.3.4.2. City and province-based Inspectorate A few larger cities (Antwerp and Ghent) and provinces (Antwerp, Limburg and East-Flanders) have their own Inspectorate staff and/or educational support service. They are considered senior civil servants of the municipal authority as governing body (inrichtende macht) of subsidised official education (gesubsidieerd officieel onderwijs). See [1.2.4.].

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9.4. Evaluation of Schools/Institutions The evaluation of educational institutions is based on : â€˘ â€˘ â€˘

the internal evaluation methods at the initiative of the schools themselves or of their governing bodies, see [9.4.1.] the external evaluation of the quality of education by the Inspectorate of education, see [9.4.2.] accreditation in higher education, see [9.4.3].

In 2005 the DVO published a comparative study online "Equilibrium: balancing between internal and external evaluation on the European scene", see http://www.ond.vlaanderen.be/dvo/publicaties/equilibrium/equilibrium.htm

9.4.1. Internal Evaluation The Flemish educational system does not have a strong institutional tradition of formal self-evaluation. In fact officially self-evaluation has been encouraged only recently with the new system of inspection and the current programmes for external support to schools; this principle of self-evaluation is also present in the most recent laws on higher education (both universities and university colleges. Materials for self-evaluation were developed but the implementation of self-evaluation procedures will remain under the exclusive authority of the governing bodies (Van Petegem, 1996). Self-evaluation systems at nursery, primary and secondary level have been developed (Van Petegem, 1998; Devos, Verhoeven e.a., 2000; Laevers, s.d.) (see [9.4.1.1.]); the decrees concerning university colleges and universities provide a system of quality assurance in which the principle of self-evaluation is an essential element (see [9.4.1.2.]). 9.4.1.1. Internal Evaluation in Primary and Secondary Education Internationally, there is a growing tendency among schools to question themselves critically and to achieve their objectives in a more systematic way (Michielsens, 2002). The implementation of self-evaluations has also become an important aspect in quality assurance within Flemish education. In self-evaluation the question is whether the primary or secondary school complies with its own objectives which it has formulated following its pedagogical project. During an inspection by the Inspectorate of education the question is in the first place whether the school complies with the minimum expectations society (i.e. the policy) poses for schools (Michielsens, 2002). The larger part of the self-evaluations are initiated by the schools themselves, without any official obligation. To that end, schools can appeal to a large number of instruments which have been developed in view of the performance of self-evaluation in primary and secondary education. The diversity in self-evaluation instruments relates to the different interpretations of the educational level, the aspects to be questioned, the methods used, the functions of self-evaluation, the support schools get. Thus, schools usually decide autonomously whether to evaluate themselves and how to proceed. The decree concerning equal educational opportunities - I (GOK-I) (B.S. 14/09/02) awards the implementation of self-evaluation for the first time the statute of legal expectation towards schools. Primary and secondary schools, which have GOK-resources at their disposal, are expected to implement a self-evaluation of the relevant policy in the course of the duration of the equal educational opportunities policy. However, it belongs to the school's autonomy to concretely interpret this self-evaluation. 9.4.1.2. Internal Evaluation in Higher Education The decrees concerning university colleges (hogescholen) and universities have established the framework of the quality assurance system at the higher level; this system of quality assurance differs greatly from the system for nursery, primary, and secondary education. The decrees concerning universities and university colleges impose a dual quality-assurance structure. The decrees concerning university colleges and universities require them to implement quality assurance themselves, while the government assumes responsibility for monitoring quality at these institutions. As such, a distinction is drawn between internal and external quality assurance. As far as internal quality assurance is concerned, each institution has a duty to monitor its educational and research activities on a continual basis. We successively will treat:

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• •

university colleges, see [9.4.1.3.1.] universities, see [9.4.1.3.2.]

9.4.1.2.1. Internal Quality Assurance in University colleges Each college of higher education is expected to permanently assess the quality of the teaching and the research of the college, and the actions for improvement should be stated in the annual report of the college. Students should be actively involved in this process. As far as possible It should also incorporate into the self-evaluation process the views of graduates and people from the professional field to which the course is linked. Selfevaluation is to result in a report, the status and distribution of which is determined by the college board. At present, most colleges implement the EFQM (European Foundation for Quality Management) system, although different applications are used. One of these evaluation instruments is PROZA (Projectgroep Ontwikkeling Zelfanalyse -instrument kwaliteitszorg = Project group for the development of a self-evaluation instrument for quality assessment). Different steps have to be taken by the administration and the evaluation team of the college of higher education: • • •

Preparation of the self-evaluation: Who will be the coordinator? What has to be assessed? How should be scored? Etc.; Composition of the evaluation team; Steps to be taken, e.g. individual self-evaluation, discussion of the individual questionnaires in group; plan of action to to improve the situation (Schoofs, 1997-98, Decree of 18 May 1999 concerning Education X).

A study by the Flemish council for colleges for higher education (Vlaamse Hogescholenraad (VLHORA)), ''Optimisation of the university colleges'' (2000) shows that most university colleges (hogescholen) choose a system of Integral Quality Assurance (Integrale Kwaliteitszorg (IKZ)). This means that not only education and scientific research but also the systematic control and continuous improvement of the working of the college of higher education (hogeschool) in total are covered by the quality assurance programme. Consequently, Integral Quality Assurance (Integrale Kwaliteitszorg (IKZ)) concerns all aspects of the organisation of the college of higher education (hogeschool) and becomes a matter for all sections (Rottiers, 2001; Bronders, 2001). 9.4.1.2.2. Internal Quality Assurance in Universities In 1991 universities in Flanders implemented a system of internal and external quality assurance in return for more autonomy. The government has given the institutions full responsibility and ownership of the system for quality assurance. Like university colleges universities take care of the internal and external quality assurance of their educational and research activities. They permanently and at their own initiative monitor the quality of their educational activities. The decree concerning universities advocates the involvement of the students, the graduates and external professional experts in these processes of internal quality assurance. A central aspect in the quality assurance of higher education are the so-called external reviews (visitaties) coordinated by the Flemish Interuniversity Council (Vlaamse Interuniversitaire Raad) (VLIR). The system of external reviews (visitatiestelsel) consists of three phases (see paragraph [9.4.2.3.] ). In a first phase the focus is on the internal evaluation, a critical self-analysis by the persons involved concerning the courses to be reviewed. The results of this self-analysis, which takes about one year and in which academic, administrative and technical staff, students, graduates and representatives of the professions are involved, are assembled in an extensive report, the self-evaluation report. Self-evaluation, which is viewed as a form of monitoring within the overall system of internal quality assurance, should be carried out with a frequency set by the university board taking into account factors such as the lenght of the course and the frequency of external quality assurance. This entails the amendment of the decree.

9.4.2. External Evaluation The external quality assurance is based on the inspection of schools in primary education, secondary education, adult education (including adult basic education (basiseducatie)), part-time artistic education and on a system of external reviews (visitaties) in higher education. In below paragraphs we discuss consecutively the methods of external inspection by the Inspectorate in •

primary education, see [9.4.2.1.]

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• • •

secondary education, see [9.4.2.2.] adult education and part-time artistic education, see [9.4.2.3.] higher education, see [9.4.2.4.]

9.4.2.1. Primary education The Inspectorate strives for the inspection of each school minimally every six years. In order to maintain uniformity, all inspection teams use the same instruments. Moreover, the procedure for inspections is the same in the whole of the Flemish Community. 9.4.2.1.1. Instruments For carrying out its task for quality assurance the Inspectorate uses the CIPO-model (context, input, process, output) as structuring framework in which the results can be evaluated in their mutual relation. The interpretation of these aspects is as follows: • • • •

Context: the totality of demographic, structural, material, financial, legal, governing and pedagogicaldidactic data which (may) have an influence on the input, the process and the output of the school. Input: the totality of personal data of each person participating directly in the educational process, namely the group of pupils and the school team (the principal and the teachers). Process: the totality of educational and organisational features which indicate which efforts the school makes to reach the objectives determined by the government. Output: the totality of features which indicates the qualifications of children concerning the objectives determined by the government.

The choice for this model implies that the Inspectorate looks at the performance of the teacher and principal within the total performance of the school and that the performance of a school is situated within the local context. Working with this model originates from a justifying and school development perspective. The school inspection is an opportunity to verify the data in the school (justifying) as well as an opportunity for schools to improve their educational quality (development). Additionally, the inspection team checks whether the school's infrastructure is sufficient and if the legal regulations are carefully respected. 9.4.2.1.2. Procedure The following description of the inspection procedure is based on the information the Inspectorate gives to primary schools in preparation of a visit of the Inspectorate. 1)

2) 3) 4)

5) 6) 7)

A school inspection is always announced in a letter to the school board and the principal. For the community schools the Community Education Council is informed as well. The number of inspectors inspecting a school depends on the number of school team members and the number of school seats. Each inspection is performed by at least two inspectors. The inspector/reporter (inspecteurverslaggever) is responsible for the organisation of the inspection and for the reporting. In the period preceding the school phase, the inspector/reporter gathers a number of basic data on the school. Then a preparatory discussion takes place in which firstly the practical organisation is discussed. During the inspection the inspectors will follow the activities, have discussions with team members and the principal consult documents and inspect the school building. This phase, the school phase, will take about four days maximally. In this school phase the inspectors have minimally two discussions with the principal : one near the beginning and one near the end of the school phase (both take about half a day). Other governing persons (deputy principal, policy supporter …) can be involved. The inspectors also look for extensive information taken from a selection of teachers. The objective is to get a first, as correct as possible, global view on school life. The inspectors also observe during activities with the children. The inspectors interact with the children, can have informal conversations with the children and take a look at their books, tasks and at their other work. Furthermore, they inspect the team members' documents. With the information from the questioning of the school board, the parents and the local community the inspection team , completes its view on the school. After the school phase each inspector arranges and selects his information on the basis of the analysis framework in order to achieve a total view, as objective as possible, on the school. At the latest, 60 days later the Inspectorate holds a discussion with the school board and the principal to inform them about their findings. Finally, the inspection team plans a verification discussion. The school board decides who participates. The Inspectorate hopes for (a) representative(s) of the staff to also participate. The school board can among others also invite the persons who assisted during the inspection..

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9.4.2.1.3. The Final Use of the Inspection Report The discussion of the inspection report is to be put on the agenda of a staff meeting within thirty days after receipt. It has to be discussed in its totality. A copy of the complete report can be consulted at the school's secretarial office. For the school and the school board the report is a reference document because of the concrete reference points which can guide the school and school board in the future. Other educational participants such as the members of the school negotiating committee (basisoverlegcomité) (BOC), the local negotiation committee (onderhandelingscomité) (LOC), the works council (ondernemingsraad), the separate local committees (afzonderlijke bijzondere comités) (ABC), the participation and school councils and the parents' association can receive a copy of the inspection report upon request to the school board. The school boards can also make the report available for their pedagogical support service. Within the framework of an open administration persons without any immediate concern can also consult the inspection report. They have to request this through the chief-inspector (inspecteur-generaal) of primary education. They will in addition to the report receive a short introductory note, which states among others that the report cannot be used for commercial reasons nor for ranking of schools. The note also emphasizes the timerelated nature of an inspection report. The right to insight into the report does not apply to unfavourable advice, because this is subject to an appeal procedure and because a definitive decision still has to be taken. 9.4.2.2. Secondary education In order to maintain uniformity, all inspection teams use the same instruments. Moreover, the procedure for inspections is the same in the whole of the Flemish Community. 9.4.2.2.1. Instruments The information dossier used by the Inspectorate was structured on the basis of the CIPO-frame for analysis, which means that the data are assembled from the same reference frame as in primary education (see [9.4.2.1.1.]). 9.4.2.2.2. Procedure The following description of the inspection procedure is based on the information the Inspectorate gives to secondary schools in preparation of a visit of the Inspectorate. 1) 2)

The chief-inspector announces the inspection of the school in a letter to the school board, the chairman of the governing body, the coordinating principal and the general principal. The school board and a member of the assisting staff are invited to an information session a few weeks after the announcement. The topics of the information session are the CIPO-model for analysis and the preparation, the process of the inspection and the reporting. At the same time the assisting staff receives practical support for completing the different dossiers. The actual inspection by the inspection team takes in principle one working week, starting with an acquaintance of the inspection team with the principal. The school board is invited to briefly introduce the school. The first day of the inspection the inspectors assemble additional information available at the school. The extensive information phase is finalised with a team discussion and results in a clear planning of the inspection activities.The actual activities of the inspectors is listed below. a) Discussions: the discussions aim at completing and refining the information in the information dossier and the observations. The discussions with the pupils deal with general themes, based on the scales and subscales of the scientifically developed questionnaire 'well-being of pupils'. These discussions are not intended to be assessments of the staff members. Discussions with teachers aim among others at refining the already acquired information, possibly find new aspects or important issues, guarantee the teacher's personal contribution and initiative in the inspection, and give information on the observations. Discussions with the teachers responsible for a subject or a group of subjects are at the beginning of the actual inspection useful to clarify observations and information from documents (e.g. the subject or area of study information dossier) and at the end of the actual inspection for discussion of the findings. Discussions with parents and externals aim at checking the perception of school life by a third party. b) Class observations: the inspectors attend classes. These class visits do not aim at assessing the individual teacher, but contribute to observations concerning the efficiency of the teaching of the subjects. c) Partial investigations: for some aspects, such as among others the final objectives and developmental objectives (ontwikkelingsdoelen) across subjects, the safety, the well-being and language policy, the Inspectorate uses specific instruments. These instruments are available for the schools on the Inspectorate's website.

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5) 6)

Participation in school life: visiting the pupils' restaurant and the playground, informal meetings with teachers in the staff room, participation in class councils. e) Subject meetings: at the end of the inspection the findings concerning subjects or areas of study can be discussed between the inspectors involved and the subject groups in a meeting or with individual teachers. After the school phase each inspector arranges and selects his information on the basis of the analysis framework in order to achieve a total view, as objective as possible, on the school. At the end of the processing period the inspector/reporter organises a meeting with all team members. This meeting has a deliberating function and leads to the final report and advice. At the initiative of the inspector/reporter at the latest 60 calendar days after the school inspection an appointment is made with the governing body and the school board for the discussion of the findings on the basis of the preliminary report. After this finalizing discussion the final report is drawn up.

9.4.2.2.3. The Final Use of the Inspection Report The discussion of the inspection report has to be put on the agenda of a staff meeting within thirty days after receipt. It has to be discussed in its totality between the principal and the staff. The staff has a right to insight and can, if desired receive a copy of the report from the school. The Flemish Government has determined these school obligations in a Decision in order to provide accessibility to the inspection report for staff members, pupils and parents (B.S. 01/04/1999). It is not prohibited for the school board to distribute the report to whomever is interested. In any case the report should always be distributed in its entirety and not partially. This regulation does not relieve the government from its obligation to make all documents available which can lead to administrative acts concerning the parties involved. In this respect everyone can obtain a complete inspection report at the Department for Education. The department can ask for a compensation. Despite the open character of the inspection report it may not be used for 'commercial purposes', e.g. school propaganda in view of the recruitment of pupils. It is not allowed to make a ranking of schools on the basis of a comparison of data from inspection reports. This would harm the private character of a school inspection, in which the inspectors try to maximally respect the school's individuality. 9.4.2.3 Adult education (OSP) and part-time artistic education (DKO) The inspection of centres for adult education, centres for adult basic education (CBEs) and institutions for parttime artistic education is comparable to the inspection in primary and secondary education. The instruments used also correspond to the CIPO-frame for analysis and the inspection processes are also comparable. The inspection reports are also public. 9.4.2.4. Higher education University colleges and universities implement a regular external assessment of the quality of their educational activities themselves. This can be done per course or per group of courses. The external evaluation is carried out at least every eight years for the bachelor and masters courses (decree concerning the restructuring of higher education in Flanders (B.S. 18.08.2003)). In those institutions for higher education where the internal quality assurance comes under the autonomy of the institutions themselves, the VLHORA and the VLIR (see [2.7.2.2.]) were held responsible for the organisation and coordination of the external quality assurance, the so-called external reviews (visitaties) of courses. The coordination refers in any case to the development and the definition of a protocol of quality assurance that the review commissions (visitatiecommissies) use when assessing the quality. The review commissions carry out the external evaluation of a course or group of courses. All institutions which offer a course or a group of courses to be evaluated, are involved in the review. The review is carried out by a commission of external experts. The inspection procedure is as follows. 1) 2)

The review commission starts from the self-evaluation report drawn up by the institutions (see [9.4.1.2.]). The review commission visits the institution involved (VLOHRA, 2001). On the basis of the review the commission reaches a consensus on the strong points and the recommendations for improvement. The visiting phase is finalized with an oral report of the most important findings for the persons responsible for the policy of the educational institution involved. The review is aimed at the process of quality improvement. The review commissions draw up a public report based on the findings of their evaluation.

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9.4.3 The accreditation of courses in higher education In view of the Bologna Process it was determined to implement accreditation as final piece of the existing quality assurance system. Accreditation is to lead to an automatic recognition of the obtained Flemish degree in the rest of Europe. The term 'accreditation' refers to the granting of a 'quality label' (keurmerk) which states that certain qualitative standards have been met. In Flanders accreditation is a prerequisite for government funding of a bachelor or masters course and for the right to issue recongized diplomas. The institution for higher education has to take the initiative to request accreditation. The (preliminary) accreditation framework defines that for the benefit of the accreditation a course has to be evaluated on the basis of six criteria: objectives of the course, programme, the staff's performance, provisions, internal quality assurance and results. To this purpose a common Dutch-Flemish accreditation organization (NVAO) has been established as a joint effort by the Netherlands and Flanders. The evaluation of the programme by the external review commission, thus the external review report, forms the basis for the NVAO to come to an accreditation decision. This decision is positive or negative. To come to a decision, the NVAO checks if the programme concerned has enough basic quality. To this purpose the NVAO has worked out an accreditation frame. With a positive accreditation decision the programme is accredited for a period of eight academic years. With a negative accreditation decision the institution can appeal to the Flemish government or submit a request for a temporary recognition. Such a temporary recognition is valid for the period of one academic year and can be extended twice. The first accredited Flemish course was the bachelor and masters course veterinary sciences at the university of Ghent. It was accredited in 2005 for a period of 8 years. More information on: • •

http://nvao.net http://www.highereducation.be

9.5. Evaluation of the Educational System Flanders does not have a system of national examinations. This does not mean that there are no other channels to enable evaluation of the quality of education in the educational system. We refer to the so-called periodical assessment test and the participation in international comparative research. Of course also the Inspectorate of Education plays an important role in this.

9.5.1. The Annual Report of the Inspectorate of Education On the basis of the findings of their evaluations of the educational institutions (see [9.4.2.]) the Inspectorate yearly writes a report on the educational situation. This Inspectorate's annual report (the so-called education mirror (onderwijsspiegel)) describes the situation of education in the previous school year and includes a number of policy recommendations, at general policy level as well as at school level. By decree it is in the first place aimed at the members of the Flemish parliament..

9.5.2. Periodical Assessment test The government yearly conducts an assessment test into a group of final objectives eindtermen. Through representative random checks the pupils' performances are anonymously investigated and results are calculated at the level of the educational system. Different assessment tests for diverse areas of learning in primary education and subjects in secondary education have been developed. On the basis of the periodic assessment of educational achievement the government wants to get an insight into the achievement of the final objectives in Flemish education. The assessments provide necessary information on the achievements of education in terms of what the pupils really learn, what they know and what they are able to do. The reliable national data on the pupils' performance are used for the improvement and control of the quality of the educational system. The information from assessment tests can – besides other information on the implementation of the final objectives – be used to evaluate and possibly review these targets. The assessment test can also be used to adjust the educational offering and the teaching and educational methods used and to get an idea of the needs for training and in-service training for teachers.

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9.5.3. Participation in International Comparative Research Flanders very regularly participates in international comparative research. On the basis of an international comparison of different features of the Flemish educational system information is obtained which makes evaluation of the functioning of the educational system possible. Output information is important but is systematically completed with context, input and process information. The most important international comparative research projects in which Flanders has recently participated are : • • •

the International Survey of Upper Secondary Schools (IUSS) the Trends in international Mathematics and Science Study (TIMSS) the Programma for International Student Assessment (PISA).

International Survey of Upper Secondary Schools (ISUSS). ISUSS is an international comparative research project into the functioning of schools in higher secondary education (ISCED-level 3 pupils, i.e. the second grade and the first two years of the third grade). At the initiative of the OECD, 16 European countries (including Flanders) participated in 2001-2002. It surveyed: • • • •

availability and use of ICT and co-operation in information and communication technology; qualification of teachers, number of teachers with a temporary appointment and professional training of teachers; admission policy, transfer and progress of pupils (progress from 1rst to 2nd, 2nd naar 3rd grade SE); grouping criteria and policy; career guidance and keeping central records of pupils' progress; feedback on the functioning of the school from authorities, governing bodies and other stakeholders.

See: • • • • •

Internationaal ISUSS-rapport "Completing the Foundation for Lifelong Learning An OECD Survey of Upper Secondary Schools", to be ordered from OESO Leaflet "International Survey of Upper Secondary Schools' in Flanders: first results", see http://www.ond.vlaanderen.be/onderwijsstatistieken An outline of higher secondary education in Flanders: results International Survey of Upper Secondary Schools (ISUSS)/ Peter van Petegem and Alexia Deneire – Mechelen: Wolters Plantyn, 2003. - 148 p. ISBN 90 301 7958 9 http://www.ond.vlaanderen.be/nieuws/2004pers/0206_isuss.htm http://www.ond.vlaanderen.be/schooldirect/BL401/ISUSS.htm

Trends in International Mathematics and Science Study (TIMSS). TIMSS maps internationally the knowledge and attitudes concerning mathematics and the sciences in the 4th year of primary education and the 2nd year of secondary education. Besides performance data information was gathered on pupils, teachers and principals, on the curriculum and the teaching of mathematics and sciences but also on wider school features and the school policy. Flemish schools participated in the 1995, 1999 and 2003 assessments. See: • • • •

http://timss.bc.edu/ Comparing NAEP, TIMSS,and PISA in mathematics and science. http://nces.ed.gov/timss/pdf/naep_timss_pisa_comp.pdf http://www.ond.vlaanderen.be/onderwijsstatistieken/20032004/TIMSS2003/Webversie%20TIMSS2003.pdf http://www.ond.vlaanderen.be/schooldirect/BL403/TIMSS2003.htm

Programme for International Student Assessment (PISA) This is an international research project into the knowledge and skills of 15 year old pupils, regardless of the school year they are following. More than on the acquisition of school curriculum knowledge, PISA focuses on the degree in which pupils understand notions and concepts, master processes and can apply knowledge and skills in different situations. It deals with reading skills and the mathematical and scientific literacy of pupils regardless of where they learned it.

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The assessment takes place in three-yearly cycles. In all cycles the domains of reading skills and mathematical and scientific literacy are assessed. The main focus of PISA 2000 was on reading skills, in the sense that it included an extensive set of tasks in this domain. In PISA 2003, the emphasis was on mathematical literacy and an additional domain on problem solving has been introduced. For the PISA 2006 cycle, the focus will be on scientific literacy. 124 Flemish schools (4 special education schools) participated in the PISA 2000 assessment. In each school about 35 pupils were selected at random. Flemish pupils excelled at reading skills and mathematical literacy, and were second-rank in sciencific literacy. The difference between pupils with a high and low social-economic background were relative high though. Flemish pupils with a deprived background do as well as comparable groups in other countries, but pupils from families with a higher socio-economic background achieve much better results. As in other countries, girls are better than boys in reading skills. Notwithstanding the high learning achievements, 15 year old Flemish pupils don' like going to school and strikingly, seldom read for pleasure. • •

Worldwide learning at age 15. First results from PISA 2000 (Belgian report Flemish speaking community) http://www.pisa.oecd.org/dataoecd/30/16/33683931.pdf Learning for tomorrow's world. First results from PISA 2003. http://www.pisa.oecd.org/dataoecd/1/60/34002216.pdf

The comparative assessment of PISA 2003 on mathematical literacy puts Flanders on top. The differences between the strongest and weakest pupils and between autochthons and immigrants are quite large though. The assessment of PISA finds a progression of Flanders from international third-rank to first-rank. TIMSS on the other hand finds a descending trend. Researchers assume it is a consequence of the assessment criteria used. • •

TIMSS assesses in the first place traditional academic knowledge, abstract and theoretical mathematics. Test items are inspired on the lessons and tests in schools. For PISA mathematical literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual's life as a constructive, concerned and reflective citizen." Mathematics is functional; the items are organised in groups based on a passage setting out a real-life situation. Researchers assume that the better results of Flemish pupils is due to the final objectives eindtermen, which emphasize more those competences, rather than theoretical knowledge. It could also explain why more and more pupils like mathematics.

See: • • • •

http://www.pisa.oecd.org http://www.ond.vlaanderen.be/schooldirect/bijlagen0102/Pisa/pisa_samen.htm http://www.ond.vlaanderen.be/schooldirect/BL303/PISA-LearnersForLife.htm http://www.ond.vlaanderen.be/onderwijsstatistieken/2003-2004/PISA/BROCHUREPISA.pdf

Moreover, data are gathered in Flanders in view of the comparison of aspects of the educational system in international publications such as Education at a Glance (OECD) and Key data (European Commission). A specific Flemish publication is being drawn up which situates the features of the Flemish educational system in an international context (''Flemish education indicators in an international context''). The indicators in international publications are indeed usually qualified at the level of Belgium.

9.6. Research on Education Each year the Minister of Education and Training spends a part of the budget on educational research, 'Educational Scientific Research aimed at Policy and Practice' ('Onderwijskundig Beleids- en Praktijkgericht Wetenschappelijk Onderzoek') (OBPWO). The budget in 2006 was 1,6 million €. The scientific research projects are in close accordance with the strategic and operational objectives as formulated in the policy document and the policy letters of the minister. The OBPWO works with a yearly open notice to all Flemish universities. The latter can submit proposals following on priority themes. sluit nauw aan bij de strategische en operationele doelstellingen zoals geformuleerd in de Beleidsnota en de beleidsbrieven van de minister. Het OBPWO werkt met een jaarlijkse open oproep aan alle Vlaamse universiteiten. Zij kunnen voorstellen indienen aansluitend bij de prioritaire thema's determined by the Minister of Education on the proposal of the Education Department of the Ministry of the Flemish Community (Vlaamse Gemeenschap) and with the recommendation of the Flemish Education Council (Vlaamse Onderwijsraad) (VLOR). The scientific research projects mostly last two years.

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In 2004 and 2005 following research projects were approved: • • • • • • • • • •

capacity to choose further studies and progress to and within higher education customer satisfaction in pupil guidance centres (CLBs) evaluation of the CLB-decree the perception of final objectives eindtermen and developmental objectives (ontwikkelingsdoelen) in primary education literacy of adults with cognitive disabilities evaluation of the formation of school clusters in primary education "best practices" as the driving motor for school development mobility of Flemish students in higher education cost of study in primary, secondary and higher education developing an ICT-monitor.

The OBPWO is a research programme for policy oriented research. This implies that the research programming is geared to current and general policy problems. When selecting all submitted proposals are assessed on both policy relevance and scientific quality. This double assessment is conducted by two separate juries which work independently of each other. The policy relevance is assessed by a commission of leading officials. The scientific quality is assessed by an international, interdisciplinary scientific jury. During the length of the procedure every research project is followed up by a steering committee which monitors both the scientific quality and the policy relevance of the project. In every steering committee both policy makers and scientific experts are seated. The researchers tie themselves to formulating a number of policy recommendations on the basis of their findings. In consultation with the steering committee an appropriate initiative for valorisation and publication is determined for every research project (e.g. study day, seminar, publication of school brochure etc). http://www.ond.vlaanderen.be/obpwo/ Support centres Relevant for education are also two support centres for policy relevant research. The support centre 'Careers of pupils and students in education and the transition from education to the labour market' (Steunpunt 'Loopbanen van leerlingen en studenten in het onderwijs en de overgang van onderwijs naar arbeidsmarkt'). This support centre is an initiative funded by the Flemish Government with the central objective to set up data bases which allow to check which course youngsters follow from the beginning of primary education until their entrance into the labour market. Focus is in the first place on the creation of specialised surveys relating to primary education and the transition from school to work. See: http://www.steunpuntloopbanen.be The resource centre for Labour Market Research (WAV) is an interuniversity cooperative between research groups belonging to the University of Ghent, the University of Antwerp, the Open University of Brussels and the Catholic University of Louvain, where it is based. It stimulates the debate between scientists and policy-makers. The main consideration in this respect is the need for labour market statistics and the results of policy-oriented research to be readily available. See: http://www.steunpuntwav.be University research groups Finally, research groups at the different Flemish universities conduct fundamental and practice-oriented research into the functioning of (aspects of) the Flemish educational system.

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9.7. Statistics 9.7.1. Number of full inspections 2004-2005 Mainstream elementary education Special elementary education

53 23

Mainstream full-time secondary education Part-time vocational secondary education Special secondary education

68 4 16

Social advancement education CVO-centres Part-time artistic education

21 20 Total 205

Source: Onderwijsspiegel van het schooljaar 2004-2005 http://www.onderwijsinspectie.be/onderwijsspiegel/onderwijsspiegel.htm

9.7.2 Number of inspectors 2006 Senior chief-inspector Elementary education Chief-inspector Coordinating inspectors Inspectors Secondary education Chief-inspector Coordinating inspectors Inspectors CLB Social advancement education & Basic adult education Part-time artistic education

1 1 5 84 1 2 24 6 6 4 Total 134

(In addition there is an inspectorate for philosophy of life and an inspectorate of municipalities and provinces)

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10. SPECIAL EDUCATIONAL SUPPORT In Flanders, for pupils with specific educational needs, different educational systems exist: • •

within mainstream education: o a system of integrated education (GON), see [10.5.] o an inclusive education project for mentally disabled pupils type onderwijstype 2, see [10.5.2.] separate from mainstream education, a system of special education (buitengewoon onderwijs), see [10.6.].

For migrant children and pupils of ethnic-cultural minorities there are several projects: • •

the 'educational priority policy' (onderwijsvoorrangsbeleid) (OVB), only in special education (buitengewoon onderwijs), see [10.7.1.] reception education (onthaalonderwijs) for non-Dutch speaking newcomers in mainstream education (OKAN), see [10.7.2.].

The equal educational opportunities policy (GOK-beleid), is aimed at progress of pupils with a deprived background (see [4.15.1.]). This policy is also applicable in special education (buitengewoon onderwijs).

10.1. Historical Overview Although some special education (buitengewoon onderwijs) schools have been in existence for over a hundred years (for example, schools for the visually and the hearing impaired), the State became aware of its duty towards physically and mentally disabled children when education came to be regarded as a universal right (Broekaert et al., 1993). In 1901, Ovide Decroly founded an 'Institute for Abnormal Children'. By the 1930s, several specialised institutions, for the more severe 'cases', had come into existence. In 1956, courses were created for children suffering from brain damage. These were attached to teacher training colleges. In 1968, 46,000 pupils attended special education (buitengewoon onderwijs) schools. At that time special primary education (buitengewoon lager onderwijs) (BLO) reached its saturation point, and it became apparent that there was a detrimental confusion between children with learning disabilities and disabled children in need of special education. The 1970 law defined the future policy. It specified the admission procedures for the pupils and the organisation of the various educational levels, established staff categories and various councils and commissions and decided on the principle of the different state interventions. In 1978 the present classification of types was established. In 1980 Integrated Education (GON) was introduced as an experiment for pupil integration. In 1986, it was incorporated in a legislative framework. In 1991, the reception class (onthaalklas) for non-Dutch speaking newcomers in mainstream elementary and secondary education, started. In March 2003, it was also introduced in part time secondary vocational education. In 1991, the project of 'educational priority' for immigrants (onderwijsvoorrangsbeleid) (OVB) started. In 1998, it was integrated in special elementary and secondary education. In 2002, the policy for equal educational opportunities was given legal form by decree.

10.2. Ongoing Debates and Future Developments The special education (buitengewoon onderwijs) reform has been on the policy agenda for a considerable time. In 1998, the Flemish Education Council (VLOR) proposed an advice concerning inclusive education. In 2002, the minister of education presented a working paper. The current minister of education has also proposed an advice, viz. 'Learning care in education. A framework for care measured to every child'. On the basis of this, a special working party of the VLOR wants to reach conclusions in 2006, in order for a policy document to be drawn up. The aim is for the new regulation to be established in a decree by September 1, 2008. The lines of force of the new leerzorgkader are aimed at the broadening of the target groups in special education and the placement of

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more pupils in mainstream education instead of special education. To that end, the working paper proposes a new structure with two axes: clusters and levels. â€˘

Four clusters replace the eight types onderwijstype of special education. o no restrictions: these are all pupils who do not fall under another cluster. Nevertheless, under this category, there are pupils who need extra attention, for example because of parents who are non-native speakers; o learning disabilities, for example dyslexia; o functional disabilities, for example impaired hearing; o social disabilities, for example autism. The four clusters group a number of specific problems. They are broader than the current types onderwijstype in order for pupils to be orientated in a more flexible manner. Through this clustering, both mainstream and special education need to learn to cope with a greater diversity. This way of working can partly remedy the problems that occur in special education with regard to pupil transport and the inadequate spread of the offer in special education.

â€˘

Four special needs levels replace the divide mainstream and special education. o The first two levels are intended for mainstream schools. Level one is aimed at prevention, differentiation and remedying, level two at facilitating, compensating and dispensing. The schools aim for the final objectives eindtermen and the pupils obtain their diploma. o On the third level, pupils can follow both mainstream and special education. With this, mainstream schools receive the same support as special schools. o On special need level four pupils follow special education. On level 3 as well as level 4 schools individualize and work with individual education plans; aim for developmental objectives (ontwikkelingsdoelen), and the pupils obtain alternative certificates. o Next to the four special needs levels there is a separate special needs level for children who can not attend school, either temporary or permanently. This level includes hospital schools, clinics providing special education and medical care, permanent and temporary home-based education and education in K-services. These special needs levels refer to the characteristics of education: they indicate which adjustments are necessary. These adjustments refer to the special needs provision, the teaching strategy and the educational objectives. The higher the level, the higher the special needs of the pupil. In close consultation with the parents, the Pupil guidance Centre selects the special needs level which is most appropriated for a pupil. Pupils can also change special needs level. A pupil can only go to a higher level if the school shows adequate efforts at the current special needs level.

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Schema bij discussietnota ‘Leerzorg in onderwijs, een kader voor zorg op maat van elke leerling’ (19/12/2005) ,

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The working paper can be found incl. on http://www.ond.vlaanderen.be/schooldirect/BL503/discussienota.doc

10.3. Definition and Diagnosis of the Target Group(s) Disabled children in special education The Royal Decision of 28 June 1978 (confirmed by the Decree of 25 February 1997 on Elementary Education (basisonderwijs)) specified the different types onderwijstype of special education (buitengewoon onderwijs) in relation to the nature and degree of the main disability affecting a particular group: • • • • • • • •

Type 1: children with a minor mental (= psychological) disability; Type 2: children with a moderate or severe mental disability; Type 3: children with serious emotional and/or behavioural problems; Type 4: children with a physical disability; Type 5: children suffering from a protracted illness; Type 6: children with a visual disability; Type 7: children with an auditory disability; Type 8: children with serious learning disabilities.

Education of type 1 and type 8 is not organised in special pre-primary education (buitengewoon kleuteronderwijs). Education of type 8 is neither organised at the level of secondary education. At secondary level, four educational forms - (opleidingsvormen) OV 1, OV 2, OV 3, OV 4 - are organised that can combine pupils of different types onderwijstype according to the nature and severity of their disability. Educational forms OV 1 OV 2 OV 3 OV 4

Nature and severity of disability

Certificate needed

pupils for whom social adaptation and self-reliant living are not possible Children who have certain social skills, may receive training to prepare them for a working life in a protected environment pupils who are able to attend vocational training to prepare for a job in a normal working environment pupils whose intellectual capacities are sufficient to enable them to attend mainstream educational programmes provided the teaching methods and facilities are adapted to their particular disability

Type , 2, 3, 4, , 6 of 7

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Type , 2, 3, 4, , 6 of 7 type 1, , 3, 4, , 6 of 7 type , , 3, 4, 5, 6 of 7

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Children of immigrants in special education (buitengewoon onderwijs) aided by the project of 'educational priority' (onderwijsvoorrang) (OVB) (see [10.7.1.]). The project of 'educational priority' (onderwijsvoorrang) (OVB) for immigrants aims at children of immigrants in special elementary and secondary education, who due to their ethnic origin and their social, cultural and economic situation, have learning- and development disabilities and risk ending up in a disadvantaged position. Non-Dutch speaking newcomers in mainstream elementary and secondary education who attend reception class (onthaalklas) (OKAN) (see [10.7.2.]). The reception class is aimed at children of immigrants, in mainstream education.

10.4. Financial Support for Pupils' Families The system of family allowances does not differ, from that in mainstream education (see [4.5.]). Pupils in secondary and tertiary education receive financial support through the regular system of study allowances (see [5.9.] and [6.8.]). For children in special education (buitengewoon onderwijs) the government finances transport to and from school. Parents receive different kinds of financial support: •

•

increased child allowance, in function of the degree of the disability, through the Child Allowance Fund (Kinderbijslagfonds). The percentage of the degree of disability is determined by means of the OBSI, the official Belgian scale which determines the degree of disablement, based on three pillars: the degree of disability of the child, the activity and participation possibilities of the child, the burden for the family; tax reduction, depending on the income, by FOD finances.

In adult education a disabled student is exempt from registration fee.

10.5. Special Provision within Mainstream Education We will treat here: • •

Integrated Education (GON), see [10.5.1.] Inclusive education (ION), see [10.5.2.]

The equal educational opportunities policy (GOK) will be treated in [4.15.1.]

10.5.1. Integrated Education (GON) Integrated education can be organised in nursery, primary, secondary and higher education (with exception of university education). GON-pupils do follow lessons in mainstream education and receive guidance from a member of special education (buitengewoon onderwijs). The system started in 1983 for pupils with a type onderwijstype 4, 6 and 7certificate and in 1994 types onderwijstype 1, 2 (nursery), 3 and 8, were added. Type 2 pupils can, to a certain degree, enter inclusive education (ION), see [10.5.2.] Some main figures: • • • •

The system evolved from approximately 700 pupils at the beginning to 4500 in 2004-2005, nearly 6000 in 2006, compared to 46.000 pupils in special education. In mainstream elementary education (in 2004-2005) 3.041 GON-pupils in 1.413 schools, an average of 2,2. In mainstream secondary education (in 2004-2005) 1.334 GON-pupils in 559 schools, an average of 2,4. In higher education there are 75 GON-students

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10.5.1.1 Legislative framework Integrated Education (GON) is regulated by following educational legislation: • • • • •

Law of 6 July 1970 concerning special and integrated education (inclusive execution decisions); Decree of 13 July 1994 concerning the colleges of higher education in the Flemish Community which determines among other things the admission requirements for integrated higher education and the possible exemptions; Decree on elementary education of 25 February 1997 which among other things determines the additional admission requirements for integrated education; Decree of 15 July 1997 concerning education VIII which among other things determines the admission requirements for integrated secondary education and the possible exemptions; Circular letter GD/2003/05 (11/09/2003)

10.5.1.2. General Objectives The Integrated Education (GON) institutes are a new step towards the integration of special education (buitengewoon onderwijs) into mainstream education. Disabled children and/or children with learning difficulties may attend classes in mainstream schools on a permanent or intermittent and a partial or complete basis. Additional teaching periods and/or additional resources are provided to establish this integration. Integrated Education aims at combining the educational opportunities of mainstream and special education. 10.5.1.3. Specific Support Measures A GON-pupil will only be financed or subsidized when different conditions are fulfilled. • • •

The GON-pupil has to be in the possession of an enrolment report (=certificate and protocol) which allows him/her admission to special education (buitengewoon onderwijs). The GON-pupils who are orientated to types onderwijstype 1, 3 and 8 need to have a minimum attendance of nine months of fulltime special education in the previous year. GON is organised on the basis of an integration plan which entails essential information and is drawn up for a longer period of time. This plan includes among other things o a description of the issues and the requests for help of the pupil, the parents and the school team; o the content of the collegiate support (team-oriented working), pupil-oriented working and parent-oriented working; o the planning (intensity, progress throughout the school year, disciplines involved, place …); o material adjustments and material support (special educational teaching aids); o the involvement of the Pupil guidance Centre (CLBs).

In complete integration the pupil follows all classes and activities in mainstream education. In partial integration the pupil follows a minimum of two half days per week in mainstream education. The GON-support is provided by a school for special education. This institution receives financial resources and a GON-package. • •

The financial resources take the form of an integration allowance, which pays among other things the transport of the staff members from the institution for special education to the institution for mainstream education. The GON-package is used for the appointment of GON-assistants (GON-begeleiders). These assistants offer the teachers (collegiate consultation) and schools, pupils and/or parents educational and/or paramedical, medical, social, psychological and/or remedial education support This GON-package is spent on the guidance of teachers in mainstream education where these pupils follow classes (collegiate consultation) and the guidance of the pupils and/or parents. The package depends on the type of certificate and the severity of the disability: moderate to severe. Type 3 4 6/7 8

Mild Severe (primary, secondary, higher education) 2 h, each year 2 h, 2 years 2 h, each year 2 h, 2 years 4 h, each year (only primary school) 1 or 2 h, each year

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As far as education in university colleges (hogeschoolonderwijs) is concerned similar requirements and regulations are in force, although there are no schools for special education on this level. Thus, the student participates in mainstream education with the necessary adaptations and guidance (from special secondary education) which are characteristic for Integrated Education.

10.5.2. Inclusive education (ION) Inclusive education is a project aimed at guided integration in mainstream education of mildly or severely mentally disabled children (type 2). The project started in 1999-2000 with 5 pupils. In 2003 it was laid down by Decision of the Flemish government of 12 December 2003. At this moment all available 50 places are occupied. 10.5.2.1. Legislative framework Decision of the Flemish government of 12 December 2003 concerning the integration of pupils wit a moderate or severe mental disability in special primary and secondary education. 10.5.2.2. General objectives The project wants to support the integration of pupils with a moderate or severe mental disability in mainstream primary and secondary education (not in nursery education). The pupils have to be in the possession of a certificate of special education (buitengewoon onderwijs) which shows that type 2 is the appropriate type for them. 10.5.2.3. Specific support measures The support consists of: • •

5,5 supplementary periods of teaching staff per student; a fixed integration allowance of 250 euros per pupil on an annual basis.

The supplementary teaching periods and the fixed integration allowance are allocated to the special primary education school or the special secondary education (buitengewoon secundair onderwijs) school which organises type 2 education and supports a pupil with a moderate or severe disability in mainstream education. The supplementary teaching periods are used to provide pedagogical and didactical support from the special education (buitengewoon onderwijs) school to the class teacher, the team and the pupil aiming at a maximum integration of the pupil within the mainstream class situation and his/her participation in class and other activities. The number of pupils who are eligible for this is limited to 50. As far as higher education is concerned, university colleges can apply for support through which personal followup support from students, higher education trainees, is possible. Generally allocated to university colleges that offer advanced courses in day education. • •

http://www.ond.vlaanderen.be/gok/inclusief/ www.inclusiefonderwijs.be

10.6. Separate Special Provision In Flanders roughly 46.000 pupils go to special education (buitengewoon onderwijs) schools, compared to 1,1 million pupils who attend mainstream elementary or secondary education. The number of pupils in special education is 40% higher than 15 years ago. Percentage wise special education, in relation to the whole educational population, of elementary and secondary education increased in the same period of time from 2,9% in 1990-1991 to 4% in 2004-2005. See also: • • • •

The structure of special education and its different target groups, see [10.3.] The educational priority policy (OVB) for immigrant children in special education, see [10.7.1.] The equal educational opportunities policy (also in special education), see [4.15.1.] Integrated education in mainstream education, see [10.5.1.]

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•

The project of inclusive education in mainstream education for mentally disabled pupils type 2, see [10.5.2.]

For the policy regarding equal educational opportunities which also applies to special education we refer to the previous paragraph [10.5.].

10.6.1. Specific Legislative Framework The following educational legislation regulates special education (buitengewoon onderwijs) in Flanders: • • • • • • • • • • • • • • • • • • • • • • •

Schools Pact Law of 29 May 1959. Law of 6 July 1970 concerning special and Integrated Education (applies only to special secondary education). Royal Decree of 28 June 1978 defining the types and organisation of special education including admission requirements (applies only to special secondary education). Royal Decree nr. 439 of 11 August 1986 concerning rationalisation and programming of special education. Decree on elementary education (basisonderwijs) of 25 February 1997 as modified. Decision of the Flemish government of 24 June 1997 concerning the authority, the composition and the functioning of the advisory commissions for special education. Decree of 14 July 1998 determining varied measures concerning secondary education and modifying the Decree of 25 December 1997 on elementary education as amended. Decision of the Flemish Government of 1 December 1998 for the definition of the developmental objectives (ontwikkelingsdoelen) for special elementary education type 2 Decree of 2 March 1999 for ratification of the Decision of the Flemish government of 1 December 1998 for the definition of the developmental objectives for special elementary education type 2. Decision of the Flemish government of 27 April 2001 for the determination of the developmental objectives for special elementary education type 8 Decree of 18 January 2002 for ratification of the Decision of the Flemish government of 27 April 2001 concerning the definition of the developmental objectives for special education type 8. Decision of the Flemish government of 23 November 2001 concerning the definition of the developmental objectives for special elementary education type 1 Decree of 22 March 2002 for ratification of the Decision of the Flemish government of 23 November 2001 concerning the definition of the developmental objectives for special elementary education type 1. Decision of the Flemish government of 1 March 2002 concerning experimental secondary education according to a modular system. Decision of the Flemish government of 19 April 2002 concerning the definition of the developmental objectives for general and social training in special secondary education of type 3 (B.S. 26/07/02) Decree of 19 July 2002 for ratification of the developmental objectives for general and social training in special secondary education of type 3. Decision of the Flemish government of 6 December 2002 concerning the organisation of special secondary education of type 3. Decision of the Flemish government of 31 January 2003 concerning the definition of the developmental objectives for special elementary education type 7 Decree of 23 May 2003 for ratification of the Decision of the Flemish government of 31 January 2003 concerning the definition of the developmental objectives for special elementary education type 7. Decision of the Flemish government of 24 January 2003 for the definition and division of the functions in special education. Decision of the Flemish government of 14 March 2003 concerning the concordance of the specializations in type 3 of special secondary education. Decision of the Flemish government of 14 March 2003 concerning the determination of the performance of a function in special secondary education. Decision of the Flemish government of 21 November 2003 concerning the percentage of application of the extra package of teaching periods of educational priority in special secondary education for the school year 2003-2004.

Permanent home education (Permanent onderwijs aan huis, POAH) • • •

Decision of the Flemish government of 17 June 1997. Decision of the Flemish government of 27 July 1999. Decision of the Flemish government of 13 January 2005.

For the legal framework concerning educational priority policy in special education, see [10.7.1.1.].

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For the legal framework of the policy for equal educational opportunities we refer to [10.5.1.].

10.6.2. General Objectives The Law on Special Education of 6 July 1970 as well as the Decree on Elementary Education (basisonderwijs) of 25 February 1997 defines special education (buitengewoon onderwijs): ''it is a type of education that on the basis of an pedagogical project delivers teaching, education, care, and therapy suited to the capacity of the pupils of whom the development of the total personality is not or insufficiently assured by the mainstream education, temporary or permanently'' (Decree of 25 February 1997). This definition is based on a true concept of special needs. The Decree refers primarily to the difficulties and incapacity of the mainstream school to provide for the optimum personal and social development of all pupils rather than just to the child's disability.

10.6.3. Geographical Accessibility The figures and the maps showing the availability of special education (buitengewoon onderwijs) show there is no equal spread. This conclusion is true both for the type of education and the level of education. Clear examples are type 3, 6 and 7 in elementary education. At secondary school level these types onderwijstype also show inequalities, especially type 4 and type 1. The result is that, often, pupils have long bus rides to get to school and back home. Sometimes even to the extend that parents have to 'opt' for boarding schools. The unequal spread also leads to the pupil being oriented to the offer that is locally available. In a number of cases this is not the educational offer that best suits the educational needs of the pupil. Generally, special education (buitengewoon onderwijs) is organised in schools that are independent from mainstream schools; yet, they are often linked to other social and pedagogical institutions for the disabled.

10.6.4. Admission Requirements and Choice of School Age requirements For admission to a special nursery school the child has to be at least 2.5 years and 6 months old. The five entrance dates for mainstream nursery school education (see [3.6.] ) do not apply for special nursery school education (Circular Letter BaO/97/14). Children can be enrolled in special nursery school education until the age of 6 or exceptionally until the age of 7 or 8 if they are deriving any benefit from their attendance. Entry to primary school is normally at the age of 6. As from 1 September 2001 pupils who turn 5 years old before 1 January of the school year can be enrolled in special primary education. This only happens in a few cases. For entering special secondary education, one has to be 13 years of age. The maximum age is 21. Admission procedure The Law of 6 July 1970 and the Royal Decree of 28 June 1978 – taken from the Decree of 25 February 1997 – regulate in detail the admission requirements for special education (buitengewoon onderwijs). Whereas the admission procedure is more or less the same as for mainstream education as regards the age requirements, an enrolment in an institution for special education also requires, in all cases, a registration report. This registration report consists of 2 parts: • •

a certificate informing on the type of education and/or form of training and the educational level which the child follows; a justification protocol reporting on a multidisciplinary investigation and justifying the certificate issued. For types onderwijstype 5,6 and 7 the medical investigation is carried out by a medical specialist recognised by the Ministery of Health.

This report is made up by a Pupil guidance Centre (CLBs) or by an institution which offers the same guarantees regarding choice of study or occupation. Every year, the Flemish Minister for Education compiles a list of the institutions which may issue these certificates (Circular Letter CLB/2005/02). The certificate is given to the parents, which allows them to enrol their child in a school of their choice, which organises the specific type and/or educational form of special education (in case of secondary education) which

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their child needs. The school returns the certificate to the parents when the child leaves the school. (Broekaert, e.a., 1993). In certain cases additional advice is required before a pupil can be allowed to a special school. To this end an Advisory Commission for Special Education (Commissie van Advies voor het Buitengewoon Onderwijs) (CABO) is established in each province by the Decision of the Flemish government of 24 June 1997. These commissions are responsible for: • •

taking a motivated decision on a temporary or permanent exemption from compulsory education for a youngster or on the discontinuance of this exemption; advising on: o the granting of the advantages of the law on special and integrated education outside the age boundaries; o the transfer of a pupil enrolled in an mainstream school to a special school; o the transfer of a pupil enrolled in special education to mainstream education; o the transfer of a pupil to another special school where a more suitable level, type or educational form of special education is organised; o the right to permanent home education.

Apart from the parents and the adult disabled person or his/her legal representative, a member of the inspectorate, a school head or a physician of the Pupil guidance Centre may also ask for advice. If the parents or the disabled adult refuse to cooperate or profoundly disagree with the decision of the CABO, an appeal procedure is possible. After the publication of the results of a Flemish research project regarding the transfer of mainstream to special education (OBPWO 98.09), the Minister decided to set up an ad-hoc workgroup to find alternatives for the problems in the procedure for orienting pupils towards special education (buitengewoon onderwijs). This ad-hoc workgroup has meanwhile created a framework in which the guidance path and transfer of pupils with special educational needs to special education was newly interpreted. Teachers, the school team, the Pupil guidance Centres (CLBs), parents and pupils are regarded as full partners. The project is spread over two school years. The experimental phase ends at the end of school year 2005-2006. An evaluation of the project will determine its further development. Equal educational opportunities Following the new regulations concerning equal educational opportunities (see [10.5.] ) it is no longer allowed for schools to refuse the enrolment of pupils with a legitimate certificate for the type and form of education which is offered, as the school aims at a specific target group within that type and that form of education. The pupils' applications have to be chronologically noted down. The parents have to consent to the pedagogical project and the school regulations. These enrolments continue until the school/seat/ type (elementary education)/the form of education (secondary education)/the administrative group/the group of pupils (secondary education)/ the pedagogical unit is possibly filled up and then enrolment can be refused because of material circumstances. The school has to prove by means of the register, in which all enrolments are chronologically noted down, that after refusal no new pupils were registered. Indien ouders menen onterecht geweigerd te zijn, kunnen zij klacht indienen bij de commissie voor leerlingenrechten. In case parents are of the opinion that the refusal of enrolment is unjust, they can file a complaint with the commission for pupils' rights. (Circular Letters BaO/2005/13 and SO/2005/07). Permanent home education (POAH) A child who does not attend school has two possibilities: • •

exemption from compulsory education (in elementary and secondary education) and therefore no education; or permanent home education (in elementary education). Within the framework of what is called 'Permanent Home Education' (Permanent Onderwijs Aan Huis) (POAH), a child that because of its handicap cannot attend elementary school, follows 4 teaching periods of home education provided by the nearest elementary school (see also [4.17.]).

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10.6.5. Age Levels and Grouping of Pupils Special education (buitengewoon onderwijs) is organised for the levels nursery school, primary and secondary education. At primary school level eight types onderwijstype of special education have been defined in order to meet the general and individual needs of the children and youngsters as closely as possible (see [10.3.] ). Type 1 and type 8 though do not exist in special nursery school education. At the level of secondary education four additional forms of education are organised which can assemble pupils of several types onderwijstype – such as defined at the level of elementary education – according to the nature and degree of their disability (see [10.3.] ). There is no special secondary education (buitengewoon secundair onderwijs) (BuSO) for youngsters from type 8. On the basis of the justification protocol the class council assigns the pupil to the most suitable class group. Thus, the school board decides on the grouping of pupils in pedagogical units within the types onderwijstype and forms of education. The pupil normally leaves elementary education at the age of 13,or possibly at the age of 14 or 15. Secondary education can be followed until the age of 21(Law of 28 June 1983). Departures from the age boundary of 21 can be allowed upon advice of the Advisory Commission for Special Education (CABO).

10.6.6. Organisation of the School Year The organisation of the school year, week, and day is similar to that of the corresponding mainstream education levels, as described in chapters 3, 4 and 5, although the daily activities are much more oriented to the individual needs of the pupils. For secondary education, the organisation differs according to the educational form. • • •

•

Educational form 1 consists of only one part of minimum four years of study. Educational form 2 consists of two parts each comprising a minimum of two years of study. Educational form 3 consists of three phases and an optional integration phase: o the observation phase: comprises the first year and is limited to one full year; o the education phase: comprises two school years; o the qualification phase: comprises at least two school years; o the optional integration phase. This phase comprises one full school year in the form of an alternating vocational training (Decision of the Flemish government of 6 December 2002). Educational form 4 time-tables are exactly the same as those of the corresponding mainstream schools, as this type of education obligatory has a structure identical to the structure of secondary education (Broekaert, e.a., 1993).

10.6.7. Curriculum, Subjects Special education (buitengewoon onderwijs) does not allow for pupils to go through a common programme of learning but provides an individualised curriculum adjusted to the needs and capacities of every pupil. Therefore the school team selects the developmental objectives it wants to strife for with a particular pupil or group of pupils. This selection is one phase in the individual education plan policy. School teams can select developmental objectives (ontwikkelingsdoelen) from: • • •

the developmental objectives which are determined for a particular type of education or a particular form of education; the final objectives eindtermen or developmental objectives of mainstream elementary education or mainstream secondary education; the developmental objectives which are determined for other types onderwijstype of education.

The selection of the aims is determined in the individual education plan. The individual education plan also covers the planning of multidisciplinary teamwork and how the social, psychological, remedial education, medical and paramedical aid is integrated in the educational offer. The individual education plan is drawn up by the class committee, in accordance wit the Pupil guidance Centre and if possible, the parents.

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Special elementary education At present, developmental objectives (ontwikkelingsdoelen) (OD) are defined for special elementary education of • • • •

type 1 (Decision of the Flemish government of 23 November 2001, ratified by the Decree of 22 March 2002), type 2 (Decision of the Flemish government of 1 December 1998, ratified by the Decree of 2 March 1999), type 7 (Decision of the Flemish government of 31 January 2003, ratified by the Decree of 23 May 2003), type 8 (Decision of the Flemish government of 27 April 2001, ratified by the Decree of 18 January 2002).

The developmental objectives for special elementary education are organized in areas of learning. These areas of learning are largely the same as those of mainstream elementary education. To be able to anticipate the specificity of the target group, certain learning areas are drawn up in a more elaborate or different manner. For some types of education the final objectives eindtermen of mainstream education are adopted as developmental objectives. Special secondary education For special secondary education (buitengewoon secundair onderwijs), developmental objectives are defined for: • •

educational form (OV) 3 - general and social training (Decision of the Flemish government of 19 April 2002, ratified by the Decree of 19 July 2002). educational form (OV) 4; here, the final objectives (eindtermen), the developmental objectives and the specific final objectives of the corresponding level of mainstream secondary education apply. The timetables of educational form (OV) 4 are therefore exactly the same as those of the corresponding mainstream schools.

For the vocationally-oriented part of educational form (OV) 3 of special secondary education the training profiles are directive for the filling-in of the curriculum. These training profiles determine the competences which pupils have to acquire in order to obtain a course certificate or a certificate of acquired competence of an accomplished unit that leads to availability on the job market (Decision of the Flemish government of 6 December 2002 concerning the organisation of special secondary educational form (OV) 3). Within educational form (OV) 3 (education and qualification phase) and educational form (OV) 4 (second and third grade) of special secondary education experiments with modular education have been conducted as from 1 September 2001 (Decision of 1 March 2002).

10.6.8. Teaching Methods and Materials Teaching is highly individualised in special education (buitengewoon onderwijs). For every child, an individual educational plan (handelingsplan) is to be worked out (see [10.6.7.]). The decision on concrete teaching methods and teaching aids, however, comes under the freedom of the competent authorities. Consequently, there are no official guidelines in this respect.

10.6.9. Progression of Pupils The evaluation and guidance of pupils are strongly linked. In special education (buitengewoon onderwijs), assessment is mainly formative. The class committee, (klassenraad) assisted by the Pupil guidance Centre (CLBs), decides on the composition of the classes, whether a particular pupil should stay in a specific group of pupils, and on the transfer of pupils to other classes or to a particular type and/or form of education.

10.6.10. Educational/ Vocational Guidance, Education/Employment Links Apart from the school board and the teaching staff, the staff in special education (buitengewoon onderwijs) consists of paramedical, medical, social, psychological and remedial education staff members. These categories of personnel are among other things responsible for the guidance of the pupils in special education (buitengewoon onderwijs). Moreover the Pupil guidance Centres (CLBs) are also involved in the guidance of pupils in special education (Decree of 1 December 1998). The Pupil guidance Centre assists special education among other things with

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development difficulties and the decreasing of risky behaviour, the adequate and qualitative referral of pupils from mainstream education to special education and vice versa, and the safety at school (especially the safety and hygiene and the impact on health of the practical subjects) (Decree of 1 December 1998). In educational form 3 of special secondary education (buitengewoon secundair onderwijs) the pupil is guided during the integration phase by a team of counsellors. The team consists of staff members of the educational institution on the one hand, and external persons from the professional world, social organisations or other experts -who can guide the pupil in a meaningful way- on the other hand. (Decision of 6 December 2002). One of the measures taken to improve the training-employment relationship is the social training and the work experience placement. •

•

Educational form 1: for pupils who are 18 or turn 18 in the course of the school year, a social training of a maximum of 21or 28 calendar days can be organised during the school year in which they are likely to follow special education for the last time. The aims are comparable with those of a work experience placement. The social training can only take place in recognized institutions (or institutions which are in the accreditation phase) for the taking in of disabled adults who carry out non-productive work (e.g. a day centre, an occupational home,…) (Circular letter SO/2002/11). Educational form 2 o Phase 1: work experience placement is forbidden. o Phase 2: work experience placement is possible. All pupils are to be admitted (see education type 3 – qualification phase 3). Educational form 3 and o Observation phase 1 and educational phase 2: work experience placement is forbidden. o Qualification phase 3: work experience placement is obligatory. All pupils, without distinction, have to be admitted to the work experience placement. Even persons without a residence permit of more than three months can be employed in Belgium under the form of a work experience placement for pupils as from the school year 2003-2004 (Royal Decree of 6 January 2003). For educational form 4 there are no special regulations. The work experience placement is identical with the one in mainstream secondary education. The pupils enter the job market just like everyone else. Larger firms, however, are required by law to employ some disabled people (depending on the number of employees). For example, many people with visual disabilities find a job as telephone operators.

A one-year alternating vocational training was also organized in Educational Form 3. See circular letter SO/2004/07 (BuSO). The DBO (service for vocational training) coordinates different projects. See also [7.15.] and http://www.ond.vlaanderen.be/dbo/projecten/projecten.htm.

10.6.11. Certification As regards certification in special education, pupils can in certain cases also obtain a certificate. This certificate has the same value as a certificate obtained in mainstream elementary education. Study certificates and certificates special secondary education (buitengewoon secundair onderwijs) for the different educational forms (opleidingsvorm, see [10.3.]): • • •

•

Educational form OV1: certificate special education for social adaptation Educational form OV 2: certificate special education for social adaptation and vocational preparation. Educational form OV 3 (old structure): o For pupils who passed: qualification certificate (Kwalificatiegetuigschrift) o For pupils who are not eligible for this: certificate special vocational education (Attest buitengewoon secundair beroepsonderwijs) Educational form OV 3 (new structure): o For pupils who succesfully finished a course or a course unit: Certificate Certificate of acquired competences for an accomplished unit (Getuigschrift van verworven competenties voor een afgerond geheel) o If the pupil is not eligible for a certificate: Certificate of acquired competences (Attest van verworven bekwaamheden) Certificate of vocational education (Attest van beroepsonderwijs) o If pupils followed the integration phase: succesfully: certificate alternating vocational education (Getuigschrift alternerende beroepsopleiding) unsuccessfully or drop-out: certificate alternating vocational education (Attest alternerende beroepsopleiding) Educational form 4: certificates and diplomas as in mainstream secondary education.

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10.6.12. Private Education In Belgium, private education is not legally regulated.

10.7 Measures for Children/Pupils of Immigrants We take a closer look at: • •

the educational priority policy (onderwijsvoorrang) (OVB) in special education, see [10.7.1.] reception education (onthaalonderwijs) for non-Dutch speaking newcomers in mainstream education (OKAN), see [10.7.2.].

The equal educational opportunities policy (GOK), aimed at progress of pupils with deprived background is treated in [4.15.1.].

10.7.1 The educational priority policy (onderwijsvoorrang) (OVB) in special education The educational priority policy (onderwijsvoorrangsbeleid) (OVB) aims at migrant children in special elementary and secondary education. The educational priority policy (onderwijsvoorrangsbeleid) in mainstream education is integrated in the GOK-policy, see [4.15.1.]. 10.7.1.1 Legislative framework • • • • • •

Decree of elementary education of 25 February 1997, art. 168-172 Decree of 28 June 2002 concerning equal educational opportunities-I, art. X1 § 1 Decree relating to education XV Decision of the Flemish government of 14 July 1998 concerning the temporary project of educational priority in elementary education Circular letter BaO/2005/06 Circular letter SO/2005/03

10.7.1.2 Target group The educational priority policy (onderwijsvoorrangsbeleid) (OVB) aims at migrant children in special education (buitengewoon onderwijs), who because of their ethnic origin and because of their social, cultural and economic circumstances have learning and development difficulties or risk to become educationally disadvantaged. In addition, two conditions are both to be fulfilled: • •

the maternal grandmother wasn't born in Belgium and doesn't have the Belgian or Dutch nationality; the mother has at most attended school till the end of the school year in which she turned 18.

10.7.1.3 Specific support measures The schools can get extra teaching periods for this purpose. Yet, they have to be in the possession of: •

•

an allocation plan that is kept in the school for inspection; it has to meet the following obligations: o a contract with an recognized welfare or socio-cultural association or an recognized local or regional migrant integration centre to enhance the involvement of the parents; o cooperation with a Pupil guidance Centre (CLB); o participation of teaching staff in in-service training initiatives regarding educational priority policy; o guidance from the pedagogical school advisory service; a positive inspection report on the working of the previous school year.

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10.7.1.4 Action territories These extra teaching periods can be used for the following action territories: • • • •

intercultural education (ICO): this aims at the development of skills and attitudes to be able to communicate in a positive and efficient way with people from a different ethnic and/or cultural background; Dutch language proficiency; specific prevention and remedying of learning and development problems in function of the target group; parent participation.

10.7.1.5 Term For this purpose extra teaching periods were allocated to special education (buitengewoon onderwijs) starting from the school year 1999-2000 up to and including the school year 2004-2005. The 2004-2005 teaching periods were, for the schools concerned, lengthened with another 3 school years, up to and including 2007-2008.

10.7.2 Reception education (onthaalonderwijs) for non-Dutch speaking newcomers in mainstream education (OKAN) The reception class for non-Dutch speaking newcomers (OKAN) started in 1991. Reception education specifically aims at pupil integration of non-Dutch speaking newcomers in mainstream elementary and secondary education. The reception class will be further developed and the crash course will also be possible for children who have the Belgian nationality. 10.7.2.1 Legislative framework • • • • • •

Decree on elementary education of 25 February 1997. Decision of the Flemish government of June 1997 concerning the composition of staff in mainstream elementary education. Decision of the Flemish government of 22 September 1998 concerning the subsidy of non-Dutch speaking newcomers. Circular letter BaO/2001/09 (02/07/2001). Circular letter SO 75 (23 juli 2001). From March 2003 onwards up to and including 2005 the regulation of the reception class was incorporated in part-time vocational secondary education (DBSO) through the Decision of the Flemish government of 4 July 2003 concerning experimental reception education for non-Dutch newcomers in DBSO. From the school year 2005-2006 onwards it is incorporated in the Experimental Field Decree.

10.7.2.2. Target group Non-Dutch speaking newcomers are pupils who at the date of enrolment comply simultaneously with all of the following conditions (for which the Deparment of Education may allow some departures): • • • • •

not have Dutch as a mother tongue; insufficient command of the language used in education to be able to follow classes efficiently; not have the Belgian or Dutch nationality; not yet having attended a school with Dutch as the language of instruction for the length of a full school year; aged 5 or over for elementary education, aged 12 (up to 18) for secondary education.

10.7.2.3. Specific support measures To meet the needs of non-native newcomers schools can obtain exta teaching periods and an extra operating subsidy per non-native newcomer: • •

In elementary education: 2 supplementary teaching periods per school; 1,5 supplementary teaching period per newcomer. In nursery education from the age of 5 onwards. In secondary education: 2,5 teaching periods per non-native newcomer; in part-time vocational secondary education 3,4 periods.

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This means for elementary education, depending on the type of school, that a minimum of 4 to 6 non-native newcomers are to be enrolled as regular students. In secondary education a minimum of 25 per school cluster. In part-time vocational secondary education (DBSO) reception classes can be organised in one DBSO centre per education sector. Per centre a maximum of 60 non-native newcomers are eligible. Moreover, the schools are to cooperate with the Pupil guidance Centre (CLB) and are to allow the teachers to participate in specific in-service trainings. In elementary education, for every non-native newcomer an individual working plan is to be worked out. In secondary education, the school is to work out a specific 'framework plan' that is in accordance with the aims of the reception year. Within this framework plan it has to work out an educational route for every non-native newcomer. This educational route has to clearly show the follow-up of the pupil. Also, the manner of evaluation is to be included in this document. 10.7.2.4. Action territory During the reception year the non-native newcomers are taught Dutch intensively, in order for them to understand the classroom teaching in a mainstream class situation. The Pupil guidance Centre (CLB) is an important partner in this process. Moreover, schools who take in non-native newcomers can get support from the Centre for the Study of Dutch as a Second Language and the Centre for Intercultural education. For secondary education the Centre for the Study of Dutch as a Second Language (NT2) from the Catholic University of Leuven has developed a 'reference frame' with an overview of developmental objectives for nonnative newcomers, starting from target language skills which can be implemented in a cross-curricular manner and which are translated to the contexts 'school', 'informal areas' and 'society'. For the two last school years, a 'reception class report' has been made by the department of 'Policy Implementation Secondary schools' with figures about pupils, schools and teachers. 10.7.2.5. Statistics OKAN •

• •

• • •

During the school year 2004-2005, 1695 reception class pupils attended Flemish secondary schools. This is a considerable decrease compared to the school year before that in which 1879 pupils followed reception education. Regular reception pupils form 0,4 percent of the total number of pupils in full-time mainstream education and part-time vocational secondary education. In 2003-2004 reception pupils came from 107 countries in total, in 2004-2005 from 136 countries. Moroccan and Turkish children are strongly presented. From the 1856 pupils who were in a reception class during the 2003-2004 school year 47,5 percent attended the same school the following year. Pupils who transfer within the reception school are more likely to obtain A-certificates than other pupils. They end up less in the cascade effect and with less loss of time. This shows that for a lot of pupils one year of reception class is insufficient. 38 schools (30 school education sectors) organise reception education in full-time secondary education, one centre organises reception education in part-time vocational secondary education. 469 teachers in total teach in reception education. In 2004-2005, 28 reception pupils attended part-time vocational secondary education.

www.ond.vlaanderen.be/secundair/ rapportonthaalonderwijs%202004%202005.doc

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10.8. Statistics 10.8.1 Number of pupils, special nursery education, by educational type, school year 2004-2005

Community education Subsidized free education Municipal education Fl. Community commission Total

T2 410 595 57 0 1.062

T3 31 134 12 0 177

T4 107 120 10 0 237

T6 4 35 4 5 48

T7 0 226 8 33 267

Total 552 1110 91 38 1.791

Source: Statistical yearbook of Flemish education 2004-2005

10.8.2 Number of pupils, special primary education, by educational type, school year 2004-2005

Community education Subsidized free education Provincial education Municipal education Fl. Community commission Total

T1 2.274 6.209 328 1.689 0 10.500

T2 1.057 2.199 0 159 0 3.415

T3 336 1.203 0 101 0 1.640

T4 311 501 0 29 0 841

T6 16 97 0 9 6 128

T7 0 543 0 43 41 627

T8 1.825 5.904 286 1.602 0 9.617

Total 5.819 16.656 614 3.632 47 26.768

Source: Statistical yearbook of Flemish education 2004-2005

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10.8.3. Number of pupils, special secondary education, by educational type and educational form, school year 20042005 Type 1

Type 2 Type 3 Type 4 Type 6 Type 7 Moderate and/or Minor Behavioral Physical Visual Hearing mental serious mental disorder disability disability impaired disability disability B G B G B G B G B G B G Educational form 1 Community e. Free education Municipal education Intermunicipal e. Total Educational form 2 Community e. Free education Municipal education Intermunicipal e.

243 774 68 34 1.119

175 589 37 11 812

1 7 8

407 756 90 35

304 570 54 32

Total Educational form 3 Community e. 1.222 857 Free education 3.774 2.477 Provincial education 140 78 Municipal education 866 422 Intermunicipal e. 84 40

1.288

960

167 49 687 129 14 1 61 15 29 1

30 12 2 2

33 17 Total 6.119 3.891 Educational form 4 Community e. Free education Provincial education Total -

958 195

22 48 58 128

General total 6.119 3.891

2.407

Fl. Community Commission

- 135 80 2 226 139 - 15 16 1 2 2 377 237

3 1 54 30 101 1 58 30 102

2 35 37

20 20 1 -

1 5 -

29 75 1 1

3 1 39 42 - 1 -

1 28 -

2 11 -

6 135 106

1 4 43 48

4 33

15 8 1 -

2 48 90 90

6 6

54 81 -

Total

383 257 1.162 795 83 53 36 13 1.664 1.118

640 1.957 136 49 2.782

485 924 91 35

337 703 56 33

822 1.627 147 68

2 15

5 6 1.540 1.135

11 2.675

1 16 10 160 3 1 -

59 1 -

1.420 921 4.649 2.683 154 79 932 439 116 41

2.341 7.332 233 1.371 157

4 - 14 21 10 178

14 74

53 31 84 7.324 4.194 11.518

59 59

11 10 101 11 10 101

13 13

22 250 58 330

28 332 58 418

1.772 1.135 209 650 426 133 98 414 139 10.858 6.535 17.393

Source: Statistical yearbook of Flemish education 2004-2005

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10.8.4. Number of pupils in integrated education, by educational type of pupil

Nursery education Kind of disability

Kind of integration

Number of pupils

13 VP

475

type 6

177 serious physical 298 moderate physical

type 7

345

type 8 Total

926

Type

Number of pupils

Primary education Kind of disability

Kind of integration

13 normal gifted

13 VP

177 VP 298 VP

667

349 serious physical 318 moderate physical

348 VP + 1 GP 318 VP

67 serious visual 26 moderate visual

67 VP 26 VP

142

105 serious visual 37 moderate visual

105 VP 37 VP

147 serious auditory 198 moderate auditory

146 VP + 1 GP 198 VP

1102

547 serious auditory 555 moderate auditory

547 VP 555 VP

191 2.115

925 VP + 1 GP

191 VP 2114 VP + 1 GP

Kind of disability

Kind of integration

Number of pupils

110

type 4

109 normal gifted 1 minor mental

109 VP 1 VP

344

type 6

229 serious physical 115 moderate physical

229 VP 115 VP

155

type 7

130 serious visual 25 moderate visual

725

337 serious auditory 388 moderate auditory

Total

1334

type 2 type 4

Type type 3

Number of pupils

Secondary education

Higher education Kind of disability

Kind of integration

15 serious physical 6 moderate physical

15 VP 6 VP

130 VP 25 VP

23 serious visual 2 moderate visual

23 VP 2 VP

337 VP 380 VP + 8 VT 1326 VP + 8 VT

17 serious auditory 12 moderate auditory

17 VP 12 VP 75 VP

VP: full integration, permanent VT : full integration, temporary GP: partly integration, permanent GT: partly integration, temporary Source: Statistical yearbook of Flemish education 2004-2005

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10.8.5. Evolution of the number of GON-pupils, guided out of special elementary education

School year 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005

Community education 66 54 79 97 105 83 101 118 148 170 216 291 430 734

Subsidized free education 393 376 438 491 552 540 611 737 793 909 1.053 1.266 1.630 2.189

Subsidized offical education 115 120 130 156 147 167 179 176 179 210 247 317 344 439

Total 574 550 647 744 804 790 891 1031 1.120 1.289 1.516 1.874 2.404 3.362

10.8.6. Evolution of the number of GON-pupils guided out of special secondary education

School year 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005

Community education 33 40 43 44 38 42 41 43 66 56 53 76 84 123

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Subsidized free education 146 201 224 245 233 200 246 272 337 377 412 495 658 920

Subsidized Total offical education 16 195 19 260 19 286 24 313 33 304 21 263 24 311 29 344 32 435 33 466 26 491 27 598 30 772 45 1.088

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11. THE EUROPEAN AND INTERNATIONAL DIMENSION IN EDUCATION

11.1. Historical Overview In the years after World War II, Belgium signed several cultural agreements to stimulate the mobility and exchange of the different partners. Since the State reform of Belgium of 1982 the Belgian Communities have been competent for the elaboration of these treaties. In 1993 Flanders got the competence to sign treaties itself, and since then agreements have been negotiated on all fields Flanders is competent for. Through cooperation programmes, these treaties offer the possibility of a broader elaboration than education and culture; they allow different ways of financing and project-based cooperation. These agreements are bilateral, but the significance varies according to the supranational level. When, for example, the European programmes (e.g. Socrates) become more important, the impact of the bilateral exchanges will decrease, because the department for education prefers to integrate these into the European programmes. Important bilateral treaties in the field of education which are still in vigour but were signed before 1993 are these with the Netherlands (1990) and the Russian Federation (1991). Later, the Agreement with South-Africa (1996) was signed and more recently one with Morocco (2001). More details can be found in the following chapters. The European education policy in the period 1960-1980 was mainly an intergovernmental cooperation. At the end of the 80s, the European programmes started, in which Flanders has actively participated right away. During the Flemish Presidency (end 2001) the ''Concrete future objectives of Education and Training'' were further developed. Flanders also played an initiating role in the starting of the Copenhagen-process (originally the Bruges-process). These issues are discussed in chapter [11.2.]. For its multilateral cooperation (Unesco, Council of Europe and OESO) Flanders often takes into account the opportunities these structures can offer to the department for education. Participation mostly occurs on project basis, so partners often change. Flanders prefers projects that are related to the Flemish education policy or those it can structurally contribute to.

11.2. Ongoing Debates and Future Developments We first discuss the current European influence on the Flemish educational system and then the European cooperations.

11.2.1. Current European Influence on the Flemish Educational System Since 1998 Flemish schools have participated in EU pilot projects on quality guarantees and self-evaluation in primary and secondary education (Ministry of the Flemish government, department for education, 2001).The Dutch-Flemish cooperation at the level of inspections took concrete shape in the intensive exchange of output measurements of audits. Some examples of striking European influence on the Flemish system of higher education are the following: The reform of higher education outside the university in 1994 aimed at among others an improvement of the participation of university colleges in international programmes. Every university and college of higher education has established a department for international relations to administratively support the extension of international contacts and relations. The Decree of 4 April 2003 implements the new international structure bachelor-master, conform the Bologna process. Institutions of higher education can allow for foreign speaking guest professors to teach course components and can allow for students to study course components abroad at an institution of higher education. The institution board can offer complete courses taught in foreign languages if it concerns courses which are specifically aimed at foreign students or courses in the framework of European and international programmes. This decree also confirms the obligatory use of the diploma supplement, conform the UNESCO directives, which in 1991 was implemented for all Flemish university diplomas and in 1994 for all Flemish diplomas of higher education. The Flemish diploma supplement was taken as a model for the international Diploma Supplement, a joint venture by the European Commission, the Council of Europe and UNESCO.

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The introduction of a Flemish credit cumulation system in the 90s, completely based on the European ECTSsystem (European Credit Transfer System), promotes the exchange among students of institutions of higher education with other European countries. Thanks to the Decree of 30 April 2004 concerning flexibilization in higher education in Flanders, students can opt for a path model of approximately 60 credits per academic year or for an individualized path of course components. The choice is put down in a study contract between the student and the institution. The student obtains a diploma after obtaining proofs of credit for all course components put down in the study contract or when the examination commission judges the global objectives of the course programme to have been realized. The Flemish institutions of higher education are very active and successful in the organization of 'Joint Degrees' and master courses in the framework of the Erasmus Mundus programme.

11.2.2. European Cooperation In this paragraph concerning cooperation with a European dimension we discuss the Bologna Declaration (Verklaring van Bologna), the European Objectives Process (Europees Doelstellingenproces) and the Copenhagen-process. From 2004 on the activities take place under the denominator 'Education and Training 2010' 11.2.2.1. The Bologna Process In 1999 the ministers for education of 29 European countries signed the Bologna Declaration, a follow-up of the Sorbonne Declaration of 1998. The Bologna process aims at creating a European higher education area in 2010 to further unify Europe at educational level. The declaration was extended in 2005 by 45 participating countries (at the time) at the Bergen Ministerial Meeting. For more information: Flemish survey Bologna declaration History + Bergen 2005

http://www.ond.vlaanderen.be/bolognaproces/vlaanderen/documentatie.htm http://www.ond.vlaanderen.be/bolognaproces/europa/doc/pdf/bolognaverklaring.pdf http://www.bologna-bergen2005.no/

11.2.2.2. The European Objectives Process In connection with the policy priority 'offer an answer to the challenges of the future', the Flemish government and the representatives of the Flemish ''midfield'' signed a so-called Pact of Vilvoorde (Pact van Vilvoorde) on 22 November 2001 (amendet in 2005). In this pact 21 concrete long-term objectives (to be realized by 2010) for the 21st century are defined. Three of these objectives relate specifically to education and can also be found in the European Objectives Report: • • •

By 2010 at least 12,5% of the Flemish population, between 25 and 65 years of age, will be participating in continuing education. The number of youngsters leaving school without sufficient start qualifications will be at least halved by 2010.. Every youngster in Flanders gets the opportunity to gain experience abroad, among others within the framework of cooperation development, cultural education or training.

The European ministers for education and the European Commission have taken to heart the assignment of the 'Summit of Lisbon' (Top van Lissabon) to become the most dynamic and competitive knowledge-based economy of the world. The objectives which the ministers have approved are ambitious and have consequences for Flemish education. Through the open method of coordination the European Union wants to monitor the progress during the realization of the 3 strategic objectives: • •

Improvement of the quality and the efficiency of education and training structures in the EU through among others the improvement of education and training of teachers and educators, optimal use of financial resources, access to ICT for everyone, etc. Better access to education and training structures for everyone, by making learning more attractive, active participation of citizens in society, etc.

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•

Opening up education and training structures for the outside world through the promotion of entrepreneurship, improvement of foreign language education, strengthening of mobility and exchange, etc.

Flanders actively participates in the different expert workgroups. Moreover, Flanders has taken communication actions to make the report known in the Department and in the educational field. See: http://www.ond.vlaanderen.be/internationaal/doelstellingenrapport.htm 11.2.2.3. The Copenhagen Process A joint European policy concerning vocational education and training was initiated in Bruges in 2001 during a meeting of the directors-general of Vocational training. It was established by the Copenhagen Declaration during the intergovernmental conference of the European ministers qualified for vocational education and training in 2002. It carried out the appeal of the European government leaders at the Barcelona European Council in 2002– analogous to the Bologna process for higher education- to put up an initiative for vocational education and training. Actions are taken for following four partial aspects of European cooperation regarding vocational education and training: • • • •

European dimension; Recognition of competences and qualifications; Transparency, information and guidance; Quality control.

A European Qualifications Framework (EQF) and a European Credits Transfer System for Vocational Education and Training (ECVET) are being developed. The wider social and international context of vocational education and training implies that consultation with social partners and links with the employment strategy have to be ensured. Flanders participates in several of the workgroups and seats actively in the coordination group. See: http://www.europa.eu.int/comm/education/copenhagen/index_en.html

11.3. National Policy Guidelines/Specific Legislative Framework For elaborate information and documents concerning the Flemish foreign policy we refer to different websites of the Flemish government. Only websites with immediate relevance for education are included. For the policy frame, policy documents, Flemish coalition agreement (section foreign policy and international cooperation), Flanders and the European Union The Lisbon Strategy Flemish multilateral cooperation OECD Council of Europe Unesco

http://docs.vlaanderen.be/buitenland/index.htm

http://docs.vlaanderen.be/buitenland/europeseunie.htm http://docs.vlaanderen.be/buitenland/europeseunie/lissabonstrategie.htm http://docs.vlaanderen.be/channels/hoofdmenu/vlaanderenint/multilateralesamenwerkin g.jsp http://docs.vlaanderen.be/channels/hoofdmenu/vlaanderenint/multilateraal/oeso.jsp http://docs.vlaanderen.be/channels/hoofdmenu/vlaanderenint/multilateraal/raad.jsp http://docs.vlaanderen.be/channels/hoofdmenu/vlaanderenint/multilateraal/vn_organisat ies_unesco.jsp

Shortly an online database of all treaties of the foreign policy administration of the Ministry of the Flemish Community will be established: NADIA (network archiving of documents related to international treaties) (Netwerk Archivering van Documenten m.b.t. Internationale Akten).

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11.4. National Programmes and Initiatives We will treat here: • •

bilateral programmes and initiatives, see [11.4.1.] multilateral programmes and initiatives, see [11.4.2.]

11.4.1. Bilateral Programmes and Initiatives The bilateral cooperation of the department for education with partner countries is based on: • • • •

Cultural agreements, see [11.4.1.1.] Flemish treaties, see [11.4.1.2.] Educational agreements signed, see [11.4.1.3.] Circular letters concerning educational cooperation across borders, see [11.4.1.4.]

11.4.1.1. Cultural Agreements Cooperation is possible within the framework of cultural agreements and cooperation agreements. Some agreements have been signed by Belgium, but are carried out by the regions. Other agreements have been signed by Flanders, after it received the authority to conclude agreements. Such cooperation relates to all educational levels, but is most intense at the level of higher education. It comprises specialization and research scholarships for students in a post-academic course in higher education, the exchange of professors and lecturers, the organization of courses taught in foreign languages at Flemish universities. 11.4.1.2. Flemish Treaties In 2000 the cooperation treaty between Flanders and South Africa – which had existed since 1996 – was renewed and extended to all fields of policy for which Flanders is authorized. The three provinces Vrijstaat, KwaZulu-Natal and Limpopo were designated as geographical priority areas. . In May 2005 a fixed merger commission met in South Africa to determine the work programme for 2005-2006. This work programme consists of the following themes: values in education, personnel and reward policy on the level of higher education, institutional reinforcement concerning microbiology education, and finally literacy education, adult education and professionalization of mathematics and science teachers. Currently, there is a pilot project with the title 'Values and Human Rights Whole School Development' in cooperation with the national department for education. As far as the other themes are concerned, concrete possibilities for cooperation are being considered. 11.4.1.3. Educational agreements We will treat here the bilateral cooperation of the department for education with partner countries based on educational agreements, more specifically • • •

the cooperation with the Netherlands the Agreement with Russia the Agreement with Morocco

11.4.1.3.1. Cooperation with the Netherlands This cooperation is based on different treaties and agreements. Currently, different cooperations are in force. The Cultural Treaty between Flanders and the Netherlands This treaty concerning close cooperation in the fields of culture, education, sciences and welfare was signed in 1995. The cooperation in the field of education is executed by means of the GENT-treaties (se further on) See: http://www.cvn.be/cult/index.htm

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The Dutch Language Union Treaty created the Dutch Language Union In order to jointly manage a number of matters concerning the Dutch language, such as language training and education, the Netherlands and the Flemish Community created the Dutch Language Union (Nederlandse Taalunie). This supranational organization offers the possibility to act as one language community at international level. In the field of Dutch language education in the Netherlands and Flanders the Dutch Language Union develops different initiatives: • • • • •

the Dutch Language Union Education prize; a thesis prize for students Dutch studies; support for Dutch-Flemish field organizations; framework texts for vision development; the website 'Taalunieversum' (Language universe) with a number of teacher services: o an electronic current awareness list with summaries of articles concerning Dutch language education from Dutch and Flemish specialist journals; o a glossary of Dutch, Surinam and Flemish educational terminology and/or abbreviations; o a digital dossier NT2 (Dutch for foreign speakers) with articles concerning NT2 adult education in a Dutch-Flemish context; o a Dutch language education/NT2 encyclopaedia. o see http://taalunieversum.org/

GENT-treaties These educational cooperations between Flanders and the Netherlands have been in force since 1990. GENT is short for 'Gehele Europese Nederlandse Taalgebied' (whole European Dutch language area). •

•

The Gent-5 treaty was in force from 2000-2003 and included among others: o cooperation concerning the founding of the transnational University of Limburg (Universiteit Limburg); o consultation and cooperation concerning ICT, which resulted in a matrix programme; an electronic database of educational software (for Flanders on elementary education level) which can be consulted online, see http://www.programmamatrix.be/ o cooperation between Flemish academies of DKO (plastic arts) and Dutch centres for arts. o Participation work periods yearly exchanges between Flemish and Dutch elementary schools through which teachers of 16 Flemish schools observe a Dutch school for a week and vice versa. Per 3 year cycle attention is focused on a central theme which is determined beforehand. In 2003 the Gent-6 treaty was signed.

The accreditation treaty On 3 September 2003 a treaty concerning accreditation cooperation with regard to courses in higher education was established with the Netherlands. This in the framework for the implementation of the bachelor-master structure as a result of the Bologna agreements. The treaty has also called into being the NVAO (NederlandsVlaamse Accrediteringsorganisatie) (Dutch-Flemish accreditation organization). This accreditation framework, designed by the NVAO, determines that for the benefit of the accreditation a training is to be assessed on the basis of 6 items: objectives of the training, programme, dedication of personnel, infrastructure, internal quality assurance and results. The treaty forms together with the structure decree of 4 April 2003 the decretal basis for the implementation of accreditation in Flanders. See http://nvao.net External review Already in 1992 the organization of cooperating Dutch universities (Vereniging van Samenwerkende Nederlandse universiteiten) (VSNU) and the Flemish Interuniversity Council ( Vlaamse Interuniversitaire Raad) (VLIR) established an agreement concerning cooperation with regard to external reviews for education. External review commissions with Dutch and Flemish members check the quality of the trainings. In the framework for the implementation of accreditation in Flemish higher education, the Flemish Interuniversity Council (VLIR) and the Flemish Council of university colleges (Vlaamse Hogescholenraad) (VLHORA) have jointly drawn up a renewed external review protocol. This protocol can be used for external review of all professional oriented and academically oriented trainings at Flemish universities, university colleges and other function related registered institutions of higher education, in preparation for an accreditation request with the NVAO. The protocol is both a

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manual for the trainings (in preparation for self-evaluation) and for the external review commissions (for the instruction of their visit and the reporting)

Treaty of the Transnational University Limburg (TUL) In 1991 the University of Maastricht and the Limburg University Centre in Diepenbeek decided to jointly establish the course of study Knowledge Technology. In 2001 the treaty concerning the TUL was signed. Gradually trainings are brought into this TUL: Knowledge Technology, Biomedical Sciences, Information and Communication Technology, Education Sciences. See: http://www.tul.edu/ Cooperation between universities and university colleges There are also numerous forms of cooperation between universities and university colleges in the Netherlands and Flanders. The IWETO (survey of scientific and technological research in Flanders) -database of the Flemish Community consists of more than 1000 scientific cooperations between Flemish universities (no university colleges or scientific institutions) and Dutch institutions. That cooperation is sometimes even broader. As such the universities of Aachen, Luik, Maastricht and Diepenbeek (Euregio Maas-Rijn) work together under the name ALMA and the university colleges under the name HORA EST. Furthermore Dutch-Flemish meeting days for higher education take place on a yearly basis. Open university In 1984 the Dutch Open University was established. The Open University (OU) offers people the chance to follow –at their own pace - university trainings outside normal daytime education. Since 1981 there have been contacts between Flanders and the Netherlands for cooperation in the OU field. The Flemish Interuniversity Council (VLIR) established a cooperation agreement with the Dutch OU, through which the conditions of enrolment into the Dutch OU also apply for Flemish students. A structural solution has not yet been established, but every time cooperation agreements are established for a limited period of time. See: http://www.ou.nl/ GROS (cross-border cooperation) and neighbouring countries programme (Buurlandenprogramma) In 1995 the GROS project with the Netherlands was established on the level of elementary and secondary education. The initiatives for elementary education were adopted by the neighbouring countries programme (Buurlandenprogramma), see [11.6.1.1.1.] (pupil exchange) and [11.6.2.1.] (exchange of teaching staff). From the school year 2004-2005 this programme was opened up to the immediate neighbouring countries of Belgium: the Netherlands, Luxembourg, Germany, France and the United Kingdom (see [11.6.1.2.1.]). Foundation Scolarta Every year the foundation Scolarta offers secondary schools in the Netherlands and Limburg (Belgium) the chance to show their achievements in the fields of Music, Performing Arts and Plastic Arts, see http://www.cvn.be/samen/inh_090500_varia.asp 11.4.1.3.2. Agreement with Russia Since 1991 various cooperation agreements and protocols have been established between the Flemish and Russian ministers for education. For the implementation of those, tens of projects have been drawn up. The fields in which cooperation takes place are a.o. education for children with special needs, guidance of pupils, vocational education,… Negotiations concerning prolongation of the cooperation are ongoing. 11.4.1.3.3. Agreement with Morocco The important presence of Moroccan children in Flemish schools was one of the reasons to establish a cooperation agreement with Morocco. ('Twinning' with a Moroccan school). In 2004 this cooperation agreement ended, but in 2005 a new cooperation agreement was being prepared. The objective is for both parties to sign the new agreement in the course of 2006. Twinning – practice examples Twinning 2005-2006

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11.4.1.4. Cooperation across orders Different programmes are on-going, a few of which are dealt with more elaborately under exchange programmes. Since 1995 the GROS-programme (cross border cooperation) (Grensoverschrijdende samenwerking) offers Flemish and Dutch secondary schools the opportunity to exchange classes. The GROS-programme concerns cooperation projects with neighbouring countries on the level of secondary education, see [11.6.1.2.1.] The neighbouring countries programme (buurlanden-programma) concerns cooperation with neighbouring countries on the level of elementary education, see [11.6.1.1.1.] (pupil exchange) and [11.6.2.1.] (exchange of teaching staff). French summer courses are organized by the elementary education administration in collaboration with the French embassy • •

in-service training course (crash course) French for French teachers and headmasters (10 days); training for in-service trainer French (formation des formateurs), for those who have attended the inservice training course and want to pass on their knowledge (14 days). Subsidized by Comenius.

Formacon II is a cooperation with France concerning training of in-service trainers for the subject French • • • •

For teachers of French in secondary education and adult education (OSP). Teachers first follow a training seminar in France after which follow-up days are organized in Flanders and the in-service trainers start workshops for their colleague teachers of French. Programme organized by the department for education in collaboration with the French embassy, Flemish universities and Flemish educational umbrella organizations, in the framework of the cultural agreement Flanders-France. The programme is financed by the department for education, the French government and Comenius 22C-scholarships. The schools (school clusters) of the participants pay a nominal fee to help finance the follow-up days in Flanders.

See: http://www.form-a-com.org In cooperation with the German authorities there are in principle several exchange activities and further trainings yearly; a summer course for Flemish pupils in Germany and vice versa; 2 further trainings for Dutch teachers of German in Germany; and 2 further trainings for German teachers in Flanders. More concrete info on what is being done in this respect within the different educational levels, can be found in paragraph [11.6.].

11.4.2. Multilateral Programmes and Initiatives We will treat here the cooperation within • • • •

the Council of Europe, see [11.4.2.1.] the OECD, see [11.4.2.2.] the UNESCO, see [11.4.2.3.] the EU-programmes, see [11.4.2.4.]

11.4.2.1. Cooperation within the Council of Europe The Council of Europe was founded in 1949 and groups 46 countries. The Council of Europe's third Summit of Heads of State and Government, held in Warsaw on 16 and 17 May 2005 laid down the principal tasks in the coming years: • • •

promoting the common fundamental values of human rights, the rule of law and democracy; strengthening the security of European citizens, in particular by combating terrorism, organized crime and human trafficking; fostering cooperation with other international and European organizations.

The Council of Europe's education programme is fixed by the Steering Committee for Education (CDED), composed of representatives from the ministries of education of countries signatory to the European Cultural

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Convention. The Council of Europe's higher education and research programme is overseen by the Steering Committee for Higher Education and Research (CDESR). The department for education participates in the activities of both committees. The Council of Europe organizes some major projects on education. •

•

• •

The 1997 Education for democratic citizenship (EDC) project is aimed at reviewing the meaning of participatory democracy and the status of the citizen and identifying the values and skills needed for citizenship. The Council proclaimed 2005 as the 'European Year of Citizenship through Education', in which Flanders also participated. The Council has also drawn up a 'Charter for democratic schools without violence' Higher education and research. Priorities include: o contributing to the creation of a European Higher Education Area (Bologna process), o the recognition of qualifications in the European region, o reforming higher education in South-Eastern Europe, o promoting access to higher education, o preserving the autonomy and the heritage of European universities The project on "languages, diversity, citizenship" promotes a diversified approach to language learning in the context of democratic citizenship in Europe. The Council of Europe has declared 26 September an annual European languages Day. th The project "Learning and teaching about the history of Europe in the 20 century" has produced documents (especially a handbook) to reform teacher training and teaching recourses for secondary schools.

European Year of Citizenship through Education 2005 Citizenship objectives, practical experiences and educational material from Flemish schools

http://www.coe.int/T/E/Com/Files/Themes/ECD/ http://www.ond.vlaanderen.be/burgerschap/

11.4.2.2. Cooperation within OECD The 'Directorate for education' of the OECD has 6 strategic objectives: • • • • • •

Promoting lifelong learning and improving its linkages with other socio-economic policies Evaluating and improving outcomes of education Promoting quality teaching Rethinking tertiary education in a global economy Building social cohesion through education Building new futures for education

The Directorate for Education's work is carried out in 7 areas: • • • • • • •

Education and training policy (ETP) Centre for Educational Research and Innovation (CERI) Indicators of educational systems (INES) Programme for international student assessment (PISA) Programme on institutional management in higher education (IMHE) Programme on educational building (PEB) Unit for cooperation with non-member economies (NME)

The department for education is currently involved in the activities of the Education Committee, CERI, INES, PISA, IMHE, PEB (DIGO, RAGO). In 2004, the Flemish government took part in the thematic meetings on education on ministerial level. The department for education is actively involved in committees and work groups and finances a number of programmes and activities of the OESO.

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Earlier projects in which education participated are: Project

Periode

Development of education indicators

1999

Information exchange concerning quality criteria for educational software

1999

Research concerning education and day care of the young child

1999

Comparative research concerning school management

2000

Overhead costs for participation in the module lifelong learning

2001

Promotion of education and economic development in the Balkans

2001

Thematic evaluation of teacher policy

2002

Educational development for groups at risk among students in the Balkans

2002

International overhead of the PISA-research concerning reading skills

2003

Contribution to the SEN-project concerning special educational needs

2003

Study equality in education: causes and policy answers

2003

Study enhancing skills in Flanders

2004

Bron: http://docs.vlaanderen.be/channels/hoofdmenu/vlaanderenint/multilateraal/oeso.jsp 11.4.2.3. Cooperation within UNESCO The International Bureau of Education, a specialized UNESCO-institution organizes every 3 years an international conference on education where all ministers for education and other people involved meet. This conference on education was organized for the 47th time in September 2004 in Geneva with the theme 'Quality education for all youngsters: challenges, trends and priorities'. Officials of the department for education frequently participate in the general Unesco conference (thus the one which does not exclusively deal with education) and in specific meetings (e.g. concerning higher education,â€Ś) The basis of the cooperation between Flanders and UNESCO is established through a cooperation agreement entered into on 6 March 1998. It is one of the rare agreements UNESCO has established with federal state entities (also with Bask land an agreement was established) and for now the only one with a Belgian federal state. Trust fund for sciences: in September 1999 an agreement was established which enabled the financing of scientific projects via a trust fund. General trust fund: to extend the UNESCO agreement to other territories, the Flemish government approved an agreement for the establishment of a general Flemish UNESCO trust fund in December 2001. This agreement was established on 7 February 2002 for a five-year term. Yearly the Flemish government pays a sum of maximum 750000 euros into the trust fund. This contribution is preferably spent on pedagogical projects for everyone, hiv/aids prevention, the promotion of cultural diversity and the conservation and preservation of cultural heritage. In 2004 the Flemish government founded the Flemish Unesco commission. Seated in this commission are representatives of both the government and of the civil society. The department for education also participates in the Flemish Unesco Commission. International Bureau of Education (IBE) Flemish Unesco Committee

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11.4.2.4. EU-programmes The European Union has initiated a number of educational and training programmes in view of the promotion of the European dimension and the improvement of educational quality through cooperation between countries A list of relevant Flemish websites: International educational projects Flanders and the EU Internationalization SO Internationalization HO Comeniusprojects in elementary and secondary schools (survey of projects and schools) Socrates II Erasmus Belgica (*) Grundtvig (survey of projects and schools) NARIC-Flanders ENTEP (teacher training) ESF-Flanders ECTS ENIS Flanders (**) (survey of projects and schools) e-Twinning (***) e-learning Europe

http://www.ond.vlaanderen.be/internationaal/ http://docs.vlaanderen.be/buitenland/europeseunie.htm http://www.ond.vlaanderen.be/internationaliseringSO/ http://www.ond.vlaanderen.be/hogeronderwijs/interna/default.htm http://www.comeniusweekvlaanderen.be/

http://www.ond.vlaanderen.be/socrates/ http://www.ond.vlaanderen.be/hogeronderwijs/interna/erasmusbelgica.htm http://www.grundtvigvlaanderen.be/ http://www.ond.vlaanderen.be/hogeronderwijs/interna/Naric/default.htm http://www.ond.vlaanderen.be/hogeronderwijs/leraar/entep.htm http://www.esf-agentschap.be/esf2/index.htm http://www.ects-helpline.be/ http://www.enis.be/ http://www.etwinning.be/ http://www.elearningeuropa.info/

(*) Erasmus Belgica is a cooperation project between the Flemish Community, the French Community and the German-speaking Community to promote the mobility of students of higher education in the Belgian Communities. (**) ENIS, European Network of Innovative schools has its origin within the European Schoolnet founded in 1989 by the countries of the European Union, to promote the use of ICT in education. (***) e-Twinning : an accessible initiative for the fraternization with other European schools via the web.

11.5. European/ International Dimension through the National Curriculum In the final objectives eindtermen and developmental objectives attention is paid to human rights, world problems, the functioning of international organizations, countries of the European Union, unequal welfare and the existence of different ways of life. In secondary education 'citizenship education' is one of the cross-curricular themes. Also in Philosophy of life (levensbeschouwelijke vorming), World Orientation, Social Training, History and Geography are the European and international dimension and citizenship education explicitly present. In 2005 Flanders participated in the European year of citizenship formation (see Council of Europe [11.4.2.1.]) see http://www.ond.vlaanderen.be/burgerschap/ As far as European training and internationalization in schools are concerned, the department for education works in collaboration with: â€˘ â€˘

Stichting Ryckvelde, see http://www.ryckevelde.be/ Landcommanderij Alden-Biesen, see http://www.alden-biesen.be

Both give among others information concerning the organization of cross-border projects.

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11.6. Mobility and Exchange As regards the European dimension and international (dimension in) education; in many bilateral and multilateral agreements Flanders has helped to initiate or in which Flanders participates, actions of international mobility and international exchange are included. These actions were discussed in paragraphs [11.1.] to [11.3.]. Besides, all available statistical data concerning the mobility programmes was added to paragraph [11.4.]. This paragraph is limited to the part on 'recognition and validation of foreign diplomas and qualifications'. The procedures applying to the different educational levels are regulated in several decisions and circular letters. These can all be found on the website of the department for education (www.ond.vlaanderen.be/edulex). The procedures are followed in more or less the same way across the educational levels. The procedure always contains 4 steps: submitting of an application, the administrative investigation into the completeness of the dossier, expert advice and the conclusion concerning the granting of equality recognition. Submitting an application dossier relates to 3 aspects: providing information on the course followed, submitting of proofs of study, providing sworn translations of documents that have not been drafted in Dutch, French, German or English. In each procedure solutions and/or alternatives are included for applicants that cannot submit proofs of study. Within the policy area Education and Training a recognition centre is active as Flemish part of the NARIC-Network and the ENIS-Network. NARIC means 'National Academic Recognition Information Centres' and is an initiative of the European Commission, established in 1984, which wants to promote the recognition of diplomas and study periods in the member states of the European Economic Area (EEA). ENIC means 'European National Information Centres' and is an initiative of the Council of Europe and UNESCO..Both networks work closely together among others through yearly meetings concerning recognition problems and solutions. The international model of the Diploma Supplement is an example of an intense cooperation. The structural Decree of 4 April 2003 confirms that the recognition of foreign diplomas of higher education in Flanders follows the principles of the ''Lisbon Recognition Convention''.

11.6.1. Mobility and Exchange of Pupils/ Students Programmes for elementary education, secondary education and higher education will be treated separately. 11.6.1.1. Programmes for elementary education Neighbouring countries (Buurlanden)

• • • • • •

The programme 'Neighbouring countries' is open to management, educational staff, policy and support personnel and paramedics and pupils from mainstream and special elementary education. It wants to promote common pedagogical projects with one or more elementary schools from the neighbouring countries of Belgium: the Netherlands, Luxembourg, Germany, France, the United Kingdom. The class exchange (in principle minimum one complete class) has to emerge from a common pedagogical project between schools, embedded in the normal curriculum of the pupils. When visiting the partner school pupils have to be on the spot minimum 2 days and 1 night, excluding travelling time (2 for BuSO). Accommodation preferably in a host family. The number of projects acceptable for subsidizing is limited by the available budget. There is also an exchange possibility for educational and other staff, see [11.6.2.1.].

Three-leaf clover (Klavertje Drie)

• • • • • •

This programme (2005-2006) aims at pupils of the 5th and 6th year of elementary education. It is aimed at class exchanges between the three Belgian communities. One class from a particular community welcomes one (bilateral) or two (trilateral) classes from one or two other communities. Reciprocity is possible but not obligatory. Pupils have to be on the spot minimum 3 days and 2 nights, excluding travelling time. Accommodation preferably in a host family. The programme was started in 1994 by the Koning Boudewijnstichting (King Boudewijn Foundation) and is now continued by the Prins Filipfonds (Prince Philip fund) which subsidizes. See http://www.prins-filipfonds.org

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11.6.1.2. Programmes for secondary Education GROS, cross-border cooperation with neighbouring countries in secondary education

• • • • •

This programme is open to all pupils of secondary education; The class exchange is possible with schools from the immediate neighbouring countries of Belgium: the Netherlands, Luxembourg, France and the United Kingdom. The class exchange (in principle one complete class) has to emerge from a common pedagogical project between schools, embedded in the normal curriculum of the pupils. When visiting the partner school the pupils have to be on the spot minimum 3 days and 3 nights, travelling time excluded (2 for BuSO). The number of projects eligible for financing is dependent on the available total budget and is limited to one project per school/per school year.

See Circular letter (Omzendbrief SO/2004/04) Tritec • • • •

This programme is open to groups of pupils from the 2nd and 3rd stage technical and (part-time) vocational education of the 3 Belgian communities. It wants to encourage schools to work out projects (based on their school curriculum) between the 3 Belgian communities and to work together in the period January-June. The programme is patronized and subsidized by the Prince Philip fund (Prins Filipsfonds). See http://www.prins-filipfonds.org/tritecgoal.html

Euroclasses • • • • •

This programme is open to pupils starting from the 4th year of secondary education; The class exchange is possible with schools which participate in the Socrates-programme of the European Union. The class exchange (in principle minimum one complete class) has to emerge from a common pedagogical project between schools, which is embedded in the normal curriculum of the pupils. When visiting the partner school, pupils have to be on the spot minimum 6 days and 6 nights, travelling time excluded (4 for BuSO). The number of projects which is eligible for financing is dependent on the available total budget and is limited to one project per school/per school year.

See Circular letter (Omzendbrief SO/2004/05) 11.6.1.3. Programmes for higher education Erasmus Belgica This is a new programme which gives university students or students at university colleges the opportunity to follow part of their course at a university or a college of higher education in another community. The programme uses the same principles as the European Erasmus programme. The project was initiated in February 2004 and the first exchanges were foreseen for the academic year 2004-2005. The intention is that the three ministers responsible for higher education work out a cooperation agreement later, see http://www.ond.vlaanderen.be/hogeronderwijs/interna/erasmusbelgica.htm Trialogue (Trialoog) • • • • • •

This is a programme aimed at the exchange between university colleges from the 3 Belgian communities. An exchange is to take up at least a minimum of 5 consecutive days. A minimum of 5 students per college of higher education are to participate in the project. Reciprocity is possible but not obligatory. The programme is patronized and subsidized by the Prins Filipsfonds (Prince Philip fund) See http://www.prins-filipfonds.org/tria.html

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11.6.2. Mobility and Exchange of Teaching and Academic Staff As to teacher mobility, a distinction is made according to the educational level. 11.6.2.1. Elementary education Neighbouring countries programme (Buurlanden-programma) • • • • •

The programme 'Neighbouring countries' is open to management, educational staff, policy and support staff and paramedicals from mainstream and special elementary education. It wants to promote contacts with elementary schools from the immediate neighbouring countries of Belgium: the Netherlands, Luxembourg, Germany, France, the United Kingdom. The staff members can visit an elementary school from a neighbouring country for minimum one day. They can also receive subsidies for in-service training in one of the neighbouring countries. There is also an exchange component for pupils, see [11.6.1.1.1.].

11.6.2.2. Secondary education In cooperation with the German authorities in principle two in-service trainings are organized yearly for Flemish teachers of German in Germany; and two in-service trainings for German teachers in Flanders.

11.7. Statistics 11.7.1 Evolution of participation of students in the Socrates/Erasmusprogramme as from school year 1990-1991 Men (university colleges + universities)

Women (university colleges + universities)

University colleges (men + women)

Universities (men + women)

Total

1990-1991 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 Total

383 503 590 883 1.133 1.069 1.006 1.085 1.124 1.086 1.023 1.048 1.055 1.055 11.988

445 637 837 1.051 1.017 1.301 1.382 1.422 1.570 1.614 1.564 1.680 1.620 1.620 16.140

252 291 462 595 834 976 1.004 1.166 1.304 1.355 1.245 1.400 1.406 1.482 13.772

576 849 965 1.339 1.316 1.394 1.384 1.341 1.390 1.345 1.342 1.328 1.256 1.193 17.018

828 1.140 1.427 1.934 2.150 2.370 2.388 2.507 2.694 2.700 2.587 2.728 2.662 2.675 30.790

Total number of students 2002-2003 (*) % socrates/erasmus

71.507 1,5

84.993 1,9

99.661 1,4

56.839 2,2

156.500 1,7

Total number of students 2003-2004 (*) % socrates/erasmus

71.363 1,5

85.654 1,9

100.178 1,5

56.839 2,1

157.017 1,7

Academic year

* Students at university colleges and universities of the Flemish Community, main enrolments in initial programmes 2002-2003: figures of men and women are provisional. Source: http://aps.vlaanderen.be

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11.7.2 Socrates 2 - accepted projects elementary and secondary education centralized

Preparatory visits

Grundtvig 2 Learning partnerships

Language projects

Secondary education

School projects

School development projects

School projects

Elementary education

Grundtvig

School development projects

Comenius

2002 74 7 90 8 16 13 10 2003 67 10 66 9 25 19 18 2004 58 16 73 13 28 19 26 36 (2002-2004) 2005 63 13 94 7 36 27 6 42 (2005-2006) Source : http://www.ond.vlaanderen.be/socrates/socrates/goedgekeurde_projecten.htm 11.7.3 Evolution of participation in Leonardo-programmes 2004

2003

261

217

281 542

2002

2001

2000

1999

1998

203

179

272

205

168

298 515

299 502

309 488

272 544

248 453

176 344

27 261

21 217

19 203

15 179

20 272

17 205

13 168

9,7 17 281

10,3 19 298

10,7

11,9

13,6

12,1

12,9

16 299

17 309

18 272

15 248

11 176

18,7

18,2

15,1

16,5

16,0

35 502

32 488

38 544

32 453

24 344

14,3

15,3

14,3

14,2

14,3

Kind of participant Students secondary education Students university colleges and universities, young workers, just graduated Total Number of Leonardo participants and projects Number of projects Students secondary Number of participants education Avarage number of participants per project Number of projects Number of participants Students university colleges and universities, young Avarage number of workers, just graduated participants per project Number of projects Number of participants Total Avarage number of participants per project Source: http://aps.vlaanderen.be

16,5 44 542

15,7 40 515

12,3

12,9

For Flemish Leonardo Da Vinci projects 1995 - 2005 see http://www.vl-leonardo.be/Ftweedefase.html

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