Education in Flanders The Flemish educational landscape in a nutshell
Ministry of the Flemish Community Education Department 2001
Education in Flanders The Flemish educational landscape in a nutshell
Ministry of the Flemish Community Education Department 2001
1
The position of Flanders
2
1.1
Flanders in Belgium and Europe
1.2
Flanders as a federated state
Flanders lies in the northern, Dutch-
The name ‘Flanders’ actually has two deno-
speaking part of Belgium. It has a central
tations. Indeed, the name covers the entity
position in the middle of the most impor-
encompassing the Flemish Community as
tant West European industrial regions.
well as the Flemish Region.
Flanders has approximately 5.8 million
• The flemish region is the territory
inhabitants. Brussels is the capital of
comprising the Dutch-language area:
Flanders, but also of Belgium and of
the provinces of West and East Flanders,
Europe.
Antwerp, Limburg and Flemish-Brabant. The Flemish Region is competent with regard to so-called territorial issues. These are policy areas such as the economy, infrastructure, agriculture, the environment and employment. • The flemish commun ity comprises the inhabitants of the Dutch-language area and the Dutch speakers in Brussels. The Flemish Community is competent for so-called person-related issues. These are policy areas in which the provision of services to the people is closely related to the language in which they have to be carried out. Specifically they include education, welfare, public health and culture. Flanders has opted for combining the parliament and the government of the Flemish Region and those of the Flemish Community in a single Parliament of Flanders and a single Government of Flanders.
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1.3
Maximum scope, including the scope for educational issues
The powers with regard to education lie with the communities. Within the Government of Flanders the Flemish Minister of Education is responsible for almost every aspect of the education policy, from nursery to university education. With regard to education, only the pensions of the staff of educational institutions, comNorth Sea
The Netherlands
pulsory education regulations and the definition of the minimum conditions for
f l a n d e r s
Germany
tence of the federal government.
brussels
wallonia
gaining a degree are within the compe-
german speaking community
France Luxembourg
4
1.4
A small region, with a large school population
The graphs shown below provide information about the school population in fulltime education for every level of education and for continuing education. Graph 1: School population in full-time
Graph 2: School population in continuing
education for every level of education
education (school year 1999-2000)
(school year 1999-2000) 500 000
200 000 434 272
431 027
170 063 139 487
400 000 300 000
150 000 240 654 100 000
200 000 48 882
98 536 100 000
50 000
16 907 16 902
56 740
0
0 Nursery+ primary education
Secondary education
Tertiary education
Adult education
Part-time education in the arts
Nursery education
Continuing education (secondary)
Primary education
Continuing education (tertiary)
Education at colleges of higher education
Adult basic education
University education
bis (Supervised individual study)
5
2
Education in Flanders
6
2.1.1 Compulsory education for
all children up to the age of 18 The Belgian Constitution provides that
2.1
General principles
everyone has a right to education, with respect for the fundamental rights and freedoms. With a view to secure this right to all children, education is compulsory. Compulsory education starts on 1 September of the year in which a child reaches the age of 6, and lasts 12 full school years. From the age of 15 (in some cases 16), young people can opt for part-time education and part-time work to comply with compulsory education in this way. Compulsory education finishes at the end of the school year of the year in which the pupil reaches the age of 18 or when he/she has gained the certificate of secondary education (irrespective of age). However, compulsory education does not mean compulsory schooling. This means that children do not have to go to school to learn: they can also be educated at home. Children who are unable to attend school, mainly because of serious disabilities, can be exempted from compulsory education. The Belgian Constitution also sets forth that access to education is free of charge up to the end of compulsory education. Primary and secondary schools that are funded or subsidised by the government are therefore not allowed to demand any fees. Access to Flemish nursery education is also free of charge, although it is not compulsory. For secondary (and higher) education, there is a system of study allowances for parents with a low income.
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2.1.2 Freedom of education
Traditionally a distinction is made between three educational networks:
Freedom of education is also a
• commun ity education (go) is
constitutional right in Belgium. In other
education organised under the authority
words, every natural person or legal person
of the Flemish Community by the public
has the right to organise education and
body that is called Flemish Community
establish institutions for this purpose.
Education. The constitution provides that community education must be
The concept of the govern i ng body (or
neutral. This means that the religious,
school board) is a key concept in the organ-
philosophical or ideological convictions
isation of education in Flanders. This refers to the government, the natural person or
of parents or pupils must be respected; • subsi dised publicly run schools
the legal person who is responsible for one
(ogo) comprise municipal education
or more educational institutions.
organised by the municipalities, and
The governing bodies have a wide-ranging
provincial education organised by the
autonomy. However, schools that want
provincial administrations;
government recognition or financial sup-
• subsi dised privately run
port from the government must observe a
schools (vgo) deliver education
number of conditions.
organised by a private person or private organisation on private initiative.
In addition to the freedom to organise edu-
Privately run education mainly consists
cation, the constitution also guarantees
of catholic schools. Furthermore,
the parents’ freedom of choice. Parents and
protestant, Jewish, orthodox, Islamic,
their children must have access to a school
etc. schools are also possible. In addition
of their choice within a reasonable distance
to these denominational schools, there
from their home.
are also schools, which are not affiliated to a particular religion. Examples of
2.1.3 Educational networks
these are the Freinet schools, Montessori schools and Steiner schools, which adopt
In many cases the educational networks,
particular educational methods, and are
as the representative association of the
also known as ‘method schools’.
governing bodies, take over some of the
A small number of schools in Flanders are
responsibilities of the governing bodies.
not recognised by the government. These
They draw up their own curriculum and
are so-called private schools. They cannot be
timetables. This means that the governing
funded or subsidised by the government.
bodies concerned surrender some of their autonomy to the networks.
The education that is organised for and by the government (community education and municipal and provincial education) is known as publicly run education; education provided by the third network is known as privately run education.
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2.1.4 Funding education
2.1.6 Organisation of the
school and the academic year Strictly speaking, the Flemish education budget expressed in available policy credits
For nursery, primary and secondary educa-
amounted to 6.51 billion eur for 2000. This
tion, the school year starts on 1 September
accounts for 42% of the total Flemish budget.
and in theory ends on 31 August. However, because of the summer holidays (1 July31 August), the school year ends in fact on
Budget that is not related to a specific level of education 9,2%
30 June. The school is open for 182 days per school year.
Lifelong learning 3 9% 3,9% %
Nursery+ primary education 28,6%
In higher education, the academic year
University education
starts between mid-September and
8,9%
1 October, depending on the course. 7,9%
Secondary education 41,5%
Education at colleges of higher education
All courses start on the first day of the academic year so that it is not possible for a student to start a course later in the year.
Diagram 1: The education budgets for every level of education
2.1.5 Moving towards autonomy Flemish policy makers have tried to stimulate education by giving the education providers greater responsibility and making the users accountable as well, as far as possible. This process of local accountability has been introduced at every level of education. Colleges of higher education and universities are further along the way to autonomy than nursery, primary and secondary schools.
9
2.2.1 Structure of education The diagram below shows the structure of Flemish education. It consists of nursery
2.2
Levels of education
and primary education, secondary education and higher education.1
1 In addition to the levels of education included in the diagram, there
education related to continuing education (parttime education
years
TERTIARY EDUCATION
are also types of
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18
VIII VII VI V IV III II I
DOCTORAL PROGRAMME
LICENTIATE
V
CANDIDATURE
IV III II I
UNIVERSITY EDUCATION
in the arts and
III II I EDUCATION AT COLLEGES OF HIGHER EDUCATION
TWO CYCLES (1)
ONE CYCLE
adult education, with continuing
Fourth Stage
Vocational (2)
supervised individual study (bis), and adult basic education).
18 16
VII VI V General
VII VI V Art
PART-TIME
Third Stage
16 14
IV III General
IV III Art
12
II I
II I
A First Stage
(1) education of
passed the second year of the third stage or who passed an entrance examination have access to the fourth stage in vocational education
12
NURSERY AND PRIMARY EDUCATION
academic level.
V IV III Vocational
IV III Technical Second Stage
14
(2) All pupils who
VII VI V Vocational
VII VI V Technical
6
VI V IV III II I PRIMARY EDUCATION
6
2,5 NURSERY EDUCATION
theoretical age
10
Preparing for vocational
B
SPECIAL EDUCATION
SECONDARY EDUCATION
adult education,
2.2.2 Nursery and primary education
education and special education. This education makes disabled children or children
•
Structure and organisation
having learning or educational difficulties
Nursery and primary education are closely
attend the lessons or activities in a school
connected. Although nursery and primary
for mainstream education, with assistance
education are separate from a structural
provided by special education. This may be
point of view, attempts are made to create
temporary or permanent, and apply to
an easy transition from one to the other.
some of the lessons or all of the lessons.
Mainstream as well as special nursery and
The number of teachers in nursery and
primary education are organised in
primary education depends on the total
Flanders.
number of teach i ng times allocated
Mainstream nursery education is accessible
for fun di ng purposes. This means the
to children from 2.5 to 6 years. Between the
number of lessons organised in a school that
ages of 2.5 and 3 years, children can only
is funded or subsidised by the government.
start mainstream nursery education at 6 times during the course of the school year
The government does not impose any
(viz. on the first school day after each of the
minimum or maximum numbers with
five holiday periods and on the first school
regard to the number of pupils per class.
day in February). From the age of three,
The schools decide for themselves how they
children can start at any moment of the
divide the pupils into groups. Although
school year. The school entry dates don’t
there are other possible ways of doing this,
apply to special education.
most nursery and primary schools use a
Mainstream primary education is aimed
year group system. In most cases, every
at children from the ages of 6 to 12 and
class has its own (nursery) teacher.
comprises 6 consecutive forms. Special nursery and primary education
•
are aimed at children who need special
Although it is not compulsory, almost all
help, temporarily or permanently. This can
children attend nursery education in
be due to a physical or mental disability,
Flanders. The fact that children can go to
serious behavioural or emotional problems,
school at a very early age compared to
or serious learning difficulties. Special
other countries, is particularly a stimulus
nursery and primary education are divided
for children from deprived backgrounds.
into 8 types, adapted to the educational
Nursery education tackles every aspect of
and developmental needs of particular
the children’s education and encourages
groups of pupils.
the spontaneous growth of these young
In principle, special primary education
children until they are mature enough to
lasts seven years.
go to primary school.
i ntegrated nursery an d primary
Since 1 September 1998, the developmental
education resulted from the cooperation
objectives have applied to mainstream
between mainstream nursery and primary
nursery education.
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Content
In mainstream primary education, the edu-
pupils are first introduced to as many sub-
cational provision covers the same areas as
jects as possible (= core curriculum).
mainstream nursery education. Since 1 September 1998, attainment targets
The majority of teaching periods in the first
have applied to mainstream primary edu-
stage is devoted to the core curriculum.
cation.
From the second stage, there are four different types of education and the pupil can
Developmental objectives apply to special
choose a particular course of study:
nursery and primary education. Currently,
• in gen eral secon dary education
developmental objectives have been drawn
(aso), the emphasis is on a broad gener-
up for type 2 and type 8.
al education, which particularly provides a firm foundation for going into higher
At the end of primary education, pupils who have achieved the targets of the
education; • vocational secon dary educa-
curriculum receive a certificate of primary
tion (bso) is a practice-oriented type
education. In special primary education,
of education in which young people
children can also obtain a certificate in
learn a specific occupation in addition
certain cases. If so, the certificate is equiva-
to receiving general education;
lent to a certificate gained in mainstream
• in secon dary education i n th e
primary education.
arts (kso), a broad general education is combined with active practice of art. After kso, young people can carry out a
2.2.3 Secondary education
profession or go on to higher education; • in tech n ical secon dary educa-
•
General
tion (tso), the emphasis is particularly
Secondary education is aimed at young
on general and technical theoretical sub-
people from the ages of 12 to 18. In second-
jects. After tso, young people can carry
ary education, all schools are mixed, apart
out a profession or go into higher educa-
from a few exceptions in subsidised private-
tion. This education also includes practi-
ly run education. However, the government
cal lessons.
does not impose any obligation on privately
The second and third stages comprise a
run schools to provide mixed education.
common and an optional part. In the optional part, the core curriculum is supplemented
•
Content, structure and organisation
with a broad range of possible subjects. In
Since 1989, full-time secondary education
the third stage, the specific education can be
has been organised in accordance with the
further narrowed down with a view to the
2
un i fi ed system in which a great deal
ultimate choice of profession or possible
For further
of importance is attached to the core cur-
educational tracks in higher education.
details: see the
riculum. This uniform structure comprises
A pupil gains the certificate of secondary
diagram of the
stages, types of education, and study disci-
education after successfully completing six
educational
plines. The definitive choice of subjects is
years of aso, kso, or tso or seven years
structure (p.10).
postponed until the second stage so that
of bso 2. With a certificate of secondary
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2.2.4 Higher education
education from any school, type of education or course of study, a young person has
In Flanders the general condition for
unrestricted access to higher education.
admission to tertiary education is the Young people whose physical, psychologi-
Flemish certificate of secondary education.
cal, social or intellectual development is
There is no numerus clausus in Flanders,
hampered by a disability, learning or
but there are entrance examinations for
behavioural difficulties, can attend special
every student who wishes to take a degree
education. It rarely happens that the years
in higher education in nautical sciences, or
in special secondary education (BuSO)
a masters degree (in a particular discipline
coincide with the school years in main-
of art) or a university degree in civil engi-
stream secondary education. Indeed, a
neering, civil engineering- architecture,
pupil only passes to the next ‘learning
dentistry or medicine.
stage’ when he/she is ready for it. The
A foreign certificate that is recognised by
types of education that exist in special
a Parliament of Flanders Act, a Belgian law,
nursery and primary education are the
a European directive, or an international
same as those in secondary education,
agreement, gives direct access to the
except that type 8 is not organised at the
initial training at a college of higher
level of secondary edu-catizon. In special
education or university.
secondary education, 4 types of education are organised in accordance with the type of disability and the capacities of the pupil.
•
Higher education provided by the colleges of higher education
Within every type of special education, the
The colleges of higher education are
organisation and provision is adapted to
accorded a wide autonomy and
the specific educational and training needs
accountability. They receive a lump sum
of the individual pupil.
for funding their personnel policy and general operation.
With the help of experts from special
In addition to providing education, applied
education, young people with a disability
research and the provision of social services
can also be accepted by a school for main-
are also amongst the key tasks of the
stream secondary education through the
colleges of higher education. The new
system of integrated education (gon).
regulations provide a framework within which the colleges of higher education can
From the age of 15 or 16, pupils can transfer
present themselves at an international level.
to a part-time system. Young people can choose training in part-time vocational
Colleges of higher education can organise
secondary education (dbso). They can
basic training, initial (teacher) training and
also opt for a work placement while
advanced (teacher) training. In addition,
receiving entrepreneurship training or for
they can also organise post-graduate con-
a recognised part-time training course.
tinuing education. In general this consists of courses of a limited length, focusing on in-service training and further training.
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The basic courses can be organised in 11 dis-
the Catholic University of Brussels, the
ciplines: the basic courses cover either one
Catholic University of Leuven, the Limburg
cycle (3 years) or 2 cycles (normally 2 years
University Centre, the University of
each). Within the same basic course there
Antwerp, the University of Ghent and the
are different options. With the exception of
Free University of Brussels. The Limburg
some courses, an option is related to a com-
University Centre and the Dutch University
mon basis of at least one third and at most
of Maastricht founded the Transnational
two thirds of the course programme.
University of Limburg, together with the
The basic courses of 1 cycle are focused on
governments of Flanders and the Nether-
the acquisition of professional skills sup-
lands, in the context of the growing inter-
ported by scientific knowledge. The basic
nationalisation of university education and
courses of 2 cycles have an academic
the creation of a European knowledge
character and are based on scientific
union.
knowledge. They contribute to the general education of the student and are focused in
The Government of Flanders has assigned
particular on the application of sciences,
three key tasks to the university as a whole:
independent thinking and the develop-
a university is an institute that is active at
ment of creativity.
the same time in the field of academic education, research and scientific services,
The advanced courses comprise at least one
in the interests of society.
year of study that can also be organised
Academic programmes are characterised
part-time. They follow on the basic courses
by the integration of education and
in higher education and are aimed at sup-
research. Academic education is based on
plementing or extending the basic course
basic research and contributes as a whole
or at the in-depth study of a specialist area
to general education, preparing the student
in a discipline. They are only open to
to independently practise a scientific
students who already have a diploma of
discipline or apply scientific knowledge.
higher education. The universities provide basic academic Teacher training consists of initial teacher
programmes, advanced academic pro-
training of 1 cycle (nursery teacher, primary
grammes (supplementary and specialised
teacher or lower secondary school teacher
study programmes), academic teacher
(first and second stages)), of initial teacher
training, medical training and doctoral
training of 2 cycles at academic level (upper
programmes. In addition, the universities
secondary school teacher third and fourth
can also organise post-graduate continuing
stages) and finally of advanced teacher
education, consisting of courses of a limited
training promoting mobility in the teach-
length focusing on all sorts of in-service
ing profession.
training and further training.
•
Higher education provided by
Universities can organise basic academic
the universities
programmes in 18 disciplines. These
There are six universities in Flanders:
comprise approximately 80 recognised
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course programmes. Students can enter
Academic teacher training ends with a
into full-time or part-time university
‘qualification for upper secondary school
education.
teaching’. Students in the second cycle of a
The basic academic programmes are
basic academic programme can follow
divided into 2 cycles. The fi rst cycle
this academic teacher training, but the
concludes with a first candidate’s degree
‘qualification for upper secondary school
and lasts 2 years. For the medical and
teaching’ can only be awarded when the
veterinary course, the first cycle lasts
student has already gained the second
3 years.
cycle degree.
The second cycle usually takes 2 years. However, for some programmes the second
A doctoral programme is focused on the
cycle takes 3 or even 4 years (cf. medicine).
preparation of a doctoral thesis. The
Upon completion of most programmes a
doctoral course concludes with a degree.
licentiate’s degree is awarded. However,
A doctorate based on a thesis concludes
some programmes lead to a specific title,
with the academic title of ‘doctor’ after
such as pharmacist, medical doctor,
a public defence of the thesis.
agricultural engineer, civil engineer, civil
2.2.5 Continuing education
engineer-architect, veterinary surgeon, commercial engineer and dentist.
•
In the light of the Sorbonne and Bologna
Part-time education in the arts (DKO)
Declarations, the current structure will certainly be modified. Discussions on the
Part-time education in the arts is a
specific application of the principles in the
supplementary form of education aimed
Declarations are currently taking place.
at children, young people and adults who enrol voluntarily and pay an enrolment
Advanced academic programmes comprise
fee for this.
supplementary study programmes and
In part-time education in the arts there
specialised study programmes.
are four different disciplines: visual arts,
A supplementary course is aimed at
music, wordcraft and dance. Every
supplementing or extending one or more
discipline has its own structure, with
second cycle academic programmes. Upon
levels and options that are laid down by
completing the course a postgraduate
law. Children can start visual art education
diploma in the supplementary studies
from the age of 6. For the disciplines of
(gas) is awarded.
music, wordcraft and dance, the starting
Specialised studies aim at increasing a
age is 8.
special expertise in a particular discipline. At least two thirds of the course consists of
•
course components that are not included in
Continuing adult education is education
the basic academic programme. The course
that supplements or is separate from the
concludes with the postgraduate diploma
initial educational career of participants
in specialised studies (ggs).
and aims to impart knowledge, improve
Adult education
skills and attitudes. This can be useful to
15
function in society, participate in further
to the participant to study, etc. Therefore,
education, practice a profession or master
there are no compulsory time limits within
a language. It enables the participant to
which a bis course must be completed.
obtain a recognised diploma, certificate
Access to this type of education is com-
or qualification. Participants must have
pletely free. No special conditions are
received full-time compulsory education
imposed in terms of age or certificates
in the past, and comply with specific
acquired. However, there is a modest
entrance conditions depending on the
course fee. The amount depends on the
course they have chosen. The participant
number of learning packages of which the
pays a fee that depends on the number of
course consists. However, in certain cases,
hours of the course. However, in certain
a participant may be exempted from these
cases, the participant may be exempted
costs.
from payment. The provision of continuing adult educa-
Adult basic education is aimed at adults
tion is very varied and broad. It is organ-
with a low level of education, viz., people
ised at the level of secondary education
over the age of 18 who do not have a certifi-
(33 areas of study) and at the level of one-
cate of primary education or a certificate of
cycle higher education (8 categories).
the second stage of secondary education.
In the near future, a modular structure
Migrants are admitted to adult basic educa-
will be put into practice in adult education,
tion if they have had a maximum of 10
which is completely compatible with the
years of education in their country of origin.
modular structure in full-time secondary
Due to a lack of schooling or to limited
education.
schooling, these people do not have enough
Also combi n ed education is on the
basic knowledge, skills and attitudes to be
programme. This is a combination of
able to deal with personal, social or profes-
contact education and distance education.
sional situations and participate fully in modern society.
Supervised individual study (bis) makes it
The adult basic education centres try to
possible to study as an individual. bis edu-
provide a broad and varied range of
cation is in fact correspondence education
educational tracks that are linked up in a
and uses printed courses supplemented
balanced way.
with the necessary educational materials. A course consists of a number of learning packages and homework tasks. A mentor, who will also provide extra explanations where they are needed, corrects the homework tasks. The time needed to complete a bis course depends on a number of factors: the number of learning packages per course, the volume of the learning package, the level of difficulty of the subject matter, the time available
16
17
2.3.1 Pupil Guidance Centres The Pupil guidance centre or clb is a service funded by the government to which
2.3
Current points for attention
pupils, parents, teachers and school management teams can turn for information, help or supervision. The clb monitors the welfare of pupils. It also plays an important role in the contacts between pupils, parents, the school and welfare and health services. This supervision is free of charge and is based on four important stands: • learning and studying; • the school career; • preventive health care; • social and emotional development. In this supervision the pupil has a central place. Everything takes place in an atmosphere of trust and dialogue. The supervision only starts when a pupil or parent has taken the initiative in this respect. If a school asks the clb to supervise a pupil, the centre will always first expressly ask for the parents’ consent (for a pupil under the age of 14), or ask the pupil him/herself (from the age of 14). The supervision provided by the clb has a multi-disciplinary character and focuses particularly on pupils who are at risk in educational terms because of their social background and situation. The clb guarantees confidentiality with regard to the information obtained and works independently. Supervision by a clb is only compulsory in the case of truancy and some medical examinations. In addition to medical examinations, the clb is responsible for preventive youth health care. This is aimed at monitoring, maintaining or promoting the health of pupils.
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2.3.2 Communication
and of a website with an exchange forum. In this way, the school manage-
Good education requires strong commit-
ment teams have a direct communica-
ment from everyone concerned: school
tion channel with the government:
management teams, teachers, parents and
they can respond to policy proposals,
pupils. For this reason, the Department of
make suggestions and are informed
Education informs each of these groups in
directly, quickly and efficiently about
a different way. Some examples of this
educational news that is relevant to
approach are given below.
them. • study an d i n formation days
• education i n foli n e: first point of
(si d-i ns): with a view to helping
contact for anyone wanting to ask
pupils in the final year of secondary
questions about education. The service
education make the right choice of
is mainly available by telephone (free
study, the Department of Education
0800 number), but many questions are
organises study information days in
also asked by email, fax or letter.
every province, together with the pupil
• ‘klasse’: every month, teachers, par-
guidance centres (clb). At the si d-ins,
ents and pupils receive a free magazine.
they can get a clear overview of all
The magazines - one for each target
study programmes and have the
group - are widely read and are
opportunity to ask questions of the
designed by an autonomous editorial
experts of the different courses.
staff who may pride themselves of their
2.3.3 Target group policy
realistic and practical approach. This contemporary form of government communication informs every target
The Flemish authorities devote particular
group about bringing up and educating
attention to the educational problems of
children, stimulates action and partici-
specific target groups. Therefore different
pation, and focuses on training and
projects have been established in the past
the prevention of problem behaviour.
ten years, both at every level of education
• tours of flan ders: the Department
separately and across the different levels of education.
of Education tours around Flanders at least once every school year in order to provide information about new initia-
The educational priority projects (focusing
tives, regulations, and exchange ideas
on children with migrant backgrounds in
with the school management teams.
nursery, primary and secondary education)
The school management teams are
and the projects for the extension of the
invited to indicate the topics they
special needs provision (focusing on
would like to discuss.
educationally deprived children in nursery and primary education) give schools an
• schooldi rect: this consists of an electronic newsletter that is sent once
opportunity to apply for additional periods.
a week by e-mail to the school manage-
The schools must demonstrate, amongst
ment teams in compulsory education
other things, that they work with the
19
target groups concerned to a sufficient
Attai nment targets in primary and
extent, and must have an allocation plan
secondary education are minimum objec-
approved in which they describe how these
tives that the majority of pupils should aim
periods will be used.
for and achieve at a particular educational
Other initiatives that consist mainly of
level and in a particular discipline. In con-
schools applying for additional periods are
crete terms, this concerns qualities with
the ‘guaranteed periods and protective
regard to knowledge, insight, attitudes and
measures’ in the context of the non-dis-
skills. There are both subject-related attain-
crimination policy, ‘schools in the Brussels
ment targets and cross-curricular attain-
periphery and language border municipali-
ment targets.
ties’ and the new project ‘schools with
In nursery education, special education and
specific needs’.
the first year B (secondary education), we speak about developmental objec-
2.3.4 Information and communica-
tion technologies (ict)
tives. These are skills that a school must aim to achieve, but does not necessarily achieve.
Since 1996, the Government of Flanders has implemented a policy of promoting ict in
The i nspectorate of the Flemish
education. It aims to encourage schools to
Community inspects the quality of educa-
integrate ict in their lessons by means of
tion on the one hand and recognises the
information and awareness-raising cam-
educational institutions and clbs on the
paigns, in-service training, subsidies for
other. By means of a school or a centre audit,
infrastructure, and project funding. In this
it examines whether the attainment targets
respect, the emphasis is on the educational
or developmental objectives are being
use of the new media. For this reason, it
achieved, and whether the other organic
was deliberately decided not to opt for
obligations are being properly observed.
separate subjects. Pupils learn what ict is
After the audit, the inspectorate advises the
and how to use it, while they acquire the
minister on the continued recognition of
subject matter in the various subjects and
the institution. Every year the inspectorate
disciplines.
records its findings in a detailed report (Onderwijsspiegel), which is presented to
2.3.5 Quality control and
quality improvement
the Parliament of Flanders so that the quality evaluations can be followed up in the policy.
•
Quality control in nursery, primary and secondary education, part-time educa-
Every education network has its own edu-
tion in the arts, adult education and
cational advisors. At the request of
clbs
the schools, they are responsible for educa-
Quality control and quality improvement
tional and methodological advisory servic-
in Flemish education is based on the
es. Every year, they submit a report and a
attainment targets, the inspectorate and
supervision plan to justify their actions to
educational supervision.
the authorities.
20
•
Quality control in higher education
In order to achieve the long desired
There is one system of (internal and
necessary coordination of the education
external) quality control for the whole of
provision for adults effectively, 13 Edufora
tertiary education. Through joint visitation
were established.
committees colleges of higher education and universities see to the external quality
2.3.7 Modularisation
assessment of their educational activities. Modularisation, which is currently still at
2.3.6 Lifelong learning
an experimental stage, is aimed at splitting up training courses into clearly defined
Learning is a process that encompasses a
components or modules related to
whole lifespan. The desire to learn can be
knowledge, skills or attitudes. Modular
stimulated by the government by provid-
education is organised for individual
ing learning contents and learning situa-
study areas, separate from stages or
tions from primary up to higher education,
years. For each module that the student
which encourage the skills for lifelong
completes, he receives a (modular) certifi-
learning and make them useful for the
cate recognised by the government.
future. It is essential to have experiences
Every completed module provides the
of success on the way. Therefore specific
possibility of entering the labour market or
attention must be devoted to the continued
continuing the training.
modularisation of education at every level. The centres for adult education are responsi-
A modular structure makes it possible for
ble for making lifelong learning for adults
the interim successes of learners to be
a real possibility. The framework of the
expressed in (modular) certificates, so that
Parliament of Flanders Act makes it possible
they can enter the labour market with
for the centres to respond quickly and
qualifications at any time.
appropriately to the constantly changing
In the modularisation experiment, elements
training needs of the individual and of the
of general education will be integrated as
labour market. The modernisation of bis,
far as possible in the vocational context.
which should result in a complete electronic
All the students are given an opportunity to
learning platform, is another important
gain a certificate of secondary education, in
element in facilitating lifelong learning for
addition to the vocational qualification.
adults. The development of combined education in the centres for adult education also
2.3.8 Participation
fits in this framework. The flemish education counci l Some training provided by the Department
(vlor) has been operating at the central
of Education, the Flemish Employment and
level since 1991. The Flemish Education
Vocational Training Agency (vdab) and
Council can carry out studies, discuss and
the Flemish Institute for the Self-Employed
advise on educational matters, on its own
(vizo) is closely interrelated so that there
initiative, at the request of the Minister of
is a need for cooperation.
Education or of the Government of
21
Flanders. The vlor advises on all draft acts
From 1 January 2000, a secondary school is
and policy texts relating to education.
obliged to establish a pupi l counci l, if one third of the pupils ask for this. The
The flemish i nterun iversity
council has advisory powers with regard
counci l (vli r) advises and presents pro-
to all matters that directly affect the pupils.
posals to the minister with regard to uni-
The headteacher must provide all the
versity education. The vli r carries out
necessary information and infrastructure
research itself, and contracts out research.
and administrative support. A Centre for
The flemish counci l for non-
pupil participation was created to raise
un iversity h igh er education
the awareness of pupils and counsellors
(vlhora) has a corresponding task to
and support them through training.
the vli r, for colleges of higher education. Both staff and students are represented Strong local structures are necessary to
in all the administrative bodies of
support the large degree of autonomy and
Flemish colleges of higher education
responsibility of educational institutions.
and universities.
For community education, the participation
Students at the colleges of higher educa-
of all those involved in education is organ-
tion and universities also have their
ised at the local level by the schools
own council. These councils are demo-
counci ls (advisory and consultation
cratically elected. They are consulted and
bodies). The schools councils have a general
advise on any matters which affect them
right to information and a well-defined
(educational and examination arrange-
scope of competence regarding advice and
ments, and evaluation, etc.).
consultation. In subsidised education, participation and
2.3.9 Recognising the
professionalism of teachers
consultation are organised with participation counci ls. They have a broad scope of competence
The schools in the Flemish education
with regard to giving advice and a well-
system are faced with a growing shortage
defined scope of competence on consulta-
of teachers. If the education system is to
tion with regard to the school policy.
keep a sufficient number of competent and motivated teachers, a number of
The different parties involved in the school
measures will have to be introduced.
also often organise separate informal com-
Recently, new measures have been
mittees and councils.
applied with regard to overtime and the temporary return of teachers on leave or
In most nursery, primary and secondary
retired teachers. In addition a teach er
schools, parents organise a parents’
replacement pool was created which
association which organises school-
provides a better status for supply teachers.
related activities on a voluntary basis, usu-
Also additional support for teachers and
ally aimed at fund raising.
school management teams, a recruitment campaign for the teaching profession, a
22
premium for teachers, the introduction of longer periods of teaching practice and in-service training should help solve the shortage problem. A coherent and coordinated action plan was set up in order to make the teaching profession attractive and valued again in the medium term.
23
2.4
Useful addresses
Ministry of the Flemish Community Department of Education website www.ond.vlaanderen.be
24
Nursery and Primary Education
Continuing Education Administration
Administration
Koning Albert II-laan 15
Koning Albert II-laan 15
tower C 6th and 7th floors
4th floor
1210 Brussels
1210 Brussels
tel +32 2 553 98 61
tel +32 2 553 93 76
fax +32 2 553 98 65
fax +32 2 553 93 75
deeltijdskunstonderwijs@vlaanderen.be
scholen.basisonderwijs@vlaanderen.be
volwassenenonderwijs@vlaanderen.be
Secondary Education Administration
Support Administration
Koning Albert II-laan 15
Koning Albert II-laan 15
2nd and 3rd floors
1210 Brussels
1210 Brussels
tel +32 2 553 86 56
tel +32 2 553 89 01
fax +32 2 553 86 55
fax +32 2 553 89 05
e-mail ondersteuning@ond.vlaanderen.be
e-mail scholen.secundaironderwijs@vlaanderen.be
Educational Information and Documentation Division
Higher Education and Research
Koning Albert II-laan 15
Administration
1210 Brussels
Koning Albert II-laan 15
tel +32 2 553 96 52
tower A 6th and 7th floors
fax +32 2 553 96 55
1210 Brussels
tel +32 2 553 98 32
onderwijspublicaties@vlaanderen.be
fax +32 2 553 98 35
or through
www.ond.vlaanderen.be/infolijn
hogescholen@vlaanderen.be universiteiten@vlaanderen.be
25
The Department of Education publishes other works, apart from this brochure. You can obtain a summary by visiting the department’s website: www.ond.vlaanderen.be/publicaties
A printed version of the catalogue is available from: Ministry of the Flemish Community, Educational Publications Unit, Hendrik Consciencegebouw, Koning Albert II-laan 15, 1210 Brussels. tel 02-553 66 53 fax 02-553 66 54 e-mail onderwijspublicaties@vlaanderen.be
26
1
The position of Flanders
2
1.1 Flanders in Belgium and Europe 3 1.2 Flanders as a federated state 3
Table of contents
1.3 Maximum scope, including the scope for educational issues 4 1.4 A small region, with a large school population 5 2
Education in Flanders
6
2.1 General principles 7 2.1.1 Compulsory education for all children up to the age of 18 7 2.1.2 Freedom of education 8 2.1.3 Educational networks 8 2.1.4 Funding education 9 2.1.5 Moving towards autonomy 9 2.1.6 Organisation of the school and the academic year 9 2.2 Levels of education 10 2.2.1 Structure of education 10 2.2.2 Nursery and primary education 11 2.2.3 Secondary education 12 2.2.4 Higher education 13 2.2.5 Continuing education 15 2.3 Current points for attention 18 2.3.1 Pupil Guidance Centres 18 2.3.2 Communication 19 2.3.3 Target group policy 19 2.3.4 Information and communication technologies (ict) 20 2.3.5 Quality control and quality improvement 20 2.3.6 Lifelong learning 21 2.3.7 Modularisation 21 2.3.8 Participation 21 2.3.9 Recognising the professionalism of teachers 22 2.4 Useful addresses 24
27
Publication details
Text Ministry of the Flemish Community Educational Information and Documentation Division in cooperation with the other administrations and divisions of the Department of Education
Final editing and product coordination Educational Information and Documentation Division
Publisher Georges Monard, Secretary-General Koning Albert II-laan 15 - 1210 Brussels
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