Flemish_Eurydice_report_2008.pdf by Vlaanderen-be

Flemish Eurydice report 2008 Belgium â€“ Flemish Community

Chief Editor: Natalie Verstraete Flemish Ministry of Education & Training International Relations Office Koning Albert II-laan 15 B-1210 Brussel Original text in Dutch: Rob De Vries Translation in English: Daffodil bvba, Olen Co-ordination: Ilse Scheirlinckx Printed by: Flemish Ministry of Education & Training Printery Besides this brochure, the Flemish Ministry of Education and Training publishes many other publications. You can find the entire list of publications at the website www.ond.vlaanderen.be/publicaties A paper version of the catalogue can be obtained from the Flemish Ministry of Education and Training, Agency for Education Communication, Cel Education Publications, Koning Albert IIlaan 15, 1210 Brussel, tel: +32-(0)2-553.66.53 â€“ fax: +32-(0)2-553.66.54 â€“ e-mail: onderwijspublicaties@vlaanderen.be You can find a list of all Eurydice publications at www.eurydice.org This report is also available in Dutch.

D/2008/3241/319

ACKNOWLEDGEMENTS Numerous experts provided valuable information and screened texts, or were instrumental in bringing other experts on board. I want to sincerely thank Véronique Adriaens, Cynthia Bettens, Luc Bogaerts, Bart Bruylandt, Bea Buysse, Wim Cloots, Nathalie Decuypere, Marleen Deputter, Guy De Smet, Marc De Vlieger, Ilse De Volder, Annemie Dewael, Johan Geentjes, Leen Helsen, Ruth Lamotte, Dirk Lappeirre, Hilde Lesage, Ingrid Leys, Theo Leyman, Erwin Malfroy, Nina Mares, Ronny Masset, Bart Meysmans, Peter Michielsens, Renilde Reynders, Magali Soenen, Willy Sleurs, Elomari Smahen, Nicole Speleers, Roger Standaert, Jean Steenberghen, Luc Van Beeumen, Sonja Van Craeymeersch, Liselotte Van de Perre, Theo Van Malderen, Rik Vercammen, Annemie Vercruysse, Geert Vermeulen, Floriaan Vossen, Kaat De Backer, Marianne Van Lancker, Sara Gilissen and probably many more to whom we apologies for not having mentioned their name… The websites of numerous institutions were a valuable source of information but the website of the Department of Education and Training was vital in the updating of this report. Many an excerpt has been derived from Schooldirect [School Direct] and the press releases issued by the Minister of Education and Training. The “Statistical Yearbook of Flemish Education” provided a wealth of information for the statistics. Also my sincere gratitude to Ilse Scheirlinckx and Natalie Verstraete for their most stimulating and supportive guidance.

TABLE OF CONTENTS 1. POLITICAL, SOCIAL AND ECONOMIC BACKGROUND AND TRENDS......................................... 17 1.1. HISTORICAL OVERVIEW .............................................................................................................................. 17 1.1.1. Towards a federal state with communitarisation of education........................................................... 17 1.1.2. Structure of political decision-making ............................................................................................... 19 1.1.3. Political parties in Flanders............................................................................................................... 19 1.2. MAIN EXECUTIVE AND LEGISLATIVE BODIES .............................................................................................. 21 1.2.1. Federal ............................................................................................................................................... 21 1.2.2. Flemish Community and the Flemish Region..................................................................................... 23 1.2.3. Brussels-Capital Region..................................................................................................................... 25 1.2.4. Provinces, cities and towns ................................................................................................................ 26 1.3. RELIGIONS .................................................................................................................................................. 26 1.4. OFFICIAL AND MINORITY LANGUAGES ........................................................................................................ 28 1.5. DEMOGRAPHIC SITUATION .......................................................................................................................... 28 1.6. ECONOMIC SITUATION ................................................................................................................................ 30 1.6.1. Economic situation of Flanders.......................................................................................................... 30 1.6.2. The Flemish active population ........................................................................................................... 32 1.7. STATISTICS ................................................................................................................................................. 36 1.7.1. Level of education of the Flemish-Region population (aged 25-64), in % ......................................... 36 1.7.2. Level of education of the Flemish-Region population (aged 25-34), in % ......................................... 37 1.7.3. School-leavers and left-over percentage according to level of education, in % ................................ 38 2. GENERAL ORGANISATION OF THE EDUCATION SYSTEM AND ADMINISTRATION OF EDUCATION ...................................................................................................................................................... 39 2.1. HISTORICAL OVERVIEW .............................................................................................................................. 39 2.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS ...................................................................................... 40 2.3. FUNDAMENTAL PRINCIPLES AND BASIC LEGISLATION ................................................................................. 46 2.3.1. Freedom of education......................................................................................................................... 46 2.3.1.1. Freedom of establishment, orientation and organisation of education............................................................ 46 2.3.1.2. Freedom of choice of school and right of registration..................................................................................... 47

2.3.2. Educational networks ......................................................................................................................... 49 2.3.3. Legal provisions for subsidised schools ............................................................................................. 50 2.3.4. Teaching methods and ‘pedagogical project’ .................................................................................... 51 2.3.5. Final objectives and curricula............................................................................................................ 52 2.3.6. General regulations............................................................................................................................ 53 2.4. GENERAL STRUCTURE AND DEFINING MOMENTS IN EDUCATIONAL GUIDANCE ........................................... 55 2.5. COMPULSORY EDUCATION .......................................................................................................................... 56 2.5.1. Historical overview ............................................................................................................................ 56 2.5.2. Current legislation ............................................................................................................................. 57 2.5.3. Monitoring compulsory education...................................................................................................... 58 2.6. GENERAL ADMINISTRATION........................................................................................................................ 59 2.6.1. General administration at national level: the federal state................................................................ 60 2.6.2. General administration and management at regional level: the Flemish Community ....................... 61 2.6.2.1. Education and training...................................................................................................................................... 61 2.6.2.2. Vocational training and entrepreneurial training ............................................................................................. 63 2.6.2.3. Training in agriculture...................................................................................................................................... 64 2.6.2.4. Socio-cultural adult work ................................................................................................................................. 64 2.6.2.5. Towards an integrated policy for education, training and work...................................................................... 65 2.6.2.5.1. Policy formulation: the Ministerial Committee on Education, Training and Work (Ministerieel Comité Onderwijs, Vorming en Werk) ................................................................................................................................. 65 2.6.2.5.2. Policy preparation and planning: the interdepartmental O, V and W steering group ............................. 66 2.6.2.5.3. Policy-implementing entities.................................................................................................................... 66

2.6.3. General administration and management at local level..................................................................... 67 2.6.3.1. Cross-network consultation structures at city level ......................................................................................... 67 2.6.3.2. Support of local education policy from the Flemish government ................................................................... 68 2.6.3.3. Provincial education policy .............................................................................................................................. 69

2.6.4. Educational institutions, administration and management ................................................................ 69 2.6.4.1. Organising bodies ............................................................................................................................................. 70 2.6.4.1.1. Community Education, GO! (Gemeenschapsonderwijs)......................................................................... 71

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2.6.4.1.1.1. Administration at central level: RAGO............................................................................................ 71 2.6.4.1.1.2. Management at meso level: school groups ...................................................................................... 72 2.6.4.1.2. Subsidised private Catholic education ..................................................................................................... 72 2.6.4.1.3. Subsidised private non-Catholic education.............................................................................................. 73 2.6.4.1.4. Provincial education ................................................................................................................................. 73 2.6.4.1.5. City and municipal education................................................................................................................... 74 2.6.4.1.6. Dutch-language education in the Brussels-Capital Region ..................................................................... 75 2.6.4.2. The educational umbrella organisation ............................................................................................................ 76 2.6.4.3. Educational institutions, administration and management in the schools....................................................... 77 2.6.4.3.1. Administrative bodies and offices............................................................................................................ 77 2.6.4.3.2. Responsibilities......................................................................................................................................... 78 2.6.4.3.3. Composition of staff ................................................................................................................................. 79 2.6.4.3.4. Organisation and planning........................................................................................................................ 80 2.6.4.4. Educational institutions, administration and management in the school communities .................................. 81 2.6.4.4.1. Elementary education ............................................................................................................................... 82 2.6.4.4.2. Secondary education................................................................................................................................. 83 2.6.4.5. Educational institutions, administration and management in the university colleges .................................... 85 2.6.4.5.1. General-management structures and administrative offices.................................................................... 85 2.6.4.5.2. Lower-level administrative structures and offices................................................................................... 86 2.6.4.6. Educational institutions, administration and management in universities ...................................................... 87 2.6.4.6.1. General-management structures and administrative offices.................................................................... 87 2.6.4.6.2. Important offices at the top: the vice-chancellor ..................................................................................... 88 2.6.4.6.3. Lower-level administrative structures and offices................................................................................... 89 2.6.4.7. Educational institutions, administration and management in the associations ............................................... 89

2.7. INTERNAL AND EXTERNAL CONSULTATION ................................................................................................. 90 2.7.1. Internal consultation .......................................................................................................................... 90 2.7.1.1. Pedagogical council, parent council and pupil council at school level ........................................................... 91 2.7.1.2. The school council............................................................................................................................................ 91 2.7.1.2.1. Community education .............................................................................................................................. 91 2.7.1.2.2. Subsidised education ................................................................................................................................ 91 2.7.1.3. The representative advisory board at school-community level ....................................................................... 93 2.7.1.4. Class councils ................................................................................................................................................... 93 2.7.1.5. Informal consultation bodies: departments and staff meetings ....................................................................... 93

2.7.2. Consultation involving players in society at large ............................................................................. 94 2.7.2.1. Flemish Education Council (Vlaamse Onderwijsraad - VLOR) ..................................................................... 94 2.7.2.2. Flemish Interuniversity Council (Vlaamse Interuniversitaire Raad - VLIR) and Flemish Council of University Colleges (Vlaamse Hogescholenraad - VLHORA) .................................................................................... 95 2.7.2.3. Umbrella parents’ associations......................................................................................................................... 96 2.7.2.4. Teachers’ Unions.............................................................................................................................................. 96 2.7.2.5. Student and pupil umbrella organisations........................................................................................................ 97 2.7.2.6. Participation on labour conditions ................................................................................................................... 98 2.7.2.6.1. Public education ....................................................................................................................................... 98 2.7.2.6.2. Subsidised private education .................................................................................................................. 100 2.7.2.6.3. Higher education..................................................................................................................................... 100 2.7.2.6.4. Adult education....................................................................................................................................... 100 2.7.2.7. Link to the labour market and other training providers ................................................................................. 101

2.8. METHODS OF FINANCING EDUCATION ....................................................................................................... 101 2.8.1. The origin of the education budget................................................................................................... 102 2.8.2. The scope of the education budget and budget items ....................................................................... 102 2.8.3. Financing of the different educational networks .............................................................................. 103 2.8.4. Financing of school infrastructure and school construction............................................................ 105 2.8.5. Financing of continuing education................................................................................................... 107 2.8.5.1. Adult education............................................................................................................................................... 107 2.8.5.2. Vocational training by the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB).......................................................................................... 108 2.8.5.3. Entrepreneurial training SYNTRA Flanders.................................................................................................. 108 2.8.5.4. Part-time artistic education (Deeltijds kunstonderwijs – DKO).................................................................... 109 2.8.5.5. Training in agriculture.................................................................................................................................... 109 2.8.5.6. Socio-cultural adult work ............................................................................................................................... 109

2.8.6. Financing of university colleges....................................................................................................... 110 2.9. STATISTICS ............................................................................................................................................... 115 2.9.1. School population in full-time education according to organising body and sex for the school year 2005-2006 .................................................................................................................................................. 115 2.9.2. Evolution of the total school population in full-time education as of school year 1999-2000 ......... 118

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2.9.3. Number of educational institutions per level of education and per network for the school year 20052006............................................................................................................................................................ 118 2.9.4. Home education for the school year 2006-2007............................................................................... 119 2.9.4.1. Home education in elementary education ...................................................................................................... 119 2.9.4.2. Home education in secondary education ....................................................................................................... 120

2.9.5. Teacher-pupil ratio per level of education for the school year 2005-2006 ...................................... 120 2.9.6. Evolution of the cost per pupil/student per level of education (in €) 2005-2007.............................. 121 2.9.7. Relation between the education budget and the budget of the Flemish Community and the Gross Regional Product (in thousands €)............................................................................................................. 122 2.9.8. Education budget per organisation department (in thousands €); evolution 2005-2007 ................. 123 2.9.9. Education budget per expense category, in thousands € (evolution 2005-2007) ............................. 124 2.9.10. School population in Dutch-speaking mainstream education, Brussels Capital Region................ 126 3. PRE-PRIMARY EDUCATION................................................................................................................... 127 3.1. HISTORICAL OVERVIEW ............................................................................................................................ 127 3.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS .................................................................................... 127 3.3. SPECIFIC LEGISLATIVE FRAMEWORK......................................................................................................... 129 3.4. GENERAL OBJECTIVES .............................................................................................................................. 129 3.5. GEOGRAPHICAL ACCESSIBILITY ................................................................................................................ 132 3.6. ADMISSION REQUIREMENTS AND CHOICE OF INSTITUTION/CENTRE .......................................................... 132 3.7. FINANCIAL SUPPORT FOR PUPILS' FAMILIES............................................................................................... 132 3.8. AGE LEVELS AND GROUPING OF CHILDREN ............................................................................................... 132 3.9. ORGANISATION OF TIME ........................................................................................................................... 133 3.10. CURRICULUM, TYPES OF ACTIVITY, NUMBER OF HOURS .......................................................................... 133 3.11. TEACHING METHODS AND MATERIALS .................................................................................................... 133 3.12. EVALUATION OF CHILDREN..................................................................................................................... 133 3.13. SUPPORT FACILITIES ............................................................................................................................... 133 3.14. PRIVATE-SECTOR PROVISION .................................................................................................................. 134 3.15. ORGANISATIONAL VARIATIONS AND ALTERNATIVE STRUCTURES ........................................................... 134 3.16. STATISTICS ............................................................................................................................................. 134 4. PRIMARY EDUCATION ............................................................................................................................ 135 4.1. HISTORICAL OVERVIEW ............................................................................................................................ 137 4.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS .................................................................................... 138 4.3. SPECIFIC LEGISLATIVE FRAMEWORK......................................................................................................... 141 4.4. GENERAL OBJECTIVES .............................................................................................................................. 141 4.5. GEOGRAPHICAL ACCESSIBILITY ................................................................................................................ 142 4.6. ADMISSION REQUIREMENTS AND CHOICE OF SCHOOL ............................................................................... 142 4.7. FINANCIAL SUPPORT FOR PUPILS’ FAMILIES .............................................................................................. 143 4.8. AGE LEVELS AND GROUPING OF PUPILS..................................................................................................... 144 4.9. ORGANISATION OF TIME ........................................................................................................................... 145 4.9.1. Organisation of the school year ....................................................................................................... 145 4.9.2. Organisation of the school week and the school day........................................................................ 145 4.10. CURRICULUM, SUBJECTS, NUMBER OF HOURS ......................................................................................... 146 4.11. TEACHING METHODS AND TEACHING MATERIALS ................................................................................... 148 4.12. PUPIL ASSESSMENT ................................................................................................................................. 149 4.13. PROGRESSION OF PUPILS ......................................................................................................................... 150 4.14. CERTIFICATION ....................................................................................................................................... 150 4.15. EDUCATIONAL GUIDANCE ....................................................................................................................... 150 4.15.1. Special support for pupils............................................................................................................... 150 4.15.2. The role of the pupil guidance centres (CLB) ................................................................................ 151 4.16. PRIVATE EDUCATION .............................................................................................................................. 153 4.17. ORGANISATIONAL VARIATIONS AND ALTERNATIVE STRUCTURES ........................................................... 153 4.17.1. Education-type 5 (hospital schools and preventoria)..................................................................... 153 4.17.2. K-services (youth psychiatric services) .......................................................................................... 154 4.17.3. Temporary Home Education (Tijdelijk Onderwijs Aan Huis - TOAH) .......................................... 154 4.18. STATISTICS ............................................................................................................................................. 155 4.18.1. Evolution of the number of pupils in pre-primary education ......................................................... 155 4.18.2. School population in pre-primary education per organising body ................................................ 156 4.18.3. Evolution of the number of pupils in primary education ................................................................ 157 4.18.4. Progress of pupils of Belgian nationality ....................................................................................... 158

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4.18.5. Progress of pupils of foreign nationality ........................................................................................ 159 4.18.6. CLB, Pupil Guidance Centres, 2006-2007 ..................................................................................... 160 5. SECONDARY AND POST-SECONDARY NON-TERTIARY EDUCATION....................................... 161 5.1. HISTORICAL OVERVIEW ............................................................................................................................ 163 5.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS .................................................................................... 164 5.3. SPECIFIC LEGISLATIVE FRAMEWORK......................................................................................................... 169 5.4. GENERAL OBJECTIVES .............................................................................................................................. 170 5.5. TYPES OF INSTITUTIONS ............................................................................................................................ 171 5.6. GEOGRAPHICAL ACCESSIBILITY ................................................................................................................ 173 5.7. ADMISSION REQUIREMENTS AND CHOICE OF SCHOOL ............................................................................... 173 5.8. REGISTRATION AND/OR TUITION FEES....................................................................................................... 174 5.9. FINANCIAL SUPPORT FOR PUPILS ............................................................................................................... 174 5.10. AGE LEVELS AND GROUPING OF PUPILS................................................................................................... 176 5.11. SPECIALISATION OF STUDIES ................................................................................................................... 177 5.12. ORGANISATION OF SCHOOL TIME ............................................................................................................ 178 5.12.1. Organisation of the school year ..................................................................................................... 178 5.12.2. Weekly and daily timetable............................................................................................................. 179 5.13. Curriculum, Subjects, Number of hours ............................................................................................ 179 5.13.1. Final and developmental objectives ............................................................................................... 180 5.13.2. Curricula ........................................................................................................................................ 182 5.13.3. Timetables ...................................................................................................................................... 182 5.13.3.1. Core curriculum............................................................................................................................................ 182 5.13.3.2. Optional subjects (core courses and complementary component) .............................................................. 184 5.13.3.2.1. First stage.............................................................................................................................................. 185 5.13.3.2.2. General Secondary Education (ASO) .................................................................................................. 185 5.13.3.2.3. Technical secondary education (TSO) ................................................................................................. 187 5.13.3.2.4. Artistic Secondary Education (KSO) ................................................................................................... 188 5.13.3.2.5. Vocational secondary education (BSO) ............................................................................................... 189 5.13.3.2.6. Alternance-training systems within compulsory education................................................................. 191 5.13.3.2.6.1. Part-time vocational secondary education, (Deeltijds beroepssecundair onderwijs – DBSO) ... 191 5.13.3.2.6.2. Apprenticeships organised by the Flemish Agency for Entrepreneurial Training – SYNTRA Flanders (Cf. 7.). ................................................................................................................................................ 193 5.13.3.2.6.3. Part-time training.......................................................................................................................... 193 5.13.3.2.6.4. Part-time off-shore fishery education........................................................................................... 194 5.13.3.2.7. Fourth-stage vocational secondary education ...................................................................................... 194

5.14. TEACHING METHODS AND MATERIALS .................................................................................................... 195 5.15. PUPIL ASSESSMENT ................................................................................................................................. 195 5.16. PROGRESSION OF PUPILS ......................................................................................................................... 196 5.17. CERTIFICATION ....................................................................................................................................... 196 5.18. EDUCATIONAL/VOCATIONAL GUIDANCE, EDUCATION/EMPLOYMENT LINKS......................................... 197 5.19. PRIVATE EDUCATION .............................................................................................................................. 201 5.20. ORGANISATIONAL VARIATIONS AND ALTERNATIVE STRUCTURES ......................................................... 201 5.21. STATISTICS ............................................................................................................................................. 202 5.21.1. Evolution of the number of pupils in secondary education from school year 1990-1991 .............. 202 5.21.2. Evolution of pupil numbers in mainstream secondary education per education form; school year 2006-2007 .................................................................................................................................................. 203 5.21.3. Evolution of the number of pupils in DBSO from school year 1991-1992, according to age ........ 204 5.21.4. Secondary-eduction proofs of study conferred at the end of school year 2005-2006, according to year of birth and sex................................................................................................................................... 205 5.21.5. Part-time vocational secondary education (DBSO) proofs of study conferred at the end of school year 2005-2006, according to year of birth ............................................................................................... 207 6. TERTIARY EDUCATION .......................................................................................................................... 209 6.1. HISTORICAL OVERVIEW ............................................................................................................................ 211 6.1.1. History of university-college education............................................................................................ 211 6.1.2. History of university education ........................................................................................................ 212 6.1.3. Integrated higher education ............................................................................................................. 212 6.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS .................................................................................... 213 6.3. SPECIFIC LEGISLATIVE FRAMEWORK......................................................................................................... 214 6.4. GENERAL OBJECTIVES .............................................................................................................................. 214 6.5. TYPES OF INSTITUTION ............................................................................................................................. 215

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6.6. ADMISSION REQUIREMENTS ...................................................................................................................... 216 6.7. REGISTRATION AND/OR TUITION FEES....................................................................................................... 218 6.8. FINANCIAL SUPPORT FOR STUDENTS ......................................................................................................... 218 6.9. ORGANISATION OF THE ACADEMIC YEAR .................................................................................................. 220 6.10. BRANCHES OF STUDY, SPECIALISATION .................................................................................................. 221 6.11. CURRICULUM.......................................................................................................................................... 223 6.12. TEACHING METHODS .............................................................................................................................. 223 6.13. STUDENT ASSESSMENT ........................................................................................................................... 223 6.14. PROGRESSION OF STUDENTS ................................................................................................................... 223 6.15. CERTIFICATION ....................................................................................................................................... 224 6.16. EDUCATIONAL/VOCATIONAL GUIDANCE, EDUCATION/EMPLOYMENT LINKS ........................................... 225 6.17. PRIVATE EDUCATION .............................................................................................................................. 226 6.18. ORGANISATIONAL VARIATIONS AND ALTERNATIVE STRUCTURES ........................................................... 226 6.19. STATISTICS ............................................................................................................................................. 227 6.19.1. Evolution of the main enrolments in university colleges per type of programme and per sex ....... 227 6.19.2. Number of main enrolments in university colleges for academic year 2004-2005, per type of programme, area of study and sex ............................................................................................................. 229 6.19.3. Evolution of the number of generation students at university colleges per type of programme and area of study (1) ......................................................................................................................................... 230 6.19.4. Evolution of the number of generation students in university education, per area of study (1) ..... 232 6.19.5. Number of qualifications conferred in university college education at the end of academic year 2003-2004, per area of study and cycle ..................................................................................................... 234 6.19.6. Number of qualifications conferred by universities at the end of academic year 2003-2004, per area of study and per type of programme........................................................................................................... 235 7. CONTINUING EDUCATION AND PROGRAMMES FOR YOUNG SCHOOL LEAVERS AND ADULTS ............................................................................................................................................................ 237 7.1. HISTORICAL OVERVIEW ............................................................................................................................ 238 7.1.1. Adult education - Historical overview.............................................................................................. 238 7.1.2. Flemish Public Employment and Vocational Training Service (VDAB) – Historical overview....... 240 7.1.3. Entrepreneurial training SYNTRA Flanders - historical overview .................................................. 241 7.1.4. Training in agriculture - Historical overview .................................................................................. 241 7.1.5. Part-time artistic education, DKO - Historical overview................................................................. 242 7.1.6. Socio-cultural adult work - Historical overview .............................................................................. 242 7.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS .................................................................................... 243 7.2.1. Adult education – Ongoing debates and new developments............................................................. 246 7.2.2. VDAB Vocational training – Ongoing debates and new developments............................................ 247 7.2.3. Entrepreneurial training SYNTRA Flanders - Ongoing debates and new developments ................. 248 7.2.4. Training in agriculture – Ongoing debates and new developments ................................................. 248 7.2.5. Part-time artistic education, DKO - Ongoing debates and new developments ................................ 248 7.2.6. Socio-cultural adult work – Ongoing debates and new developments ............................................. 250 7.3. SPECIFIC LEGISLATIVE FRAMEWORK......................................................................................................... 250 7.3.1. Adult education – Specific legislative framework ............................................................................ 251 7.3.2. VDAB Vocational training – Specific legislative framework ........................................................... 252 7.3.3. Entrepreneurial training SYNTRA Flanders – Specific legislative framework ................................ 252 7.3.4. Training in agriculture – Specific legislative framework................................................................. 253 7.3.5. Part-time artistic education, DKO – Specific legislative framework ............................................... 253 7.3.6. Socio-cultural adult work – Specific legislative framework ............................................................. 254 7.4. GENERAL OBJECTIVES .............................................................................................................................. 254 7.4.1. Adult education - General objectives ............................................................................................... 254 7.4.2. VDAB Vocational training - General objectives .............................................................................. 255 7.4.3. Entrepreneurial training SYNTRA Flanders - General objectives ................................................... 255 7.4.4. Training in agriculture - General objectives.................................................................................... 256 7.4.5. Part-time artistic education, DKO - General objectives .................................................................. 257 7.4.6. Socio-cultural adult work - General objectives................................................................................ 257 7.5. TYPES OF INSTITUTION.............................................................................................................................. 257 7.5.1. Adult education - Types of institutions ............................................................................................. 258 7.5.2. VDAB Vocational training - Types of institutions ............................................................................ 259 7.5.3. Entrepreneurial training SYNTRA Flanders - Types of institutions................................................. 259 7.5.4. Training in agriculture - Types of institutions.................................................................................. 259

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7.5.5. Part-time artistic education, DKO – types of institutions ................................................................ 260 7.5.6. Socio-cultural adult work - Types of institutions.............................................................................. 260 7.6. GEOGRAPHICAL ACCESSIBILITY ................................................................................................................ 262 7.6.1. Adult education - Geographical accessibility................................................................................... 262 7.6.2. VDAB Vocational training - Geographical accessibility ................................................................. 262 7.6.3. Entrepreneurial training SYNTRA Flanders - Geographical accessibility ...................................... 262 7.6.4. Training in agriculture - Geographical accessibility ....................................................................... 263 7.6.5. Part-time artistic education, DKO – Geographical accessibility..................................................... 263 7.6.6. Socio-cultural adult work - Geographical accessibility ................................................................... 263 7.7. ADMISSION REQUIREMENT........................................................................................................................ 263 7.7.1. Adult education – Admission requirements ...................................................................................... 263 7.7.2. VDAB Vocational training - Admission requirements...................................................................... 265 7.7.3. Entrepreneurial training SYNTRA Flanders - Admission requirements .......................................... 265 7.7.4. Training in agriculture – Admission requirements .......................................................................... 265 7.7.5. Part-time artistic education, DKO - Admission requirements.......................................................... 265 7.7.6. Socio-cultural adult work - Admission requirements ....................................................................... 266 7.8. REGISTRATION AND/OR TUITION FEES....................................................................................................... 266 7.8.1. Adult education – Registration and/or tuition fees........................................................................... 266 7.8.2. VDAB Vocational training - Registration and/or tuition fees .......................................................... 267 7.8.3. Entrepreneurial training SYNTRA Flanders - Registration and/or tuition fees ............................... 267 7.8.4. Training in agriculture – Registration and/or tuition fees ............................................................... 268 7.8.5. Part-time artistic education, DKO – Registration and/or tuition fees.............................................. 268 7.8.6. Socio-cultural adult work – Registration and/or tuition fees ........................................................... 268 7.9. FINANCIAL SUPPORT FOR LEARNERS ......................................................................................................... 268 7.9.1. Adult education - Financial support for course participants ........................................................... 269 7.9.2. VDAB Vocational training - Financial support for course participants .......................................... 269 7.9.3. Entrepreneurial training SYNTRA Flanders – Financial support for course participants .............. 270 7.9.4. Training in agriculture - Financial support for course participants................................................ 270 7.9.5. Part-time artistic education – Financial support for course participants........................................ 271 7.9.6. Socio-cultural adult work - Financial support for course participants............................................ 271 7.10. MAIN AREAS OF SPECIALISATION ............................................................................................................ 272 7.10.1. Adult education – Main areas of specialisation ............................................................................. 272 7.10.2. VDAB Vocational training – Main areas of specialisation ............................................................ 277 7.10.3. Entrepreneurial training SYNTRA Flanders – Main areas of specialisation ................................. 278 7.10.4. Training in agriculture – Main areas of specialisation.................................................................. 279 7.10.5. Part-time artistic education DKO – Main areas of specialisation ................................................. 280 7.10.6. Socio-cultural adult work – Main areas of specialisation.............................................................. 281 7.11. TEACHING METHODS .............................................................................................................................. 281 7.11.1. Adult education - Teaching methods .............................................................................................. 282 7.11.2. VDAB Vocational training - Teaching methods ............................................................................. 282 7.11.3. Entrepreneurial training SYNTRA Flanders - Teaching methods.................................................. 283 7.11.4. Training in agriculture - Teaching methods................................................................................... 283 7.11.5. Part-time artistic education, DKO - Teaching methods ................................................................. 284 7.11.6. Socio-cultural adult work - Teaching methods............................................................................... 284 7.12. TRAINERS ............................................................................................................................................... 285 7.12.1. Adult education - Trainers.............................................................................................................. 285 7.12.2. VDAB Vocational training - Trainers ............................................................................................ 286 7.12.3. Entrepreneurial training SYNTRA Flanders - Trainers ................................................................. 286 7.12.4. Training in agriculture - Trainers .................................................................................................. 286 7.12.5. Part-time artistic education, DKO - Teachers ............................................................................... 287 7.12.6. Socio-cultural adult work - Trainers .............................................................................................. 287 7.13. EVALUATION AND PROGRESSION ............................................................................................................ 287 7.13.1. Adult education - Evaluation and progression............................................................................... 287 7.13.2. VDAB Vocational training – Learner assessment and progression ............................................... 288 7.13.3. Entrepreneurial training SYNTRA Flanders – Learner assessment/ progression.......................... 288 7.13.4. Training in agriculture - Evaluation and progression ................................................................... 288 7.13.5. Part-time artistic education, DKO – Evaluation and progression ................................................. 288 7.13.6. Socio-cultural adult work – Learner assessment/progression........................................................ 289 7.14. CERTIFICATION ....................................................................................................................................... 289 7.14.1. Adult education - Certification ....................................................................................................... 290

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7.14.2. VDAB Vocational training – Certification ..................................................................................... 291 7.14.3. Entrepreneurial training SYNTRA Flanders – Certification .......................................................... 292 7.14.4. Training in agriculture - Certification ........................................................................................... 292 7.14.5. Part-time artistic education, DKO - Certification.......................................................................... 293 7.14.6. Socio-cultural adult work – Competence documents ..................................................................... 293 7.15. EDUCATION/EMPLOYMENT LINKS ........................................................................................................... 294 7.15.1. Adult education – Education/employment links ............................................................................. 296 7.15.2. VDAB Vocational training – Education/employment links ............................................................ 297 7.15.3. Entrepreneurial training SYNTRA Flanders – Education/employment links ................................. 298 7.15.4. Training in agriculture – Education/employment links.................................................................. 298 7.15.5. Part-time artistic education, DKO – Education/employment links ................................................ 298 7.15.6. Social-cultural adult education – Education/employment links ..................................................... 298 7.16. PRIVATE EDUCATION .............................................................................................................................. 298 7.17. STATISTICS ............................................................................................................................................. 299 7.17.1. Adult education............................................................................................................................... 299 7.17.1.1. General.......................................................................................................................................................... 299 7.17.1.1.1. Number of course participants ............................................................................................................. 299 7.17.1.1.2. Evolution of the OSP budget (in € 1,000)............................................................................................ 299 7.17.1.2. Adult basic education ................................................................................................................................... 300 7.17.1.2.1. Evolution of the number of course participants in adult basic education as from operating year 19901991......................................................................................................................................................................... 300 7.17.1.2.2. Evolution of the adult basic education budget (in € 1,000)................................................................. 300 7.17.1.3. Secondary adult education............................................................................................................................ 301 7.17.1.3.1. Evolution of the number of students in secondary adult education (formerly Social-Advancement Education – OSP).................................................................................................................................................... 301 7.17.1.3.2. Number of certificates (getuigschriften and certificaten) and diplomas conferred by secondary adult education (formerly social-advancement education) during reference period 1 February 2006 - 31 January 2007 ................................................................................................................................................................................. 301 7.17.1.4. Higher vocational adult education ............................................................................................................... 302 7.17.1.4.1. Number of students in higher vocational adult education (Formerly Higher Social-Advancement Education – HOSP), short-type, according to area of study (reference period 1/02/06 - 31/01/07)..................... 302 7.17.1.4.2. Evolution of the number of students in higher vocational adult education (formerly Higher SocialAdvancement Education – OSP) ............................................................................................................................ 302 7.17.1.4.3. Number of diplomas conferred in higher social-advancement education, per type and category, during the reference period 1 February 2006 - 31 January 2007 ...................................................................................... 303 7.17.1.4.4. Number of certificates of teaching competence (GPB) conferred by higher social-advancement education, during the reference period 1 February 2006 - 31 January 2007 ......................................................... 303

7.17.2. Vocational training VDAB ............................................................................................................. 304 7.17.2.1. Pathway-to-work programmes in 2006........................................................................................................ 304 7.17.2.2. Number of completed courses, divided per activity of employees – job-seekers in 2006.......................... 304

7.17.3. Entrepreneurial training SYNTRA Flanders .................................................................................. 305 7.17.3.1. Apprenticeships – number of courses, teaching periods and course participants ....................................... 305 7.17.3.2. Entrepreneurial training – number of courses, teaching periods and course participants........................... 305 7.17.3.3. Apprenticeship contracts and apprenticeships ............................................................................................. 306 7.17.3.4. Apprenticeships ............................................................................................................................................ 306

7.17.4. Training in agriculture ................................................................................................................... 306 7.17.4.1. Agricultural training for beginners in agriculture, Flanders 2005............................................................... 306

7.17.5. Part-time artistic education (DKO)................................................................................................ 307 7.17.5.1. Evolution of the number of pupils as of school year 1991-1992................................................................. 307

8. TEACHERS AND EDUCATION STAFF .................................................................................................. 309 8.1. INITIAL TRAINING OF TEACHERS ............................................................................................................... 309 8.1.1. Historical overview .......................................................................................................................... 309 8.1.2. Ongoing debates and future developments....................................................................................... 310 8.1.3. Specific legislative framework.......................................................................................................... 310 8.1.4. Institutions, level and models of training ......................................................................................... 311 8.1.5. Admission requirements ................................................................................................................... 317 8.1.6. Curriculum, Special skills, Specialisation ........................................................................................ 319 8.1.7. Evaluation, certificates..................................................................................................................... 319 8.1.8. Alternative training pathways .......................................................................................................... 320 8.2. CONDITIONS OF SERVICE OF TEACHERS.................................................................................................... 320 8.2.1. Historical overview .......................................................................................................................... 321 8.2.2. Ongoing debates and future developments....................................................................................... 322

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8.2.3. Specific legislative framework.......................................................................................................... 322 8.2.3.1. Elementary and secondary-school teachers ................................................................................................... 322 8.2.3.2. Teaching staff at university colleges.............................................................................................................. 323 8.2.3.3. Academic staff at universities ........................................................................................................................ 323

8.2.4. Planning policy................................................................................................................................. 323 8.2.5. Entry to the profession ..................................................................................................................... 324 8.2.5.1. Elementary and secondary-school teachers ................................................................................................... 324 8.2.5.2. Teaching staff at university colleges.............................................................................................................. 326 8.2.5.3. Academic staff at universities ........................................................................................................................ 326

8.2.6. Professional status ........................................................................................................................... 327 8.2.6.1. Elementary and secondary-school teachers ................................................................................................... 327 8.2.6.2. Teaching staff at university colleges.............................................................................................................. 329 8.2.6.3. Academic staff at universities ........................................................................................................................ 329

8.2.7. Replacement measures ..................................................................................................................... 329 8.2.7.1. Elementary and secondary-school teachers ................................................................................................... 329 8.2.7.2. Teaching staff at university colleges.............................................................................................................. 330 8.2.7.3. Academic staff at universities ........................................................................................................................ 330

8.2.8. Supporting measures for teachers .................................................................................................... 330 8.2.9. Evaluation of teachers...................................................................................................................... 331 8.2.9.1. Job descriptions and evaluation of teaching staff in elementary and secondary education, adult education and part-time artistic education and the pupil guidance centres................................................................................. 331 8.2.9.2. Teaching staff at university colleges.............................................................................................................. 334 8.2.9.3. Academic staff at universities ........................................................................................................................ 334

8.2.10. In-service training .......................................................................................................................... 335 8.2.11. Salaries........................................................................................................................................... 336 8.2.11.1. Elementary and secondary-school teachers ................................................................................................. 336 8.2.11.2. Teaching staff at university colleges............................................................................................................ 337 8.2.11.3. Academic staff at universities ...................................................................................................................... 338

8.2.12. Working time and holidays............................................................................................................. 338 8.2.12.1. Elementary and secondary-school teachers ................................................................................................. 338 8.2.12.2. Teaching staff at university colleges............................................................................................................ 339 8.2.12.3. Academic staff at universities ...................................................................................................................... 340

8.2.13. Promotion, advancement................................................................................................................ 340 8.2.13.1. Elementary and secondary-school teachers ................................................................................................. 340 8.2.13.2. Teaching staff at university colleges............................................................................................................ 341 8.2.13.3. Academic staff at universities ...................................................................................................................... 341

8.2.14. Transfers......................................................................................................................................... 342 8.2.14.1. Elementary and secondary-school teachers ................................................................................................. 342 8.2.14.2. Teaching staff at university colleges............................................................................................................ 343 8.2.14.3. Academic staff at universities ...................................................................................................................... 343

8.2.15. Dismissal ........................................................................................................................................ 343 8.2.15.1. Elementary and secondary-school teachers ................................................................................................. 343 8.2.15.2. Teaching staff at university colleges............................................................................................................ 344 8.2.15.3. Academic staff at universities ...................................................................................................................... 345

8.2.16. Retirement and pensions................................................................................................................. 345 8.3. SCHOOL ADMINISTRATIVE AND/OR MANAGEMENT STAFF ......................................................................... 345 8.3.1. Requirements for appointment as school head................................................................................. 346 8.3.2. Conditions of service ........................................................................................................................ 347 8.4. STAFF INVOLVED IN MONITORING EDUCATIONAL QUALITY ...................................................................... 347 8.4.1. Requirements for appointment as an inspector ................................................................................ 348 8.4.2. Conditions of service ........................................................................................................................ 349 8.5. EDUCATIONAL STAFF RESPONSIBLE FOR SUPPORT AND GUIDANCE ........................................................... 350 8.6. OTHER EDUCATIONAL STAFF OR STAFF WORKING WITH SCHOOLS ............................................................ 351 8.7. STATISTICS ............................................................................................................................................... 352 8.7.1. Management and teaching staff per level of education .................................................................... 352 8.7.2. Management staff per level of education.......................................................................................... 353 8.7.3. Management and teaching staff all levels of education (chart)........................................................ 354 8.7.4. University staff ................................................................................................................................. 354 8.7.5. Gross salary (€) of teaching staff ..................................................................................................... 355 8.7.6. Gross annual salary (€) of full-time academic staff ......................................................................... 355 9. EVALUATION OF EDUCATIONAL INSTITUTIONS AND THE EDUCATION SYSTEM:............ 357 9.1. HISTORICAL OVERVIEW ............................................................................................................................ 357

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9.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS .................................................................................... 358 9.3. ADMINISTRATIVE AND LEGISLATIVE FRAMEWORK ................................................................................... 359 9.3.1. The inspectorate ............................................................................................................................... 360 9.3.1.1. Organisation of the inspectorate..................................................................................................................... 360 9.3.1.2. Tasks of the inspectorate ................................................................................................................................ 361

9.3.2. The Curriculum Entity (formerly the Educational Development Division, DVO)............................ 362 9.3.3. Pedagogical counselling .................................................................................................................. 363 9.3.3.1. Pedagogical counselling services (Pedagogische begeleidingsdiensten - PBDs) ......................................... 364 9.3.3.2. Pedagogical counselling in adult education & the Flemish Support Centre for all of Adult Education (Vlaams ondersteuningscentrum voor het volwassenenonderwijs – VOCVO) ......................................................... 365

9.3.4. Special arrangements ....................................................................................................................... 366 9.3.4.1. Control of and support for the philosophy-of-life courses: ........................................................................... 366 9.3.4.2. Inspectorate and counselling services of cities and provinces....................................................................... 367

9.4. EVALUATION OF SCHOOLS/INSTITUTIONS ................................................................................................. 367 9.4.1. Internal evaluation ........................................................................................................................... 367 9.4.1.1. Internal evaluation in elementary and secondary education.......................................................................... 368 9.4.1.2. Internal evaluation in higher education.......................................................................................................... 368 9.4.1.2.1. Internal quality control at university colleges........................................................................................ 369 9.4.1.2.2. Internal quality control at universities.................................................................................................... 369

9.4.2. External evaluation .......................................................................................................................... 370 9.4.2.1. Inspections in elementary, secondary, adult and part-time artistic education............................................... 370 9.4.2.1.1. Instruments ............................................................................................................................................. 370 9.4.2.1.2. Procedure ................................................................................................................................................ 371 9.4.2.1.3. Full-inspection reports............................................................................................................................ 372 9.4.2.1.4. Further follow-up of the inspection........................................................................................................ 373 9.4.2.2. Full inspection of the Pupil guidance centres (Centra voor Leerlingenbegeleiding - CLBs) ....................... 373 9.4.2.3. External reviews in higher education............................................................................................................. 373

9.4.3. The accreditation of higher education programmes......................................................................... 374 9.5. EVALUATION OF THE EDUCATION SYSTEM ................................................................................................ 375 9.5.1. The annual report from the inspectorate.......................................................................................... 375 9.5.2. Periodical surveys on final objectives .............................................................................................. 375 9.5.3. Participation in international comparative studies.......................................................................... 376 9.6. RESEARCH INTO EDUCATION LINKED TO EVALUATION OF THE EDUCATION SYSTEM................................. 379 9.7. STATISTICS ............................................................................................................................................... 381 9.7.1. Number of full school inspections 2006-2007 .................................................................................. 381 9.7.2. Number of inspectorate members 2008 ............................................................................................ 382 10. SPECIAL EDUCATIONAL SUPPORT ................................................................................................... 383 10.1. HISTORICAL OVERVIEW .......................................................................................................................... 383 10.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS .................................................................................. 385 10.3. DEFINITION AND DIAGNOSIS OF THE TARGET GROUP(S) .......................................................................... 387 10.4. FINANCIAL SUPPORT FOR PUPILS’ FAMILIES ............................................................................................ 389 10.5. SPECIAL PROVISION WITHIN MAINSTREAM EDUCATION .......................................................................... 389 10.5.1. Integrated education (GON)........................................................................................................... 389 10.5.1.1. Specific legislative framework..................................................................................................................... 390 10.5.1.2. General objectives ........................................................................................................................................ 390 10.5.1.3. Specific support measures ............................................................................................................................ 390 10.5.1.4. Higher education........................................................................................................................................... 391

10.5.2. Inclusive education (ION) .............................................................................................................. 392 10.5.2.1. Specific legislative framework..................................................................................................................... 392 10.5.2.2. General objectives ........................................................................................................................................ 392 10.5.2.3. Specific support measures ............................................................................................................................ 392

10.5.3. Integrated equal educational opportunities policy (GOK)............................................................. 393 10.5.3.1. Specific legislative framework..................................................................................................................... 393 10.5.3.2. General objectives ........................................................................................................................................ 394 10.5.3.3. Specific support measures ............................................................................................................................ 394 10.5.3.4. Self-evaluation.............................................................................................................................................. 396 10.5.3.5. Temporary projects on art initiation............................................................................................................. 396 10.5.3.6. GOK Centre (Steunpunt GOK) .................................................................................................................... 397 10.5.3.7. Local consultation platforms, (Lokale overlegplatforms – LOPs) & the Committee on Pupils’ Rights.... 397

10.6. SEPARATE SPECIAL PROVISION ............................................................................................................... 397 10.6.1. Specific legislative framework........................................................................................................ 398 10.6.2. General objectives.......................................................................................................................... 398 10.6.3. Geographical accessibility ............................................................................................................. 399

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10.6.4. Admission requirements and choice of school................................................................................ 399 10.6.5. Age levels and grouping of pupils .................................................................................................. 401 10.6.6. Organisation of the school year ..................................................................................................... 401 10.6.7. Curriculum, subjects ...................................................................................................................... 402 10.6.8. Teaching methods and materials.................................................................................................... 403 10.6.9. Progression of pupils...................................................................................................................... 403 10.6.10. Educational/vocational guidance, education/employment links................................................... 404 10.6.11. Certification ................................................................................................................................. 405 10.6.12. Private education ......................................................................................................................... 405 10.7. SPECIAL MEASURES FOR THE BENEFIT OF IMMIGRANT CHILDREN/PUPILS AND THOSE FROM ETHNIC MINORITIES ...................................................................................................................................................... 406 10.7.1. The educational priority policy (OVB) in special education .......................................................... 406 10.7.1.1. Specific legislative framework..................................................................................................................... 406 10.7.1.2. Target group ................................................................................................................................................. 407 10.7.1.3. Specific support measures ............................................................................................................................ 407 10.7.1.4. Spheres of action .......................................................................................................................................... 407 10.7.1.5. Lifetime......................................................................................................................................................... 408

10.7.2. Reception education for non-Dutch speaking newcomers (OKAN) in mainstream education ....... 408 10.7.2.1. Specific legislative framework..................................................................................................................... 408 10.7.2.2. Target group ................................................................................................................................................. 409 10.7.2.3. Specific support measures ............................................................................................................................ 409 10.7.2.4. Ratification of the studies............................................................................................................................. 411

10.7.3. Education in Brussels, peripheral and language-boundary municipalities (and adjacent municipalities)............................................................................................................................................ 411 10.7.3.1. Support measures for Dutch-speaking elementary schools in the peripheral and language-boundary municipalities and adjacent municipalities ................................................................................................................. 411 10.7.3.2. Flemish-speaking education in Brussels ...................................................................................................... 412

10.7.4. Higher education............................................................................................................................ 413 10.8. STATISTICS ............................................................................................................................................. 414 10.8.1. Number of pupils in special pre-primary education, 2006-2007.................................................... 414 10.8.2. Number of pupils in special primary education, 2006-2007 .......................................................... 415 10.8.3. Evolution of the number pupils in special education...................................................................... 415 10.8.4. Number of pupils in special secondary education, 2006-2007....................................................... 416 10.8.5. Number of pupils in integrated education, 2006-2007 ................................................................... 418 10.8.6. Evolution of the number of GON pupils who received support from special elementary education .................................................................................................................................................................... 419 10.8.7. Evolution of the number of GON pupils who received support from special secondary education 420 10.8.8. GOK ............................................................................................................................................... 420 10.8.9. Number of Belgian and foreign national pupils/students per level of education............................ 422 11. THE EUROPEAN AND INTERNATIONAL DIMENSION IN EDUCATION ................................... 425 11.1. HISTORICAL OVERVIEW .......................................................................................................................... 425 11.2. ONGOING DEBATES AND FUTURE DEVELOPMENTS .................................................................................. 426 11.2.1. Current European influences on the Flemish education system..................................................... 426 11.2.2. European co-operations ................................................................................................................. 427 11.2.2.1. The Bologna Process .................................................................................................................................... 427 11.2.2.2. The European Objectivesâ€™ Process............................................................................................................... 427 11.2.2.3. The Copenhagen Process.............................................................................................................................. 428

11.3. NATIONAL POLICY GUIDELINES/SPECIFIC LEGISLATIVE FRAMEWORK ..................................................... 428 11.4. NATIONAL PROGRAMMES AND INITIATIVES ............................................................................................ 429 11.4.1. Bilateral programmes and initiatives ............................................................................................. 429 11.4.1.1. Cultural agreements and co-operation programmes .................................................................................... 429 11.4.1.2. Flemish treaties............................................................................................................................................. 430 11.4.1.3. Education agreements................................................................................................................................... 430 11.4.1.3.1. Co-operation with the Netherlands ...................................................................................................... 431 11.4.1.3.2. Agreement with Russia ........................................................................................................................ 433 11.4.1.3.3. Co-operation with Morocco ................................................................................................................. 433 11.4.1.4. Co-operation with neighbouring countries .................................................................................................. 434

11.4.2. Multilateral programmes and initiatives ........................................................................................ 435 11.4.2.1. Co-operation within the framework of the Council of Europe.................................................................... 435 11.4.2.2. Co-operation within the OECD framework ................................................................................................. 436 11.4.2.3. Co-operation within the UNESCO framework............................................................................................ 437 11.4.2.4. EU-programmes and initiatives.................................................................................................................... 438

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11.5. EUROPEAN/INTERNATIONAL DIMENSION THROUGH THE NATIONAL CURRICULUM .................................. 439 11.6. MOBILITY AND EXCHANGE ..................................................................................................................... 439 11.6.1. Mobility and exchange of pupils/students ...................................................................................... 440 11.6.1.1. Programmes for elementary education......................................................................................................... 440 11.6.1.2. Programmes for secondary education .......................................................................................................... 441 11.6.1.3. Programmes for higher education ................................................................................................................ 442

11.6.2. Mobility and exchange of teaching and academic staff.................................................................. 442 11.7. STATISTICS ............................................................................................................................................. 444 11.7.1. Erasmus.......................................................................................................................................... 444 11.7.2. Comenius, approved elementary, secondary and adult-education projects ................................... 446 11.7.3. Grundtvig, number of approved adult education projects.............................................................. 446 11.7.4. The Leonardo Da Vinci vocational education and training programme........................................ 447

GLOSSARY …………………

449

LEGISLATION …………….

453

INSTITUTIONS …………….

471

BIBLIOGRAPHY …………..

483

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1. Political, Social and Economic Background and Trends Belgium’s evolution to a federal state has had major implications for education. Since 1989, Belgium’s Dutch, French and German-speaking Communities have acquired almost full authority for education. They have since then gone their separate ways in terms of educational structures and policy. This report describes the educational system of the Dutch-speaking Community of Belgium, i.e. the Flemish Community.

1.1. Historical overview Here we shall discuss: ● ● ● ●

The creation of a federal state and the communitarisation of education through five state reforms 1.1.1. The different decision-making levels 1.1.2. The party-political landscape 1.1.3. The constitutional guarantees in relation to education 2.3.1.

1.1.1. Towards a federal state with communitarisation of education When the Belgian state was founded (1830) the Constitution, promulgated in February 1831, established the structures of a centralised state, based on the principle of a uniform legislation and administration for the whole country. The Constitution honours the principle of the separation 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. In the second half of the 19th century a language conflict surfaced, seeking recognition for the Dutch language (or Flemish as it is called in Belgium) as a fully-fledged language alongside French, which until then had been the only official language of Belgium. ●

● ● ● ●

It was not until 1930 that the Ghent University became the first official Dutch-language university. From 1936 most lectures at the University of Leuven were taught both in Dutch and in French. The final split of the university was first enacted in 1970. Dutch only became an official legal language in Belgium in 1959. In 1960 the unified broadcasting institution was split up into a Dutch-speaking and Frenchspeaking broadcasting corporation. In 1962 the ministerial portfolio for Culture was divided, in 1968 that of National Education. In 1962 the language boundary was territorially defined and in 1963 Belgium was divided into 4 language regions.

▪

The Flemish-speaking Region: Flanders (the provinces of Antwerp, Limburg, Vlaams-Brabant, Oost- en West-Vlaanderen)

▪

The French-speaking Region: Wallonia (the provincies of Hainaut, Liège, Luxembourg, Namur and Brabant Wallon)

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Political, social, economic

▪ ▪

The German-speaking Region (the 9 municipalities of the East Cantons) The bilingual Brussels-Capital Region (the 19 municipalities of Brussels)

Every Community belongs to a language region. Bilingualism applies to the 19 municipalities of the capital Brussels, where French speakers are in a clear majority. This bilingual region is surrounded by a number of Dutch-speaking municipalities with administrative language facilities for their Frenchspeaking residents. A change or adjustment of the language boundary requires a special majority in the federal parliament. The language conflict in the sixties led to a series of state reforms and amendments to the constitution resulting in a double federation of regions and communities. ●

●

The 1st state reform (1970) created 3 cultural communities in response to the Flemish pursuit of cultural autonomy. At the same time, the foundations for the 3 regions were laid, in response to the French-speakers' quest for economic autonomy. Following the 2nd state reform (1980) the cultural communities were extended to 3 communities (the Flemish, the French and the German-speaking Communities), which - aside from cultural matters - were also given control of person-related matters, namely health and social security. These communities were each given a council (their parliament) and a government. At the same time, two regions were established: the Flemish Region and the Walloon Region. They were also given a council and a government. In Flanders the institutions of the Community and the Region immediately merged into one council and one government. Our French–speaking counterparts did not consolidate the institutions of the French-speaking Community and the Walloon Region. There are indeed many more Frenchspeaking Brussels people compared to French-speaking Walloons than Dutch-speaking Brussels people compared to Flemings. The 3rd state reform (1988) shaped the Brussels-Capital Region, which also got its own council and government, and further expanded the powers of the Communities and Regions. Responsibility for education was transferred to the Communities and entered into the Constitution (art. 127 § 1.2). Moreover, the guarantees which had previously been laid down in the so-called Schools Pact Act of 29 May 1959 (art. 24) were also recorded in the Constitution on this occasion. Article 142 of the revised Constitution (17 February 1994) entitles every citizen to lodge an appeal with the Constitutional Court if he is of the opinion that the principles and guarantees on Education, provided, among others, in article 24 of the Constitution, are being violated. The 4th state reform (1993) turned Belgium into a full federal state. The former bilingual province of Brabant was divided into two provinces: Vlaams-Brabant (Dutch-speaking) and Brabant Wallon (French-speaking). Brussels, the capital of Belgium and, in geographical terms, the centre of the former province of Brabant, did from then on no longer form part of any province. Its special status as a biligual region was thus reinforced. The 5th state reform (the so-called Lambermont agreements) (2001) gave the different Communities both more financial resources and more powers. This was the first time the Communities were granted genuine fiscal autonomy and the regions were given almost full control over a number of taxes among which road, registration and inheritance tax. In addition, the Communities were also given control over agriculture, foreign trade and development cooperation. Furthermore, as a result of the transfer of the Municipalities and Provinces Act, the regions were now in charge of and had to oversee the subordinate administrations within their territory (provinces, municipalities, public centres for social welfare - OCMWs). The composition and working of the institutions of the Brussels-Capital Region were once again reformed. Since the 2007 federal elections a new state reform once again features on top of the political agenda. The new reform will take place in 2 stages.

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Politiek zakboekje (jaarlijks) Bijzondere Wet betreffende de financiering van Gemeenschappen en Gewesten De Grondwet Wet tot bepaling van de criteria bedoeld in artikel 39, §2, van de bijzondere wet van 16 januari 1989 betreffende de financiering van de Gemeenschappen en de Gewesten

1.1.2. Structure of political decision-making Belgium is in fact a double federation, a federal union of 3 regions and a federal union of 3 communities. We shall first of all discuss the relation between the communities, the regions and the language regions (in relation to the language regions, cf. 1.1.1.). (Cf. also: Res Publica 2000:1 de consequenties van multi-level governance (the consequences of multi-level governance) Belgium has 3 communities (cf. 1.1.1.) ●

●

The Flemish Community: this is the Flemish Region, but also the Dutch-speaking institutions within the territory of the Brussels-Capital Region. The Brussels-Capital Region ,i.e. the bilingual region Brussels Capital, consisting of 19 municipalities. In that region, the decisions of the communities only apply to the institutions which, on the basis of their organisational properties, exclusively belong to one community (e.g. the Flemish schools in Brussels). The French Community of Belgium: this is the Walloon Region, excluding the Germanlanguage region, but including the French-speaking institutions within the territory of the Brussels-Capital Region. The German-speaking Community: this is the German-language region.

Belgium has 3 regions (cf. 1.1.1.) ● ● ●

The Flemish Region: the Flemish-speaking language region The Walloon Region: the French-speaking language region and the German-speaking language region The Brussels-Capital Region: the bilingual region Brussels Capital

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

1.1.3. Political parties in Flanders The party-political landscape in Flanders has been redesigned over the past couple of years due to ●

the repositioning (and name change):

▪

of the CVP (Christelijke Volkspartij (Christian People's Party)) to CD&V (ChristenDemocratisch en Vlaams (Christian Democratic and Flemish)) ° 2001

▪

of the SP (Socialist Party) to SP.A (SP Anders (Different) - with as subtitle "social progressive alternative") ° 2002

▪

of the PVV (Partij voor Vrijheid en Vooruitgang (Party for Freedom and Progress) to VLD (Vlaamse Liberalen en Democraten (Flemish Liberals and Democrats)) ° 1992

Flemish Eurydice report 2008

Political, social, economic

●

▪ ▪

of Agalev (Anders Gaan Leven (Let's Live Differently)) to Groen! (Green!) ° 2003

▪ ▪

NVA (Nieuw-Vlaamse Alliantie) (New Flemish Alliance) ° 2001

▪ ▪ ▪

CD&V + NVA

of (the extreme right) Vlaams Blok (Flemish Block) to Vlaams Belang (Flemish Interest) ° 2004 (due to a court conviction for racism) the emergence of new parties following the 2001 break-up of the Flemish Nationalist Volksunie (People's Union) (VU):

Spirit (with as subtitle De Vlaamse Links-liberalen) (The Flemish Left Liberals) ° 2001 (originated from VU and the left-liberal party iD21) formation of cartels (partly due to the implementation of a new electoral threshold of 5%) in the run-up to the Flemish parliamentary elections of 13 June 2004.

SP.A + Spirit (formed a cartel in 2002 in preparation for the federal elections) VLD + Vivant (° 1997), merged into Open VLD in 2007.

Vlaams-Brabant also counts one French-speaking party, i.e. UF (Union des Francophones) (Union of the French-speaking). Political composition of the Flemish Parliament 2004 - 2009 Ministers Seats Of which in BCR CD&V + 4 (3+1) 29+6 1 NVA Vlaams 32 3 Belang SP.A / Spirit 3 (2+1) 25 1 VLD / Vivant 3 (3+0) 25 1 Groen! 6 0 UF 1 0 Total

124

1999 - 2004 Seats

Of which in BCR

CVP

Vlaams Blok

SP VLD Agalev UF VU&ID

20 27 12 1 12 124

1 6

In addition, quite a number of local parties operate at municipal level. In relation to education their relevance is rather limited; their influence is merely felt on a local level. These local parties often have connections with one of the larger parties. ● ● ● ● ● ● ● ● ●

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

Flemish Eurydice report 2008

Political, social, economic

1.2. Main executive and legislative bodies We shall successively discuss: ● ● ● ●

The federal state 1.2.1. The Flemish Community and the Flemish Region 1.2.2. The Brussels-Capital Region 1.2.3. The provinces, cities and towns 1.2.4.

1.2.1. Federal The legislative power at federal level is vested in the Chamber of Representatives, which functions as a political chamber which supervises government policies, and the Senate, which functions as a chamber of reflection. Together they form the Federal Parliament. ● ●

The Chamber consists of 150 representatives which are directly elected on the basis of 11 electoral districts. The Senate numbers 71 senators, of which

▪

40 directly elected (by 2 electoral colleges, on the basis of 3 electoral districts); 25 Dutch-speaking senators, 15 French-speaking senators

▪

21 deputy-community senators appointed by and from the Community Councils; 10 Dutch-speaking community senators from the Dutch-language group, 10 Frenchspeaking community senators from the French-language group and 1 Germanspeaking community senator from the German-language group

▪

10 co-opted senators, appointed by the directly-elected senators and the community senators (6 Dutch-speaking, 4 French-speaking)

▪

3 hereditary senators ( the King's children) http://www.ibzdgip.fgov.be/result/nl/main.html

The executive power is vested in the federal government. It is a so-called “full-term government” which can only be forced to resign if the Chamber has adopted a motion of no-confidence or has rejected a motion of confidence and has simultaneously proposed a new Prime Minister for appointment to the King. Elections are held every 4 years. The next federal elections will take place in 2011. The King also has limited federal authority. The federal executive power is executed by means of laws. The government issues royal decrees based on these laws. Since 1989, the Flemish Community has been in charge of matters of education and is therefore responsible for the administration of education in its language region. Indeed, after the revision of the Constitution of 15 July 1988, the Constitution (17 February 1994) transferred all the responsibilities (art. 127 § 1.2) regarding the educational system to the Communities, except for three items: ● ● ●

specifying when compulsory education starts and ends; the minimum requirements for qualification conferrals; the pension system.

Flemish Eurydice report 2008

Political, social, economic

The first two exceptions are required to guarantee a minimum of coherence between the Communities’ educational systems. The pension system continues to form part of the national security system which is still funded by a national system based on solidarity between the Communities and Regions. Paid educational leave, which is important for vocational training, is still a federal matter. The same also applies to military training and police training. Cf. 2.6.1.. The division of powers among the ministers in charge of education since the 2 illustrates the overall communitarisation process.

state reform clearly

Federal government Martens II

1980 01 23

CVP/PSC/ PS/SP/FDF

Jef Ramaekers Jacques Hoyaux Willy Calewaert + Gaston Geens

Martens III

1980 05 18

CVP/PSC/PS/SP

Guy Mathot Willy Calewaert + Gaston Geens

Martens IV

1980 10 22

CVP/PSC/ PS/SP/PVV/PRL

Eyskens I

1981 04 06

Martens V

1981 12 17

Martens VI

1985 11 28

Martens VII

1987 10 21

CVP/PSC/PS/SP CVP/PSC/PVV/ PRL CVP/PSC/PVV/ PRL CVP/PSC/PS/SP/ VU

1988 05 09

CVP/PSC/PS/SP

Philippe Busquin Willy Calewaert + Gaston Geens Philippe Busquin Daniël Coens Michel Tromont Daniël Coens André Damseaux Daniël Coens Antoine Duquesne Willy Claes+ Luc Van den Bossche (from 18/10/88 Pierre Chevalier) Yvan Ylieff Willy Claes Philippe Moureaux

Martens VIII

1989 01 16

CVP/PSC/PS/SP Willy Claes Philippe Moureaux

Martens IX

1991 09 29

Flemish Eurydice report 2008

CVP/PSC/PS/SP

Political, social, economic

Nationale opvoeding* Education nationale* Nationale opvoeding + adj. nationale opvoeding* Education nationale* Nationale opvoeding + adj. nationale opvoeding* Education nationale* Nationale opvoeding + adj. nationale opvoeding* Education nationale* Nationale opvoeding* Education nationale* Nationale opvoeding* Education nationale* Nationale opvoeding* Education nationale* Nationale opvoeding + adj. nationale opvoeding* Education nationale* reorganisation of nationale opvoeding*** reorganisation of Education nationale*** reorganisation of nationale opvoeding*** reorganisation of Education nationale***

Flemish government Geens I

1981 12 21

proportional CVP/SP/PVV/VU

Geens II

1985 12 10

CVP/PVV

Jan Lenssens Theo Kelchtermans Hugo Weckx Jan Lenssens

Geens III Geens IV

1988 02 03 1988 10 18

CVP/PVV CVP/SP/PVV/VU

DaniĂŤl Coens

Van den Brande I Van den Brande II Van den Brande III

1992 01 21

CVP/SP

Luc Van den Bossche

1992 30 01

CVP/SP/VU

Luc Van den Bossche

1992 10 20

CVP/SP/VU

1995 06 20

CVP/SP VLD/SP/ Agalev/ VU&ID VLD/SP.A/ Groe n!/Spirit

Luc Van den Bossche Luc Van den Bossche (until 28/9/1998) Eddy Baldewijns Marleen Vanderpoorten Marleen Vanderpoorten Marleen Vanderpoorten

Van den Brande IV Dewael I (until 11/6/2003)

1999 07 13

id.

Somers I

2003 06 11

Leterme I

2004 07 22

id. CD&V-N-VA /VLDVivant/ SP.ASpirit

Frank Vandenbroucke

Environment, water policy & education Education and training Education and Brussels affairs // Employment, training & public office Education Education & public administration Education & public administration Education & public administration Education & public administration Education and training Education and training Education and training Education and training

Administratie der pensioenen DPF, Federale Politie, LAgemene Directie van de Ondersteuning en het Beheer, Directie van de Opleiding FOD Defensie - Algemene Directie Vorming (DG FMN) FOD FinanciĂŤn, Administratie der Thesaurie, Centrale dienst der vaste uitgaven - pensioenen FOD Werkgelegenheid, Arbeid en Sociaal Overleg, Algemene Directie Werkgelegenheid en Arbeidsmarkt

1.2.2. Flemish Community and the Flemish Region

The Flemish Parliament The legislative body for Flanders is the Flemish Parliament, the parliament of the Flemish Community and the Flemish Region. The new Flemish Parliament currently consists of 124 members: 118 directly elected by the residents of the Flemish Region and 6 elected among the Dutch-speaking representatives of the Regional Council of Brussels.

Flemish Eurydice report 2008

Political, social, economic

The Flemish Parliament performs the three traditional functions of a parliament: a legislative function, the formation of governments and a supervisory function. Legislative instruments The Flemish parliament exercises its legislative powers by means of decrees (decreten), which have the same legal force as the laws (wetten) from the national parliament. These decrees are applicable to the Flemish-speaking Region and the institutions in the bilingual region Brussels Capital, which exclusively focus on the Flemish Community. For regional matters, the decrees only apply to the Flemish-speaking language region and not to the Brussels-Capital Region. The Flemish government promulgates decisions of the Flemish government (BVR, Besluit van de Vlaamse Regering) on the basis of the decrees. To implement the government decrees and decisions, a minister can issue Ministerial Orders (ministeriële besluiten). Circular letters (omzendbrieven) from the administration provide instructions or explanations regarding the implementation of regulations. Cf. http://www.ond.vlaanderen.be/cursusschoolsecretariaten/nieuwestijl/03_wegwijs_reglement/default.htm

The elections for the Flemish Parliament are held every 5 years (since 1995 independently from the federal elections which take place every 4 years). The most recent elections were held in 2004.

The Flemish government The executive power is vested in the Flemish government, which, by decree, consists of maximum eleven members, of which at least one is domiciled in the Brussels-Capital Region (and is therefore not competent for Flemish regional matters; the other ministers are competent for both regional and community matters). The ministers are appointed by the Flemish Parliament. The Flemish government decides 'collegially': all decisions are taken by the government as a whole, unless a particular power is explicitly ‘delegated’ to an individual minister. The Flemish government is a so-called full-term government. The Flemish Parliament can abandon its confidence in the government, but cannot dissolve it before a new government is proposed.

The Flemish Administration As a result of the 5 state reforms, each one resulting in new Flemish powers, the Flemish administration had developed into one ministry of the Flemish Community consisting of 7 departments, and in addition, 58 Flemish public institutions (Vlaamse openbare instellingen - VOIs), 7 Flemish scientific institutions (Vlaamse wetenschappelijke instellingen - VWIs), 23 departments with separate management (diensten met afzonderlijk beheer - DABs) and dozens of other legal entities with their own articles of association, structures and task allocation. With a view to Better Public Management , a new structure and new working principles were laid down in new decrees and decisions. ● ●

The Better Public Management framework decree (18 July 2003) sets out a new organisational-admininstrative framework for the Flemish authorities. The Organisation decision of 3 June 2005 further specifies the organisational structure. It came into effect on 1 January 2006.

It demarcates 13 policy areas. Within these policy areas the following entities have been set up: ● ●

●

13 departments, internal autonomous agencies (Interne verzelfstandigde agentschappen - IVAs):

▪ ▪

29 without legal personality

▪

11 public-law EVAs

9 with legal personality (IVA RP) external autonomous agencies (externe verzelfstandigde agentschappen or EVAs):

Flemish Eurydice report 2008

Political, social, economic

▪

7 private-law EVAs.

Each policy area comprises: ● ●

●

● ●

a department in charge of policy support, under the direct control of the minister and managed by a secretary-general; autonomous agencies in charge of policy implementation, whose tasks are set down in a management agreement; they are headed by a general administrator (or in some cases by a managing director; depending on the level of autonomy we speak of internal (IVA) and external (EVA) autonomous agencies; a strategic advisory council (such as the Flemish Education Council (Vlaamse Onderwijsraad - VLOR) cf. 2.7.2.1. and Flanders' Social and Economic Council (Sociaal Economische Raad van Vlaanderen - SERV), with specialists and representatives from community-based organisations; a governing council, which ensures strategic consultation between the minister and the leading officials; the relevant minister in charge, who is supported by a cabinet with technical experts and subject specialists.

Henceforth, a Flemish Ministry is understood to mean: the department and the IVAs without legal personality of a policy area. Within the Better Public Management reforms an effort is made to bring about a new culture aimed at knowledge exchange, coaching, continuing education and innovation, greater internal mobility and improved internal and external quality assurance Cf. http://www2.vlaanderen.be/ned/sites/bbb/ The policy areas we shall discuss in more detail are: ● ● ● ●

Education and training, cf. 2.6.2.1. Work and social economy, cf. 2.6.2.2. Agriculture, cf. 2.6.2.3. Culture, Youth, sport and media, cf. 2.6.2.4.

Scientific research comes under the policy area Economy, Science and Innovation. Educational scientific research concerning the evaluation of the educational system (Onderwijskundig wetenschappelijk onderzoek betreffende de evaluatie van het onderwijssyteem - OBPWO) falls under the department of Education and Training and will be discussed under 9.6..

SERV, Sociaal-Economische Raad van Vlaanderen VLOR, Vlaamse Onderwijsraad

1.2.3. Brussels-Capital Region As referred to under 1.1.1., the 3rd state reform of 1988 (Special Law of 12/1/1989) assigned a special status to the Brussels-Capital Region, which was granted additional powers after the 5th state reform of 2001 and now enjoys the same fiscal autonomy as Flanders and Wallonia. The Parliament of the Brussels-Capital Region exercises its regional powers by means of ordinances (ordonnanties) (instead of laws and decrees), which have the ‘force of a law’ whereas the government of the Brussels-Capital Region exercises its authority by means of decisions (besluiten).

Flemish Eurydice report 2008

Political, social, economic

For matters of education, the Flemish Community Commission is of importance. For this and other community matters it has the competence of inrichtende macht (organising body). Cf. 2.6.2.2.

1.2.4. Provinces, cities and towns Flanders consists of 5 provinces and 308 municipalities. The Brussels-Capital Region numbers 19 municipalities. (Wallonia has 5 provinces and 262 municipalities, including 9 German-speaking ones; in addition, an administrative district Brussels-Capital has been established which is also headed by a governor). The schools organised by provinces, cities and towns form part of ‘subsidised public education’; cf. educational networks 2.3.2..

Provinces A province is governed by a governor, the general-administration representative. He holds this position on behalf of the federal government and of the community and regional government. The legislative power is vested in the provincial council whose members are elected for a 6-year term. The executive power lies with the permanent deputation, which consists of 6 members elected from among the councillors, under the chairmanship of the governor (who is not entitled to vote). Provincial councils act as the inrichtende macht (organising body) for provincial education. As regards the administration of Education, cf. 2.6.4.1.4..

Cities and municipalities Municipalities are headed by a burgomaster. The legislative power is vested in the local council, the executive power lies with the burgomaster and aldermen. The members of the local council are elected for a 6-year term. The municipal councils act as the inrichtende macht (organising body) for municipal education. http://www.vvsg.be As regards the administration of Education, cf. 2.6.4.1.5..

1.3. Religions The Belgian constitution guarantees the separation of Church and State. In this context many social, cultural and educational matters are organised according to the principle of subsidiarity. This explains why the government in Flanders has no direct influence on the drawing up of the individual curricula. The government only has a clearly-defined right to inspect these curricula (cf. 5.13.2.; the inspections of philosophy-of-life courses are discussed under 9.3.4.1.). The Belgian constitution actively supports philosophy-of-life pluralism. The salaries and pensions of the clergy of the recognised religions and organisations providing moral services on the basis of a non-confessional philosophy of life are paid by the state. The ministry in charge is the FPS Justice. The ‘recognized’ religions are Catholicism (1830), Protestantism (1830), Judaism (1831), Anglicanism (1835), Islam (1974) and the Orthodox Church (1985) as well as the non-confessional communities (1993).

Flemish Eurydice report 2008

Political, social, economic

Of late, one of the recognition prerequisites has been having a representative body.

Faiths Catholic Protestant-Evangelical Orthodox Anglican Jewish Islam Organised free-thinkers

Representative body Archbishop and bishops (each at the level of their own diocese) Administrative Council for the Protestant-Evangelical Cult (Administratieve Raad van de Protestants-evangelische eredienst (ARPEE)) Metropolitan Archbishop of the Ecumenical Patriarchate of Constantinople Central Committee of the Anglican Church in Belgium (Centraal comité van de anglicaanse eredienst in België) Central Jewish Consistory of Belgium (Centraal Israëlitisch Consistorie van België) The Muslim Executive of Belgium (Executief van de Moslims van België) Central Council of Non-confessional Philosophical Communities of Belgium (Centrale raad der niet-confessionele levensbeschouwelijke gemeenschappen van België)

The representative bodies of the Catholic and Islam faiths and of the organised free-thinkers receive operational subsidies. As a result of secularization there is a decline in people actively practising their faith. Though there is no up-to-date information at hand on this issue. According the Catholic Bureau for eccliastical statistics, mass attendance dropped from 45 % (residents aged 5-69) in 1964 to 10 % in 1998 (final year of the count). According to a survey conducted by the European Values Studies Study Group in 1999/2000, 57.3 % of the population would consider themselves to be Roman Catholics, less than 2 % would claim to profess other Christian religions and 1.8% would be practising Muslims. 14 % appear to be freethinkers. The Belgian Constitution (art. 24) stipulates that all primary and secondary-school pupils are entitled to 2 teaching periods per week of levensbeschouwelijke vorming (philosophy-of-life education) as part of the core curriculum. Public education must respect the philosophical choice of all parents and offer the choice between a religious doctrine and niet-confessionele zedenleer (non-confessional ethics). However, parents or pupils are free to apply for an exemption for either of these courses. In that case, the education providers are under the obligation to provide a meaningful alternative for the pupil they granted the exemption to. As every year more and more parents look for exemptions for philosophy-oflife courses, the GO! (Community Education) Board is investigating the possibility of launching a new course 'philosophy-of-life orientation' as an alternative. (GO! Dagkrant (Daily) 3/3/2008). The contents of the philosophy-of-life classes is not inspected by the government (as long as they do not compromise the democratic principles of society). This choice does not exist in subsidised private schools. A special arrangement is provided for schools organised on the basis of ‘alternative’ approaches to education such as Steiner and Freinet. If these schools are independently-organised (subsidised private) schools they have the option of either teaching world views or their own doctrine and religion. (cf. 2.3.2.). The 2004-2005 ratios in public education

Primary education Secondary education

Flemish Eurydice report 2008

Catholicism 54% 28%

Political, social, economic

Non-confessional ethics 29% 57%

Source: Federal funding for the clergy of the various faiths and the representatives of the Central Council of Freethinking (Centrale Vrijzinnige Raad). 2005-2006 report from the Advisory Committee (Commissie van Wijzen), at the request of the Minister for Justice. KULeuven ICRID, interdisciplinair centrum religiestudies & interlevensbeschouwelijke dialoog (interdisciplinary centre for the study of religion and world view).

Besluit van de Minister betreffende de erkenning van de instanties van de erkende godsdiensten en van de vereniging van de niet-confessionele gemeenschap

1.4. Official and minority languages The only official language of the Flemish Community is Dutch, which is also the teaching language. Many Flemings have a good command of at least one or two other European languages (English, French, Germanâ€Ś). Officially, there are no legally-recognised minority languages in Flanders, except for French in some municipalities along the language boundary which have been granted some language facilities. French is taught as a second language from fifth year of primary school onwards (in the Brussels region from third year of primary education). English is taught from secondary education onwards. Depending on the chosen educational options, other languages can be taught at school. Cf. Law on the use of languages in education of 30 July 1963. The languages spoken by migrants are not legally recognised as minority languages. Nevertheless, a special policy has been developed within the educational system to offer equal educational opportunities, especially for migrant children of school age. In 10.5.3. we shall take a closer look at the equal educational opportunities decree (gelijke onderwijskansendecreet - GOK-I) which was approved by the Flemish government on 28 June 2002; section 10.7. shall deal with the facilities for non-Dutchspeaking newcomers in Flemish education. A number of French-speaking schools fall under the authority of the Flemish Ministry of Education and Training. They cater for 1,080 pupils in mainstream pre-school education and for 1,740 pupils in mainstream primary education (all of them in subsidised private schools). (Source: Statistical yearbook of Flemish education 2005-2006). There are also a number of French-speaking sections of Flemish schools which come under the remit of the Flemish Ministry of Education and Training. They accommodate 45 pre-school children, 138 mainstream primary-school pupils and 107 mainstream secondary-school pupils, in community education only. (Source: Statistical yearbook of Flemish education 2005-2006).

Wetgeving houdende taalregeling in het onderwijs

1.5. Demographic situation Flanders is an extremely densely-populated region, where the population has doubled over the past 100 years. Urbanised areas clearly predominate in Flanders, with the most densely-populated areas in the centre, in the diamond formed by Antwerp, Leuven, Brussels and Ghent.

Flemish Eurydice report 2008

Political, social, economic

Walloon Region (incl. the Flemish Region German-speaking Comm.) 6,117,440 3,435,879 1352225 1684428 452 203 331,694 316,940

Count dd. 1/12007 Population Surface area Population density Number of foreigners % of foreigners in relation to the overall population

5.4

Brussels-Capital Region 1,031,215 16844 6.389 283,527

9.2

Kingdom 10,584,534 3052792 346

27.5

(APS, FOD Economie - Algemene directie statistiek en economisch informatie ( APS, FPS Economy Directorate-General Statistics and Economic Information) Eurostat 2007)

% of foreigners on the total population of the Flemish Region on 1/1/2006 Dutch nationals

30.8

Moroccans

8.4

Italians

7.2

Turks

6.0

French

5.7

Source: APS, 2006

Age groups in the Flemish Region on 1/1/2007 Men Women Total

0 to 4-year olds

5 to 9-year olds

163,609 155,637 319,246

166,011 159,433 325,444

10 to 14-year olds

178,148 170,969 349,117

15 to 19-year olds

20 to 24-year olds

184,468 176,096 360,564

181,207 177,509 358,716

25 to 9-year olds

193,150 189,384 382,534

According to the State Register, Flanders numbered 968,926 people of school age on 1/10/2006 (birth year 1989-2000). Over the last couple of years, Flanders has been faced with the same problem of an ageing population and the dejuvenation of its youngsters as the rest of Europe.

Evolution of the population structure 1990-2015 Age group

Population on 1 January of the year 2003

2004

2009

2015

0-19

1,413,368 1,369,264 1,359,547 1,351,286 1,345,685

1,338,871

1,309,387

1,256,249

20-39

1,782,520 1,676,627 1,659,164 1,643,421 1,627,796

1,583,375

1,508,318

1,493,678

40-59

1,412,454 1,577,593 1,607,213 1,646,413 1,681,446

1,727,703

1,770,575

1,738,859

60-79

941,637 1,114,883 1,114,353 1,108,289 1,107,464

1,116,283

1,180,634

1,271,404

80+

189,757

233,162

255,541

302,437

352,442

5,739,736 5,940,251 5,952,552 5,972,781 5,995,553

6,021,773

6,071,351

6,112,632

TOTAL

1990

2000

201,884

Flemish Eurydice report 2008

2001

212,275

2002

Prospects on 31/12 of the year

223,372

Political, social, economic

Birth and death rate, in %, per region, in 2006 Flemish Region

Walloon Region

Brussels-Capital Region

10.8

11.5

15.8

9.2

10.5

9.3

birth rate, in % death rate, in % Source: APS, 2007

In 2007, there were three Flemish cities with more than 100,000 residents: Antwerp (466,203 residents), Ghent (235,143 residents) and Bruges (116,982 residents). Brussels City numbers 145,917 residents and Schaarbeek 113,493 residents (the Brussels-Capital Region is home to 1,018,804 people). On average, villages are five kilometres apart, and cities twenty kilometres. About half the population lives in an urban or sub-urban area. Almost 25% of the total surface area of Flanders is built-up land and sites, of which 10.5 % is residential (APS 2007). Figures from the Planning and Statistics' Administration http://aps.vlaanderen.be/statistiek/cijfers/stat_cijfers_demografie.htm

(APS),

cf.

Structuur van de bevolking

1.6. Economic situation The paragraphs below deal with Flanders' economic situation and its active labour-market population.

1.6.1. Economic situation of Flanders One of the policy effects the Flemish government wants to achieve is a growing and better performing economy. One indicator of this is the Gross Domestic Product or GDP. The driving force behind the Flemish economy are mainly the small and medium-sized enterprises (SMEs), which often operate in the supply sector and account for at least 40% of employment in that sector. Only 1.3% of the Flemish GDP is generated by the agricultural sector. This share is constantly dropping, just like in other industrialised countries. The most important industries are steel production, which contributes almost 10% to the GDP, the chemical industry (about 5%) and the textile industry. The trade and services industry together represent about 60% of the GDP.

Flemish Eurydice report 2008

Political, social, economic

Evolution of Gross Domestic Product compared (constant prices of 1995), in Thousand euro

market

prices

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

Vlaams Gewest

Flemish Region

Waals Gewest

Walloon Region

Brussels Gewest

Brussels Capital Region

The Flemish economy is very 'open'.

Flemish Eurydice report 2008

Political, social, economic

Evolution of the export of products per region 1993-2002, in Million euro Evolutie van de uitvoer van goederen per gewest, 1993-2002 180.000 166.634,4 160.000

160.317,9 154.423,1

140.000 128.740,4 122.733,7

120.000

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

18.162,5

17.497,0

24.008,1

20.142,3

18.077,3

23.906,2

29.089,6

30.652,1 19.741,5

8.722,2

12.964,5

11.252,0

10.412,7

9.693,6

30.527,3

20.525,1

15.000,1

13.768,5

18.826,3

0 1993

1994

1995

1996

1997

1998

1999

2000

2001

2002*

tijd Vlaams Gewest**

Waals Gewest

Brussels Hoofdstedelijk Gewest

Vlaams Gewest

Flemish Region

Waals Gewest

Walloon Region

Brussels Gewest

Brussels Capital Region

1.6.2. The Flemish active population

Employment rate (aged 15-64) (Belgium and the regions; 1996-2004) (%) Belgium

Flemish Region

Walloon Region

Brussels-Capital Region

1996

1997

1998

1999

2000 2001 2002 2003 2004

Men

67.8

68.1

68.0

67.7

69.3

68.8

68.3

67.3

67.9

Women

47.0

48.2

49.0

49.7

50.8

51.0

51.4

51.8

52.6

Total

57.5

58.2

58.5

58.8

60.1

59.9

59.6

60.3

Men

72.0

71.8

71.4

71.0

72.8

72.1

71.6

70.7

71.6

Women

49.3

50.8

51.7

52.9

54.0

54.5

55.2

55.0

56.7

Total

60.8

61.4

61.7

62.1

63.5

63.4

63.5

62.9

64.3

Men

62.6

63.4

64.0

63.9

65.4

64.9

64.2

63.5

63.2

Women

43.4

44.2

44.4

44.5

46.0

45.8

45.6

47.4

46.9

Total

53.0

53.8

54.2

55.7

55.4

54.9

55.4

55.1

Men

59.0

59.9

59.8

60.8

61.3

60.9

59.1

60.3

Women

45.6

46.3

47.7

47.2

48.4

46.7

48.2

47.4

47.9

Flemish Eurydice report 2008

Political, social, economic

Total

52.2

53.0

53.7

53.4

54.5

53.9

54.5

53.2

54.1

Source: NIS, edited by Steunpunt WSE (WSE Centre), yearbook 2005, Chapter 3, table B.3.1

Activity rate according to age in the Flemish Region, 1996-2005 Remark: The Belgian figures for 1998 and 1999 show a time series change point. (%) Total

Men

Women

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

aged 15-64

64.7

64.8

65.2

65.7

66.4

66.1

66.8

68.0

68.6

aged 15-24

37.7

35.8

35.9

38.1

37.9

38.3

38.9

38.5

38.0

37.1

aged 25-49

86.5

86.6

86.5

86.8

87.6

87.0

87.9

87.5

89.0

89.7

aged 50-64

36.3

37.8

39.6

41.0

41.2

421

43.5

45.8

48.0

aged 25-54

83.4

84.2

83.9

84.8

86.2

87.3

aged 55-64

24.6

26.1

25.2

26.6

27.2

30.6

31.9

aged 15-64

75.0

74.5

74.4

74.3

75.2

74.8

74.9

74.6

75.1

75.4

aged 15-24

40.7

37.8

39.2

40.6

41.4

41.9

41.5

40.1

39.3

aged 25-49

96.3

96.0

95.0

95.3

95.5

95.0

95.2

94.6

95.7

95.4

aged 50-64

52.3

53.3

54.1

52.5

55.1

548

55.1

55.9

56.7

59.7

aged 25-54

93.1

93.7

93.3

93.6

93.2

93.8

94.2

aged 55-64

34.8

37.4

36.3

36.9

37.7

40.3

42.6

aged 15-64

54.2

54.8

55.7

56.8

57.3

57.1

58.5

58.7

60.7

61.7

aged 15-24

34.6

33.8

32.5

35.5

34.4

34.6

35.7

35.4

35.7

34.7

aged 25-49

76.3

76.8

77.5

77.9

79.3

78.8

80.4

80.2

82.0

83.8

aged 50-64

20.6

22.4

25.1

26.7

26.9

27.6

29.1

31.0

34.5

36.2

aged 25-54

73.3

74.4

74.3

75.8

76.3

78.3

80.3

aged 55-64

14.6

14.9

14.3

16.5

16.9

20.7

21.1

Source: NIS EAK (Edited by Steunpunt WSE)

The Flemish labour market in figures, 2005 Flanders in Europe

Flemish Region

EU-25

Employment rate (%)

2004

2005

2004

2005

Total (aged 15-64)

64.3

64.9

63.1

63.8

Women (aged 15-64)

56.7

57.8

55.6

56.3

Seniors (aged 55-64)

29.5

30.7

40.9

42.6

5.4

5.5

9.3

9.1

ILO unemployment rate (%) Nationality

Total

Nationals /

Others

naturalised residents EU-15 citizens

Flemish Eurydice report 2008

Political, social, economic

NonEU-15 citizens

Employment rate 2005 (%) Flemish Region

64.9

65.4

64.2

41.9

Belgium

61.1

62.0

59.5

36.4

Germany

65.4

66.9

67.4

47.5

France

63.1

63.8

66.5

44.0

The Netherlands

73.2

74.1

78.9

42.7

Unemployment Unemployed job-seekers (n)

Flemish Region 2003

2004

2005

2006

207810

225630

235343

222204

aged < 25

56290

57970

56372

49264

aged 25-39

84040

87060

83636

76357

aged 40-49

49680

53170

55348

50946

aged >49

17790

27440

39987

45637

Total

Employment

Jobs

Flemish Region

Belgium

2003 (4th quarter)

2003-2004

Total

Self-employed

Employees

(n)

Average growth (%)

2388900

399300

1989600

+1.1

60500

43900

16500

+2.1

Secondary sector

625500

74500

551100

-1.6

Tertiary sector

971700

221600

750100

+2.0

Quaternary sector

729600

58300

671300

+2.0

Total Primary sector

Source: NIS EAK, Eurostat LFS, VDAB Arvastat, RSZ DMFA, RSZ decentralised (Edited by Steunpunt WSE)

Working population according to a number of characteristics in 2004, Flemish and Walloon Regions, in %

Flemish Eurydice report 2008

Political, social, economic

Hooggeschoolden

Highly-skilled workers

Middengeschoolden

Medium-skilled workers

Laaggeschoolden

Semi- and unskilled workers

50-64 jaar

aged 50-64

25-49 jaar

aged 25-49

15-24 jaar

aged 15-24

Vrouwen

Women

Mannen

Men

Totaal

Total

Vlaams Gewest

Flemish Region

Waals Gewest

Walloon Region

Flemish Eurydice report 2008

Political, social, economic

Unemployment rate according to a number of characteristics in 2004, Flemish and Walloon Regions, in %

March 2008: Evolution of unemployment in Flanders (source: VDAB 2008)

1.7. Statistics 1.7.1. Level of education of the Flemish-Region population (aged 25-64), in %

Highest qualification obtained Total maximum lower-secondary level higher-secondary level higher non-university level university level men maximum lower-secondary level higher-secondary level higher non-university level university level

Flemish Eurydice report 2008

2006

2005

2004

2003

2002

2001

2000

1999

31.01 37.85 18.27 12.87

32.7 36.8 17.9 12.6

34.6 35.2 17.4 12.8

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

31.5 37.9 14.7 15.9

32.5 37.7 14.4 15.4

37.6 34.5 13.3 14.6

37.5 35.2 12.8 14.6

38.2 34.3 12.6 15.0

40.1 33.5 12.3 14.2

42.1 32.8 11.1 14.0

Political, social, economic

women maximum lower-secondary level higher-secondary level higher non-university level university level Source: http://aps.vlaanderen.be

30.6 37.8 21.8 9.9

32.8 35.8 21.6 9.8

37.4 33.7 20.1 8.8

38.2 33.4 19.0 9.4

39.8 32.6 18.3 9.3

40.8 32.5 18.4 8.3

42.5 32.1 17.0 8.4

Scholingsgraad van de bevolking van het Vlaamse Gewest (25-64 jaar)

100%

80%

60%

40%

20%

0% 1990

1992

1994

1996

1998

1999

2000

2001

2002

2003

2004

2005

2006

tijd maximaal lager secundair

hoger secundair

hoger niet-universitair

universitair niveau

(Maximum lower secondary - Higher secondary - Higher non-university - University level)

1.7.2. Level of education of the Flemish-Region population (aged 25-34), in %

highest qualification obtained 2006 2005 2004 2003 2002 2000 1999 1998 1996 1994 maximum lower-secondary level 14.7

15.6

16.6

19.6

19.4

21.0

24.0

23.4

26.5

31.4

higher-secondary level

42.0

42.2

41.5

41.1

42.1

42.0

41.7

42.0

40.3

38.2

higher non-university level

24.5

22.9

22.7

21.7

21.1

20.0

18.7

18.2

19.9

17.7

university level*

18.8

19.3

19.2

17.6

17.5

17.0

15.6

16.4

13.3

12.8

Source: http://aps.vlaanderen.be

Flemish Eurydice report 2008

Political, social, economic

Scholingsgraad van de bevolking van het Vlaamse Gewest (25-34 jaar)

100%

80%

60%

40%

20%

0% 1990

1992

1994

1996

1998

1999

2000

2002

2003

2004

2005

2006

tijd maximaal lager secundair

hoger secundair

hoger niet-universitair

universitair niveau*

(Maximum lower secondary - Higher secondary - Higher non-university - University level)

1.7.3. School-leavers and left-over percentage according to level of education, in %

February 2004 – January 2005

February 2003 – January 2004

all schoolleavers

still looking for work after 1 year

all schoolleavers

still looking for work after 1 year

all schoolleavers

still looking for work after 1 year

Poorly-educated

15.2

30.6

15.0

26.7

17.1

30.4

mediumeducated

43.9

46.5

43.4

41.5

44.1

46.5

highly-educated

40.8

23.0

41.7

31.8

38.7

23.1

Level of education

Source: http://aps.vlaanderen.be

Flemish Eurydice report 2008

Political, social, economic

2. General organisation of the education system and Administration of Education After a concise historical overview (cf. 2.1.) which we confine here to the freedom of education and ongoing debates and future developments (cf. 2.2.), we shall discuss: ● ● ● ●

The fundamental principles, cf. 2.3. The general structure and moments of decision in education, cf. 2.4. Compulsory education and the relevant controls, cf. 2.5. Management and administration, cf. 2.6.

○ At various geo-political administrative levels:

Federal level, cf. 2.6.1. Community level, cf. 2.6.2. Provincial and municipal level, cf. 2.6.3.

○ At the level of the education providers, institutions and groupings of institutions, for the

● ●

various levels of education, cf. 2.6.4. The organising bodies, cf. 2.6.4.1. The educational umbrella organisations, cf. 2.6.4.2. The schools, cf. 2.6.4.3. The school communities, cf. 2.6.4.4. The university colleges, cf. 2.6.4.5. The universities, cf. 2.6.4.6. Participation and consultation structures, cf. 2.7. Financing, cf. 2.8.

2.1. Historical overview A historical perspective on the Flemish education policy shows that freedom of education has always been one of the most central themes. Freedom of education has been included in the Constitution since the very beginning of the Belgian State and has been the cause of many conflicts and struggles, the so-called ‘school conflict’. This constitutes a significant part of the cultural and political history of Belgium, both during the 19th century, with major flare-ups around 1850 and 1879, and during the 20th century, particularly from 1951 onwards. This 100-year period of confrontation came to an end with the signing of the so-called schoolpact (Schools Pact) on 6 November 1958. Under the principle of freedom of choice of school, the organisation of educational institutions may not be subjected to any restrictive measures. However, schools wishing to confer official degrees and receive government subsidies must comply with the legal and statutory provisions. Ever since the Schools Pact was signed, the Schools Pact Act of 29 May 1959 has formed the basis for the organisation of all educational institutions (with the exception of universities) in an education system funded or subsidised by the State. In order to monitor the implementation of the Pact a Permanent (political) Commission was set up. The national Schools Pact era was closed for once and for all with the communitarisation of education when the basic principles were laid down in article 24 of the Constitution and amended on 15 July 1988. Other articles (art. 127 § 1.2 and art. 142) assign the responsibility of compliance with this educational freedom henceforth to the Communities and no

Flemish Eurydice report 2008

Organisation of education

longer to the federal government; and guarantee equal treatment for all pupils or students, parents, staff members and educational institutions. References ● ●

●

Jan De Groof, De schoolpactwet: coördinatie en annotatie (The Schools Pact Act: coordination and annotation). Kluwer, 1996 Jan De Groof, De grondwetsherziening van 1988 en het onderwijs: de schoolvrede en zijn toepassing (The 1988 constitutional revision and education: school peace and its applications). Story Scientia, 1989 Els Witte, Jan De Groof, Jeffrey Tyssens, Het schoolpact van 1958 : ontstaan, grondlijnen en toepassing van een Belgisch compromis (The 1958 Schools Pact: origin, basis and the implementation of a Belgian compromise). Garant, 1999

More specific historical reviews are given under: ● ● ● ● ● ● ● ● ● ●

Pre-primary education, cf. 3.1. Primary education, cf. 4.1. Secondary education, cf. 5.1. Higher education, cf. 6.1. Continuing education, cf. 7.1. Teacher training, cf. 8.1.1. Labour conditions for staff, cf. 8.2.1. Evaluation, cf. 9.1. Education for pupils with specific learning difficulties, cf. 10.1. European and international dimension, cf. 11.1.

2.2. Ongoing debates and future developments Useful sources of information in this regard are the newsletters from the Ministry of Education and Training cf. www.ond.vlaanderen.be/nieuws, the 2007-2008 Policy letter ‘Education and Training’ from the Flemish Minister for Education and Training “Gelijke onderwijskansen op de hele onderwijsladder. Een tienkamp” (Equal educational opportunities across the entire education ladder. A decathlon), green papers and his most recent speeches http://www.ond.vlaanderen.be/beleid/ and the website of Minister Frank Vandenbroucke. The “decathlon” priorities are: ● ● ● ● ● ● ● ● ● ●

funding of education geared towards equal opportunities and a second wave of democratisation, more result-oriented efforts from the educational institutions with systematic evaluation, partnership between schools and parents, screening of Dutch linguistic skills at key moments of the school career, a language policy in every school for all subjects, exchange of good practices, more infants in smaller classes, support for a motivated course-of-study and career choice, establishment of a higher vocational-education system, tackling of labour-market discrimination.

Here we shall discuss some cross-level themes.

Flemish Eurydice report 2008

Organisation of education

Eliminating obstacles which impede participation in education To create more opportunities, a multi-track policy is pursued. In particular, infants' participation in education is promoted and financial obstacles are removed by capping school costs and by widening the school-allowance system for pupils. However, this is also linked to a compulsory minimum school attendance (or presence at the place-of-work) and more efficient checks on registration and school attendance. To counter truancy and absenteeism, agreements have also been concluded regarding medical certificates and a prosecution policy, on top of the actions already undertaken within education.

Infant participation

An active campaign will be run during 2008 to increase the already considerable participation of infants even further. In addition, minimum attendance requirements will be laid down, cf. 4.2..

Monitoring compulsory education rd

From the 2007-2008 school year, all schools will check at the latest on the 3 day of the school year, whether all pupils of school age are registered and effectively present for the first time (cf. 2.5.3.).

Action plan on truancy and absenteeism

●

During 2006 an action plan on truancy and absenteeism was launched. http://www.ond.vlaanderen.be/leerplicht/algemeen/SAP.htm gives an overview of this action plan. One of the components of that plan was the structural embedment of Time-out projects whereby pupils who are causing major problems or who are completely disheartened are taken out of school and are given separate guidance. The first 4 pilot projects ran from 2001 to 2006. In view of their positive impact, new 3-year projects were launched in cooperation with the Minister for Welfare, Public Health and Family. From now on a distinction is made between: a short time-out (with intensive guidance inside or outside of school for 5-10 days, where appropriate with reparation-oriented actions, fully financed by education) and a long time-out (of 3-6 weeks, co-financed by the Minister for Welfare, Public Health and Family; each € 273,000/year). Fourteen short-term (for 645 pupils) and six long-term projects (for 182 youths) are being subsidised. The total budget amounts to € 1.2 million/year; the cost per pupil for a short time-out is € 1,000 and for a long time-out € 3,000. (http://www.ond.vlaanderen.be/beleid/toespraak/070122-reddingsboei.htm). For short time-out projects 3-day reparation-oriented group consultation (herstelgericht groepsoverleg –HERGO) training is organised. HERGOs are indicated in situations where reparation is of the order (i.e. in cases where an offender and victim can be identified, e.g. a pupil who has caused material damage at school or who has been in a fight with another pupil or teacher). Cf. http://www.ond.vlaanderen.be/leerplicht/actoren/time-out/default.htm.

Capping school costs

The decretal gratuitous nature of elementary education, linked to a double maximum invoice for parents and extra operational resources for schools, has been implemented in all elementary schools from school year 2007-2008. Cf. 4.2. and 4.7..

Flemish Eurydice report 2008

Organisation of education

Cf. the paper from the Flemish Minister for Education and Training: 'Schoolkosten: voorstellen voor een nieuw Vlaams beleid’ (‘School costs: proposals for a new Flemish policy’), 14 June 2006; and the press releases of 14 October 2006 and 26 January 2007. School allowances

The Decree of 8/06/2007, concerning study-allowances thoroughly reformed the school allowances for elementary and secondary education pupils, in analogy with the new study-finance mechanism for higher education. ● ● ● ●

● ●

●

A unique family file is being introduced for all pupils and students, members of the same family. Thanks to the family file, the processing of applications (which were formerly processed per level of education) are henceforth performed by one single files’ team. The allocation criteria (which were previously linked to levels of education) are from now on attuned to the criteria operated in higher education. All the conditions to qualify for a financial contribution, i.e. the nationality conditions and the financial conditions, will henceforth be equal for all levels. The pedagogical conditions will nevertheless vary according to the level of education. In secondary education the school allowances have been increased and study premiums are being granted from school year 2007-2008 (cf. 5.2.). From school year 2008-2009, a school allowance will be introduced for infants and pupils in elementary education. As the allocation criteria will be the same as those for higher education, ¼ of all pupils will qualify for a school allowance. In a first stage € 10 million will be allocated for this, which represents an average allowance of € 60/child, cf. also 4.2.. As of the 2008-2009 school year, pupils attending centres for part-time education, centres for part-time training and those in apprenticeships can also receive a school allowance. Some 3,300 pupils will qualify for this.

Involvement undertaking from parents.

As from school year 2009-2010, the school regulations of all Flemish schools, and also those of the Dutch-speaking schools in Brussels, will become a tool for mutual involvement: the mutual undertakings and expectations will have to feature clearly in the school regulations. This will crystallise the concept of an “involvement declaration” from parents, which was proposed at a Brussels’ Roundtable conference. School regulations may for instance contain topics such as regular school attendance, attendance of parent-teacher meetings, guidance cooperation... As of 2010-2011, children can only be registered in a Dutch-speaking school if they have attended one year of Dutch-speaking pre-primary education, or – in exceptional circumstances – if they can show that they have attained a certain proficiency in Dutch. Flemish Minister for Education, Vandenbroucke, is introducing these measures for the whole of Flanders, on the basis of suggestions from the Brussels Education Conference, which he organised in conjunction with the Brussels’ Minister for Education, Vanhengel.

Modernization of education

Broad-school pilot projects

A broad school aims at the broad development of all children and young people by supporting and/or creating a broad learning and living environment at a local level where children and youths can acquire a spectrum of learning and living experiences. To this end the school can enter into a collaboration and develop a network with associations or institutions from the world of culture, sports,

Flemish Eurydice report 2008

Organisation of education

youth work, childcare, welfare, community work…, sectors which together help to shape and support the learning/living of children and youths. To facilitate sustainable cooperation at a local level, cooperation at policy level was put in place. At the end of 2006, 14 Flemish and 3 Brussels 3-year pilot projects were launched. They are supported by the Flemish Minister for Work, Education and Training (€ 200,000 annually), the Minister for Culture, Youth, Sports and Brussels Affairs (€ 200,000 in 2007); the Minister for Welfare, Public Health and Family; and by the Dutch-speaking Minister of the Brussels government responsible for Education, Vocational Training and Budget (€ 50,000 annually). Legal obstacles regarding the use of school buildings by third parties, for instance, will be removed. The Equal Educational Opportunities Centre (Steunpunt GOK) 10.5.3.6. has drawn up a frame of reference and will follow up and support the pilot projects. On the basis of the experiences in the pilot projects, it will also make policy recommendations. Detailed descriptions of all the projects and interim findings are available at http://www.ond.vlaanderen.be/bredeschool/.

Health policy action plan (on balanced diet and exercise)

The Flemish Education Council (Vlaamse Onderwijsraad – VLOR) has appointed its own health coordinator in 2006 and the Health Promotion Agency has drawn up a strategic health-policy action plan. Moreover, a special tool was developed for schools so that they can chart their own situation in matters of health promotion. From 1 September 2007 all elementary and secondary schools have to outline a health policy. Based on an analysis of their own situation, they will formulate targets and undertake actions. The initiative is supported by the Ministers for Education, Public Health, Sports and Agriculture, who also bring institutions from their policy areas on board such as the Flemish Institute for Health Promotion (Vlaams Instituut voor Gezondheidspromotie), the food information cell of the Flemish Centre for Agricultural and Fisheries Marketing (Vlaams Centrum voor Agro- en Visserijmarketing) and the Flemish Sports, Physical Activity and Health Centre (Steunpunt Sport, Beweging en Gezondheid). The budget amounts to € 150,000. http://www.gezondopschool.be Currently, smoking is only prohibited inside school buildings and the boards can still designate a specific smokers’ room for teachers and/or pupils and permit smoking outside. However, a decree is being prepared to introduce a blanket smoking ban in schools as from 1/9/2008 and to make it one of the prerequisites for recognition.

Dealing with violence at school

●

Increasing attention is paid to bullying & cyber bullying, extortion (steaming) and violence at school. On this issue several organisations cooperate: the Centre for Deviant Behaviour at School (Steunpunt voor Grensoverschrijdend Gedrag op School) (http://www.iswlimits.be/nl/onderwijs.asp) , the Flemish Network Show your Colours against Bullying (Vlaams Netwerk Kies Kleur tegen Pesten) (http://www.kieskleurtegenpesten.be/) and the Ministry of Education participates in the OECD project “International network on school bullying and violence” (http://oecd-sbv.net/). An additional two-hundred “jo-jos” are also being deployed in secondary schools. These are young people who, in a start job within the ‘Schools for Youngsters, Youngsters for Schools, (Scholen voor JOngeren, JOngeren voor scholen) project, work on the ‘prevention of antisocial behaviour in schools’. From now on youths from part-time compulsory education also

Flemish Eurydice report 2008

Organisation of education

qualify to work as “jo-jos” but they will be given new practical tasks such as maintenance and renovation jobs, cf. 5.18. and http://www.ond.vlaanderen.be/jojo/.

Information and Communication Technology

In implementation of the 2006 ICT policy plan, 26 million euro was earmarked for ICT equipment in elementary and secondary education and basiseducatie (adult basic education) during 2006-2007; an extra 13 million euro will be added to this in 2007-2008 and support will be extended to part-time artistic education and the centres for volwassenenonderwijs (adult education). At the same time, broadband services will be improved. Moreover, a using-ICT-safely action was launched. In this regard, special teaching resources have been distributed. A management agreement was concluded with the ICT further-training network REN-Vlaanderen (Regional Expertise Network – Regionale expertisenetwerk) (cf. 8.2.10.) on further training in 20072008 and 2008-2009; their activities will also be assessed. Since 1 September 2007, new cross-curricular final objectives regarding ICT have been in force in elementary education and the first stage of secondary education. These focus on the safe, appropriate and responsible use of ICT. From 2008, the ICT policy for special education will be streamlined and a number of application projects will be supported. In March 2007, the Minister presented his 2007-2009 strategic paper on ICT in education. http://www.ond.vlaanderen.be/beleid/nota/beleidsplanICT2007-2009.pdf

Art and Culture

●

● ●

DynaMo²-projects integrate culture, environmental education, democracy, sense for entrepreneurship or health into the school activities (elementary education - BaO, secondary education - SO, part-time artistic education - DKO, higher education - HO). In 2007-2008, 231 Flemish and Dutch-speaking Brussels’ schools are able to count on a financial project allowance of up to 1,500 euro, i.e. 300,000 euro in total. Schools may use these extra funds to work with a whole range of partners, such as the art and cultural centres, sports clubs, environmental organisations or artists, and this during school hours. www.dynamo2.be and www.canoncultuurcel.be Artistic and cultural-education survey in Flemish education (2007) During school year 2006-2007, Anne Bamford, Professor at the Wimbledon School of Arts, conducted a study on the quality of artistic and cultural education in Flanders. The study assessed both the policy and the practice by means of a number of internationally-tested quality indicators. She established that there were enormous differences between the Flemish schools as far as artistic and cultural education is concerned. Not all teachers know how to approach it, there are too few further-training opportunities and nearly in all cases there was a lack of appropriate evaluation expertise regarding artistic and cultural education at school. Furthermore, the number of teaching periods dedicated to art education and even the quality of art education in teacher training has been declining over the past number of years. The full report may be downloaded from the Canon cultuurcel (Canon culture cell, ). Following on this report, a Committee was established to analyse the recommendations in the report and to translate them into concrete policy measures. The Minister for Education and Training is preparing a green paper which shall result in a new DKO decree.

Flemish Eurydice report 2008

Organisation of education

●

http://www.canoncultuurcel.be/

Dutch-speaking education in Brussels

In 2007, the Flemish Minister for Education and Training and the Minister for the Brussels-Capital Region, as member of the Flemish Community Commission in charge of Dutch-speaking education in Brussels, organised a round-table conference on Dutch-speaking education in Brussels. The final findings of the study groups were bundled into an end report. In 2008 the Ministers compiled their policy intentions in a green paper. Cf. also 2.6.3.1. & 2.6.4.1.6. & 10.7.3.2.. http://www.ond.vlaanderen.be/brussel. http://www.ond.vlaanderen.be/nieuws/2008p/files/0123-conceptnota.pdf http://www.ond.vlaanderen.be/nieuws/2008p/0123-RT-Brussel.htm

Decrees which were ratified last year and are currently being implemented ● ● ● ● ● ● ● ●

Teacher training 15/12/06, cf. 8.1. Professional profile of teachers 14/2/07 Temporary projects ‘training for trainers of adults’ 9/3/07 Final and developmental objectives on ICT 9/03/07 & general education SOSP 27/4/07 Adult education 15/06/07 Study-allowances 8/06/07 Complementary education policy at local level 30/11/07 RTCs 14/12/07

Decree relating to Education XVII – 22/6/2007 ●

So that as many infants as possible would regularly attend school as early as possible and would be able to do so in smaller classes, an action plan “infant participation in 2007-2008”, has been launched which involves:

○ an increase of the budget for ‘summer classes’ (extra hours if the actual number of infants is higher than the count on 1 February of the previous year); an increase from € 4 to € 14 million (for 800 extra infant teachers);

○ an increase of € 5.4 million in the equal educational opportunities (gelijke onderwijskansen - GOK) budget;

○ extra resources for scholengemeenschappen (school communities) to support their ●

own incentives policy on participation in pre-primary education. The collective labour agreements for education VIII and higher education II (cf. 8.2.2.) will be implemented on the basis of a decree.

○ Job descriptions and evaluations in elementary and part-time artistic education. ○ Job and task differentiation in secondary education. ○ Extra support staff in special education, part-time artistic education and pupil guidance centres.

○ Further training for directors of centres for adult education, part-time artistic education and CLBs, pupil guidance centres.

○ More room for manoeuvring between the budgeted and the actual composition of staff in university colleges (hogescholen).

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Organisation of education

Beleidsbrief Onderwijs en Vorming 2005 - 2006 Beleidsbrief Onderwijs en Vorming 2006-2007 Beleidsnota onderwijs en vorming 2004-2009. Vandaag kampioen in wiskunde, morgen ook in gelijke kansen. Beleidsnota 2004-2009 Concept volwassenenonderwijs - 8 mei 2005 Onderwijs in de Septemberverklaring 2005, Vlaamse regering Onderwijs in het regeerakkoord 2004-2009 BVR betreffende de toekenning van subsidies aan time-outprojecten voor welzijn en onderwijs

2.3. Fundamental principles and basic legislation Here we shall discuss: ● ● ● ● ●

Freedom of education 2.3.1. Educational networks 2.3.2. Legal requirements for subsidised schools 2.3.3. Freedom of teaching methods and pedagogisch project(pedagogical project) 2.3.4. eindtermen, (final objectives), ontwikkelingsdoelen (developmental objectives) and curricula 2.3.5.

2.3.1. Freedom of education Central to the Belgian education legislation is the Belgian Constitution which guarantees ‘freedom of education’ (art. 24). This is a two-sided freedom: ● ●

The active freedom for every natural person or legal person to organise education and to set up institutions to that end 2.3.1.1.; The freedom of choice of school for pupils and their parents 2.3.1.2..

2.3.1.1. Freedom of establishment, orientation and organisation of education

Active freedom is understood to be: ●

●

the right of establishment, i.e. the freedom of private persons, as well as authorities, to found schools and provide education, both in form and in content. The autonomy derived from this principle also includes the right, within the prevailing rules, to confer legally valid proofs of study and to issue study certificates ratifying those studies. the right of orientation, which implies that schools can be founded on the basis of either certain denominational (Catholic, Jewish, Protestant and Islamic schools) or non-

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●

denominational philosophies, or certain pedagogical or educational ideologies (the so-called small education providers such as Steiner, Freinet, … or experience-based education); the right of organisation, or the organising bodies’ and school boards’ right to decide on the organisation and running of schools without interference from the government; this implies a.o. laying down the registration policy and applying disciplinary rules, the choice of staff in view of achieving their own educational objectives, the promulgation of school regulations,… In other words, the decisive power of the school boards inrichtende macht (organising body) and school management may not be curtailed in a clearly unreasonable or unequal manner. The Constitution prohibits all preventive measures. However, these may not be confused with regulatory measures. For instance, the government is allowed to

○ lay down rules in a decree about admission policies and the right of refusal; ○ set conditions in relation to people’s qualifications; ○ impose ontwikkelingsdoelen (developmental objectives) and eindtermen (final objectives) insofar as these leave enough room to realise the pedagogical or philosophy-of-life project;

○ introduce participation structures… ○ (the right to subsidies and the conditions in this regard can also lead to a restriction of the active freedom of education.) (Seneca, Forum voor onderwijsrecht, trefwoordenlijst [Forum for education law, glossary] , http://www.seneca.be )

De grondwetsherziening van 1988 en het onderwijs. De schoolvrede en zijn toepassing De Schoolpactwet. Coördinatie en annotatie. Het schoolpact van 1958 / Le pacte scolaire de 1958. Ontstaan, grondlijnen en toepassing van een Belgisch compromis / Origines, principes et application d'un compromis belge

2.3.1.2. Freedom of choice of school and right of registration

Besides the ‘pedagogical freedom’ (cf. 2.3.1.1.) there is also the freedom of choice of school. This is also guaranteed by the Constitution. Parents and their children should have access to a school of their choice within a reasonable distance from their home. A school can autonomously decide on its maximum capacity, but if this is used as a pretext to refuse pupils, the consistency of the refusals will be checked. Pupils can register at the earliest on 1 September of the previous school year. Every school must keep registration records; the chronological order of registration shall be the determining factor. As a correction to this rule and since the school year 2005-2006, brothers and sisters or pupils living under the same roof are granted a priority period for registering in the same school, ahead of any other new pupils. Disadvantaged children & privileged children in a school with lots of disadvantaged children (only in elementary education and 1st level of secondary education (Secundair Onderwijs – SO)) and Dutch-speaking children in a Brussels’ school can also avail of such a priority period. From school year 2006-2007, the relevant regulations are being further updated with a view to increasing applicability, promoting diversity, reducing the planning burden for schools and increasing local autonomy. The right of a pupil or the parents to register in the school of choice is firmly anchored in the decree concerning equal educational opportunities I (decree of 28 June 2002). This basic right of registration is linked to the school’s obligation of acceptance. This means that every pupil who meets the general admission requirements (in terms of age and capability) is entitled to register in the school selected by

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the parents (in consultation with the pupil if this pupil is aged 12 years or over). This right should enable pupils and parents to freely choose education from a whole range of pedagogical projects in our pluralistic society. Refusals on grounds of skin colour, national or ethnic origin, background, religion or sex are strictly forbidden. Parents and pupils are informed about the pedagogisch project (pedagogical project) and the school regulations (which respect the international and constitutional principles on human rights and the rights of the child). If the parents do not agree with this project or the school regulations their child’s registration will not be accepted. A school can only invoke 2 grounds for refusal: ● ●

if an additional registration would endanger the safety of pupils due to material circumstances; if the pupil in question was expelled from the school during the previous school year or the year before.

At the time of registration, an inrichtende macht (organising body) may also refer each additional pupil whose home language is or, is not Dutch – depending on the case – in order to safeguard the preset ratio between both pupil groups. However, certain referral conditions in relation to Dutch-languageskills education within the school must be met as well as the relative presence of the target group which shall comprise at least 20% and which must exceed the relative presence in the working area where the school is located. The school may also rule that it has not enough resources to give a pupil suffering from a severe disability the support he needs. In that case the pupil can be referred. All referrals are dealt with by the Local Consultation Platforms (Lokale Overlegplatforms - LOPs). Parents who do not agree with a refusal from the school can ask the LOPs to mediate. The LOPs, local consultation platforms for equal opportunities in education, were set up to help implement the equal educational opportunities policy at local level (41 for elementary education, 19 for secondary education). They are made up of education providers and local actors such as representatives from ethnic minorities and disadvantaged and poor indigenous communities, people from the integration sector, socio-economic partners, etc… ● ●

●

● ●

Their investigative task is to chart the local situation and to conduct a background analysis in terms of unequal educational opportunities. When a pupil is referred the mediation cell will look for the best solution for the pupil in question. It also mediates at the request of parents when a school refuses to register their child. The LOPs also play an advisory role at a local, provincial and regional level. By passing on good practical examples they contribute to the development of instruments to help realise the right of registration. In Brussels the LOP has to find a consensus on the principle of simultaneous priority for children who speak Dutch at home and for equal education opportunities (Gelijke Onderwijskansen – GOK) pupils (cf. 10.5.3.7.). http://www.lop.be http://www.ond.vlaanderen.be/GOK/lop/

In the event the parents do not agree with the grounds for refusal of their child, they can file a complaint with the Commission on Pupils’ Rights (Commissie inzake leerlingenrechten), within 30 calendar days of having been notified of the refusal. Upon receipt of the complaint, the Commission on Pupils’ Rights, shall, within five calendar days, make a decision on the merits of the complaint and shall send a registered letter and its advice to the Flemish government. If the Commission rules that the school did have the right to refuse the child, the local consultation platform will be asked to find another suitable school. If the Commission is of the opinion that the school had no valid reason to refuse the child, a fine can be imposed on the school, unless it is willing to register the child after all. The Commission also deals with all the referrals for which no solution was found within the local

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consultation platform. The Commission was set up following the Decision of 27/9/2002 and has been operational since 1 January 2003; it operates autonomously and across all levels.

Commissie inzake Leerlingenrechten http://www.ond.vlaanderen.be/leerlingenrechtencommissie

2.3.2. Educational networks The battle for the freedom to organize education was marked by the pillarization of the education system. On the basis of the schoolpact (Schools Pact) and the Schools Pact legislation, several fundamental classifications are used. According to the type of inrichtende macht (organising body), we distinguish: ● ●

Public schools set up by public administrations (Community, provinces, cities, municipalities or other statutory bodies) Subsidised private schools set up by a natural person or an entity governed by private law.

According to the type of financial resources, we distinguish between financing and subsidising by the State: ● ●

Flemish-Community education (GO!) which is directly and fully funded by the Flemish Community; Subsidised education which receives subsidies from the Flemish Community (salary allowances, operational and equipment allowances, and allowances for buildings) provided it complies with the programme and rationalisation standards and certain accreditation criteria.

From 2008-2009, the new financing system for compulsory education will ensure that the operational resources for all the schools will be distributed on the basis of the same operational criteria, cf. 2.8.3. The combination of both criteria leads us to the usual threefold division, linked to the concept of onderwijsnet (educational network): ●

●

Education from the Flemish Community (formerly community education and prior to that state education), organised by Community Education (i.e. the Board of Community Education (Raad van het gemeenschapsonderwijs – RAGO) and the scholengroepen (school groups)), formerly the Autonomous Council for Community Education (Autonome Raad voor het Gemeenschapsonderwijs – ARGO), prior to that the Flemish Community and initially the Belgian State; gesubsidieerd vrij onderwijs (Subsidised private education) (Catholic education, Protestant education, Jewish education, non-denominational education, independent alternative schools) which mainly comprises subsidised private Catholic education gesubsidieerd officieel onderwijs (Subsidised public education) (organised by cities, municipalities and provinces, intermunicipal companies.

In practice, the various regulations are subdivided in different ways. For instance, as far as the number of school communities is concerned, the decree of 14 July 1998 operates the following classification: community education, subsidised public education, subsidised private denominational education and subsidised private non-denominational education (and ‘unique institution’ for the alternative schools). Cf. 2.6.4.4..

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According to the nature or levensbeschouwelijke vorming (philosophy-of-life education), we distinguish: ● ●

● ●

Denominational schools which offer religion-based education (Catholic education, Protestant education, Jewish education); Neutral schools which offer the choice between classes in one of the official religions or levensbeschouwelijke vorming (non-confessional ethics) in the form of a course nietconfessionele zedenleer (philosophy-of-life education) ; Non-denominational (freethinking) schools which only teach non-confessional ethics; Alternative schools which vary according to their pedagogisch project (pedagogical project).. (The Hibernia Judgement from the Council of State dd. 31 May 1985 saw to the recognition of the individuality of the smaller education providers. Cf. Raf Verstegen, Kleine onderwijsverstrekkers onder de beschermende hand van de rechter. (Small education providers under the protective arm of the judge)). TORB, 2006-2007, 2-3-4, p. 345-367.)

For the size of the individual groupings in this classification, cf. 2.9.1.. With a view to protecting their interests, support and participation in consultation structures, those groups of education providers set up representative associations or umbrella organisations. Cf. 2.6.4.2.. Private education or home education does not fall within the above classification, and is not funded or subsidised by the government, cf. 4.16..

2.3.3. Legal provisions for subsidised schools The subsidy requirements were specified in the Schools Pact Act (29 May 1959), as amended by the Decree of 24 July 1996 (b)), article 24, § 2. This article stipulates that “A school or a part of an institution for pre-primary, primary, secondary and higher education will be subsidised if it conforms to the legal and statutory provisions concerning the organisation of education and the application of the language legislation”. Under those terms, schools must meet the following criteria: ● ● ●

● ●

● ● ● ● ●

Adopt a structure laid down by or pursuant to a law or decree. A structure is understood to be the major classifications within a level of education and the duration of these classifications; Respect a curriculum which meets the legal requirements or which has been approved by the Minister for Education; Submit itself to supervision and inspection by the authorities. This inspection refers in particular to the subjects taught, the quality of the studies and the application of the language laws, excluding the pedagogical methods: Organised by a natural or legal person who assumes full responsibility; Meet pupil-number requirements per class, department, stage or other sub-division, as specified in a Royal Decree discussed by the Cabinet Ministers, except in case an exemption was granted by the Minister for Education in view of special or exceptional circumstances; Located in premises that meet the hygiene and habitation standards; Possess teaching aids and school equipment which meet educational requirements; Employ staff whose medical condition will in no way constitute a health hazard to the pupils and who are subject to inspections; Accept the school-holiday system as laid down by law; Participate in and cooperate within a local consultation platform set up in accordance with article IV.2, § 2, first section, of the Decree of 28 June 2002 concerning equal educational opportunities I;

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●

As far as subsidised education is concerned, not prejudice the decision-making procedures as referred to in articles 19 through 22 of the Decree of 2 April 2004 concerning participation at school and the Flemish Education Council. This condition also implies that the principal, with regard to the authority vested in him by the inrichtende macht (organising body) in matters of advice or consultation, has sufficient powers to act autonomously in relation to the school council; As far as community education is concerned, respect the authority of the school council.

Subsidised public schools shall also: ● ● ● ● ●

Have an open character by welcoming all pupils regardless of the ideological, philosophical or religious conviction of the parents and pupils; Use official curricula, developed by one of the umbrella organisations of public education, or their own compatible curricula; Use a schoolwerkplan (school development plan), school regulations and school books in accordance with the open nature; Receive assistance from a public-education guidance service; Offer religious education or niet-confessionele zedenleer (non-confessional ethics) taught by a specialist teacher.

2.3.4. Teaching methods and ‘pedagogical project’ As far as teaching methods, teaching programmes, pupil evaluation and the pedagogical project are concerned, the various educational networks and schools are largely autonomous. Every organising body autonomously defines its inrichtende macht (pedagogical project) or mission statement. Therefore, government control is out of the question as long as the projects do not contravene the democratic principles upon which the Belgian State is based and the legal and statutory provisions. This is why several educational networks and schools have developed, written and published their pedagogical projects in great detail. In this respect we refer to the so-called educational umbrella organisations (2.6.4.2.) and to some of the larger cities, Antwerp and Ghent (2.6.4.1.5.). Alternative schools can be classified according to their pedagogical project.

Ideology

Total

Municipal Education

GO!

Subsidised private Catholic Educ.

FOPEM

Steiner

Experience-based education

Freinet

Jenaplan

Life school

Montessori

Steiner

Dalton

Playful learning

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Special education has one education type-3 Steiner school (primary and secondary education) and one education type-3 Freinet school. At secondary level, there are 7 Steiner schools, 2 municipal Freinet schools and 5 GO! schools.

Experience-based education http://www.debuurt.be Freinet

http://www.freinetbewegingvlaanderen.be http://www.freinetherentals.be/deschool/schoolcultuur_invariante n.html

Jenaplan

http://www.jenaplan.be http://www.bs-dejenaplaneet.be/schoolfilosofie/pijlersWerk.htm

Life school

http://schoolweb.rago.be/bs/kruibeke/woll/leef.html

Montessori

http://www.schooltjevanoppem.be

Steiner

http://www.steinerscholen.be

Elementary and secondary alternative schools within Community Education

http://www.andereschool.be

FOPEM, Federation of Independent Pluralist Emancipatory Alternative Schools

http://users.skynet.be/fopem

FOPEM, Federatie van Onafhankelijke Pluralistische Emancipatorische Methodenscholen Freinetbeweging Vlaanderen

2.3.5. Final objectives and curricula An important principle in Flemish education is the use of eindtermen (final objectives) and ontwikkelingsdoelen (developmental objectives). Final objectives are minimum objectives with regard to knowledge, insight, skills and attitudes, which the educational authorities consider necessary and attainable for a specific pupil population. Developmental objectives are minimum objectives which the educational authorities consider desirable for a specific pupil population (Decree of 4 February 2003). So, the final objectives and developmental objectives define what knowledge, insight, skills and attitudes society considers necessary or desirable for pupils at the various levels of education. Thus, final objectives and developmental objectives are used by the government for quality control. To what extent these are pursued or attained will be assessed when the inspectorate carries out its full school inspection and will be considered in light of the school context and the characteristics of the pupil population. They must also feature in the curricula, and their presence will be checked during the approval procedure. The Curriculum Entity (ex-DVO) (9.3.2.) develops objectives for elementary education (4.10.), secondary education (5.13.1.), adult education (7.10.1.) and special education (10.6.7.). Before they are presented to the Flemish Parliament, they are first submitted to VLOR, the Flemish Education Council, for advice. They must be ratified in a decree. http://www.ond.vlaanderen.be/dvo/

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The developmental and final objectives specify what minimum knowledge and skills pupils should acquire, but do not specify how this should be achieved. Schools enjoy complete freedom in this regard. Different approaches are possible. This transpires from the variety of curricula used in Flemish schools. The subject-related final and developmental objectives must be incorporated into the curricula in a recognisable fashion. A curriculum is a document which contains the essential information on concrete educational practice. It is geared to a well-defined group of pupils and it lists the general and specific objectives and related contents of learning for one or more subjects or subject areas. Moreover, it gives tips on teaching strategy and provides information on how the curriculum can be realised. The inspectorate evaluates the curriculum on the basis of fixed criteria and advises the Minister for Education on its approval. Insofar as final objectives and developmental objectives have already been defined for the level in question, the inspectorate checks whether the curricula are in line with them. ● ●

Decision of the Flemish Government of 3 June 1992 specifying the curricula approval terms. Circular letter OND/V/VO/LP/IG/HDB of 17 January 1994 concerning the approval of curricula.

The curriculum is developed by the inrichtende macht (organising body) or by the educational umbrella organisation of the school (cf. 2.3.5.). Schools affiliated to umbrella organisations usually adopt the curricula developed by these umbrella organisations which have been assessed by the inspectorate and approved by the Minister.

2.3.6. General regulations

Collective decrees concerning education

The so-called “principle of legality” applies in education: every measure which seriously affects the organisation of education has to be regulated by the decretal legislator. However, preparing and amending decrees is much more time-consuming than making decisions. That is how the tradition of compiling all the amendments to decrees required to prepare for the new school year into one collective decree came about. These decrees are all identified by Roman numbers. Once such a decree has been ratified, the amendments are transferred to the existing “level and theme decrees”. It relates both to the legal translation of new measures and to rectifications and corrections. So on 22/06/07 the decree concerning Education XVII was published.

Simplification of the regulations

During 1999 the Flemish Community launched a project on the simplification of regulations and procedures. And the department of education is also tackling this in various ways: ●

● ●

Quality assessment and evaluation of the law texts; legal-technical simplification; the use of covenants and temporary educational projects and the coordination of the education legislation; Streamlining of administrative processes, plan-load lowering (and compensating new plan loads by removing others), simplified forms and E-government; An impact analysis of specific, scheduled rules by means of ‘Regulatory Impact Assessment' reports.

Cf. http://www.ond.vlaanderen.be/vereenvoudiging/

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Temporary projects on educational reform

Since 9/12/2005 the Decree concerning temporary projects in education has been a legal ground for project-related initiatives (the former ‘experimental projects’). This applies to elementary and secondary education, part-time training in the context of part-time compulsory education, volwassenenonderwijs (adult education), part-time artistic education and the pupil guidance centres. This allows the Flemish government to set up temporary projects or give schools and centres the opportunity to organise temporary projects. The government must specify the contents and objectives, determine the projects’ duration and lay down the conditions for a one-off extension. To realize the projects some deviations from the legal and decretal provisos are permitted. However, they have to be specified on a project-by-project basis, motivated in a Decision and subsequently ratified with a Decree. However, these deviations cannot relate to the eindtermen (final objectives) and ontwikkelingsdoelen (developmental objectives) and the provisos regarding: ● ● ● ● ● ● ●

The right of registration in elementary and secondary schools; The minimum timetable in secondary and volwassenenonderwijs (adult education) and in parttime training within the context of part-time compulsory education; The minimum number of weekly teaching periods in elementary, secondary and volwassenenonderwijs (adult education); The participation arrangement; Recognition of schools and centres, save for the educational structure and curriculum; Registration fees in volwassenenonderwijs (adult education); Careful management.

The decree gives legal security to pupils and teachers involved in the projects. The temporary projects will be evaluated during their lifetime and the results will be formulated in an advice to the Flemish government which will be presented to Parliament. If they are subsequently organically implemented, structural financing or subsidies will be provided if necessary. An overview of these policy and regulation techniques and their use may be found on: http://www.ond.vlaanderen.be/vereenvoudiging/juridisch.htm

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2.4. General structure and defining moments in educational guidance Organisation of the education system in the Flemish Community of Belgium, 2006/07 1

BE nl

KLEUTERONDERWIJS

LAGER ONDERWIJS

SECUNDAIR ONDERWIJS

ALGEMEEN SECUNDAIR ONDERWIJS

UNIVERSITEIT

HOGESCHOOL TECHNISCH / KUNST SECUNDAIR ONDERWIJS BEROEPSSECUNDAIR ONDERWIJS DBSO

Pre-primary education – ISCED 0

Pre-primary – ISCED 0

(for which the Ministry of Education is not responsible)

(for which the Ministry of Education is responsible)

Primary – ISCED 1

Single structure – ISCED 1 + ISCED 2 (no institutional distinction between ISCED 1 and 2)

Lower secondary general – ISCED 2

Lower secondary vocational – ISCED 2

(including pre-vocational)

Upper secondary general – ISCED 3

Upper secondary vocational – ISCED 3

Post-secondary non-tertiary – ISCED 4 Tertiary education – ISCED 5A

Tertiary education – ISCED 5B

Allocation to the ISCED levels:

ISCED 0

Compulsory full-time education

-/n/-

ISCED 1

ISCED 2

Compulsory part-time education

Part-time or combined school and workplace courses

Additional year

Compulsory work experience + its duration

Study abroad

Source: Eurydice.

Flemish education is divided into levels: elementary education (basisonderwijs - BaO), secondary education (secundair onderwijs - SO) and higher education (hoger onderwijs - HO). And in addition, there is also continuing education With the exception of part-time artistic education, continuing education mainly focuses on adults. Elementary education consists of pre-primary education (2.5 to 6-year olds) and primary education (6 to 12-year olds). An elementary school provides pre-primary and primary education, a nursery school only provides pre-primary education and a primary school only offers primary education. One tries to make the transition between these levels as smooth as possible. On an elementary and secondary education level, there is mainstream and special education. Special education is intended for children who need special care, either on a temporary or permanent basis. This may be due to a physical or mental disability, due to serious behavioural or emotional problems or because of serious learning difficulties. Integrated education, on the other hand, is a cooperation between mainstream and special education. It is geared towards giving children suffering from a disability or learning or behavioural problems the opportunity to follow classes or activities in a school for mainstream education, with assistance from

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special education. This can be either temporary or permanent. It may involve all or a part of the classes. Children’s school careers are marked by various moments of decision, i.e.: o

The transition from pre-primary to primary education (at the age of 6). Parents may decide whether their child will go on to primary education at the age of five, six or seven years but do however have to listen to the non-binding advice from the school and the CLB (centrum voor leerlingenbegeiding - pupil guidance centre).

The transition from mainstream to special education. (here the same competence regulations apply).

The decision to allow a pupil to follow an eighth grade in primary education. In that case a favourable advice from the class council is a prerequisite.

The transition from primary to secondary education (at the age of 12). At that moment, the pupil must decide on the type of secondary education. Even though, in theory, the first stage of secondary education is aimed at a common core curriculum, the options offered at this stage already reflect the choices to be made after that first stage.

From the second stage a distinction is made between general secondary education (algemeen secundair onderwijs - ASO), technical secondary education (technisch secundair onderwijs - TSO), vocational secondary education (beroepssecundair onderwijs - BSO) and artistic secondary education (kunstsecundair onderwijs - KSO).

The option to follow part-time compulsory education.

The transition from secondary to higher education or to higher vocational education.

2.5. Compulsory education Here we shall discuss the following topics: ● ● ●

History 2.5.1. Current situation 2.5.2. Inspection 2.5.3.

2.5.1. Historical overview Only ‘compulsory education’ exists in Belgium, not ‘compulsory school attendance’. 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 would be increased to 13 and then to 14 years of age. However, this law was not implemented until after the First World War, in 1919. In 1953, the Government proposed to increase compulsory education to the age of 15 and this was followed by several other bills promoting the age to be increased to 16 during the seventies. This was a result of studies which showed a link between the level of education and unemployment. This age increase was not enacted until 1983. However, the legally acceptable age to leave school remains under discussion.

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De verlenging van de leerplicht. Veertig jaar Belgische onderwijspolitiek

2.5.2. Current legislation The law of 29 June 1983 on compulsory education specifies that minors, Belgians and foreigners alike, are subject to compulsory education for a period of 12 years. It starts in the school year during which the child turns 6 and ends when the child becomes 18 years of age. The circular letter SO 68 of 1/3/2000 clarifies that the period of compulsory education comes to an end at the pupil’s 18th birthday, i.e. when the person becomes of age and can no longer be compelled to attend school until the end of the school year. However, the circular letter asks schools to do their utmost to convince pupils to finish the year in progress. For pupils who have already attended 12 years of primary and secondary education during the calendar year in which they turn 18, compulsory education ends on 30 June, i.e., at the end of the school year. Compulsory education is full-time until the age of 16. Only pupils who have successfully completed the 1st stage of secondary education (i.e. have passed) can opt for part-time compulsory education from the age of 15. This means that pupils must attend part-time education which consists of at least 360 hours per year up to 30 June of the year in which they turn 16, and at least 240 hours per year up to 30 June of the year in which they turn 18. Part-time compulsory education requirements can also be satisfied by continuing full-time education or by participating in a part-time programme at a centre created for this purpose, or by following a recognised training course which meets the compulsory-education requirements. ’Recognised training courses' are those defined in article 2 of the Compulsory Education Act. These are, for instance, training courses organised by SYNTRA Flanders (Flemish Agency for Entrepreneurial Training / Vlaams Agentschap voor Ondernemingsvorming). Pupils can also comply with the compulsory-education requirements through home education, organised and paid for by the persons who exercise parental authority or who have legal or factual custody of the minors. Cf. Decree concerning elementary education of 25/2/97 art. 3 (as amended) and the Decree of 8 July 1996 regarding education VII art. 71. Parents who opt for home education must notify the Department of Education and Training in writing at the latest on the day home education commences. They must undertake to provide education which meets the following minimum requirements (which moreover apply to all forms of education on the basis of art. 29 of the International Convention on the Rights of the Child): ● ●

The education they provide is aimed at the development of the child’s full personality and talents and at preparing the child for an active adult life; The education they provide promotes respect for basic human rights and for the cultural values of the child itself and others. (Decree concerning elementary education of 25 February 1997, art. 26 section b)

The inspectorate has the authority to check whether or not the home education provided complies with the objectives described. However, pupils who have followed home education can only obtain recognized proofs of study if they pass an exam before the Examination Board of the Flemish Community. Only a few hundred pupils are availing of home education (cf. 2.9.4.). Home education should not be confused with “home schooling” provided at people’s homes or in medical institutions to ill or disabled pupils of compulsory school age (Cf. 10.6.4.). Cf. also 'Rapport leerplicht 2004-2005' (Compulsory-education report 2004-2005):

http://www.ond.vlaanderen.be/secundair/rapportleerplicht.htm

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Examencommissie van de Vlaamse Gemeenschap voor het voltijds secundair onderwijs OZB De leerplicht Decreet betreffende het onderwijs XIV

2.5.3. Monitoring compulsory education Parents are responsible for the registration of their children. If it comes to the attention of the administration that a child has not been registered, the parents have to explain themselves and are reminded of their responsibility. Legal action can be taken if they do not assume their responsibility (Decree of 25 February 1997). As a result of the Royal Decree of 7 July 2002, the Department of Education and Training can now also use the national identification number to check registrations and regular school attendance, rationalise existing data requests and follow up the educational and school career of pupils (Belgian State Gazette 17/09/2002). Research in 2004-2005 has shown that 51 ten to eleven-year-olds and 87 fourteen to fifteen-year-olds failed to attend compulsory education, i.e. played truant (Brussels is not included in those figures). Moreover, 0.6% of the pupils in full-time mainstream secondary education and 3.3% of the pupils in full-time special secondary education turned out to frequently skip school, i.e. failed to attend for no legitimate reason; in part-time education this even amounted to 21.3%. Therefore an action plan, consisting of 12 actions, was developed during 2006, ranging from raising awareness and a warm school environment to a more effective prosecution policy by the department of the public prosecutor. Since 2007-2008 all pupil registrations are being recorded on the third school day in September, instead of on 1 October. At the same time, the inspection system was drastically reformed and made watertight. Even so-called home education (cf. 2.5.2.) is also being monitored more closely. As a result, action can be taken a lot faster. Since the 2007-2008 school year, school allowances for secondary education pupils have been linked to regular school attendance for the first time. If a pupil of school age fails to attend school during more than thirty halve days in two consecutive school years (without a valid certificate), the administration will seek reimbursement of his school allowance. With the introduction of school allowances in primary education during the 2008-2009 school year, the same rule will also apply to primary-school pupils. During March 2007 a protocol agreement was concluded with general practitioners and paediatricians regarding the use of medical certificates to justify school absences. Henceforth, a medical certificate is also required if a pupil is absent for 3 calendar days (note no longer 3 school days) throughout all of compulsory education. As recently as 2007, no one could establish how many children between the ages of 6 and 18 were complying with compulsory education within the Brussels-Capital Region. In 2007 the Flemish Community Minister for Education and Training and his French-speaking counterpart concluded an agreement on the joint monitoring of compulsory education, which came into operation as of school year 2007-2008.

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The government has given the Pupil Guidance Centres (CLBs) the task to counsel youngsters who have problems concerning compulsory education. The centres aim to reintegrate these youngsters into the educational process (Decree of 1 December 1998). The government wants to see a more proactive policy on handling problematic absenteeism. A school does not have to produce evidence for problematic absenteeism, but has to actively counsel the pupil in cooperation with the supporting CLB. If the school cannot demonstrate that it has made serious efforts to resolve the deadlock, a problem may arise in relation to the justification of absences. Cf. circular letters SO/2002/05/BuSO (special secondary education) and SO/2005/04 (full-time mainstream secondary education and part-time vocational secondary education). BaO/98/3 OZB Afwezigheden en in- en uitschrijvingen in het buitengewoon secundair onderwijs OZB Afwezigheden en in- en uitschrijvingen in het voltijds gewoon secundair onderwijs en het deeltijds secundair onderwijs Decreet basisonderwijs Decreet betreffende de Centra voor Leerlingenbegeleiding Koninklijk Besluit inzake gebruik rijksregisternummer door het Departement Onderwijs als uniek leerlingennummer

2.6. General administration In terms of education policy, administration and management 3 different classifications, each one with its own levels, must be used. ●

A geo-political classification uses the division of the state at the various political administrative levels:

○ On a federal level 2.6.1.: after the communitarisation, the federal level only retained responsibility for a limited number of educational issues. In addition military and police vocational training remain under the remit of the federal ministers.

○ On a Community level 2.6.2.1.: after the communitarisation, responsibility for education and training lies with the Flemish Community. The Flemish Community transferred its responsibility as inrichtende macht (organising body) for community education to two levels within this network: the Board of Community Education (Raad van het Gemeenschapsonderwijs - RAGO) and the scholengroepen (school groups). The Brussels-Capital Regions has its own specific status 2.6.2.2.:

○ At a local level, a distinction must be made between two sub-levels

▪ ▪

●

At provincial level 2.6.3.1.;

At municipal level 2.6.3.1.; Furthermore, in view of the pillarization of education, the classification according to educational networks is of importantance (cf. 2.3.2.). Key concepts are ‘the organising bodies’, which organise education 2.6.4.1. and the ‘educational umbrella organisations’, which protect the interests and represent and support the educational networks 2.6.4.2.. From an educational-institution perspective we must not only differentiate between the various levels of education but also make a distinction between the level of an institution and a group of institutions. Therefore there are separate sections for the administration at the level of:

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o o o o o

schools for compulsory education and centres for continuing education 2.6.4.3. schoolcommunities scholengemeenschappen 2.6.4.4.. university colleges (hogescholen) 2.6.4.5., universities 2.6.4.6. associations of university colleges and universities 2.6.4.7..

2.6.1. General administration at national level: the federal state Since 1989, the Flemish Community has been in charge of matters of education and is therefore responsible for the administration of education in its language region. Indeed, after the revision of the Constitution of 15 July 1988, the Constitution (17 February 1994) transferred all the responsibilities (art. 127 § 1.2) regarding the educational system to the Communities, except for three items: ● ● ●

specifying when compulsory education starts and ends; the minimum requirements for qualification conferrals; the pension system.

Pensions

○ Competent minister: The Minister for Pensions ○ Competent administration:

▪

Pension Administration (PA) (since 1/1/2006 an autonomous institution – previously part of the Ministry of Finance), for the allocation, calculation and administration of pensions for civil servants.

▪

●

Federal Public Service Finance > Administration of the Treasury > Central department of overheads – pensions http://www.ap.fgov.be; for payments Paid educational leave

○ Competent minister: The federal Minister for Work ○ Competent administration: Federal Public Service, Employment, Labour and Social

Dialogue > Algemene directie werkgelegenheid en arbeidsmarkt > Afdeling van het werkgelegenheidsbeleid > Directie van het BEV (General Directorate for employment and labour market > Department for employment policy > Directorate of the BEV (paid educational leave - betaald educatief verlof);

○ http://meta.fgov.be. Some vocational training programmes also remain under federal authority: military training and police training. ●

Military training

○ Competent minister: The Minister for Defence ○ Competent administration: Federal Public Service (FOD) Defence > General ●

directorate of training (DG FMN: Direction Générale de Formation) Police training

○ Competent ministers: The Minister of the Interior and the Minister for Justice. Pursuant to the Royal Decree of 30 March 2001, which regulates the legal status of

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the staff of the police forces (regeling van de rechtspolitie van het personeel van de politiediensten - RPPol), the training policy for police services is determined by the Minister of the Interior and the Minister for Justice. The initiative and the daily management of the training actually fall under the authority of the Minister of the Interior, who involves the Minister for Justice in the general measures concerning the training of police officers. The Minister for Justice plays his own role in the training of personnel of the General Directorate of the judicial police (criminal investigation department). The RPPol specifies in that regard that the Minister for Justice sets up a national criminal-investigation school within the federal police service to provide judicial training programmes.

○ Competent administration: Office of the Commissioner-General of the federal police > General directorate of personnel > Directorate of training of the Belgian police (Directie van de opleiding van de Belgische politie - DPF), www.police.ac.be. Because the training directorate is open to external courses, it also works with the Training Institute of the Federal Government (Opleidingsinstituut van de Federale Overheid OFO). This training institute of the federal government is an entity of the federal public service “personnel and organisation”. It manages full training programmes for the administration of the federal public services, including the police. Police personnel can register with the training institute of the federal government.

○ Educational institutions

▪ ▪ ▪ ▪

Police schools National school for officers (De nationale school voor officieren - DPEO) National school for criminal investigators (De nationale rechercheschool - DPER) The federal school (De federale school - DPEF).

2.6.2. General administration and management at regional level: the Flemish Community Within the Flemish government it is the Minister for Education and Training who is responsible for nearly all aspects of the education policy from pre-primary to university education. Only the pensions of the educational staff, the fixing of compulsory education and the minimum diploma requirements are a federal Belgian matter. Besides the Minister for Education, other ministers are also competent for specific types of training and education. ● ●

Training in agriculture 2.6.2.3. Socio-cultural adult work 2.6.2.4.

Cf. www2.vlaanderen.be/ned/sites/dagvlaanderen/wegwijs.html

2.6.2.1. Education and training

Frank Vandenbroucke, deputy prime minister of the Flemish government is Flemish Minister for Work, Education and Training (http://www.ministerfrankvandenbroucke.be) and is responsible for: ●

The employment policy, vocational retraining and advanced training;

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● ●

Education, pre-school training in playgroups, post and para-scholar training, social promotion and basiseducatie (adult basic education); Policy coordination regarding the Flemish Periphery around Brussels.

A minister is assisted by a cabinet, consisting of a limited number of direct personal assistants (14 in the education cell). The policy area Education and Training comprises (cf. also 2.8.4.): ●

the Flemish Ministry of Education and Training, consisting of:

○

the Department of Education and Training (Departement Onderwijs en Vorming - DOV), in charge of policy support, headed by the Secretary-General;

○ 4 internal autonomous agencies, in charge of policy implementation headed by an administrator-general

● ●

▪

Agency for Educational services (Agentschap voor Onderwijsdiensten - AgODi) (elementary, secondary, part-time artistic education, pupil guidance centres, inspectorate and guidance)

▪

Agency for Higher Education, Adult Education and Study Allowances – (Hoger Onderwijs, Volwassenenonderwijs en Studietoelagen - AHOVOS)

▪ ▪

Agency for Education Communication (Agentschap voor Onderwijscommunicatie)

Agency for Infrastructure in Education (Agentschap voor Infrastructuur in het Onderwijs - AGIOn), an internal autonomous agency (IVA) with corporate personality the Governing Council, where strategic consultation takes place between the minister and the 5 leading officials The Flemish Education Council, (Vlaamse onderwijsraad – VLOR) which functions as a strategic advisory council (cf. 2.7.2.1.).

Important policy documents are the Flemish coalition agreement, the Declaration of the Flemish government, the 2004-2009 Education and Training green and white papers at the start of the term, the annual policy paper from the minister and the green papers and follow-up papers on planned innovations. These documents are available on (http://www.ond.vlaanderen.be/beleid/). With regard to labour conditions for staff, the collective labour agreements (collectieve arbeidsovereenkomsten – CAOs) are decisive (cf. 8.2.2.). Moreover, for policy developments the advice, annual planning and annual report from VLOR are also important (http://www.vlor.be), as well as the 'Onderwijsspiegel' (Education Mirror), i.e. the annual report from the inspectorate http://www.onderwijsinspectie.be/onderwijsspiegel/onderwijsspiegel.htm). All the drafts of decrees need to get an advice from the VLOR, the Flemish Education Council (cf. 2.7.2.1.). They are usually also presented to the Council of State (for legal advice) and to the Flanders’ Social and Economic Council (Sociaal-Economische Raad van Vlaanderen - SERV) (social-economic advice focused on the link between education and the labour market and lifelong and lifewide learning). We have integrated the education legislation into this document and only pay separate attention to the general decrees on education in 2.3.6.. The education legislation at all levels and the circular letters can be consulted on the user-friendly Edulex site: http://www.ond.vlaanderen.be/edulex/ Educational issues from a school board point of view are very clearly discussed on weTwijs, http://www.ond.vlaanderen.be/wetwijs/info.htm The Ministry of Education and Training pursues an active communication policy, through: ●

A detailed website: http://www.ond.vlaanderen.be

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● ● ●

An education-legislation database: http://www.ond.vlaanderen.be/edulex/ An information line: Vlaamse Infolijn-Onderwijs A whole host of journals people can subscribe to free of charge and which are also published on-line Klasse (for teachers), http://www.klasse.be Klasse (for parents), http://www.klasse.be/ouders Klasse (for journalists), http://www.klasse.be/pers Yeti (for pupils of the 5th and 6th grades of primary education, 10-12-year olds), http://www.yeti.be Maks (for youngsters 12-18-year olds), http://www.maks.be

●

Then there are also the e-newsletters: Lerarendirect (teachers direct) (www.lerarendirect.be) / schooldirect (school direct) (www.schooldirect.be) / klasse XTR / ouders (parents) XTR / leerlingen (pupils) (www.rambo.be)

●

Publications: http://www.ond.vlaanderen.be

Important 2007 policy papers •

Strategic 2009.pdf

•

Treden naar succes, werk en leren (Steps towards success, work and learning). Het hoger beroepsonderwijs in het Vlaamse onderwijs (Higher vocational education within Flemish education)

•

Gelijke kansen op de hele onderwijsladder (Equal opportunities across the educational ladder). Een tienkamp (a decathlon). 2007-2008 policy letter onderwijs en vorming (education and training)

•

Leren en werken (Learning and working) (green paper on alternating learning-and-working systems).

paper

ICT

http://www.ond.vlaanderen.be/beleid/nota/beleidsplanICT2007-

AGIOn, Agentschap voor Infrastructuur in het Onderwijs (voorheen DIGO) AgODI, Agentschap voor Onderwijsdiensten AOC, Agentschap voor Onderwijscommunicatie Departement Onderwijs Vlaams minister van Werk, Onderwijs en Vorming BVR tot operationalisering van het beleidsdomein Onderwijs en Vorming

2.6.2.2. Vocational training and entrepreneurial training

Within the new policy area Work and Social Economy the following organisations are relevant to education:

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●

the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB) which organises vocational training for jobseekers and employees (an external autonomous agency - EVA), cf. 7.3.2.; the Flemish Agency for Entrepreneurial Training – Syntra Flanders (Vlaams Agentschap voor Ondernemersvorming – Syntra Vlaanderen) (an EVA) which is in charge of education for the self-employed and SMEs (formerly known as education for SME's) by means of the SYNTRA training-programme network. It takes over the tasks of the Flemish Institute for Independent Enterprise (Vlaams Instituut voor Zelfstandig Ondernemen – VIZO) cf. 7.3.3..

Both VDAB and the Flemish Agency for Entrepreneurial Training are supervised by the Flemish Minister responsible for employment, since 2004 linked to the responsibility for education and training in the person of the Flemish Minister for Work, Education and Training. (Decision of the Flemish government of 23 December 2005 amending the Decision of the Flemish government of 27 July 2004 specifying the responsibilities of the members of the Flemish government).

SYNTRA-Vlaanderen VDAB, Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding

2.6.2.3. Training in agriculture

Vocational training aimed at the agricultural sector, which used to come under the responsibility of the federal Minister for Agriculture, was transferred to the Communities by the Special Act of 8 August 1980. Agriculture and Fishery did not become a full Flemish responsibility until after the 5th state reform in 2002. Competent minister: In the current government the policy area Agriculture and Fishery falls under the authority of the Flemish Minister for Agriculture, Offshore Fishing and Rural Policy. Competent administration: Department of Agriculture and Fishery > Department of Sustainable Agricultural Development. It is responsible for the recognition of the organisers (the recognised centres), the registration of teachers, the subsidising of training activities, on-site inspections, the initialling of certificates and payment of social-promotion allowances to the participants, cf. 7.3.5..

Departement landbouw & visserij, Afdeling Landbouwvorming, Voorlichting en Duurzame Landbouw

2.6.2.4. Socio-cultural adult work

Socio-cultural work with adults falls under the policy area Culture, Youth, Sport and Media Competent minister: The Flemish Minister for Culture, Youth, Sport and Brussels Affairs. Competent administration: the Flemish Ministry of Culture, Youth, Sport and Media ● ●

The department of Culture, Youth, Sport and Media is responsible for policy preparation, follow-up and evaluation. The agency for Socio-cultural work for youths and adults (an IVA) > department Local Cultural Policy and Socio-cultural Adult Work takes care of policy implementation. Cf.

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http://www.wvc.vlaanderen.be/cultuur/meerinfo/organisatie/agentschap_scw.htm http://www.wvc.vlaanderen.be/sociaalcultureelwerk/volwassenenwerk.htm .

Support centre: SoCiuS (Support Point for Socio-cultural Adult Work) Cf. 7.1.6.

Departement Cultuur, Jeugd, Sport en Media Socius, Steunpunt voor Sociaalcultureel Volwassenenwerk

2.6.2.5. Towards an integrated policy for education, training and work

When the new Flemish government was formed in 2004, the responsibilities for education and work were combined for the first time. Besides, the new Flemish Minister for Education and Training used to be (2003-2004) the federal Minister for Work and Pensions. This allows for a more integrated policy vision on education and vocational training and entrepreneurial training. Moreover, the Flemish Minister for Education and Training and the Flemish Minister for Culture want to strengthen the structural basis for the development of an integrated education and training policy from within their responsibilities (cf. 2.6.2.1., 2.6.2.2. and 2.6.2.4.). That policy is aimed at: â—?

â—?

encouraging lifelong and lifewide learning. This starts in compulsory education, encompasses learning right through life and contains all forms of learning both informal and formal and both general and vocationally oriented; strengthening the link between education, training and non-formal education on the one hand, and the labour market on the other hand. This comprises all matters which fall under the different responsibilities such as attuning the educational, training and schooling programmes to the changing demand for competences in the business world, the possibility to acquire work experience, the valorisation of competences, the appreciation of vocationallyoriented learning, mutual tuning of the education, training and study programmes in view of a larger efficiency and effectiveness and more proper labour market mobility.

The integrated policy was shaped by means of an integrating structure on 25 February 2005. In accordance with the principles of Better Public Management, the structure is developed at three different levels: policy formulation, policy preparation and policy implementation.

2.6.2.5.1. Policy formulation: the Ministerial Committee on Education, Training and Work (Ministerieel ComitĂŠ Onderwijs, Vorming en Werk)

This committee consists of the Minister for Work, Education and Training and the Minister for Culture. The main responsibility for the integrated policy lies with the Minister for Work, Education and Training. The Flemish Minister for Culture is also responsible for training, more specifically in terms of socio-cultural work. The role of the Ministerial Committee is restricted to the coordination of decisions which encompass both areas of responsibilities. Both ministers and their respective departments retain their responsibilities.

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2.6.2.5.2. Policy preparation and planning: the interdepartmental O, V and W steering group

The Department of Education and Training, the Employment administration and the Culture administration form an interdepartmental O, V and W steering group (O: Education, V: Training, W: Employment). This is in fact an intermediate structure or interface between the vertically-organised departments and administrations. The organisation and responsibilities of the departments in question do not change, but for matters on the intersection ‘education, training and work’, policy preparation and planning are discussed, steered, developed and followed up at interdepartmental level.

2.6.2.5.3. Policy-implementing entities

Training and Alignment Information Service, non-profit organisation (Dienst Informatie, Vorming en Afstemming vzw - DIVA) Diva vzw (no agency) unites the public training partners VDAB (vocational training), Syntra (entrepreneurial training), SoCius (Support Point for non-formal adult work) (socio-cultural adult work), Community Education (community education), VSKO (Vlaams Secretariaat van het Katholiek Onderwijs - Flemish Secretariat of Catholic Education) (subsidised private Catholic education), OVSG (Onderwijssecretariaat van de Steden en de Gemeenten van de Vlaamse Gemeenschap - Secretariat of Education of the Cities and Municipalities of the Flemish Community) (urban and municipal education), POV (Provinciaal Onderwijs Vlaanderen - Provincial Education Flanders) (provincial education) and CBE (Centra voor Basiseducatie - Centres for adult basic education) (adult basic education). Cf. 7.2.0.5. and http://diva-vlaanderen.be/

EPOS This agency coordinates the “Lifelong Learning Programme” (LLP), i.e. the new European action programme in the area of lifelong learning. EPOS is the successor to the former Flemish Leonardo Da Vinci Agency. LLP is an integrated programme which consists of four sub-programmes (Comenius, Erasmus, Leonardo da Vinci and Grundtvig), the transversal programme (consisting of 4 core activities) and the Jean-Monnet action. The legal basis for this LLP is the Decision of the European Parliament and the Council which was published on 24 November 2006 (cf. 11.4.2.4.). http://www.epos-vlaanderen.be/

ESF-agency Flanders, non-profit organisation (ESF-agentschap Vlaanderen vzw) This agency manages the European Social Fund Flanders. The ESF supports schooling measures and employment arrangements and promotes the social integration and placement of the unemployed and disadvantaged groups in the labour process. Cf. http://www.esf-agentschap.be

DIVA, Dienst Informatie Vorming en Afstemming EPOS, Leonardo Da Vinci ESF-Agentschap (Europees Sociaal Fonds - Vlaanderen)

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2.6.3. General administration and management at local level At lower level we have to make a distinction between the sub-regional level of provinces and the local level of cities and municipalities, cf. 2.6.4.1.5.. Provinces, cities and municipalities organise their own education and, in doing so, have the function of inrichtende macht (organising body). Hence, this form of administration will be dealt with under ‘organising bodies’, cf. 2.6.4.1.4. provincial education and 2.6.4.1.5. urban and municipal education.

2.6.3.1. Cross-network consultation structures at city level

During the past decade the larger cities with regional services have been faced with decreasing pupil numbers due to the flight from the city to the suburbs, especially in secondary education. Moreover, the percentage of slow-learning pupils and the percentage of truants seem to be highest in the cities. The policy-makers are increasingly focusing on metropolitan educational issues and the link between education, deprivation and the urban issue. Cf. the stadsmonitor (city monitor), http://www.thuisindestad.be and Paul Mahieu et al., Schoolbeleid en stadsbeleid (School policy and urban policy). Aanzetten tot een geopedagogiek (Promoting geopedagogy). Wolters Plantyn, 2005. Therefore, a few cities have decided to set up cross-network initiatives and develop cross-network services. The double function of education provider inrichtende macht and director who allocates resources at city level, is seen by some as a potential attack on the freedom of education. To promote trust between the partners, the city can make its own education autonomous (Antwerp) or set up an independent body which steers the metropolitan cross-network education policy. The cross-network Education Councils in Antwerp and Ostend and the Ghent Steering Group City Education Funds Projects (Stuurgroep Onderwijsstedenfondsprojecten) are recent examples of this. Cf. Luc Heyerick, Reflecties op 'Schoolbeleid en stadsbeleid, aanzetten tot een geopedagogiek' (Reflections on ‘School policy and urban policy, encouraging geopedagogics), in Paul Mahieu et al., Schoolbeleid en stadsbeleid. (School policy and urban policy). Aanzetten tot een geopedagogiek (Promoting geopedagogy). Wolters Plantyn, 2005. The city of Antwerp has taken several initiatives. ●

● ●

●

The city’s business unit Lerende Stad (Learning City) is in charge of the organisation of city education, the coordination of city childcare and the development of the city youth policy. Aside from that, the unit also fulfils a director’s role in the policy areas education, youth and childcare, while stimulating the cooperation between existing organisations in Antwerp. The city department Algemeen onderwijsbeleid (General Education Policy ) is responsible for cross-network educational actions and projects. The Onderwijsraad Antwerpen (Education Council Antwerp) is the official consultation and advisory body for education in the city (composed of representatives of different educational networks, unions, users, higher education…). Forms of cooperation initiatives: the Platform Alternerend Leren (Alternance Training Platform) (all centres in Antwerp for Working and Learning), VOA (Volwassenen Onderwijs Antwerpen – Adult Education Antwerp), Samenwerkingsverband Volwassenenonderwijs (Collaboration on Adult Education) (all Centres for Adult Education in Antwerp). Financial support on a project basis through: the Projectenfonds onderwijsvernieuwing en samenwerking (Educational Innovation and Cooperation Project Fund); the Fonds Werkend

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●

● ●

Leren (Combined Learning and Working Fund); the Stimuleringsfonds Brede School (Broad School Incentive Fund). In addition, there are a number of initiatives in relation to road safety around schools, internationalisation (help desk for international educational and youth projects with special attention for at-risk youths), social education. In cooperation with the ‘Association of University and University Colleges Antwerp' (Associatie van universiteit en hogescholen Antwerpen) a chair in ‘educational reform and cooperation’ was created, aimed at educational reform in a metropolitan context. Information about the full range of schools is available in a study guide http://studiewijzer.antwerpen.be/onderwijs_start.aspx http://www.antwerpen.be

The city of Ghent also undertakes different initiatives. ● ●

●

The city finances some cross-network artistic projects and some projects to extend special needs provision in mainstream schools, a few exclusively aimed at fighting social deprivation. In addition, a broad cooperation in the context of a protocol agreement ‘Open School’ is being developed between the public-education providers with agreements about educational provision in secondary schools and collective use of infrastructures. Ghent also has a ‘Steering Group City Education Funds projects’ (Stuurgroep Onderwijsstedenfondsprojecten) which manages, among others, the Bridging-Gaps Project aimed at increasing the participation of parents and pupils in schools with a high percentage of disadvantaged and children from ethnic minorities. http://onderwijs.gent.be/

The city of Leuven also set up an educational platform in 2007 which coordinates the projects (for school year 2007-2008) of a ‘Marshall Plan’ for disadvantaged pupils. The idea is, for instance, to let pupils from higher education coach disadvantaged pupils in groups of 4. In the Brussels-Capital Region (the 19 municipalities) the department for General Education Policy of the Flemish Community Commission (Vlaamse Gemeenschapscommissie - VGC) supports the development of Dutch-language schooling in Brussels in all its forms, cf. 2.6.4.1.6.. Moreover, additional supportive measures are also taken by the Flemish Community in this region, cf. 10.7.3.. To support a cross-network language policy and a cross-network care structure, a Brussels Support Centre for Secondary Education was set up (Brussels ondersteuningscentrum secundair onderwijs – BROSO).

2.6.3.2. Support of local education policy from the Flemish government

The Decree on equal educational opportunities of 2002 already paid attention to the local level and LOPs, local consultation platforms, were set up to that end. One of their tasks was to conduct a background analysis to gain a better insight into the problem of social deprivation from an environmental point of view. Based on the priority for the equal educational opportunities policy, the Flemish government has recently taken several initiatives regarding a so-called “complementary education policy at local level”. ●

The Flemish government supports cross-network projects in 13 cities with regional services which tackle social deprivation. In 2005-2006, 4 cities with regional services started (Antwerp, Genk, Ghent, Mechelen); in 2006-2007 the 9 other cities with regional services (Aalst, Bruges, Hasselt, Kortrijk, Leuven, Ostend, Roeselare, St.-Niklaas and Turnhout) followed suit. The projects are partly funded by the government, partly by the cities. The total

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● ●

● ● ●

amount involved is € 1,792,818, of which € 639,320 is contributed by the Minister for Education (complemented by a ‘rolling fund’ of 6 secondments, distributed in turns). Different projects focus on time-out (youths who obstruct the normal class activities are given separate guidance for some time). In 2007-2008 there is an extra € 500,000 available to support the complementary education policy in 15 smaller cities without regional services. As early as 2005 a Consultation Platform for local complementary education policy (Overlegplatform lokaal flankerend onderwijsbeleid) was set up. This is a meeting place for the policy-makers of the 13 cities with regional services, where sound practical examples are exchanged and policy proposals are worked out. The Decree of 21/11/07 concerning the complementary education policy now gives it a decretal basis. http://www.ond.vlaanderen.be/lokaalbeleid/ (For the measures taken by the Flemish government in support of Dutch-language education in Brussels, cf. 10.7.3.).

2.6.3.3. Provincial education policy

In May 2007, consultation between the minister and the five provincial Education deputies began. The minister does not only see the provinces as organisers of provincial education but also as a suitable policy medium for regional cooperation and actions. The first talks have shown that the provinces can play an important role in: o supra-local level arrangements regarding school support by means of sport infrastructure, school transport, accessible cultural events, etc.; o cooperation between the corporate sector and education, by playing an important role in the Regional Technological Centres; o organisational and logistical support for the schools’ safety and welfare policies; o supporting energy-efficient school buildings through investment (within their own network) or by providing subsidies (to other networks); o establishing adult-education consortiums which will play an important role in determining and providing an appropriate training provision per region.

2.6.4. Educational institutions, administration and management Aside from the classification into various political administrative levels (cf. 2.6.1. up to and including 2.6.3.) two other classifications are relevant ●

●

In view of the pillarization of education into ‘educational networks’, a distinction should be made between the groupings of ‘organising bodies’, 2.6.4.1. and the ‘educational umbrella organisations’, i.e. organisations which protect the interests and represent and support the educational networks 2.6.4.2.. Educational institutions are not only affiliated to an educational network but they are encouraged to cooperate on a wider level: School communities at elementary and secondary education level, associations at higher education level and consortiums at adult-education level.

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2.6.4.1. Organising bodies

The organising body (an authority, natural person or a legal person) is under the law (the law of 29 May 1959, art. 2) considered to be the person/entity who takes the initiative to set up the school and is responsible for its organisation. (cf. also 2.3.1.1.). It chooses the level of education, the education form, the courses of study offered, the venues, the maximum capacity and whether the school infrastructure will be purchased or leased. It is also in charge of preparing the pedagogical project of the school, the schoolwerkplan (school development plan), the further training plan, the school regulations, degree and certificate conferrals and selects the pedagogical counselling service. Its freedom concerning teaching methods and educational concept is guaranteed by law. On condition that a minimum timetable is respected and the curriculum is approved, the school may either be financed or subsidised. The organising bodies are responsible for the recruitment and appointment of staff and receive financial resources from the government. The administrative function of the organising body is usually shared or to a large extent exercised by the principal. An organising body of an elementary school is called a school board pursuant to the decree on elementary education of 25 February 1997 (in this report we shall consistently use the term ‘organising body’). For support, representation in policy bodies and to protect the interests of the affiliated schools, the organising bodies have set up a representative umbrella organisation per onderwijsnet (educational network), cf. 2.6.4.2.. We shall discuss the organising bodies per educational network. ● ●

●

● ●

In community education the 28 scholengroepen (school groups) and the Board of Community Education assume the task of organising body, 2.6.4.1.1.. Subsidised private Catholic education has a large number of private-law organising bodies which each organise many schools and which have also developed umbrella structures for that purpose 2.6.4.1.2.. Subsidised private non-Catholic education and the independent alternative schools mainly have private-law organising bodies which have founded only one or only a few schools 2.6.4.1.3. In gesubsidieerd vrij onderwijs (subsidised private education) there are 928 organising bodies (data provided by the Stafdiensten Onderwijs en Vorming* - Staff Services Education and Training) Provincial education is for obvious reasons divided per province. After all, it is the provincial council which acts as the organising body there. So, all in all, there are 5 organising bodies, cf. 2.6.4.1.4.. Also city and municipal education is organised per municipality. About two-thirds of the local authorities organise education and the town council acts as the organising body there, cf. 2.6.4.1.5.. There are 265 organising bodies (data provided by the Staff Services Education and Training*). In 1 special secondary education school an intermunicipal company acts as the organising body. In the Brussels-Capital Region the Flemish Community Commission assumes the task of organising body for the Flemish schools in the Capital Region, cf. 2.6.4.1.6.. (* This figure only includes mainstream and special elementary and secondary education, part-time vocational secondary education, secondary and higher education for social promotion, part-time artistic education & the French-language schools under the authority of the Flemish Community).

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2.6.4.1.1. Community Education, GO! (Gemeenschapsonderwijs)

Up and until 1 January 1989, the Minister for Education was the organising body for State Education in each of the three Belgian Communities. Within the context of communitarisation, Flanders transferred its responsibility as organising body to an elected Autonomous Council for Community Education (Autonome Raad voor het Gemeenschapsonderwijs - ARGO) which was established by the Special Decree of 19 December 1988. From then on State Education was called community education. After the creation of scholengemeenschappen (school communities) in secondary education, the ARGO was replaced by a new public institution (by the Special Decree of 14 July 1998), i.e. Community Education and new administrative entities, i.e. scholengroepen (school groups) were created, specifically for community education. Henceforth, the organising bodies of community education are the 28 scholengroepen (school groups) in conjunction with the Board of Community Education (Raad van het Gemeenschapsonderwijs - RAGO), rather than one exclusive central body. Thus a threetiered administrative structure came about: the school (local level), the scholengroep (school group) (meso level) and the central level managed by the Board of Community Education and the administrator. As of 2007 Community Education is called

Nieuw decreet voor de ARGO: van twee naar drie sporen Bijzonder Decreet betreffende de Autonome Raad voor het Gemeenschapsonderwijs Bijzonder Decreet betreffende het Gemeenschapsonderwijs

2.6.4.1.1.1. Administration at central level: RAGO

Central level is in charge of monitoring the constitutional guarantees, a.o. in relation to the freedom of choice, monitoring the tasks of the public service, general quality assurance, support of schools and scholengroepen (school groups) and the allocation of resources for investments and large infrastructural works. These powers are exercised by the Board of Community Education and the administrator, who takes care of day-to-day management, pursues the policy and who heads central administration. The Board of Community Education consists of 15 honorary mandates, for a period of 4 years: ● ● ● ●

5 members elected by an electoral college consisting of the directly-elected parents and coopted members of the school councils 5 members elected by an electoral college consisting of the principals and the members of the school councils who were elected by the staff 3 members appointed by the 3 Flemish universities with a faculty pedagogy on the collective recommendation of the faculties of pedagogy, economics and law 2 members jointly appointed by the Flemish Autonomous University Colleges.

The Administrator has an advisory voice on the Board of Community Education. He assumes the day-to-day management and policy tasks on behalf of the Board. Within the framework of the Board’s responsibilities, he is in charge of policy preparation and implementation. The Administrator acts in urgent matters, but his decisions have to be ratified at the next meeting of the Board. Central administration also falls under his authority.

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2.6.4.1.1.2. Management at meso level: school groups

The decision-making authority pertains largely to the meso level, i.e. the school group. A school group is a geographically coherent entity where educational institutions of all levels and a pupil guidance centre may be represented and which offers at least elementary education BaO and secondary education, possibly complemented by a pupil guidance centre (CLB). It is at this level that education policy is shaped. The school group assumes the task of organising body and is managed by a general assembly, a governing board and a general director. The general director is in charge of the day-to-day management of the school group. He is elected by the governing board from among the principals of the schools within the school group. This position is a mandate which can be terminated by the general assembly, subject to a two-third majority. At Flemish-Community level, the Board of Community Education can also terminate the mandate of the general director, upon proposal of the administrator and in accordance with the policy of supervision. The general director has decision-making and managerial powers at school-group level and decides on urgent matters. However, these decisions must subsequently be ratified by the governing board. The governing board consists of 10 members: â—? â—? â—?

6 members are directly elected by the members of the school councils, for a period of 4 years; These members co-opt 3 members nominated by the board of principals; The general director who has an advisory voice.

Membership of a governing board is incompatible with membership of a school council and all staff, with the exception of the general director, are excluded. The governing board is responsible for the general policy, the pedagogical policy, the staff policy, and the material and financial policies of the school groups. In addition, the governing board has all the powers not assigned to other administrative bodies. Two representatives of each school council are seated in the general assembly (1 representative elected by and from amongst the parents and the co-opted members of the school council and 1 representative elected by and from amongst the staff members). The general assembly is chaired by the chairman of the governing board. The general assembly ratifies the budget, the annual accounts, and the appointment of the general director by the governing board. The board of principals, which comprises all the principals and the director of the pupil guidance centre, forms a bridge between the individual schools and the school group, and takes care of the preparation and implementation of school policies. The general director is chairman of the board. He is also in charge of the day-to-day management of the school group.

2.6.4.1.2. Subsidised private Catholic education

Traditionally, Catholic education counts a large number of private-law organising bodies. These Catholic-education organising bodies are grouped into the Association of Organising Bodies of Catholic Education (vereniging van inrichtende machten van het katholiek onderwijs - VIMKO), which takes care of cooperation and structural consultation and is the participation channel of the organising bodies in the general policy of Catholic education. The Central Bureau of Catholic education is the highest decision-making body within Catholic education. The members are appointed by the bishops.

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In the Educational Committee, Catholic education is represented by the Flemish Secretariat of Catholic Education, (Vlaams Secretariaat van het Katholiek Onderwijs - VSKO) http://ond.vsko.be

2.6.4.1.3. Subsidised private non-Catholic education

Besides Catholic education, there are a limited number of schools which offer education based on other religions: Protestant-Christian schools and Jewish schools who have their own organising bodies. The subsidised private Protestant-Christian schools are represented in the Educational Committee by the Organising bodies of subsidised private Protestant-Christian Schools (Inrichtende machten van vrije protestants-christelijke onderwijsinstellingen - IPCO), http://www.ipco.be There are also a few non-denominational freethinking schools. These are represented by the Flemish Schoolsâ€™ Forum (Vlaams Onderwijs Overlegplatform - VOOP), http://www.voop.be

2.6.4.1.4. Provincial education

Within a province (cf. 1.2.4.) the provincial council exercises the function of inrichtende macht (organising body) for the provincial schools. The interests of provincial education are promoted by the representative association of the organising bodies of provincial education, Provincial Education Flanders (Provinciaal Onderwijs Vlaanderen POV), http://www.pov.be Some provincial authorities have organised their own pedagogical counselling service and inspectorate. Antwerp

Provincial directorate > Welfare, education and http://www.provant.be safety department > Department of Education

Limburg

1st education directorate > Inspectorate

http://www.limburg.be

East-Flanders

7 Directorate/Education > Pedagogical Counselling and Education Inspectorate (pedagogische begeleiding en inspectie onderwijs - PIBO)

http://www.oost-vlaanderen.be

Flemish-Brabant

Culture and Education directorate

http://www.vl-brabant.be

West-Flanders

Provincial administration Boeverbos

http://www.west-vlaanderen.be

POV, Provinciaal Onderwijs Vlaanderen Provincie Antwerpen, Dienst Onderwijs Provincie Limburg, 1Â° Directie onderwijs en onderwijsinspectie Provincie Oost-Vlaanderen, 7e directie onderwijs Provincie Vlaams-Brabant, Dienst Onderwijs Provincie West-Vlaanderen

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2.6.4.1.5. City and municipal education

Traditionally, municipalities mainly organised pre-primary and primary education. Larger cities such as Antwerp, Ghent and Mechelen have also invested in secondary education, especially in technical and vocational education. 92% of part-time artistic education is organised by cities. Number of pupils in municipal education, in 2005-2006, in % Mainstream elementary education

22.49

Mainstream secondary education

4.71

Special elementary education

12.76

Special secondary education

9.34

Part-time artistic education

92.69

Secondary education for social advancement

13.18

Higher education for social advancement

7.34

Especially the cities of Antwerp and Ghent organise a wide range of educational programmes, under the authority of a special alderman for education and training, supported by a specific department of education and training within their administration (in Antwerp the business unit ‘learning city’) and their own pedagogical counselling service. Antwerp, administration + pedagogical counselling service + inspectorate

http://www.antwerpen.be

Ghent, administration + inspectorate

http://onderwijs.gent.be/

Ghent, pedagogical counselling service

http://www.pbdgent.be/

Within the cities and towns (cf. 1.2.4.) the urban / town councils exercise the function of inrichtende macht (organising body) for municipal education. They have so-called ‘full authority” and take all the decisions, except for those responsibilities which have been explicitly transferred to the Burgomaster and Aldermen. The city/town council has sole authority to appoint or discharge teaching staff. This authority cannot be delegated. In relation to financial management, cf. 2.8.3.. The interests of city and municipal education are looked after by the representative umbrella organisation the 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. Cf. also: OVSG, Gemeentelijk onderwijs organiseren (Organising municipal education – OVSG). OVSG & Politeia, 2006 As director, the large cities with regional services are also working in a cross-network fashion at municipal level. This is discussed under ‘local level’ 2.6.3.. Gemeentelijk onderwijs organiseren Handboek gemeentelijk basisonderwijs OVSG, Onderwijssecretariaat van de Steden en Gemeenten van de Vlaamse Gemeenschap Stad Antwerpen, Lerende Stad Stad Brussel, Openbaar onderwijs Stad Gent, Departement Onderwijs en Opvoeding

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2.6.4.1.6. Dutch-language education in the Brussels-Capital Region

The Brussels-Capital Region numbers 19 municipalities and is governed by its own parliament (Council of the Brussels-Capital Region) and government (the Brussels’ government). The Council consists of 89 directly-elected members who are divided into a Dutch-language group (17 members) and a French-language group (72 members). The members of the Dutch-language group form the Council of the Flemish Community Commission. The Flemish ministers and secretaries of state of the Brussels’ government together form the College of the Flemish Community Commission (College van de Vlaamse Gemeenschapscommissie). One member of that College is in charge of Education. College and Council together form the Flemish Community Commission (Vlaamse Gemeenschapscommissie). The Flemish and French community commissions together form the Common Community Commission (Gemeenschappelijke Gemeenschapscommissie). Cf. also 2.6.4.1.6.. The Flemish Community Commission (Vlaamse Gemeenschapscommissie- VGC) is, in Brussels, responsible for cultural, educational and person-related matters and has the authority of inrichtende macht (organising body) for these community matters. The Flemish Community Commission is only responsible for institutions which come exclusively under the Flemish Community, it has no competency for persons. The VGC is supervised by the Flemish Community. The VGC has a two-fold brief regarding Dutch-speaking education in Brussels. ●

On the one hand, it pursues a cross-network education policy which supports the local schools’ policy and is complementary to the policy of the Flemish Community. The Flemish Community Commission

○ Is a consultation platform for all schools and all networks, it promotes their interests and acts as their spokesperson;

○ ○ ○ ○

●

Analyses data for policy preparation and policy evaluation; Organises its own quality-enhancement initiatives; Supports third parties who set up quality-enhancement initiatives;

Pursues a promotion policy for Dutch-speaking education in Brussels. On the other hand, the Flemish Community Commission has also assumed the task of organising body for its own schools since 1995 and pursues its own education policy for its ‘own educational institutions’ (onderwijsbeleid voor de 'eigen onderwijsinstellingen'): 1 BuBaO (Buitengewoon Basisonderwijs – Special elementary education), 1 BSO (Beroepssecundair Onderwijs - Vocational Secondary Education), 2 BuSOs (Buitengewoon Secundair Onderwijs Special Secondary Education), 1 CVO (Centrum voor Volwassenonderwijs - Centre for Adult Education), 2 boarding schools and 1 CLB (Centrum voor leerlingenbegeleiding - Pupil Guidance Centre).

The College member competent for education, vocational training and budget is Guy Vanhengel. Competent administration

Flemish Community www.vgc.be/administratie/dir_onderwijs/index commission > Education .asp Directorate

Educational institutions

http://www.vgc.be/organisaties/onderwijs.asp

Brussels Education The VGC has developed an Point (Brussels information point and website OnderwijsPunt - BOP) for school boards and staff

http://bop.vgc.be/index.html

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Parents who live in the Brussels-Capital Region can â€“ according to the principle of freedom of the head of household â€“ choose whether to send their children to Dutch or French-language education. For information on policy measures regarding Dutch-speaking schools in Brussels and schools in the Flemish peripheral and language boundary municipalities: cf. 10.7.3..

BOP, Brussels Onderwijspunt (databank) VGC, Vlaamse Gemeenschapscommissie - Directie Onderwijs

2.6.4.2. The educational umbrella organisation

For support, representation in policy bodies and the protection of interests of affiliated schools, various groups of organising bodies have set up a representative umbrella organisation. The current umbrella organisations were founded at the end of the eighties following the communitarisation of education. The large educational-network organisations emerged from former Belgian organisations.

Educational umbrella organisation

Educational network

URL

Flemish Secretariat of Catholic Education (Vlaams Secretariaat Catholic education van het Katholiek Onderwijs VSKO)

http://ond.vsko.be

Secretariat of Education of the Cities and Municipalities of the Flemish Community (Onderwijs van Vlaamse Steden en Gemeenten - OVSG)

City and municipal education

http://www.ovsg.be

Provincial Education Flanders (Provinciaal Onderwijs Vlaanderen - POV)

Provincial education

http://www.pov.be

Community education

http://www.gemeenschapsonderwijs .be http://www.portaal.gemeenschapso nderwijs.be/

Flemish Community Commission (Vlaamse GemeenschapsCommissie VGC)

Dutch-speaking education in BCR

http://www.vgc.be

Federation of Independent Pluralist Emancipatory Alternative Schools (Federatie van Onafhankelijke Pluralistische Emancipatorische Methodescholen - FOPEM)

Group of 11 Freinet schools, experience-oriented schools, project schools in subsidised private non-denominational education

http://users.skynet.be/fopem

Federation of Rudolf Steiner schools (Federatie van Rudolf Steinerscholen)

Steiner schools

http://www.steinerscholen.be

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Freethinking schools Organising bodies of subsidised private Protestant-Christian Subsidised private ProtestantSchools (Inrichtende machten Christian schools van vrije protestants-christelijke onderwijsinstellingen - IPCO) Forum of Small Education providers (Overleg Kleine Onderwijsverstrekkers - OKO)

http://www.voop.be

http://www.ipco.be

Consultation platform of FOPEM, VOOP, Federation of Steiner schools, IPCO

Federatie Steinerscholen Vlaanderen FOPEM, Federatie van Onafhankelijke Pluralistische Emancipatorische Methodenscholen GO! onderwijs van de Vlaamse Gemeenschap IPCO, Raad van inrichtende machten van het Protestants-Christelijk Onderwijs OKO, Overlegplatform Kleine Onderwijsverstrekkers OVSG, Onderwijssecretariaat van de Steden en Gemeenten van de Vlaamse Gemeenschap POV, Provinciaal Onderwijs Vlaanderen VOOP, Vlaams Onderwijs OverlegPlatform VSKO, Vlaams Secretariaat van het Katholiek Onderwijs

2.6.4.3. Educational institutions, administration and management in the schools

In this section we shall discuss the different aspects of school management: ● ● ● ●

Administrative bodies and offices, cf. 2.6.4.3.1. Responsibilities, cf. 2.6.4.3.2. Appointment and recruitment of staff, cf. 2.6.4.3.3. Organisation and planning, cf. 2.6.4.3.4.

2.6.4.3.1. Administrative bodies and offices

The principal is called '’directeur'’. The government finances or subsides the office of principal in all schools. In smaller elementary schools the principal also has a teaching assignment. The number of periods he teaches depends on the number of pupils in the school (14 teaching periods if the school numbers less than 20 pupils, 10 if the school has less than 130 pupils and 4 if there are less than 180 pupils in the school). Only in schools with at least 180 pupils does the principal not have any teaching duties. In secondary education the principal never has any teaching duties. Operational resources for additional policy support are provided depending on the number of pupils in the school. When elementary schools merge, a deputy principal is appointed (Decree of 25 February

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1997). It is now also possible to fill the office of principal on a job-sharing basis (Decree concerning Education XIV). A principal or deputy principal with teaching duties in mainstream or special elementary education can be partially or fully relieved of his teaching duties through hours generated from their own lump sum or through lump-sum hours from the school community (cf. 2.6.4.3.3.). The offices of principal, manager and technical advisor-coordinator are officially called management functions. The offices of management assistant, educator-caretaker, deputy principal, technical advisor and internal pedagogical counsellor are described as selection offices. The office of teacher is a recruitment office. Decreet betreffende het onderwijs XIV

2.6.4.3.2. Responsibilities

The principal is responsible for the administration of the school and is the head of the administrative staff (limited, if any). He is responsible for the registration of pupils, their administrative records, and the records of each member of staff. By delegation of the inrichtende macht (organising body), the principal is co-responsible for decisions on the use of funds. Regularly, at least once a year, he informs the inrichtende macht (organising body) on the school's financial situation and proposes a budget for the following year. He is also responsible for the management of school resources, for maintenance and repairs when necessary, for the purchase of school equipment, for drawing up staff and pupil regulations, for order and discipline at school, etc. The principal assumes responsibility for the coordination at school level by, for example: ● ● ● ● ● ● ● ●

Maintaining personal contact with the staff; Visiting classes; Organising staff meetings on educational issues, the selection of teaching aids and teaching methods; Taking part in or organising the coaching of new teachers; Evaluating curricula and course preparation; Developing and promoting in-service training activities; Chairing the participation council in subsidised education and preparing the meetings of the school council in community education; Supervising the administrative staff.

The principal plays a central role in the selection of new teachers and other staff members to be appointed by the inrichtende macht (organising body). He is also responsible for all external contacts (with the inspectorate, the pedagogical counselling services, the parents, the local community, etc.) and for the school’s public relations in general. The deputy principal is the principal’s right hand and, in accordance with his qualifications, assists him a.o. with the coordination of education and the curricula, the timetables for classes and staff duties and other staff activities. He replaces the principal when he is absent and organises the supervision of pupils outside classes. He may be responsible for the school library and so on. The secretary to the principal is responsible for the administrative tasks assigned to him by the principal (Royal Decree of 15 July 1969 and of 23 November 1970). The administrator is responsible for accounting and the actual management of an educational institution which houses a boarding school. The educator-caretaker looks after the accounting and actual management tasks assigned to him by the administrator or he assumes the tasks of

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administrator in schools where the office of administrator does not exist (Belgian Royal Decree of 15 July 1969). In vocational and technical education, the technical advisor (TA) (formerly the supervisor) coordinates the activities of the teaching staff with regard to the vocational practices he is in charge of. He oversees the management of technical equipment. A technical advisor-coordinator (TAC) (formerly the workshop manager) coordinates the activities of the technical advisors in schools employing at least three technical advisors (Decree of 14 July 1998). The tasks of the internal pedagogical counsellor are determined by the pedagogical project and the schoolwerkplan (development plan) of the school. His assignment relates to pedagogical and educational aspects and the related organisational tasks. He monitors the accomplishment of the pedagogisch project (pedagogical project) of the school and, more in general, he concentrates on the quality of education. So, he participates in the education policy and the management of the school and he fosters the “school culture” (e.g. by promoting internal and external communication at school level). Every school will specify these general tasks. He may coordinate all forms of pupil guidance and have an important responsibility concerning the preparation and follow-up of the class-council meetings which consists of the teaching staff of a class and takes all the decisions and assumes all the responsibilities in relation to the evaluation of pupils - and the relevant aftercare. He may also be an important contact for parents and members of the pupil guidance centres (CLBs). Other possible tasks are coaching of new teachers, the organisation of teacher work groups and the preparation of various pedagogical activities. For responsibilities of the participation structures: cf. 2.7.1.1.

2.6.4.3.3. Composition of staff

In mainstream elementary education, the staff formation is based on: ● ● ●

teaching periods for management and teaching staff hours for paramedical staff: childcare workers in pre-primary education a lump sum for policy and support staff.

In elementary education, the number of funded or subsidised teaching staff offices depends on the number of the school’s teaching periods. There are 3 different types of teaching periods: ● ●

scaled teaching periods (on the basis of the number of regular pupils) additional teaching periods for:

○ ○ ○ ○ ○

●

philosophy-of-life courses or a course on world views care for non-Dutch speaking newcomers physical education the equal opportunities policy

integration of non-Dutch speaking pupils into Dutch-speaking schools in the FlemishPeriphery municipalities and language-boundary municipalities and adjacent municipalities or the municipalities bordering on the Brussels-Capital Region. additional teaching periods for voluntary mergers and temporary home schooling.

In addition, schools who are affiliated to a cooperation platform are entitled to teaching periods to tutor trainees, beginning teachers and trainee teachers. Since 1 September 2003, a new category of staff has been introduced in elementary education, i.e. policy and support staff. This category encompasses three positions:

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● ● ●

administrative staff member ICT coordinator special-needs coordinator.

These positions may be created on the basis of 3 lump sums which the elementary schools have been receiving since 2003-2004, based on their numbers of pupils: ● ● ●

for administrative support (all schools, mainstream and special education) for ICT (only schools affiliated to an ICT cooperation platform or a school community for special needs (only in mainstream elementary education).

At school level, the different funds cannot be transferred from one item to another. At school-community level various lump sums are allocated: ●

●

an incentive lump sum (on the basis of the school community’s number of pupils) to support the activities of the school community. These funds may be used at the school community’s own discretion a care+ lump sum to boost infant participation (from 1 September 2007). These funds can only be used to further the participation and registration of children who are not of school age in pre-primary education, i.e. only for the positions of special needs coordinator at pre-primary education level; funds the school community's schools contribute from their own lump sums.

The funds from the incentives’ lump sum and the funds which have been put together may be used to appoint an ICT coordinator, special-needs coordinator and/or administrative member of staff in one or several schools affiliated to the school community. They may also be used to appoint staff to a managerial and/or support position for the entire school community who are in that case explicitly relieved from all teaching and school duties: ● ●

a school community director-coordinator (in GO!, also for the office of general director) a school-community management assistant.

The funds are used to create positions in a certain institution, in a certain office, at a certain level of education and for a specific number of hours.

2.6.4.3.4. Organisation and planning

The principal is in charge of preparing a schoolwerkplan (school development plan) and a curriculum. In special education, an individual educational plan is also required. A curriculum is a plan that formulates the objectives for the pupils on the basis of the pedagogical project in general and the school’s vision on the content of the subject matters taught in particular. An individual educational plan consists of a pedagogical and educational planning for one or more pupils in special education and covers a specific period of time. It integrates the social, medical, psychological, and orthopedagogical assistance in special education (Decree of 25 February 1997), cf. 10.6.7.. The school development plan describes the pedagogisch project (pedagogical project). It deals in fact with all the aspects which are important to implement the school’s vision on education, such as the organisation of the school, the division of the pupils, the assessment and reporting methods, inservice training, school regulations, etc. If necessary, facilities for pupils with a disability or with learning difficulties may be defined as well as the form of cooperation with other schools of

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mainstream or special education. In addition, it also contains a variable part which consists of an action plan covering a particular period of time in which certain priorities are specified as something â€˜to be worked on' (VSKO, 1998). In elementary education, BaO, the division into year groups, subjects, or stages is no longer mandatory and compulsory timetables are a thing of the past. Apart from the obligation to prepare a school development plan, the school board has a great deal of freedom when it comes to organising the education it provides. For example, a division other than the year-group system may be adopted, with as a result that the provision of education can be more differentiated and adapted to specific groups of pupils. In reformed secondary education, the local autonomy of the school is encouraged; the centrally imposed timetables are abolished which leaves more leeway to adapt them to the needs of the pupils. And it is also possible to integrate subject matters and curricula covering an entire stage. Only the eindtermen (final objectives) and a minimum timetable for the core curriculum are imposed 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 pupil groups which focus more on the individual needs of the pupils. In special education a group work plan must also be integrated into the school development plan; it plans the education for a group of pupils with similar disabilities. It also allows for a number of hours for paramedical, medical, social, psychological, and orthopedagogical assistance. Furthermore, each school defines its own school regulations which regulate the relations between the school, on the one hand, and the pupils and parents on the other hand. They comprise, for instance, disciplinary rules, arrangements concerning homework, school diaries, reportsâ€Ś

2.6.4.4. Educational institutions, administration and management in the school communities

A school community is a gathering of different schools of the same educational level (elementary or secondary education), within a geographical area. The intention on the one hand is economy of scale and to make the course provision more transparent so that the choice of course and pupil orientation can be optimized while, on the other hand, one wants to ensure that the available resources are used as efficiently as possible. School communities may be composed of schools governed by one and the same or a different inrichtende macht (organising body) or may belong to the same or a different onderwijsnet (educational network). They were introduced in secondary education in September 1999 (under the Decree concerning secondary education of 14 July 1998) and in elementary education in September 2003 (under the decree concerning the elementary education landscape of 10 July 2003). Since 2005 specialeducation schools have had the option of joining a school community as full members. To further this integration, the Decree concerning Education XVI of July 2006 brought the teaching staff in line with one another. Affiliation of schools is voluntary and runs for renewable periods of 6 school years at a time.

Establishment of school communities To ensure a rational order in the provision, 44 geographical education areas were demarcated. As a general rule (with two exceptions) every school community must be located within a maximum of 3 contiguous zones (elementary education) or 5 contiguous zones (secondary education). Moreover, a quota on the number of school communities applies.

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From 1 September 2006 the following quotas apply: Elementary education

Secondary education

Community education

Maximum 44

Maximum 40

Subsidised public education

Maximum 95

Maximum 15

Subsidised private denominational education

Maximum 248

Maximum 80

Subsidised private non-denominational education Maximum 5

Maximum 5

No more than one school community of each one of these groups and per level of education can be located in the Brussels-Capital Region. Cross-network school communities are included in these quotas on the basis of the number of schools in each educational network. Every school community must number a minimum of 900 pupils. scholengemeenschappen (School communities) are increasingly involved in policy-making and receive extra resources from the government. Number of school communities during 2006-2007

Elementary education

Community education

Secondary education 35

Subsidised public education

Subsidised private education

236

367

118

Cross-network Total Number of schools not affiliated to any school community

Elementary education Mainstream 33

Secondary education

Special Mainstream 22

Special 74

February 2008 figures Statistics Division of the Department of Education

2.6.4.4.1. Elementary education

In elementary education, school communities must consist of at least two schools, must have a minimum weighted number of 900 pupils and comprise both pre-primary and primary education. Special-elementary education pupils and pupils from sparsely-populated areas are weighted. Responsibilities

School communities are vested with the following powers: ● ● ● ●

appropriation of the lump-sum incentive allocation of management and support staff resources appropriation of the ICT lump sum the manner in which the special elementary school makes its expertise available

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●

concluding cooperation agreements with other elementary schools outside the school community, with other school communities of elementary or secondary education, institutions for secondary education, part-time artistic education and/or volwassenenonderwijs (adult education); accepting other schools into the school community

Non-transferable responsibilities for which the school community can take arrangement initiatives: ● ● ● ● ●

transferring teaching periods special-needs policy transferring special-needs resources to other school communities within the same or contiguous zones in function of special projects staff management use of infrastructure.

Staff formation

To support the school community the positions of school-community coordination manager and school-community staff member were created. For further information on staff formation based on lump sums: cf. 2.6.4.3.3..

Improving school leadership. OECD review. Background report from Flanders BVR betreffende de puntenenveloppe voor scholengemeenschappen basisonderwijs Decreet betreffende het landschap basisonderwijs Decreet betreffende het onderwijs-XV OZB Puntenenveloppen voor scholen personeelsformatie en personeelsaspecten

scholengemeenschappen

basisonderwijs:

OZB Scholengemeenschappen basisonderwijs

2.6.4.4.2. Secondary education

Responsibilities

The decretal legislator has assigned various responsibilities to the school communities. These responsibilities can consist of compulsory agreements, mandatory advice formulation or the option to enter into a cooperation agreement. They concern: ● ● ● ● ●

● ●

the rationalization of the educational provision (the establishment, the phasing-out, the transferring of structural components, the mergers and self-governance of schools); objective pupil orientation and guidance in collaboration with one pupil guidance centre; staff management (criteria regarding the recruitment, functioning and assessment of staff); the distribution of extra teacher hours; the setting of criteria and the allocation of the weekly teacher hours which can be amalgamated at school-community level. The amalgamation of teacher hours relates to the creation and/or maintenance of the positions of technical advisor-coordinator and technical advisor; the distribution of funds for support staff; the appropriation of ICT coordination resources;

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● ● ●

the distribution of resources to shape the task and position-differentiation policy; investments in school facilities and infrastructure; cooperation with schools from other educational sectors or educational networks.

(Circular letter: Scholengemeenschappen secundair onderwijs (Secondary education school communities). SO 62, 30/04/1999) Advantages

● ●

● ● ●

More favourable rationalisation standards. A more simplified assignment and transfer of teacher hours. Every secondary school receives a number of weekly teacher hours to teach subjects (here the subject, grade, education form and number of pupils are factored in). Those teacher hours can be transferred (until 1 November of the school year in question) to other schools for full-time mainstream and special secondary education (secundair onderwijs – SO). Such transfers are easier for schools affiliated to one and the same school community. Extra teacher hours for schools in Brussels. Extra teacher hours for school communities. More favourable computation standards for support staff.

○ The support-staff quota for full-time mainstream secondary education (offices of administrative staff member and educator) is determined on the basis of a point system which uses the number of regular pupils and the teacher hours as parameters (for special-education schools only the number of pupils is taken into account).

○ Since 1 September 2005 a distinction is being made between the schools affiliated to ●

● ● ● ●

school community which are either or not entitled to extra GOK teacher hours. Task and job differentiation. As of school year 2007-2008 an extra lump sum is being allocated for this item. These resources can be used to create positions for management and teaching, support, paramedical, medical, orthopaedic, psychological or social staff. Schools which do not belong to a school community receive this lump-sum payment directly. (Circular letter SO/2007/03(pers) (staff)). The amalgamation of “rest hours” (as a result of the number of positions of technical advisorcoordinator and technical advisor). Wider deployment of staff to carry out tasks for the overall school community. Maximum use of patrimony. To support its own activities, each school community is entitled to allocate a certain amount of funds from its lump sum to create positions for support staff and/or to relieve the general principal or the coordinating principal from their school duties or teaching assignments.

A general principal (algemeen directeur – ALDI) is a principal of an institution whom the organising body has charged with the task of general principal for all its institutions (in , Flemish-Community education, school communities are called school groups).. A coordinating principal, (coördinerend directeur – CODI) is a principal who is appointed to a school community upon proposal of that very school community and for all the schools affiliated to this school community (cf. 8.3.1.). Decree of 27 March 1991 concerning the legal status of certain staff members employed in Community Education. Decree of 27 March 1991 concerning the legal status of certain staff members employed in subsidised education and the subsidised pupil guidance centres.

Decreet betreffende het onderwijs XIV

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Decreet betreffende het onderwijs-XV Decreet houdende diverse maatregelen met betrekking tot het secundair onderwijs en tot wijziging van het decreet van 25 februari 1997 betreffende het basisonderwijs OZB Scholengemeenschappen secundair onderwijs

2.6.4.5. Educational institutions, administration and management in the university colleges

The Decree of 13 July 1994 concerning university colleges (hogescholen) redefined the administrative organisation of university colleges and gave them greater autonomy. The Decree distinguishes between the Flemish autonomous university colleges (public institutions) and subsidised university colleges (subsidised private and provincial institutions).

2.6.4.5.1. General-management structures and administrative offices

The administrative bodies of the Flemish autonomous university colleges are the executive board, the directorate, the general manager, the departmental councils, the heads of department and the other bodies as specified by the Executive Board. The Executive Board consists of: ● ● ●

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

The General Manager attends the management meetings in an advisory capacity. The Executive Board specifies the administrative rules, examinations and disciplinary rules, prepares the budget, appoints staff and sets the framework for the organisation and coordination of the tasks of the educational institution… The Directorate consists of the chairman of the Executive Board, the General Manager and 3 staff representatives, all of them appointed by the Executive Board for a term of 4 years. The Directorate is responsible for the day-to-day management and the preparation, the announcement and implementation of the decisions by the Executive Board, for the financial management within the directives of the Executive Board, the appointment of non-executive administrative and technical staff and many other matters which have not been explicitly assigned by law to other administrative bodies or offices. The General Manager is appointed (and may be discharged) by the Executive Board. He is in charge of the management of the institution and is the head of the administrative and other staff (e.g. the international-relations officer). He is responsible for the registration of students, their administrative records, as well as the records of all his staff members. By delegation, he shares responsibility for decisions on the allocation of funds. Regularly, at least once a year, he informs the inrichtende macht (organising body) about the school's financial situation and proposes a budget for the following year. He is also responsible for the university college's material situation, for maintenance and repairs, and

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for the purchase of equipment. He plays a central role in the selection of new teaching and other staff to be appointed by the inrichtende macht (organising body). He is responsible for all external contacts (with the inspectorate, the local community, the labour market…) and for the public relations of the school in general. The educational institutions have to organise their own recruitment procedures for the office of rector. The position may be filled by a member of the permanent teaching staff or through external recruitment. Appointment conditions are similar to those of the teaching staff. In subsidised university colleges the University College Board consists of members co-opted by the board itself. A head of department is appointed for each department, who is charged with the dayto-day management. It also sets up an Academic Council, which is to be informed by the board on all matters concerning the educational institution. The Academic Council consists of elected representatives of the University College Board (3/8) and staff (3/8) (for 4 years) and student representatives (2/8) (for 2 years). This council is entitled to receive information and to advise (upon request from the University College Board or on its own initiative) on at least the educational aspects of certain matters (including research policy, for instance). In addition, the council has consultative authority (it can take decisions on its own initiative or upon request from the University College Board, which will be implemented by the University College Board if consensus is reached) at least in respect of the educational aspects of certain matters such as: financial policy, education and examinations policy, the organisation of tutoring… The Decree of 13 July 1994 also created a student council. However, from now on student participation in higher education (including universities and associations) is regulated by the so-called participation decree of 19 March 2004, which also regulates the legal status of students. Cf. 2.6.4.6.1.. Consultation structures regarding labour conditions are discussed under 2.7.2.6.3..

Bijzonder Decreet betreffende de participatie in het hoger onderwijs, de integratie van bepaalde afdelingen van het hoger onderwijs voor sociale promotie in de hogescholen, de coördinatie van de hogeronderwijsregelgeving en de modernisering van de regelgeving op de Vlaamse autonome hogescholen Decreet betreffende de rechtspositieregeling van de student, 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

2.6.4.5.2. Lower-level administrative structures and offices

Each university college, both funded and subsidised, is subdivided into departments. ●

●

For each department in a funded university college, there is a department council which seats the same parties as the Executive Board (with the same terms of office, but with another proportional composition). This council elects the head of department, who acts as chairman of the council for a 4-year term. The department council organises the course provision, scientific-research projects and services to society. The council is a.o. responsible for setting the educational programmes and examinations, the organisation of research programmes, the allocation of funds and staff, the recruitment of temporary staff and the nomination of candidates for permanent appointment, the internal organisation of the department, the annual preparation of budget proposals, etc. (Decree of 13 July 1994). In subsidised university colleges, a departmental council has to be set up for each department, consisting of the head of department as chairman of the council, the elected

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representatives of the teaching staff, the student representatives, and representatives of socio-economic and cultural organisations. This council has the right to information on all matters concerning the department and may issue advice at the request of the University College Board or on its own initiative regarding a whole range of matters concerning the department (Decree of 13 July 1994). In funded university colleges, the departmental negotiation committee (departementaal onderhandelingscomité -DOC) consists of representatives of the department council and staff. In subsidised university colleges it consists of representatives of the department board and staff (Decree of 13 July 1994).

2.6.4.6. Educational institutions, administration and management in universities

Every university is, in principle, responsible for the set-up of its own internal organisation. The administrative structure of the Catholic University of Leuven (Katholieke Universiteit Leuven K.U.Leuven) will serve as an example in this report (source: vzw Associatie K.U.Leuven –non-profit Association K.U.Leuven). We shall successively discuss: ● ● ●

The general management structures and administrative offices 2.6.4.6.1. The vice-chancellor 2.6.4.6.2. Management structures and offices at faculty and departmental level 2.6.4.6.3.

2.6.4.6.1. General-management structures and administrative offices

First of all the Catholic University of Leuven (K.U.Leuven) has an inrichtende macht (organising body) which approves the university’s mission statement and specifies the organic rules of the university, both upon advice from the Academic Council and the Executive Board. The organising body is also responsible for the major policy options (e.g. participation in other legal persons, such as the association). Furthermore, the organising body is in charge of the organisation, statute and preservation of the faculty theology and religious studies. The organising body appoints and discharges the vice-chancellor and the general administrator, 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 foundation of the Association K.U.Leuven on 10 July 2002, representatives of each of the institutions for higher education affiliated to the Association K.U.Leuven vzw and one third of the members who have been co-opted as members of the General Assembly of the K.U.Leuven Association vzw, are seated in the organising body together with university representatives. At the Catholic University of Leuven, the Executive Board manages the university and acts as its representative body vis-à-vis the outside world. This board is among others in charge of drawing up the budget and the accounts and the day-to-day, staff and student regulations. This happens upon advice of the Academic Council. The Executive Board is responsible for the financial management of the university and staff management (appointments, recruitment…) and oversees the fulfilment of the university’s mission statement. It is composed of the vice-chancellor, the general administrator, the members of the General Bureau and other members who are elected for a term of 5 years. The Academic Council defines the policy and coordinates matters of education, scientific research, and scientific services. It also organises the election of the vice-chancellor and appoints the members

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of the General Bureau. The Academic Council advises the Executive Board on its own initiative or upon request of the latter, on matters for which the Executive Board is responsible, such as staff and finance management, regulations, etc. Aside from the vice-chancellor, the general administrator and the members of the General Bureau, the deans of the faculties also have a seat on the Academic Council. This council also includes representatives of the autonomous academic staff, academic assistants, administrative and technical staff and the students (K.U.Leuven, 2004). Both the Executive Board and the Academic Council encourage cooperation with the Association K.U.Leuven vzw and its members. The General Bureau consists of the vice-chancellor, the general administrator and other members. This body is responsible for the daily administration of the university, prepares the meetings of the Academic Council and the Executive Board, submits proposals and is in charge of the implementation of their decisions (K.U.Leuven, 2004). The ‘participation decree’ of 19 March 2004 regulates student participation. One student council must be founded at association level, institution level respectively. Higher education institutions must choose between two models of student participation: ●

●

the co-management model: under this model, the bodies which take final decisions on specific matters listed in the decree have to consist of at least ten percent of students; the universities of Antwerp, Brussels, Ghent, Leuven and Limburg have opted for this model; the participation model: in this model the institution organises consultation procedures pursuant to special agreements, students can give policy advice requiring a well-reasoned reply from the institution.

The ‘participation decree’ of 19 March 2004 also regulates the legal status of students and provides legal protection in relation to study-progress decisions by means of an internal appeal procedure and through the organisation of an administrative court of law at the ministry of the Flemish Community: the Council for disputes about decisions on study progress (Raad voor betwistingen inzake studievoortgangsbeslissingen), also called the ‘Council for examination disputes’ (Raad voor examenbetwistingen)). With regard to labour conditions, subsidised universities have, in accordance with national employment legislation, a works council (for 100 employees or more) and/or a committee for prevention and protection at work (for 50 employees or more), just like all other private companies.

2.6.4.6.2. Important offices at the top: the vice-chancellor

The vice-chancellor is responsible for the administration of the university and is the head of staff. He is responsible for the registration of students, their administrative records, as well as the records of each member of staff. By delegation, he shares responsibility for decisions on the use of funds. Regularly, at least once a year, he informs the inrichtende macht (organising body) on the university’s financial situation and proposes a budget for the coming year. He plays a central role in the selection of new lecturers and other staff to be appointed by the inrichtende macht (organising body). He is in charge of all external contacts and for the university’s public relations in general. The vice-chancellor is elected among the professors ordinarii. At the Catholic University of Leuven he is elected by the members of the faculty councils and by a limited number of central-administration staff members, for a period of 4 years which, when positively assessed, is automatically extended to 8 years. After that, he cannot be re-elected. He is appointed by the inrichtende macht (organising body) (K.U.Leuven, 2004).

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2.6.4.6.3. Lower-level administrative structures and offices

In 2005, the Catholic University of Leuven opted for a reorganisation through which an important part of the decisions concerning staff and finances are delegated to so-called Group Structures within predetermined policy plans. There are three Groups (Human Sciences, Exact Sciences, Bio-medical Sciences), which each have their own form of management and parliamentary supervisory body. The person in charge of each group is one of the three pro-vice-chancellors. The Human Sciences group only has a sub-structure of faculties which coordinate both education and research within a certain field. Both other groups are divided into faculties which are responsible for education and departments which are responsible for research. In the latter situation, members of staff belong both to a faculty and a department of their group. The faculties and, where relevant, the departments of the Catholic University of Leuven, have a Council which consists of the autonomous academic teaching staff, the representatives from academic assistants and student representatives. The Council has the power to prepare educational programmes, to organise and evaluate the educational provision, to organise and evaluate tutoring and to organise, supervise and evaluate examinations (K.U.Leuven, 2004). The faculty bureau is in charge of the day-to-day management of the faculty. It consists of the dean and a few members of the faculty council. The faculty council establishes an educational committee (permanente onderwijscommissie - POC) for each course of study which consists of academic staff and student representatives. It advises the faculty council on educational matters (evaluation of exams, programmes, teaching methods, methods of examination...) vzw Associatie K.U.Leuven â€“non-profit Association K.U.Leuven).

2.6.4.7. Educational institutions, administration and management in the associations

Again we take the Association K.U.Leuven as example. (Source: vzw Associatie K.U.Leuven ). From the outset, the members of the Association K.U.Leuven made a resolute choice for a strong administrative structure. Besides the foundation of a non-profit association, as determined by decree, they have opted for the formation of a federation and for personal integration at the highest levels of the institutions in question. Federation through personal integration Personal integration means that the highest body of each of the institutions (i.e. the General Assembly / the organising body) is largely (3/5) identical. The remaining 2/5 is composed of members elected from each of the institutions. Personal integration establishes close relationships between the institutions in question. The members continue to exist as independent institutions, but jointly form a federation. As the main part of the decision-making process still lies with the individual institutions and to ensure that each institution retains its own identity, the composition of the respective executive boards is not linked to the structure of the association. Vzw Associatie K.U.Leuven (non-profit Association K.U.Leuven) The members of the association have - in accordance with the structural decree of 4 April 2003 established a separate non-profit association. The non-profit association has two policy bodies: the General Assembly and the Executive Board. The General Assembly consists of representatives from the university colleges, the university and co-opted members. The members of the General Assembly

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of the non-profit association also constitute the common part of the General Assembly of the institutions involved. The Executive Board is composed of the general managers of the university colleges, members appointed by the university and 3 students. The government commissioner attends the meetings of the General Assembly and the Executive Board.

2.7. Internal and external consultation We shall first discuss internal consultation in elementary and secondary education 2.7.1., then participation in and consultation with other actors 2.7.2.. In this, we shall also deal with the participation and consultation structures on labour conditions 2.7.2.6.. For participation structures at university-college level, cf. 2.6.4.5.; for those at university level, cf. 2.6.4.6.. ●

●

Internally 2.7.1.

○ ○ ○ ○ ○

Pedagogical council, parent council, pupil council at school level 2.7.1.1.

○ ○ ○ ○ ○ ○ ○

VLOR 2.7.2.1.

School council 2.7.1.2. Representative advisory board at school-community level 2.7.1.3. Class councils 2.7.1.4.

Informal consultation bodies: Departments and staff meetings 2.7.1.5. Externally 2.7.2. VLIR, VLHORA 2.7.2.2. Parent umbrella associations 2.7.2.3. Teacher unions 2.7.2.4. Student and pupil umbrella organisations 2.7.2.5. Participation regarding labour conditions 2.7.2.6. Relation with the labour market and other training providers 2.7.2.7.

2.7.1. Internal consultation The participation of parents, teachers and the local community was very limited until the nineties. When community education became autonomous and the Autonomous Council for Community Education (Autonome Raad voor het Gemeenschapsonderwijs - ARGO) was created, co-management in local school councils was also regulated in 1988 and later amended by the special decree of 14 July 1998. In subsidised education, following the Decree of 23 October 1991 on participation, participation councils were created with more limited powers of participation, while in 1999 the organisation of pupil councils was regulated. An overall regulation on 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 of 15 July 2005 concerning education XV). The new regulation applies to all elementary and secondary schools (mainstream and special, full-time and part-time) with the exception of special-education type-5 schools. Cf. circular letter GD/2004/03 of 13 July 2004.

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2.7.1.1. Pedagogical council, parent council and pupil council at school level

As of 1 September 2004, every elementary and secondary school must set up a pedagogical council, a parent council and a pupil council if at least 10% (with a minimum of 3 people) of the staff, parents and pupils (in elementary education, (Basisonderwijs – BaO), from the age group of 11 to 13-year olds) so request. The inrichtende macht (organising body) may of course also set up these councils on its own initiative. The members of the various councils are officially elected for a period of 4 years, (for pupil councils in primary education less formal procedures, specified in the school regulations, may apply). The powers of these councils (the right to information, the right to view documents and the right to advise) are exercised through their representatives in the school council. And that is where the core of participation lies.

Leerkrachtenparticipatie in het schoolmanagement. Een Vlaamse beleidsstudie Decreet betreffende participatie op school en de Vlaamse Onderwijsraad OZB Lokale participatieregeling in het basis- en secundair onderwijs

2.7.1.2. The school council

2.7.1.2.1. Community education

A school council consists of 8 members (3 members directly elected by and from amongst the parents, 3 members directly elected by and from amongst the staff and 2 co-opted members from social, economic and cultural organisations). The principal is not a member of the school council, but he attends the meetings and has an advisory voice. The school council has advisory and consultative powers and the right to information about decisions affecting school life. The principal and the school council are jointly responsible for the general and pedagogical organisation and for staff matters (such as the allocation of teaching periods, safety at school and school regulations). School councils within the same level of education and geographical area have the freedom to merge. The school councils are elected for a period of four years, with the exception of social-advancement education and parttime artistic education, where school councils are elected for two-year terms. (Special decree of 14 July 1998).

2.7.1.2.2. Subsidised education

In subsidised education the existing participation councils have been replaced by school councils since 1 April 2005. However, there are some exceptions. ●

●

Centres for part-time education do not need to set up a separate school council. The participation rights will be exercised in the school council of the school to which the centre is affiliated. Special-education type-5 schools do not need to have a school council.

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●

Schools with a participative school board inrichtende macht (organising body) do not need to have a school council either. In this case however, the board shall consist of at least 2/3 directly-elected representatives of staff members and parents, with a fair balance between the two groups. In secondary education, the pupil representatives with advisory voice must also be involved in the consultation and mandatory-advice procedures.

Composition ● ● ●

● ● ●

In elementary education, BaO, the school council consists of an equal number of representatives (at least 2) from parents, staff and the local community. In secondary education it shall also consist of an equal number of pupil representatives. In special education the inrichtende macht (organising body) decides, in consultation with the pedagogical council, on the inclusion of one or more pupils in the school council. However, when opleidingsvorm (education form) 4 is provided, the inclusion of pupils is compulsory. The principal is not a member of the school council, but he attends the meetings and has an advisory voice. The representatives of the local community are co-opted, through consensus, by the other members. The other representatives are either appointed by the respective parent, pedagogical or pupil councils, or through elections by and from among parents, staff members or pupils.

Responsibilities ●

●

The school council has the right to receive information, to inspect documents and the right (at its own request or upon request) to be heard. The school council itself also has a communication and information duty concerning its own operations. The school council can also issue advice, on its own initiative and at any time. The advice shall be well-reasoned and shall be issued within 21 days. Advice is mandatory on:

○ ○ ○ ○ ○ ○

defining the principal’s profile;

○ ○ ○ ○ ○ ○ ○ ○

school regulations;

study programmes; cooperation agreements with other organising bodies or external bodies; pick-up points and bus supervision for school transport; the in-service training policy;

experiment and project policies. Prior consultation with the school council is required for decisions concerning: the list of contributions which can be asked from parents and possible deviations; the schoolwerkplan (school development plan); the policy plan or contract with the CLB; the year plan on out-of-school and para-scholar activities; large and non-urgent infrastructural works; the criteria for the allocation of teaching periods, hours, teacher hours and marks; policy on well-being and safety at school (complementary to the responsibility of the Committee for Prevention and Protection at Work – cf. 2.7.2.6.);

○ duration and time of work-experience placements. The inrichtende macht (organising body) shall state its reasons when it deviates from the advice. If problems concerning participation arise, a mediating commission may be brought in at the request of the school council or the school board/organising body. It consists of one person appointed by the school council, one person appointed by the school board and one person appointed by these two people, in mutual consultation.

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For serious complaints about the decision-making process, responsibilities or non-compliance with a procedure, a complaint can be filed with the Careful Management Commission (Commissie Zorgvuldig Bestuur).

Commissie Zorgvuldig Bestuur

2.7.1.3. The representative advisory board at school-community level

All elementary and secondary schools of subsidised and community education, barring specialeducation type-5 schools, have to organise participation of parents, staff members and pupils at school-community level. To this end all school councils of the schools belonging to the one school community must be represented in a representative advisory board. This representative advisory board shall be consulted by the school community every time this school community is preparing decisions at school-community level regarding matters which concern the represented parties. For decisions on the rationalisation of educational programmes and decisions concerning pupil orientation and guidance, participation is to take place through consultation.

2.7.1.4. Class councils

A class council typically consists of all the teachers who teach a particular class. The meetings take place after normal school hours. Three functions can be assigned to the class council and, consequently, depending on the case, they are referred to as ''admission class council'', ''guidance class council'' and ''deliberation class council'' (circular Letter, S.O. 64). The last two functions are the most important ones. In secondary education the ‘guidance class council ’ usually meets after an examination period or if a certain problem arises in a class or with a particular pupil. The guidance class council mainly discusses class atmosphere (relations within the class, interest and cooperation of the pupils) and deals with the follow-up, evaluation and guidance of the study progress and the behaviour of pupils (e.g. by means of remedial tasks in case of behavioural or study problems). The ‘deliberation class council’ meets after the June examinations and has the power to decide whether or not a pupil passes. This class council issues certificates (attesten or getuigschriften) and diplomas and advises on the further school career of pupils.

2.7.1.5. Informal consultation bodies: departments and staff meetings

In many secondary schools teachers who are responsible for the same subject (subject clusters) hold structural consultations. How these departments are organised (e.g. in terms of how often they meet and the objectives they pursue) is decided by the individual schools. A key figure in this respect is the head of the department. This person usually supervises the department or subject cluster (chairs the department meetings) and coaches beginning teachers.

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An important consultative body within schools is the staff meeting. There are no strict regulations in this regard and its interpretation varies from school to school. By means of example we refer to the following description of the function of the staff meeting which features on the website of a secondary school: ''Once a month, alternately on Mondays, Tuesdays and Thursdays, a staff meeting is held after school hours. All teachers and administrative personnel have to attend. The principal goes over the items discussed by the school council and seeks the group’s reaction. Individual staff members can also put items on the agenda. Any observations or remarks will be discussed during the meeting. After the meeting the secretariat issues a report, containing an overview of the topics discussed and the decisions made” (PSS, 2004).

2.7.2. Consultation involving players in society at large The next paragraphs take stock of the most important Flemish cross-school participation and consultation structures.

2.7.2.1. Flemish Education Council (Vlaamse Onderwijsraad - VLOR)

Prior to the federalisation of education, both consultation at all levels of education and consultation with the socio-economic world was organised in a number of High Councils. The Decree of 31 July 1990 has now amalgamated all these councils within VLOR (Flemish Education Council). At Flemishgovernment level, VLOR enjoys the status of strategic advisory council (strategische adviesraad SA). Representatives from the entire educational landscape discuss education policy within VLOR. On the basis thereof, VLOR issues advice to the Flemish Minister for Education and Training and the Flemish Parliament. The Flemish Education Council consists of a General Council and separate councils for the various levels of education with sub-committees: an Elementary Education Council; a Secondary Education Council; a Higher Education Council and a Lifelong-and-Lifewide-Learning Council. In addition, there are special consultation platforms, thematic committees and sectoral committees who consult with the representatives of the different socio-economic sectors. The councils consist of representatives from: ●

●

the organising bodies, including the pupil guidance centres (the umbrella organisations GO (Community Education), OVSG (Organising municipal education), POV (Provincial Education), VSKO (Subsidised private Catholic Education), OKO (Forum of Small Education Providers), VCLB (Association of Centres for Pupil Support and Consultation); for higher education the heads of the institutions (referred to by VLHORA (Flemish Council of University Colleges) and VLIR (Flemish Interuniversity Council)) fulfil the role of organisers of education; representatives of VDAB (Flemish Public Employment and Vocational Training Service), SYNTRA Flanders (Flemish Agency for Entrepreneurial training) and SoCiuS (Support point for Socio-Cultural Adult Work) also sit on the Lifelong-and-Lifewide-Learning Council; staff (teacher unions ACOD (General Federation of Public Services), COV (the Christian Teachers’ Federation), COC (Christian Education Federation), VSOA (Liberal Syndicate for Public Services); parents (umbrella organisations of parent associations VCOV (Flemish association of parents and parent associations), KOOGO (umbrella association for parental involvement in

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● ● ● ●

subsidised public education), 'GO! Ouders' parent umbrella association of Community Education); students, pupils and users (VSK (Flemish Pupil Umbrella Organisation , VVS (National Union of Students in Flanders), continuing education course participants); the socio-economic world (Flanders Social and Economic Council – SERV) & socio-cultural organisations (States-General of the Social Midfield); experience experts; principals – directly elected – of BaO (elementary education)SO (secondary education), DKO (part-time artistic education), CBEs (centres for adult basic education) and CVOs (centres for adult education).

The composition of the councils and departments for each level of education is laid down in a decree of the Flemish government. By decree, the Flemish Education Council has been given general responsibility for study, concerted action and consultation, on its own initiative or at the request of the Minister for Education and Training, in all matters of education the Flemish Community is in charge of. More specifically, prior to going before Parliament the Minister for Education has to seek the advice from the Flemish Education Council on all preliminary draft decrees relating to educational matters (except for the education budget) and on policy reports and papers to be presented to the Flemish Parliament. VLOR also stimulated the foundation of the EUNEC (European Network of Education Councils) and also acts as its secretariat, cf. http://www.eunec.org. Cf. http://www.vlor.be

VLOR, Vlaamse Onderwijsraad

2.7.2.2. Flemish Interuniversity Council (Vlaamse Interuniversitaire Raad - VLIR) and Flemish Council of University Colleges (Vlaamse Hogescholenraad - VLHORA)

In 1976, the Flemish Interuniversity Council (VLIR) was set up as an autonomous public body with its own institutional status. The council consists of members who represent the Flemish universities. It defends the interests of the universities and gives advice to the Flemish government on university matters (consultation, advice and recommendations). In addition, the council organises consultation between the universities. After the merger in 1995, a similar body has been operating for university colleges since 1996: the Flemish Council of University Colleges (Vlaamse Hogescholenraad - VLHORA). VLHORA and VLIR organise and coordinate external quality assurance through the so-called external reviews of programmes (cf. 9.4.2.). VLIR-UOS (Flemish University Council – Institutional University Cooperation) is in charge of the international-cooperation policy and management between 6 universities and 22 university colleges in Flanders, Belgium, and their partner universities in the South.

VLHORA, Vlaamse Hogescholenraad VLIR, Vlaamse Interuniversitaire Raad

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2.7.2.3. Umbrella parents’ associations

Many schools have their own school-specific parents’ association. These associations do not usually interfere in class and school matters but their only objective is to promote the contact and cooperation between parents and the school, and between parents themselves. Parent participation is achieved through the parent council, cf. 2.7.1.1.. At a cross-school level, parents’ interests are promoted by the umbrella parents’ associations which come under the educational umbrella organisations 2.6.4.2. which represent parents within VLOR (Flemish Education Council). ● ● ●

Community education: GO! Ouders (GO! Parents), http://www.g-o.be Catholic education: VCOV, Flemish association of parents and parents' associations (Vlaamse confederatie van ouders en ouderverenigingen) http://www.vcov.be Subsidised public education: KOOGO, umbrella association for parental involvement in subsidised public education (koepelvereniging van ouderwerkingen in het gesubsidieerd officieel onderwijs) www.sip.be/bo/gbs/oudervereniging/koogo.html

The Decree of 5 June 1996 provides for financial support for the parents' associations on condition that the associations within the community education and subsidised public-educational onderwijsnet (network), on the one hand, and, those within the subsidised private network, on the other hand, decide to cooperate. The decree provides: a basic allowance for administrative tasks, project-related financial support on an annual basis and a maximum of five teachers assigned to the associations to promote parent-school relations. The objective of the parents' associations is to create a centre which helps parents and the local parents' associations to find their way through the world of education. Moreover, they represent and defend the parents' ideas and interests vis-à-vis the government and the outside world.

Ouders over scholen KOOGO, Koepel van Ouderverenigingen van het Officieel Gesubsidieerd Onderwijs VCOV, Vlaamse Confederatie van Ouders en Ouderverenigingen Decreet betreffende de subsidiëring van ouderkoepelverenigingen

2.7.2.4. Teachers’ Unions

The representative teachers' unions, which defend staff interests in official consultations and also participate within the Flemish Education Council (VLOR), are structured along the lines of the main political groupings in Flemish society. ●

●

ACOD-education, (ACOD-onderwijs), the General Federation of Public Services – Educational Sector (de Algemene Centrale der Openbare Diensten – Sector Onderwijs (ACOD)), is part of the General Belgian Trade Union (Algemeen Belgisch Vakverbond - ABVV) and is linked to the socialist movement. VSOA-education, (VSOA-onderwijs), the Liberal Syndicate for Public Services – Educational Sector (het Vrij Syndicaat voor het Openbaar Ambt – Sector Onderwijs (VSOA)), forms part of the General Federation of Liberal Trade Unions of Belgium (Algemene Centrale der Liberale Vakbonden van België - ACLVB ).

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The Christian Teachers’ Federation (Christelijk Onderwijzersverbond - COV) is affiliated to the General Christian Trade Union (Algemeen Christelijk Vakverbond - ACV); it defends the interests of the staff in subsidised private and public elementary education schools and of the staff in pedagogical counselling services and the community inspectorate. The Christian Education Federation (Christelijke Onderwijscentrale - COC), represents all members of staff in secondary and higher education (except for universities), volwassenenonderwijs (adult education), part-time artistic education, pupil guidance centres as well as elementary education staff of community education. For the collective professional interests of employees in the public sector, the federations coordinate their operations through the Federation of Christian Public-Service Trade Unions (Federatie van de Christelijke Syndicaten der Openbare Diensten - FCSOD).

ACOD, Algemene Centrale der Openbare Diensten - Sector Onderwijs COC, Christelijke Onderwijscentrale COV, Christen Onderwijzersverbond VSOA-onderwijs, Vrij Syndicaat voor Openbare Ambten - Groep Onderwijs

2.7.2.5. Student and pupil umbrella organisations

There are two officially-recognised and subsidised umbrella organisations (one for students and one for pupils). They represent students and pupils within VLOR (Flemish Education Council). The umbrella associations issue advice at the request of the Flemish government and come under the authority of the Flemish Community, Department of Education and Training (Decree of 30 March 1999). The National Union of Students in Flanders (Vereniging van Vlaamse Studenten - VVS) consists of two federations: one for university colleges and one for universities. The VVS concludes association agreements with the various student organisations which promote the interests of the students at the different institutions for higher education. There are also other student organisations at community level, but they do not represent the students as a whole. Cf. http://www.vvs.ac The Flemish Pupil Umbrella Organisation (Vlaamse Scholierenkoepel - VSK) was founded in 19971998 and aims to defend the interests of pupils in secondary education, regardless of the education form and network. The basic objectives are pupil involvement and participation at class, school and policy levels, democratisation of education and children’s rights at school.

Kinderrechtencommissariaat VSK, Vlaamse Scholierenkoepel VVS, Vlaamse Vereniging van Studenten

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2.7.2.6. Participation on labour conditions

Trade-union consultation deals with the administrative and financial legal status of staff members and regulates the collective employer-employee relations, as well as measures regarding the organisation of education which directly affect working hours and/or the organisation of work and staff formation. For negotiations concerning labour conditions, specific joint consultation bodies were created at different levels, which differ according to onderwijsnet (educational network) and educational sector. We shall discuss them separately for public education (2.7.2.6.1.), gesubsidieerd vrij onderwijs (subsidised private education) (2.7.2.6.2.), higher education (2.7.2.6.3.), and adult education (2.7.2.6.4.). In education there has also been a tradition of concluding central collective labour agreements (collectieve arbeidsovereenkomsten – CAOs). On 5 October 2006 CAO VIII was concluded for all educational sectors, barring higher education which concluded its own separate CAO II on 12 December 2006. In the collective labour agreement for education VIII the following was agreed: ●

●

2007 would see the establishment of a Negotiation Committee at School-Community Level (OnderhandelingsComité op het niveau van de ScholenGemeenschappen - OCSG) in all networks, including elementary education; From school year 2007-2008 mediation on collective consultation will be organised for a 2year trial period. Unions, organising bodies or their umbrella organisations and the government can appeal to the mediators about problems concerning the application of the trade unions’ statute, the rights and obligations of the social partners and the application of rules concerning job descriptions and evaluation; Resources are to be made available to support the operations of the trade unions and to supervise the implementation of the collective labour agreements.

For higher education arrangements were for instance made concerning: ● ● ●

Reception, guidance, support and training of new staff members; A training fund which must lead to additional training and training initiatives; An assessment of the evaluation procedures both in university colleges and universities.

2.7.2.6.1. Public education

In public education (community education, provincial and municipal education) the collective labour relations are regulated by means of the unions’ statute of civil servants laid down in the law of 19 December 1974 and its implementation orders (28/2/1984). This law provides for compulsory prior negotiations and consultation between the authorities and the representative trade unions. Should the authorities promulgate a measure without having engaged in prior consultation, the measure in question can be declared null and void by the Council of State. ●

●

On a central level: Sector committee X – Education (for community education) and the Committee for Provincial and Local Government Agencies – Department 2 – Division Flemish Community gesubsidieerd officieel onderwijs (for subsidised public education) The Joint Committee for all government services (Comité A (Committee A)) has competence for the whole of the public sector: the federal, community and regional administrations as well

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as the public bodies, the public companies, public education and the local and regional sectors. Consequently, Comité A consists of representatives from all these echelons. So, in fact, Comité A is the private sector’s National Labour Council for the public sector. In principle, Comité A negotiates every two years on inter-sectoral social programming. Moreover, Comité A has sole competence regarding common minimum social-security rights for all of the civil servants. These ‘minimum rights’ relate to child allowance, pensions, work accidents and occupational illnesses, the index-linking of salaries, holiday arrangements, career breaks, etc. So these minimum rights can only be amended after negotiations within Comité A. Comité B (Committee B) is responsible for the federal, community and regional government services, including community education. There are 20 sectoral committees, where negotiations are conducted on matters pertaining to one department or institution. The basic consultation committees discuss issues which are specific to a particular service or number of services. The Provincial and Local Government Services Committee (Comité C (Committee C)) is responsible for the local and regional authorities and subsidised public education. The local and regional authorities have been grouped per Region and they each have their own negotiation committee. Subsidised public education has been grouped per Community and each organizing body has its own ‘separate special committee’. At a local level the special committees and separate special committees negotiate within the municipalities and provinces and in the schools they organise on items which are specific to that particular province, municipality or school. For consultations a HOC, High Consultation Committee (Hoog Overleg Comité) is set up, which concludes its discussions with a reasoned advice. (OVSG, Organising municipal education, 2006 (Gemeentelijk onderwijs organiseren, 2006)) For community education the Decision of the Flemish government of 28 August 2000 has adjusted the structure at a local level to the new organising bodies as specified in the special decree concerning community education and set up the following bodies:

○ a basic committee

▪

per school, for matters pertaining to the authority of the principal; it is chaired by the principal; the same applies to the pupil guidance centres;

▪

per scholengroep (school group), for matters concerning members of staff which fall directly under the authority of the school group; it is chaired by the general director;

▪

for the pedagogical counselling service, for matters concerning members of staff of the pedagogical counselling service; it is chaired by the administrator;

○ an intermediate consultation committee

▪

per school group, for matters exceeding the authority of one basic committee of a certain school group and which pertain to the authority of the governing board, the General Assembly, the general director, or the board of principals of the school group in question, chaired by the general director;

▪

●

at central level, for matters exceeding the authority of one school group and pertaining to the central authority; it is chaired by the administrator. The Ghent University has both a Basic and an Intermediate Consultation Committee.

Participation concerning welfare policy (Prevention and Protection at Work) takes place via the Basic Consultation Committees (BOCs) in community and gesubsidieerd officieel onderwijs (subsidised public education) alike.

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2.7.2.6.2. Subsidised private education

gesubsidieerd vrij onderwijs (subsidised private education) and the free pupil guidance centres are not governed by the law of 19 December 1974. However, the Decree of 5 April 1995 has set up a similar structure. ●

●

An umbrella negotiation committee (Overkoepelend Onderhandelingscomité) consisting of the Minister for Education, the representative teachers’ unions and the organising bodies; with responsibility for matters which also require mandatory and prior negotiations in the union’s statute for public education. Local negotiation committees (lokale onderhandelingscomités - LOCs), jointly composed of representatives from staff and the inrichtende macht (organising body). They have:

○ a right to information about employment, the inrichtende macht (organising body), financial management and school infrastructure;

○ negotiating authority about additional arrangements regarding staff matters; ○ supervisory authority on the compliance with social legislation and social and administrative regulations based on the education legislation;

○ the authority to mediate in collective disputes or disagreements. The Decree of 15 July 2005 concerning education XV regulates the support of the local committees by the representative trade organisations. Within subsidised private education, the participation of employees in welfare policy takes place via the Committees for Prevention and Protection at Work (Comités voor Preventie en Bescherming op het Werk - PBW committees). These are only compulsory for schools with at least 50 employees. In community and gesubsidieerd officieel onderwijs (subsidised public education) these responsibilities are assumed by the BOCs.

2.7.2.6.3. Higher education

Under the terms of the Decree of 13 July 1994, a university-college negotiation committee (hogeschoolonderhandelingscomité - HOC) was set up in each university college and a departmental negotiation committee (departementaal onderhandelingscomité - DOC) in each department where conditions of service are discussed. For the whole of higher education (university colleges, universities and associations) a Flemish Negotiation Committee (Vlaams Onderhandelingscomité - VOC) for higher education was set up in 2004. (Decree of 19 March 2004 and Decision of the Flemish government of 21 January 2005).

2.7.2.6.4. Adult education

Every Centre for adult education (Centrum voor Volwassenonderwijs – CVO) has now a joint negotiation committee while every adult-education consortium has its own local negotiation committee. On 15 January 2007 a Flemish Negotiation Committee for Adult Basic Education, (Vlaams Onderhandelingscomité basiseducatie– VOC Adult Basic Education) was founded. Until then the

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general agreements for the socio-cultural sector were followed. As of 1 September 2008 local negotiation committees (lokale onderhandelingscomités - LOCs) will be set up which will replace the existing works councils and the committees for prevention and protection at work.

2.7.2.7. Link to the labour market and other training providers

Various bodies ensure consultation and cooperation between education and the world of business at different levels. Specifically for technical and vocational education, so-called sectoral committees have been set up within VLOR for all large segments of the labour market (metallurgy, textile, food …). Within the framework of the Flemish Education Council (Vlaamse Onderwijsraad - VLOR), (2.7.2.1.), they explore new trends in the labour market and issue advice on any new initiatives planned in that respect. For volwassenenonderwijs (adult education) in particular, permanent working groups have been established within the Recognized Regional Collaborations (Erkende Regionale Samenwerkingsverbanden – ERSVs), (the former sub-regional employment committees (subregionale tewerkstellingscomités – STCs)). These are non-profit organisations which have the task to support socio-economic consultation between the social partners and the local authorities in function of the socio-economic regional development policy. These working groups have a consultative function and aim at intensive cooperation between industry, education and the employment agencies. They also have formal advisory powers with respect to the planning of new training programmes within volwassenenonderwijs (adult education) Cf. 7.15.1. http://www2.vlaanderen.be/werk/ersv_index.htm The Regional Technological Centres (Regionale Technologische Centra – RTCs) are cross-network collaborations between education and the world of enterprise entrusted with actions at provincial level in the areas of infrastructure, internships for pupils and in-company training and further training for teachers. Cf. further 5.18.. To optimise the attunement and cooperation between the various public training providers the Training and Alignment Information Service (Dienst Informatie Vorming en Afstemming – DIVA) was founded in 2003. This is a joint venture between the policy areas Education and Training, Employment, Culture and Economy, represented by volwassenenonderwijs (adult education), the Flemish Public Employment and Vocational Training Service (VDAB), the Flemish Agency for Entrepreneurial Training (SYNTRA-Flanders) and the Support point for Socio-Cultural Adult Work (SoCiuS), cf. 7.15.. Within the Department of Education and Training, the Vocational Training Division (Dienst Beroepsopleiding – DBO) deals with vocational training in the widest possible sense, cf. 5.18.. ttp://www.ond.vlaanderen.be/dbo/nl/dbo_algemeen_wat.htm

2.8. Methods of financing education We shall successively discuss: ● ●

The origin of the education budget 2.8.1. The scope of the education budget and budget items 2.8.2.

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● ● ● ●

Financing the different educational networks 2.8.3. Financing of school infrastructure and school construction 2.8.4. Financing of continuing education 2.8.5. Financing of higher education 2.8.6.

With respect to the conditions for financing cf. 2.3.3..

Financiering van onderwijs: een verkenning

2.8.1. The origin of the education budget In 1989, education in Belgium was handed over to the Communities. Ever since then, education has been financed by the Flemish-speaking, French-speaking and German-speaking Communities. To this end they received contributions from the federal state, according to a distribution code which needed to be adapted to the number of pupils based on statutory criteria in 1999. This adjustment constituted a political problem for a long time but was finally settled by the law of 23 May 2000. Only the numbers of pupils aged 6 to 17, who are registered as regular pupils in primary and secondary education in an educational institution organised or supported by the Flemish or the French Community of Belgium, are counted. The count takes place on 1 February and the data are sent to the State Audit Office before 15 May of each year. The State Audit Office checks these data carefully. The Lambermont agreement (2001) reviewed the special financing law of 16 February 1989 and provided, among other things, more financial resources (in part from VAT revenues and in part from personal income tax). The funding of education in the German-speaking Community is governed by a separate law and, given the small size of this educational sector, the specific requirements established in 1990 are taken into account. http://www2.vlaanderen.be/ned/sites/financien/begrotingsdecreten/recent_goedgekeurde_begrotingsd e.htm

2.8.2. The scope of the education budget and budget items In relation to the evolution of the education budget, the distribution of the resources across the educational networks, levels and overhead categories, cf. 2.9.7., 2.9.8. and 2.9.9.. For the cost price per pupil/student, cf. 2.9.6.. For the overall cost we must take, besides the educational expenditure of federal and community governments, the (limited) funding by the provinces and municipalities in gesubsidieerd officieel onderwijs (subsidised public education) and by the religious authorities and private persons in gesubsidieerd vrij onderwijs (subsidised private education) into account.

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The most important items in the budget of Flemish education are divided as follows. 2007 Salaries (*)

6,008,186

Operations

796,457

Higher Education

1,460,250

Investments

251,175

Others

272,509

Total

8,788,577

(Statistical Yearbook of Flemish Education, 2006-2007) For details and the 2004-2006 evolution: cf. 2.9.9.. (*) Salaries: Each school receives, depending on the number of pupils/students a teaching-period package (elementary and special education) or a number of teacher hours (secondary education). These periods or hours can be used and distributed between the levels, education forms, courses of study, etc, in accordance with the specific needs. All the staff appointed on the basis of the teachingperiods package or the number of teacher hours who meet the statutory requirements receive a salary from the Flemish Community. The onderwijsnet (educational network) has no influence on the amounts of the salaries.

Decreet houdende de Middelenbegroting van de Vlaamse Gemeenschap voor het begrotingsjaar 2007

2.8.3. Financing of the different educational networks The distribution of resources across the educational networks has always featured on the political agenda as it is linked to two basic principles of the education legislation: freedom of choice of school and compulsory education. Determining the objectively ascertainable differences between the schools (and networks) proved to be extremely difficult and was a political minefield.

Operational resources For school year 2007-2008 the (old) financing model remains in force, i.e. compulsory-education resources are distributed between the schools of the Flemish Community and the subsidised schools at a ratio of 100/76 per pupil. Indeed as far as elementary education is concerned, the decree of 25 February 1997 specified that the operational resources for each pupil in subsidised elementary education should range between 75.8% and 76.2% of the amount of operational resources allocated for each pupil in community elementary education. As regards secondary education, the Decree of 14 July 1998 set the 2007 amount of operational resources for each pupil in subsidised private secondary education at 76% of the amount of operational resources allocated for each pupil in community secondary education. At the end of 2007 an agreement was finally reached on a new operational-resources financing model. This will result in a decree in the course of 2008 and its implementation will commence during 2008-2009.

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The keynote is 4 sub-budgets: one for mainstream elementary education, one for special elementary education, one for mainstream secondary education and one for special secondary education. Under the new financing system, part of the operational-resources education budget will first of all be used to fund the objective differences between the schools. Subsequently, another part will be distributed on the basis of social pupil characteristics. (However, these will not be used to distribute the special-education operational resources). •

●

Pre-set budget for several philosophy-of-life courses To facilitate the organisation of philosophy-of-life courses (and to provide both nonconfessional ethics and religious instruction) public schools will receive an extra 4.5% per pupil. As infants do not receive any philosophy-of-life education this will not apply to preprimary education. Pre-set budget for freedom of choice of schools The GO! schools of the Flemish Community will also receive an extra 3% per pupil to guarantee the freedom of choice of schools. After all, the network of community schools is less extensive, which means that the economy-of-scale factor operates in reverse here. Pre-set budget for operational resources on the basis of pupil characteristics Subsequently part of the budget will be distributed on the basis of 4 social indicators which play an important role in pupils’ school careers: the mother’s level of education, whether the pupil qualifies for a grant, the language spoken at home & the living environment.

○ In 2008-2009, these funds will represent 14% of the operational resources in elementary education; they will be gradually increased to 15.5% in 2017.

○ In secondary education the 2008-2009 share amounts to 10%; it will be gradually increased to 11% in 2017.

○ This portion of the budget will be distributed among the qualifying schools in the form of an overall amount in proportion to the number of pupils which come under each one of the indicators. (In secondary education, only 10% will be distributed on the basis of the school-environment indicator). ●

○ In special education pupil indicators will not be taken into account. Basic financing The remaining largest part of the operational resources (about 80%) will be distributed amongst the schools on the basis of the pupils’ place in the educational order (pre-primary, primary, secondary, general secondary education (ASO), vocational secondary education (BSO), artistic secondary education (KSO), technical secondary education (TSO), part-time vocational education (DBSO)… So the place of the pupil will generate a number of points which will be used in the distribution of resources. Henceforth, educational networks will no longer have any impact.

One of the reasons this historic agreement could be reached was the increase in operational resources for education. In 2008-2009, these will increase by € 85 million for elementary education and by € 40 million for secondary education. In elementary education, operational resources will rise by 58% (€ 152 million) between 2004 and 2009 and in secondary education by 34% (€ 104 million).

Staffing and infrastructural resources A new staffing mechanism (the number of staff schools can appoint) should come into operation during school year 2011-2012. As regards the distribution of staffing resources, the same principles will apply as those used in the new operational-resources financing model. Infrastructural resources (cf. 2.8.4.) do not feature in the operational-resources agreement.

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Financial management The rules and procedures in relation to financial management imposed on school boards vary greatly between the different educational networks. In community education the scholengroepen (school groups) and the Board of Community Education assume the task of organising bodies (Special Decree of 14 July 1998). The Board of Community Education remains responsible for the setting of rules regarding the allocation of resources amongst the school groups. The school groups themselves are responsible for the autonomous financial and material management of the schools within their school group. A Board of Accountants, appointed by the Flemish government, has a supervisory task on the financial policy of the school groups. This Board of Accountants is also charged with financial supervision on the Board of Community Education. The Board of Accountants consists of 5 members appointed for a term of 4 years. In (subsidised public education) the municipalities and provinces are responsible for the financial management of the schools. Budgets must be approved at a higher level: municipal budgets by the Permanent Deputation (the provincial authorities) and provincial budgets by the Flemish government. Financial decisions at a lower level can be suspended at a higher level if the legislation is not complied with. The school boards of gesubsidieerd vrij onderwijs (subsidised private education) have greater autonomy. However, they must comply with the accounting regulations of the new vzw (non-profit organisation) legislation and relevant controls. Subsidised educational institutions, boarding schools and pupil guidance centres CLBs which meet the criteria for rationalisation and programming plans, can appeal to the government for investment.

2.8.4. Financing of school infrastructure and school construction

AGIOn, the Agency for Infrastructure in Education (Agentschap voor Infrastructuur in het onderwijs) AGIOn: ●

● ● ● ●

●

subsidises the purchase, the construction, the renovation and the initial equipment of buildings for subsidised educational institutions, pupil guidance centres and boarding schools (the subsidies amount to 70% for elementary education (BaO), and to 60% for other levels of education, pupil guidance centres (CLB), and boarding schools); finances university-college investments; encourages and implements cross-educational network and cross- policy-area collaboration in terms of educational infrastructure; coordinates, controls and directs public-public and public-private cooperation in relation to educational infrastructure; extends a guarantee for the reimbursement of capital, interests and related costs of loans which were taken out in view of financing the non-subsidised part of the subsidizable cost (30% or 40%); manages the federal loans which were taken out before 1 January 1989, for subsidised private and public education.

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AGIOn has been in operation since 1 April 2006 and was founded by the decree of 7 May 2004 (cf. 1.2.2. and 2.6.2.1.). It is the legal successor to the former Department of Infrastructure Works of Subsidised Education (Dienst infrastructuurwerken van het Gesubsidieerd Onderwijs - DIGO) (founded in 1989) and the Investment Service for the Flemish Autonomous University Colleges (Investeringsdienst voor de Vlaamse Autonome Hogescholen - IVAH) (founded in 1994). During 2008 AGIOn has the following resources at its disposal: During 2008 AGIOn can avail of for: Subsidised public education Subsidised private education Subsidised public higher education Subsidised private higher education

amount: 46,540,000 € 195,428,000 € 2,100,000 € 19,533,000 €

Moreover, an additional € 75 million euro will be available for the infrastructural works of the DBFM programme (Design, Build, Finance and Maintain - DBFM). (Parlementairehandelingen, Stuk 15 (2007-2008) nr.7) (Parliamentary actions, Document 15 (2007-2008) no. 7) To subsidise the Flemish elementary and secondary-school infrastructure in the Brussels-Capital Region, AGIOn can, just like over the past 3 years, count on an extra budget from the Flemish Community Commission (for the period 2005-2009). The additional funds will only be released at the time of payment. It involves an overall recommended amount of 12.9 million euro. Cf. http://www.agion.be

Catching up on school construction with a new financing system On 7 July 2006 the Flemish Parliament approved a decree “catching up on school construction”. Over the past decades the need for investments in school buildings had increased so significantly (1.9 billion euro, of which approximately 1.4 billion euro must come from Flemish-government subsidies), that it could no longer be relieved by the regular budgets (€ 150 million per year). Therefore an additional alternative funding method, the DBFM formula (design, build, finance and maintain), was adopted. A private company, yet to be selected by the government (beginning of 2008) will design, build, finance and maintain the building projects. This also means that every project will be completed within a certain term, at a pre-set price. Major repairs also have to be carried out by this company. The company shall invest 1 billion euro and shall ensure that all selected projects are developed quickly. In return, it will get a 30-year availability fee from the schools, although the latter will become the immediate owners. The fee will be subsidised or financed by AGIOn (Flemish Agency for Infrastructure in Education), pursuant to the rules which apply today in relation to the subsidising or financing of school buildings, i.e. to the tune of 100%, 70% or 60%. The company can only consist of financial partners. All building projects will be put out to tender before any building will commence. The decree also specifies the company-selection procedure. At the start of 2008, the private-company selection procedure was in its second stage. The projects will be selected by the decretal ad hoc commission, composed of representatives from the networks, the Flemish Government Architect (de Vlaamse Bouwmeester) and the administration, and is chaired by the former director-general of the higher education administration. The projects were selected on the basis of criteria specified by the Flemish government. From the 322 project applications, 211 were selected, including 29 projects which can serve as models for “the school of the future”. ● ●

http://www.ond.vlaanderen.be/nieuws/2006p/files/1124-scholenbouw-bijlage1.pdf http://www.ond.vlaanderen.be/nieuws/2006p/files/1124-scholenbouw-bijlage2.pdf

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The Flemish Government Architect will assess the designs, together with the company and the relevant inrichtende macht (organising body). For normal projects the Government Architect shall provide mandatory advice, for model projects the three parties shall decide unanimously. So, here the Government Architect has co-decision powers. In support a manual and a website including a.o. fine school examples (from Flanders and Europe) were developed; cf. http://www.scholenbouwen.be/

Energy efficiency The new buildings will have a high energy rating and from 2008 any building applications will have to meet the stringent E70 insulation standard. The cost of these investments will be fully subsidised. The annual cost has been estimated to run into € 7 million for the period 2008-2011 and into € 2.2 million from 2012. For passive-house schools (which hardly require any energy at all) an extra € 9 million has been set aside. Energy-saving investments in existing schools are also subsidised. During 2007, the annual budget for this type of investments was increased to € 25 million. In 2001, over 60% of the schools did not yet have double glazing or efficient roof insulation.

De school als ontwerpopgave. Schoolarchitectuur in Vlaanderen “Aanbevelingen bij de inhaaloperatie in de scholenbouw (2006-2010).

1995-2005”

met

katern

AGIOn, Agentschap voor Infrastructuur in het Onderwijs (voorheen DIGO) Decreet betreffende de de inhaalbeweging voor schoolinfrastructuur Decreet tot oprichting van het intern verzelfstandigd agentschap met rechtspersoonlijkheid "Agentschap voor Infrastructuur in het Onderwijs"

2.8.5. Financing of continuing education

2.8.5.1. Adult education

The CBEs, Centres for Adult Basic Education (from school year 2008-2009 onwards) and the CVOs, Centres for Adult Education will be financed/subsidised as follows: ●

● ● ● ● ●

●

The number of full-time equivalents in respect of trainer recruitments will be determined on the basis of the total number of teaching periods-course participants and the (weighted) areas of learning in which courses of study are organised. Each centre will be entitled to one full-time principal. Each centre will be entitled to a lump sum to recruit support (for CVOs also management) staff, calculated on the basis of the number of teaching periods-course participants. Each centre will be able to apply for investment funds. The CBEs will receive an operational allowance from the government. This allowance will be calculated on the basis of the actual number of course-participant hours taught. The CVOs generate operational resources from the registration fees paid by course participants. The government refunds any registration fees the centres lose out on due to the full or partial exemption of certain course participants to pay registration fees. 5% of the CBEs’ operational allowance or of the CVOs’ operational resources must be allocated to quality assurance and the development of learning tools.

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To qualify for subsidies any CBE affiliated to an adult-education consortium must have attained at least 60,000 teaching periods-course participants/year. Though, if it is not affiliated to an adulteducation consortium the minimum number is 360,000 teaching periods-course participants/year. To qualify for subsidies or financing, any CVO affiliated to an adult-education consortium must have attained at least 120,000 teaching periods-course participants/year (in the area of Brussels-Capital, 60,000 teaching periods - course participants/year). Though, if it is not affiliated to an adult-education consortium the minimum number is 720,000 teaching periods-course participants/year. This new form of financing will be assessed by the Flemish government in 2012, in conjunction with the adult-education consortiums and the CBEs, though an interim evaluation will be organised during 2009. The adult-education consortiums will all together receive a subsidy for staff expenses, operational expenses and investments of no less than 3.6 million euro. Of this, 650,000 euro will have to be allocated to the support and coordination of the development of an educational and training policy for detainees, the pin-pointing of their educational and training needs and their educational-itinerary guidance. The remaining principal amount of the subsidy will be divided between the consortiums on the basis of the total volume of teaching periods-course participants generated by the centres affiliated to the consortium. The VOCVO, Flemish Support Centre for all of Adult Education (Vlaams Ondersteuningscentrum voor het Volwassenonderwijs), receives an annual subsidy for staff costs, operational expenses and investments. VOCVO is in charge of support and guidance of the Centres for Adult Basic Education and the Centres for Adult Education which do not rely on a pedagogical counselling service. A similar amount will be distributed amongst the pedagogical counselling services for the support and guidance of the affiliated Centres for Adult Education.

2.8.5.2. Vocational training by the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB)

VDAB is an external autonomous agency (cf. 1.2.2.). The VDAB operations are largely financed by the Flemish government. Within this framework VDAB concludes a management agreement with the Flemish government. Besides the contributions from the Flemish Community it also derives an income from the European Union and from invoicing employers.

2.8.5.3. Entrepreneurial training SYNTRA Flanders

The agency SYNTRA Flanders is subsidised and has its own income. It recognises and subsidises regional centres. The centres receive an operational and an investment subsidy. ●

●

The operational subsidy comprises the apprenticeship subsidy, the certified and non-certified training subsidy and, where appropriate, a project-funding subsidy. It is calculated on the number of course-participant teaching periods of the course participants who sit the exam. The operational subsidy includes the subsidy for the organisation of exams and the subsidy for equipment. The investment subsidy includes the subsidy for rent, development or acquisition and the owner’s maintenance of the buildings. With the exception of project funding, the subsidies are paid in four instalments. Against this stands an organisation plan (cf. 7.2.3.).

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2.8.5.4. Part-time artistic education (Deeltijds kunstonderwijs – DKO)

The academies for part-time artistic education receive a teaching-periods package based on the number of pupils counted on 1 February of the previous school year. In addition, the Flemish Community also pays operational resources. As regards the budget, cf. 2.9.8..

2.8.5.5. Training in agriculture

Each year, the recognised training centres for agriculture must submit a year programme specifying the number of hours they would like to see subsidised. The minister approves these programmes in function of the budgetary resources available. The centres submit a subsidy application per course (via the Internet). They only receive a fixed subsidy per teaching period, subdivided into a trainer allowance and an operational allowance. A course can only be subsidised if it meets the subvention conditions such as, for example, a sufficient number of course participants.

2.8.5.6. Socio-cultural adult work

Lump-sum funding

Through financial support, the government steers the socio-cultural organisations in the direction it desires. The decree forms the legal basis for the structural subsidy they receive if they meet the requirements. The decree of 4 April 2003 no longer strictly differentiates between subsidies for staff costs, running costs and basic costs. The organisations receive a lump-sum payment. Apart from indexations and sanctions, if applicable, they receive the same yearly amount throughout a specific policy period. As the decree specifies that every organisation shall have a minimum of staff – this minimum depends on the type of work – the allocation of the lump-sum payment is not entirely at the organisations’ discretion. Different from before, the full amount does not have to be spent in the year for which it was granted. Organisations are allowed to build a reserve, provided that they actually spend the money during the policy period in course and that they justify their course of action in their policy plan. Basic and variable amounts

The lump-sum payment granted to associations and specialised training institutions, consists of a basic amount and a variable amount. The basic amount factors in the size of the organisations (number of departments in the case of associations, number of course hours on a specific topic in the case of specialised training institutions) prior to the 2003 decree. As of 2011 the amounts per policy period will be index-linked. Amounts may rise or fall on the basis of the assessment of the organisations’ activities. The amount shall be reduced by 10% in a first and by 20% at every subsequent negative activity assessment. Organisations who receive a positive final evaluation can receive additional subsidies if they want to capitalize on the policy priorities specified by the Flemish government. These priorities will be defined after a social debate on the needs highlighted by the sector and the policy intentions of the Flemish government itself has taken place. The movements will receive an amount based on the assessment of their application file. The decree specifies minimum and maximum amounts per organisation.

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Since 2005, the folk high schools receive a maximum of 1.5 euro per inhabitant residing in their working area (and at least 500,000 euro) regardless of the evaluation of their activities. Trade-union training institutions and training institutions for the disabled receive the sum total of the amounts members of this federation received prior to 2003; training institutions for the disabled receive an additional fixed amount of 75,000 euro. The assessment of their activities has neither any positive nor negative consequences for these training institutions.

Other subsidies

No organisation can survive on the subsidies it receives as a socio-cultural adult organisation from the Minister for Culture. Organisations supplement this amount with their own income (such as contributions from participants and donations) and with other subsidies. These may be provincial subsidies (each province has its own regulations), subsidies from other Flemish or federal ministers (if the theme or the target group qualifies under a separate policy area) and European-project subsidies.

Decreet betreffende de herziening van de financiering van de universiteiten in de Vlaamse Gemeenschap en begeleidende bepalingen.

2.8.6. Financing of university colleges The draft decree concerning a new financing system for the whole of higher education (university colleges, universities and associations) should lead to a decree in the spring of 2008. It will apply to the entire higher education system. This new model will not include resources for academisation or new funds for the research commitments of the academic university-college programmes. These will be decided upon once the academisation process has been completed in 2012. Resources for specific teacher training and the Higher Maritime Institute (Hogere Zeevaartschool) come under a separate decree.

T h e p o l i c y o b j e c t i ve s o f t h e n e w s ys t e m

● ● ● ● ● ● ● ●

promoting the participation in and a successful completion of higher education; increasing the efficiency of learning paths and making institutions responsible for their studyprogress policy; enhanced democratisation and accessibility; improving the chances of higher education for youths from ethnic minorities; a more effective and rationalised educational provision; financing of more flexible itineraries, but with due regard for study progress and successful completion; successfully implementing the academisation of the former two-cycle university-college programmes; stimulating the quality of scientific research.

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Sub-budgets

One fully-integrated computation model for the operational resources of both universities and university colleges is currently not yet attainable in view of the different historical backgrounds and different objectives of the types of education. Hence, sub-budgets for the various types of education were settled on. In concrete terms, the operational allowances for higher education consist of the following components: ● ● ● ● ●

one overall education socle for university colleges and universities; a variable education part for professional degree studies offered by university colleges; a variable education part for academic degree studies offered by university colleges; one overall research socle for the universities; a variable research part for the universities;

Some additional information: ● a fixed education socle

○ the overall education socle for the totality of universities and university colleges amounts to € 100 million;

○ this amount is distributed according to the total number of credits taken up by students with a degree contract in view of obtaining a Bachelor’s or Master’s degree (initial programmes), in a degressive fashion. This means that smaller institutions receive a relatively larger socle;

○ to qualify for the education socle, a minimum institutional threshold of 90,000 taken up

●

credits must be attained in the Bachelor's and Master's programmes. Institutions who do not reach the minimum institutional threshold do not receive the guaranteed minimum amount nor a contribution from the Incentives Fund. They can however enter into an economic union with a reference institution so that the variable education part can be accumulated and they can receive their resources from the reference institution. A variable education part

○ the programmes which qualify for funding are:

▪ ▪ ▪ ▪

accredited initial bachelor degree studies; accredited initial master degree studies; the bridging programmes; the preparatory programmes;

○ the post-initial bachelor degree studies (the advanced Bachelor’s programmes) receive 50% of the initial-Bachelor’s-programmes funding, but the Flemish government will be able to deviate from this;

○ the post-initial master degree studies (advanced Master’s programmes) are in principle no longer financed; but the Flemish government will also be able to deviate from this, though only for degree studies of extremely high scientific importance for which no private funding can be generated;

○ for these post-initial bachelor and master degree studies the institutions can use alternative sources of funding including higher tuition fees (for financed degree studies maximum twice the amount, for non-financed degree studies tuition fees may amount to € 5,400 (non-index-linked) and in exceptional circumstances, they may even run into € 24,790 (non-index-linked));

○ both degree and credit contracts qualify for funding, however, exam contracts do not;

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○ degree contracts are financed on the basis of input and output data:

▪

starting students are financed on an input basis until they have earned 60 credits in the one programme;

▪

from the 61 credit the institution is financed on the basis of acquired credits (output); a credit is a criterion for study load and corresponds to 25-30 hours of study;

▪ ▪

input financing applies only to bachelor degree studies;

if a generation student changes course during the academic year and registers for another programme with a degree contract at another institution, the first institution will retain the number of credits the student was registered for. So in this way, reorientation is not penalized;

○ credit contracts will only be financed on the basis of output data (acquired credits); ○ in addition, a weighting of students characteristics is operated:

▪

students in receipt of a grant, students suffering from function disabilities and working students carry more weight (factor 1.5);

▪

it is still being examined how the qualifications of the student’s mother can be incorporated as ‘a student characteristic’ in the future;

○ every qualification of professional bachelor and initial master degree studies conferred results in a degree bonus of 30 credits (on condition that the student has acquired half of the credits of the programme in question at the institution involved);

○ area-of-study weighting coefficients are also applied to the volume of credits; ○ bonuses to promote efficiency have also been provided for the institutions:

▪

when certain programmes are discontinued or transferred, phase-out transitional funding will be provided (supplemented by a programmediscontinuation bonus, if the staff-reorganisation plan has been approved);

▪

●

to rationalise and optimise programmes an extra budget of € 5 million has been earmarked. This rationalisation fund will be distributed amongst the institutions who have submitted a rationalisation programme which has been approved by the Flemish government. A fixed research socle

○ amounting to € 100 million; ○ the amount is distributed among the universities on the basis of the number of doctorates and the number of publications, with a lower and upper limit;

○ in view of the historical underfunding of the Ghent University, this institution will ●

receive an additional research socle for a period of 6 years which will be gradually cut back over a period of 4 years. A variable research part which will be distributed amongst the universities on the basis of:

○ the number of academic and academic-oriented Bachelor’s and initial Master’s degrees conferred by the universities and university colleges affiliated to the association;

○ the number of doctorates conferred; ○ the number of publications and citations according to criteria which also play a role in the distribution of resources from the Special Research Fund (Bijzonder onderzoeksfonds – BOF);

○ the number of first appointments of external researchers and female researchers to the level of autonomous academic staff. The associations each receive a fixed amount of 100,000 euro to be posted to a separate budget item (the association socle);

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T r a n s i t i o n a l a r ra n g e m e n t

To avoid sudden shocks to the funding of the institutions, the system will only be implemented gradually. In addition, the principle of a “guaranteed minimum amount” was created. Under this principle each institution will retain at least the (index-linked) 2007 amount up to and including budget year 2013. Only institutions which fall below the minimum institutional threshold for the education socle can lose resources during this transition period.

An I n c e n t i ve s F u n d f o r p o l i c y s p e a r h e a d s

The Incentives Fund was set up to achieve the targets agreed with every institution for higher education in terms of encouraging equal opportunities and diversity in higher education. This incentive funding will be distributed amongst the institutions on the basis of management agreements. The first management agreement has a lifetime of 3 years and will subsequently be renewed for 5 years at a time. An assessment will take place in the last year of the agreement. In a first period (2008-2010) the amount of the Incentives Fund will be distributed on the basis of the share each individual institution has in the education socle. From 2011, the funds will be distributed on the basis of result indicators. During 2008 the fund will have € 3 million to spend and from 2009 € 6 million.

Study credit for students

To express the students’ individual responsibility for their own study progress, every higher education student will be given an individual study credit. From academic year 2008-2009, every student embarking on higher education gets a study credit of 140 credits. At the time of registration the number of credits taken up is deducted from the study credit. Acquired credits are added back onto this study credit, the first 60 even twice (in the case of a degree contract, not for a credit contract). This is an extra reserve for students who decide to get down to work after an initial bad start in higher education, for example. Students without study credit cannot be financed. The institutions can decide for themselves whether they register these students and may at the most charge a double registration fee. The study credit is not used when students register for a bridging programme or a preparatory programme . When a Master’s degree is obtained the initial study credit of 140 credits is once again deducted from the study credit. Within the framework of lifelong and lifewide learning the study credit of any student leaving higher education is once again, on a once-off basis, brought back up to 60 credits, regardless of the fact whether the student has any study credit left: to that effect 10 credits are added every year. These 60 credits can then once again be used when they register for an initial Bachelor’s or Master’s programme. The introduction of the study credit also requires the development of a central online student database.

Budget

Currently € 1.2 billion is being distributed under the existing financing model. The introduction of the new model goes hand-in-hand with extra investments in higher education. The model itself will receive a direct investment of € 45 million. Taking the measures taken in previous times into account, such as

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a financial injection for university colleges, and parallel initiatives such as the reorganisation of teacher training, the implementation of collective labour agreements (CAOs) in higher education and the extra resources for academisation, it means that, in comparison to the start of the government term, the budget for higher education in the current 2004-2005 government period will rise by â‚Ź 120 million (or 10 percent).

The new financing model is a half-open model with a click system. This means that as from budget year 2011 the level of variable education parts can rise (or fall) as soon as the number of credits taken up in the relevant variable education part has increased (or decreased) by at least 2%.

Budget & accounting

On 21 December 2007 the Flemish government ratified a number of draft decisions regarding budget and composition of staff for university colleges and universities and concerning accounting, annual accounts, the accounting system and audits for university colleges and universities.

Audits

Institutions are allocated operational resources in the form of a 'lump sum'. They decide autonomously how these resources are distributed. However, they are bound by a number of decree stipulations, e.g. regarding the recruitment and appointment of staff. Compliance with these rules is supervised by a Commissioner of the Flemish government and an inspector from the FPS Finance. The commissioner can appeal a decision from the institution and then the Flemish government has to adjudicate on that decision. The institutions must set rules for the internal distribution of resources.

Student facilities

For every financeable student, the institutions for higher education receive a social allowance. For university colleges, this allowance used to be considerably lower than for universities. However, in 2007, a start was made on erasing this difference. All social allowances should be at a level par in 2009. As a â€˜financeable studentâ€™ is no longer a clear computation basis in a flexible higher education system, a new uniform system will be developed.

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2.9. Statistics 2.9.1. School population in full-time education according to organising body and sex for the school year 2005-2006

Subsidi sed private educati Prov. on

GO!

Munic.

Intermunic ipal comp. Boys

FCC

Girls

Total

ELEMENTARY EDUCATION Pre-primary education Mainstream

32,406 147,480

117

52,706

1,136

101

32,943 148,616

117

52,807

53,522 248,114

241

87,096

16,565

664

Total primary education

59,432 264,679

TOTAL ELEMENTARY EDUCATION

92,375 413,295

Special Total pre-primary education

537

118,706 114,003 1,230

232,709

591

1,821

119,936 114,594

234,530

195,409 193,564

388,973

3,546

905

90,642

1,022

143,449

Primary education Mainstream Special

5,910

16,700

10,053

26,753

212,109 203,617

415,726

115

332,045 318,211

650,256

SECONDARY EDUCATION Foreign mother tongue newcomers

511

758

111

304

940

744

1,684

9,534

50,064

1,045

2,011

31,438

31,231

62,669

2,120

5,559

462

766

5,007

3,913

8,920

8,926

48,441

1,134

2,016

30,187

30,345

60,532

3,297

7,787

724

1,232

7,263

5,808

13,071

23,877 111,851

3,365

6,025

73,895

71,297

145,192

1 stage 1 grade A 1 grade B 2 grade nd

2 grade Prevocational year (BVJ â€“ beroepsvoorbereidend jaar) st

Total 1 stage nd

2 stage General Technical

10,657

52,370

303

1,418

29,726

35,022

64,748

5,283

35,806

2,106

2,269

26,163

19,335

45,498

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Artistic Vocational nd

Total 2 stage

515

1,340

346

499

941

1,759

2,700

7,636

19,223

1,835

2,502

17,215

14,061

31,276

24,091 108,739

4,590

6,688

114

74,045

70,177

144,222

3 stage General

8,084

42,077

291

1,065

22,422

29,095

51,517

Technical

5,626

36,107

2,096

2,181

26,169

19,887

46,056

530

1,494

371

599

1,116

1,878

2,994

9,100

25,868

2,274

2,821

21,599

18,535

40,134

23,340 105,546

5,032

6,666

117

71,306

69,395

140,701

Artistic Vocational rd

Total 3 stage th

4 stage -

246

198

246

198

246

216

2,033

166

920

1,645

1,690

3,335

288

3,428

347

107

592

3,578

4,170

72,323 332,601

13,611

20,710

305

222,471 217,079

439,550

11,491

301

1,662

103

256

TOTAL SECONDARY EDUCATION

76,311 344,092

13,912

22,372

408

TOTAL ELEMENTARY AND SECONDARY EDUCATION

168,686 757,387

14,934

165,821

523

Total 4 stage Modular education nd

- at the level of 2 and 3rd stage - at the level of 4 stage

Total mainstream secondary Total special secondary

3,988

11,129

6,672

17,801

256

233,600 223,751

457,351

256

565,645 541,962

1,107,607

HIGHER EDUCATION (1) University colleges Professional Bachelorâ€™s programmes and one-cycle initial programmes

32,272

45,434

77,706

Academic programmes and two-cycle initial programmes and HOKT SP (Hoger onderwijs van het korte type voor sociale promotie / short-type higher education for social promotion)

14,632

10,029

24,661

26,501

32,671

59,172

73,405

88,134

161,539

University education Academic programmes and two-cycle initial programmes TOTAL HIGHER EDUCATION

GENERAL TOTAL 639,050 630,096 1,269,146 (1) It relates to a first registration of students with a degree contract, at an institution of higher education in the current academic year. In addition, students can register for another programme. These are the second or subsequent registrations. Source: Statistical yearbook of Flemish education 2005-2006

Flemish Eurydice report 2008

Organisation of education

116

Verdeling per onderwijsniveau = distribution according to level of education Gewoon kleuteronderwijs Buitengewoon kleuteronderwijs Gewoon lager onderwijs Buitengewoon lager onderwijs Gewoon secundair onderwijs Buitengewoon secundair onderwijs

Mainstream pre-primary education Special pre-primary education Mainstream primary education Special primary education Mainstream Secondary education Special secondary education

Verdeling per inrichtende macht = distribution according to organising body

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117

Gewoon kleuteronderwijs Buitengewoon kleuteronderwijs Gewoon lager onderwijs Buitengewoon lager onderwijs Gewoon secundair onderwijs Buitengewoon secundair onderwijs

Mainstream pre-primary education Special pre-primary education Mainstream primary education Special primary education Mainstream Secondary education Special secondary education

2.9.2. Evolution of the total school population in full-time education as of school year 1999-2000

school year

Pre-primary

Primary

Secondary

University Colleges

education (1) education (1) education (1) (2)(3)(4)

University

Total

education (3)(4)

1999 - 2000

240,654

434,272

431,027

98,536

56,740

1,261,229

2000 - 2001

240,582

435,535

429,106

99,258

56,118

1,260,599

2001 - 2002

239,504

434,320

430,163

99,339

56,693

1,260,019

2002 - 2003

238,143

431,209

435,781

99,661

56,839

1,261,633

2003 - 2004

236,671

426,567

444,714

100,178

56,839

1,264,969

2004 - 2005

234,963

420,678

452,441

101,185

57,005

1,266,272

2005 - 2006

234,530

415,726

457,351

102,367

59,172

1,269,146

2006 - 2007

235,251

413,951

457,527

102,477

60,866

1,270,072

2.9.3. Number of educational institutions per level of education and per network for the school year 2005-2006

GO! (1)

Autonomous primary schools

Subsidised private education

Prov. Educ.

Municip. Educ.

VGC (2)

Total

pre3

131

168

Autonomous primary schools

130

182

Autonomous special primary schools

Elementary special schools with preprimary and primary education

349

1,186

429

1,965

Elementary mainstream schools with pre-primary and primary education

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118

Secondary schools

226

628

929

Special secondary schools

110 (4)

DBSO (Part-time Vocational Secondary Education)

CVO (SO)

107

CVO (HO)

117

CVO education)

(adult

CBEs (adult education)

basic 29

DKO Academies

147

167

French-speaking schools (3)

9 22

University colleges Universities

Associations

(1) GO! = community education (2) VGC = Flemish Community Commission (Brussels-Capital Region) (3) French schools under the authority of the Flemish Ministry of Education and (4) including one intermunicipal special school Source: Statistical yearbook of Flemish education 2006-2007

2.9.4. Home education for the school year 2006-2007

2.9.4.1. Home education in elementary education

2002-2003 B

2003-2004

2005-2006

2004-2005

2006-2007 B

4 years

5 years

6 years

7 years

8 years

9 years

10 years

11 years

Total

122 101 101 202 124 96

Flemish Eurydice report 2008

Organisation of education

220

141 106 247

119

Source: Statistical yearbook of Flemish education 2006-2007

2.9.4.2. Home education in secondary education

2002-2003 B

2005-2006

2004-2005 T

2006-2007

12 years

13 years

14 years

15 years

16 years

17 years

137

114 125

239

122

133

255

158

153

311

177

183

360

224

195

419

total

2003-2004

Source: Statistical yearbook of Flemish education 2006-2007

2.9.5. Teacher-pupil ratio per level of education for the school year 20052006

(The number of pupils/students per level of education divided by the number of budgetary full-time equivalents administrative and teaching staff)

Pupils/students Elementary education (mainstream) Elementary education (special) Secondary education (mainstream) Secondary education (special) University colleges University education

Administrative and teaching staff

Ratio

621,682

46,479

13.3

28,574

5,595

5.1

439,550

55,388

7.9

17,801

5,120

3.4

102,367

7,498

13.6

59,172

8,244

7.1

Source: Statistical yearbook of Flemish education 2005-2006

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2.9.6. Evolution of the cost per pupil/student per level of education (in â‚Ź) 2005-2007

OSP DKO Universitair Hogescholen Buitengewoon secundair Gewoon secundair Buitengewoon basis Gewoon basis

Social-Advancement Education Part-time artistic Education University University colleges Special Secondary Mainstream Secondary Special Elementary Mainstream Elementary

Level of education 31.1 : Mainstream elementary education 31.2 : Special elementary education 32.1 : Mainstream secondary education 32.2 : Special secondary education 33.1 : University college education (1)

Flemish Eurydice report 2008

2005

2006

2007

3,704.67

3,911.43

4,087.11

11,217.75

11,971.82

12,545.30

7,037.71

7,207,85

7,373.10

14,695.43

15,177.90

15,900.90

6,322.92

6,666.06

Organisation of education

121

33.2 : University education (2)(3)

14,326.61

34.1 : Part-time artistic education

1,028.37

1,147.30

1,104.92

34.2 : Social-Advancement Education 710.95 (4) Source: Statistical yearbook of Flemish education 2006-2007

739.01

755.21

(1) From academic year 2005-2006 no more financiable students are counted and therefore no comparable cost can be calculated. (2) Including the credits for scientific research included in the education budget. As of 2002 additional resources from the special research fund were included in the education budget. (3) From academic year 2004-2005 no more financiable students are counted and therefore no comparable cost can be calculated. (4) The credits mainly contain labour costs. The operations of social-advancement education are financed through registration fees.

2.9.7. Relation between the education budget and the budget of the Flemish Community and the Gross Regional Product (in thousands â‚Ź) General evolution figures (in current prices) Education budget Flemish-Community budget Gross Regional Product (1)

2002

2003

2004

2005

2006

2007

7,244,700

7,591,367

7,862,181

8,067,878

8,469,945

8,788,577

17,317,978

17,971,087

18,924,053

19,670,458

163,105,721 167,708,816 176,073,259 181,703,418

20,900,895 21,952,499 unknown

unknown

(1) : At market prices in real prices General evolution figures (in fixed prices of 2001) (1) Education budget Flemish-Community budget Gross Regional Product

2002

2003

2004

2005

2006

2007

7,127,804

7,351,702

7,457,960

7,445,439

7,805,310

7,955,736

17,038,546

17,403,726

17,951,103

18,152,877

160,473,948 162,414,116 167,020,735 167,684,956

19,260,806 19,872,191 unknown

unknown

(1) : Source inflation percentage: Federaal Planbureau (Federal Planning Bureau) Annual evolution in % (free of inflation)

2002

2003

2004

2005

2006

2007

Education budget

+3.8%

+3.1%

+1.4%

-0.2%

+3.1%

+1.9%

Flemish-Community budget

+2.0%

+2.1%

+3.1%

+1.1%

+4.4%

+3.2%

Gross Regional Product

+1.6%

+1.2%

+2.8%

+0.4%

unknown

Interrelation in %

2002

2003

2004

2005

2006

2007

Educ.budg./Budg. Fl. Com.

41.8

42.2

41.5

41.0

40.5

40.0

Educ.budg./ Gross Reg. Prod.

4.4

4.5

4.4

unknown

Budg. Fl. Com./ Gross Reg. Prod.

10.6

10.7

10.8

unknown

Source: Statistical yearbook of Flemish education 2006-2007

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122

2.9.8. Education budget per organisation department (in thousands â‚Ź); evolution 2005-2007

Policy credits

2005

2006

2007

2.266,005

2,365,591

2,450,330

324,636

345,024

361,405

3,054,030

3,178,706

3,285,601

Special secondary education

250,704

267,814

287,536

University-college education

610,310

648,208

668,768

University education

774,640

778,633

803,709

Part-time artistic education

157,907

180,943

179,133

Social-Advancement Education

210,896

233,858

245,081

Other allocations not level-specific

418,750

471,168

507,014

8,067,878

8,469,945

8,788,577

Mainstream elementary education Special elementary education Mainstream secondary education

Total

Source: Statistical yearbook of Flemish education 2006-2007

Evolution of the education budget (in thousands â‚Ź)

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123

Evolution per organisation department

Source: Statistical yearbook of Flemish education 2006-2007 Gewoon basisonderwijs Buitengewoon basisonderwijs Gewoon secundair onderwijs Buitengewoon secundair onderwijs Hogescholenonderwijs Universitair onderwijs Andere

Mainstream elementary education Special elementary education Mainstream secondary education Special secondary education University-college education University education Others

2.9.9. Education budget per expense category, in thousands â‚Ź (evolution 2005-2007)

Salaries Operations Higher education

2005

2006

2007

5,627,919

5,830,811

6,008,186

693,386

737,294

796,457

1,355,729

1,409,970

1,460,250

Investments

187,592

244,092

251,175

Others

203,252

247,778

272,509

8,067,878

8,469,945

8,788,577

Total

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Salaries Teaching staff

2005

2006

2007

5,258,965

5,437,996

5,607,551

AMVD staff community education (Administrative, Mastery, Technical and Domestic staff)

55,641

52,865

57,429

All kinds of salaries (gesco (subsidised contractuals), playgroups, ped, centres, â€Ś)

15,373

14,085

15,449

115,887

120,446

123,588

Inspectorate staff

13,513

13,738

13,837

Pedagogical counselling staff

10,354

10,624

10,970

155,447

178,335

176,437

2,739

2,722

2,925

5,627,919

5,830,811

6,008,186

Community education

126,802

130,356

138,364

Subsidised education

533,085

572,474

621,832

14,218

14,459

14,600

1,460

1,589

853

11,927

12,125

14,379

Pedagogical counselling

2,071

2,124

2,150

Part-time artistic education

2,461

2,608

2,696

Offshore fishing education

1,362

1,559

1,583

693,386

737,294

796,457

Operations university education

747,140

748,876

773,028

Operations university college education

603,427

655,989

678,613

5,162

5,105

8,609

1,355,729

1,409,970

1,460,250

Elementary education

75,247

101,675

104,572

Secondary education

63,835

89,759

92,317

University college education

21,098

22,942

23,596

University education

27,403

29,707

30,681

187,592

244,092

251,175

CLB staff

Part-time artistic education staff Nautical education staff Total Operations

CLBs Inspectorate Continuing education

Total Higher education

General operations higher education Total Investments General

Total

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Others

2005

2006

2007

International relations

5,463

5,431

5,502

18,688

21,337

23,123

3,507

3,440

853

Adult basic education

18,814

20,003

22,185

Study allowances

79,197

61,314

80,616

General operations of VOIs education [VOI: Vlaamse Openbare Instellingen â€“ Flemish Public Institution])

29,275

31,641

32,327

All types of operating costs

48,308

104,612

107,903

203,252

247,778

272,509

Pupil transport Supervised Individual Study (BIS)

Total Source: Statistic yearbook of Flemish education 2006-2007

2.9.10. School population in Dutch-speaking mainstream education, Brussels Capital Region

total

% boys

% girls

% Western cultural background

% homogeneous Dutchspeaking

% mixedlanguage

% homogeneous Frenchspeaking

% homogeneous non-native

level of education

school year

pre-primary education

1995-1996

8,715

51.5 48.5

66.7

21.5

26.0

30.3

22.2

2003-2004

10,335

51.6 48.4

55.1

12.1

20.8

35.1

32.0

2004-2005

10,745

51.3 48.7

49.9

11.0

19.8

34.6

2006-2007

11.097

51,0 49,0

49,3

10,0

19,6

29,1

41,2

1995-1996

9,766

50.3 49.7

77.2

33.9

29.6

21.9

14.5

2003-2004

12,526

49.4 50.6

60.2

16.2

25.7

29.4

28.7

2004-2005

12,643

49.2 50.8

58.6

15.5

23.3

30.9

30.3

2006-2007

13.296

49,8 50,2

54,4

13,9

21,0

27,9

37,1

1995-1996

12,162

53.3 46.7

92.2

70.7

17.3

8.0

4.0

2003-2004

11,716

48.3 51.7

81.3

41.4

28.1

14.7

15.7

2004-2005

12,140

51.6 48.4

76.4

38.9

27.6

16.8

16.7

2006-2007

12.902

47,7 52,3

71,4

33,7

27,9

17,8

20,6

primary education

secondary education

Source: APS, http://aps.vlaanderen.be/statistiek/cijfers/stat_cijfers_onderwijs.htm

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3. Pre-primary Education 3.1. Historical overview ● ● ●

●

● ●

●

● ●

●

The first Belgian childcare centre was opened in Brussels on 25 December 1845, followed by similar charitable initiatives from local industrialists and dignitaries in Ghent (1869). In 1909 the then labour inspectorate issued its first official reports about these (rather medical) childcare facilities for the prevention of child mortality. The law of 5 September 1919 provided for specific supervision by the National Child Welfare Service (Nationaal Werk voor Kinderwelzijn - NWK) on children under the age of 7 who were cared for in exchange of a fee. However, because not enough subsidies were provided, the NWK could not demand a strict enforcement of the regulations. The Royal Decree of 13 February 1970 introduced a subsidy system linked to quality criteria in relation to qualified staff. That is when childcare centres became a standard childcare facility for all families. The first childminding service was organised in 1972 by the city of Bruges to offer working mothers day care for babies between 0 and 18 months. In 1974-1975 the first legal framework for those services was approved. With the Decision of 21 December 1983 an overall statutory framework for subsidised childcare, i.e. childcare centres and childminding services was established. The Decision of 1983 also dealt with care for sick and disabled children and parental involvement and participation. Before and after-school childcare was provided as an additional facility within regular childcare. It was not until 1989 that a legal framework for the registration and supervision of independent childcare was introduced. This regulation covered the then private childminding families (max. 5 children) and private childcare facilities (more than 5 children). Registration was, and still is, compulsory and opened the possibility of applying for a supervision certificate provided minimum quality standards were complied with. From 1997 specific initiatives for out-of-school care saw the light of day. In 2003 the procedure for the self-employed sector was updated and extended. The name “private childminding family” was replaced by the term self-employed childminder. Private childcare facilities were renamed mini crèches and independent childcare centres (depending on their capacity). Until 2003 childminders who were affiliated to a service did not have their own social legal status. They received a tax-free expense allowance and could only benefit from derived social-security rights. Since 1 April 2003 all childminders are entitled to a tax-free expense allowance and to their own social status, adjusted to their own specific work regime.

3.2. Ongoing debates and future developments The government and the childcare sector are making great efforts to set up a viable, high-quality childcare network with sufficient capacity. Currently a new organisation model for childcare is being

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developed. By stimulating local and regional cooperation in the ‘Centres for Childcare (Centra voor Kinderopvang – CKOs) the government aims to achieve the following objectives. ●

●

All families with children can avail of a transparently organised, accessible and affordable childcare system. The childcare landscape needs to become less fragmented and more transparent. Childcare must be readily accessible to every parent and via coordination centres parents can gain an idea of the available options. One wants to achieve this by offering various types of childcare such as family day care, group day care, out-of-school care, flexible care, inclusive care … from an integrated framework. This will provide parents with an efficient answer to their diverse childcare needs. Every child can count on high-quality childcare. There are currently different quality requirements within the different childcare sectors. However, every child is entitled to the same basic quality, no matter where it is cared for. The same basic quality shall be achieved by means of standard licensing requirements for all types of childcare. The available childcare meets the local and regional childcare needs. Childcare needs may vary locally and regionally. Childcare must be better tailored to these needs but not every individual facility can do that on its own. Besides its economic and pedagogical functions childcare also explicitly fulfils its social function, with special attention to a coordinated and transparent admission policy which improves accessibility. After all, childcare has 3 functions in society:

○ an economic function, because childcare enables parents to participate in the employment process. But also because childcare is an important precondition to bring poorly-educated people into the labour market;

○ an educational function, because childcare can be a social learning spot, where children can deal respectfully with the large diversity in ethnic backgrounds, religions, family compositions… The educational function of childcare also ensues from its complementarity to parenting and its educational support value;

○ a social function because childcare can contribute to a just society, through social integration and by countering exclusion mechanisms. It concerns, for instance, facilitating active participation in the care of families from socially-deprived groups, providing community-oriented networking… The new organisation model is being tried and tested in a number of pilot projects which were launched in May 2007 and will run until September 2008. If favourably evaluated, this model shall be translated into regulations over the coming years. http://www.kindengezin.be/KG/Professioneel/Kinderopvang/vernieuwingkinderopvang/default.jsp In the spring of 2006 the Flemish government presented its action plan for flexible and occasional childcare. From 2007 additional resources were made available to allow for more flexible childcare options outside ‘normal’ opening hours and for occasional childcare. The action plan also introduces service vouchers for childcare provided by single parents. The proposed measures will be evaluated in 2008. http://www.kindengezin.be/KG/Professioneel/Kinderopvang/actieplanflexopvang/default.jsp Since 2004 Child and Family (Kind en Gezin) has, as an experiment, also been subsidising smallscale, community-oriented types of childcare. These so-called local and neighbourhood services (buurt- en nabijheidsdiensten - BNDs) guarantee accessible childcare. They mainly look after children who, for all kinds of reasons, often cannot avail of regular childcare. One feature is that they provide employment for people in their very target group. These are people who have difficulties finding their place in the regular labour market. The local and neighbourhood services also provide training for these unskilled carers.

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This experiment was evaluated at the end of 2007. Its positive evaluation ensures hat this type of work will be embedded within the regulated childcare provision during 2008. It also got a new name, i.e. ‘Lokale Dienst voor buurtgerichte opvang' (Local Community-oriented Childcare Service’). The action plan for flexible and occasional childcare also provided for an increase in the number of local services.

These local services will be funded by various bodies. Child and Family provides a fixed subsidy per childcare place and pays part of the wages of the employees within the target group. They can appeal for Flemish/Brussels’ and federal resources from Work and Social Economy (Werk en Sociale Economie) for their target-group staff and labour costs. In addition, the Local services also dispose of – albeit limited – revenue from parental contributions.

3.3. Specific legislative framework A full overview of the regulations is available on http://www.kindengezin.be >Professional>Je bent een (kiezen)>Regelgeving (You are a (select)>Regulations) The appendix to the annual Childcare report, cf. http://www.kindengezin.be >professional> rapporten, verslagen en publicaties >jaarverslagen (reports and publications > annual reports on Childcare) contains a full overview of the prevailing regulations.

3.4. General objectives Anyone taking care of children under the age of 12 on a permanent basis, whether they are paid for it or not, must report this childminding activity to Child and Family. Parents and relatives up to the fourth degree removed and childcare organised in the child’s own home environment are exempt from this obligation to register.

Child and Family (Kind en Gezin) Child and Family is an internal autonomous agency, with corporate personality. Child and Family’s mission is to create, together with its partners and for every child, no matter where it is born and where and how it is raised, as many opportunities as possible. http://www.kindengezin.be In order to achieve this Child and Family provides a wide range of services. To parents with young children Child and Family offers advice, clinical preventive guidance, vaccinations, and parenting support. This is done through home visits, visits to the health centres and via the Child-and-Family helpline. Besides the basic services, Child and Family also offers specific services for families who are going through a difficult time. Child and Family also subsidises centres for childcare and family support, foster-care services and the confidential child-protection centres. Directing childcare is one of the most important tasks of Child and Family. Child and Family does not organise childcare itself, but it is in charge of recognising and issuing supervision certificates to childcare facilities and the subvention and the enhancement of the quality of childcare.

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Types of childcare Parents who have their children minded outside their home can choose from a whole range of childcare options. In formal care we can distinguish between different types of childcare facilities.

Childcare centres

● ● ● ● ●

● ●

This is group day care. Childcare centres provide pre-school care for children before they go to elementary school and in the transition period between childcare and elementary school. Some childcare centres additionally provide out-of-school care, either in the same premises (infants), or in separate premises (primary-school children). The minimum capacity is 23 places. Recognised and subsidised by Child and Family. This means that the centre has to meet certain quality conditions in terms of education, care, parent participation, staff, safety… In addition, the facility must have a quality-assurance system in place. This system charts how a childcare centre goes about guaranteeing a certain level of quality. In practice, this means that the facility formulates its mission, vision and values and that it will think about how it is going to achieve them and by which means. A childcare centre must also evaluate its operations and think about possible improvements. A satisfaction survey among parents forms part of this process. Recognition also entails that the facility is inspected on a regular basis. Parents pay an income-linked parental contribution. Flanders has some 336 childcare centres, which all together provide 15,164 places.

Childminding Services

● ●

●

● ● ●

This is family-based day care. Childminding services provide pre-school care for children before they go to elementary school and in the transition period between childcare and elementary school. Childminders can also provide out-of-school care for primary-school children. A childminding service groups a number of childminders and has a minimum capacity of 50 places. Every childminder can care for a maximum of 8 children at any one time and on average for 4 children full-time. Recognised and subsidised by Child and Family. This means that the service has to meet certain quality conditions in terms of education, care, parent participation, staff, safety… In addition, the childminding service must have a quality-assurance system. This system charts how the service goes about guaranteeing a certain level of quality. In practice, this means that the service formulates its mission, vision and values and that it will think about how it is going to achieve them and by which means. A service shall also evaluate its operations and think about possible improvements. A satisfaction survey among parents forms part of this process. Recognition also entails that the facility is inspected on a regular basis. Childminders have to meet a number of minimum requirements before they can affiliate to a service. Parents pay an income-linked parental contribution. Flanders has 194 childminding services, which all together provide some 30,800 places. More than 7,500 childminders are affiliated to these services.

Mini crèches and independent childcare centres

● ●

This is group day care. Mini crèches and independent childcare centres provide childcare for both pre-school children and children attending elementary school.

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● ●

●

● ●

Mini crèches have a capacity of 8 to 22 places and independent childcare centres have a capacity of at least 23 places. From a legal point of view, these facilities are only compelled to report their capacity to Child and Family, but most of them choose to get a Child and Family supervision certificate. This means that they have to meet a number of conditions in relation to dealing with children and parents, health and safety, layout of the premises. The supervision certificate also entails that the facility is inspected on a regular basis. Their main source of income comes from parental contributions. Since 2001 mini crèches can obtain financial support from Child and Family if they meet a number of criteria. Independent childcare centres which offer out-of-school care only can also avail of such financial support. The care facility itself sets the price to be paid by the parents. Flanders has 853 mini crèches and 164 independent childcare centres and together they provide almost 21,000 places.

Self-employed childminders

● ● ● ●

● ● ●

This is family-based day care. Self-employed childminders provide childcare for both pre-school children and children attending elementary school. A self-employed childminder can look after up to 7 children at any one time. From a legal point of view, self-employed childminders are only compelled to report their capacity to Child and Family, but most of them choose to get a supervision certificate from Child and Family. This means that they have to meet a number of conditions in relation to dealing with children and parents, health and safety, layout of the premises. The supervision certificate also entails that the facility is inspected on a regular basis. Their main source of income comes from parental contributions. The childminder sets the price to be paid by the parents. Flanders has about 1,180 self-employed childminders, who all together providing some 7,000 places.

Initiatives for Out-of-School Care

● ●

●

This is group day care. The initiatives are specifically and exclusively aimed at out-of-school care for children from elementary school. They can offer childcare before and after school, on Wednesday afternoons, on free days and during school holidays. The minimum capacity is 21 places. Out-of-school care may be organised at various locations. Each facility can cater for at least 8 children. Recognised by Child and Family. This means that the initiative has to meet certain quality conditions in terms of education, care, parent participation, staff, safety… In addition, the facility must have a quality-assurance system in place. This system charts how the facility goes about guaranteeing a certain level of quality. In practice, this means that the facility formulates its mission, vision and values and that it will think about how it is going to achieve them and by which means. Initiatives for out-of-school care must also evaluate their operations and think about possible improvements. A satisfaction survey among parents forms part of this process. Recognition also entails that the facility is inspected on a regular basis. Initiatives for out-of-school care are subsidised by different bodies. Staff costs for carers are partly subsidised by the Flemish Subsidy Agency for Work and Social Economy (Vlaams Subsidieagentschap voor Werk en Sociale Economie). The remainder and labour costs for the coordinator and the running costs are subsidised by the Fund for Collective Equipment and Services (Fonds voor Collectieve Uitrustingen en Diensten - FCUD) or by Child and Family. Some initiatives can receive subsidies from both Child and Family and the FCUD.

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● ●

Parental contributions are not income-linked, but the minimum and maximum contributions are specified in a regulation. Flanders has 238 of these facilities and all together they provide well over 24,600 places.

3.5. Geographical accessibility Cf. 3.4..

3.6. Admission requirements and choice of Institution/Centre Cf. 3.4..

3.7. Financial support for pupils' families Families receive different kinds of financial support to rear their children. ●

● ●

Parents receive a child allowance. Starting one month after the birth, a monthly child allowance is paid for the previous month for every dependent child belonging to that family. This allowance is a basic amount, supplemented by an allowance per age group. The basic amount increases gradually from the first to the third child. Self-employed people receive a lower amount than salaried people. The allowance is paid for all dependent children up to the age of 18. For 18 to 25-year-olds a child allowance is paid if they are still dependent, if they attend higher education and/or do not have their own income (above a certain limit). More information: www.kindergeld.be or www.rkw.be (National Office for Family Benefits for Salaried Persons - Rijksdienst voor Kinderbijslag voor Werknemers) and www.rsvzinasti.fgov.be (National Institute for the Social Security of the Self-employed - Rijksdienst voor de Sociale Verzekering der Zelfstandigen) Moreover, tax relief is available for dependent children. Parents who use formal childcare for children up to the age of 12 can deduct these costs from their taxes provided that the childcare is recognised or supervised by Child and Family, organised by the school or by an initiative that is recognised, supervised or subsidised by a local or a Flemish-Community administration.

3.8. Age levels and grouping of children Pre-school care is available for children who do not yet go to school and for children in the transition period between childcare and school. This is roughly for children between the age of 0 and 3. Out-of-school care is provided for school-going children.

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3.9. Organisation of time Recognised childcare centres provide care for at least 11 consecutive hours between 6.30 am and 6.30 pm, and this for a minimum of 220 working days a year. Recognised childminding services provide care for at least 11 consecutive hours between 6.30 am and 6.30 pm, for at least 220 working days a year. Recognised initiatives for out-of-school care organise before and after-school care, childcare on Wednesday afternoons and childcare on free days and during school holidays for children of school age. An initiative opens at the latest at 7 am in the morning and does not close until 6 pm at the earliest. On Wednesday afternoons the initiative opens at the end of school time. Childcare facilities can also offer a broader care provision and can avail of financial support to do so.

3.10. Curriculum, types of activity, number of hours Not applicable.

3.11. Teaching methods and materials Not applicable.

3.12. Evaluation of children In 2004 a self-evaluation tool was developed which allows us to measure the well-being and involvement of children in childcare (zelfevaluatie instrument voor het welbevinden en de betrokkenheid van Kinderen - ZiKo). The tool can be used in all childcare situations and helps to see what is going well and where there is room for an improved approach. 78% of the recognised childcare centres have followed path counselling to be able to work with this tool. 42% of the service section and 62% of the initiatives for out-of-school care have availed of path counselling. The number of independent facilities which followed path counselling is lower than 10%.

3.13. Support facilities Care facilities for children with specific care needs can receive additional financial support from Child and Family.

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3.14. Private-sector provision Many children are cared for in the informal network. The government does not regulate this area.

3.15. Organisational variations and alternative structures When a child is sick, parents are often unexpectedly faced with a childcare problem. It is not always possible to nurse the child in the informal-childcare network. In such cases organised forms of childcare can look after the sick child at home. â—?

â—?

Formal care facilities. When a child is only mildly ill and there is no danger of infecting the other children being minded, it can usually attend its normal childcare facility. In addition, a number of childcare centres and initiatives for out-of-school care organise homecare for sick children. They have a number of employees who take care of the child at home when it is sick. Other types of homecare for sick children. Some municipalities and public centres for social welfare (OCMWs) also organise homecare for sick children. For affiliated members, some health-insurance organisations also provide the same service. Finally, there are also employers (profit and non-profit) who organise homecare when their employeesâ€™ children are sick.

3.16. Statistics Figures about the various childcare facilities on offer and the use of childcare can be found in the annual report on childcare. These annual reports are available on www.kindengezin.be>professional>Rapporten,verslagen,publicaties

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4. Primary Education Organisation of the education system in the Flemish Community of Belgium, 2006/07 1

BE nl

KLEUTERONDERWIJS

LAGER ONDERWIJS

SECUNDAIR ONDERWIJS

ALGEMEEN SECUNDAIR ONDERWIJS

UNIVERSITEIT

HOGESCHOOL TECHNISCH / KUNST SECUNDAIR ONDERWIJS BEROEPSSECUNDAIR ONDERWIJS DBSO

Pre-primary education – ISCED 0

Pre-primary – ISCED 0

(for which the Ministry of Education is not responsible)

(for which the Ministry of Education is responsible)

Primary – ISCED 1

Single structure – ISCED 1 + ISCED 2 (no institutional distinction between ISCED 1 and 2)

Lower secondary general – ISCED 2

Lower secondary vocational – ISCED 2

(including pre-vocational)

Upper secondary general – ISCED 3

Upper secondary vocational – ISCED 3

Post-secondary non-tertiary – ISCED 4 Tertiary education – ISCED 5A Allocation to the ISCED levels:

Tertiary education – ISCED 5B ISCED 0

Compulsory full-time education

-/n/-

ISCED 1

ISCED 2

Compulsory part-time education

Part-time or combined school and workplace courses

Additional year

Compulsory work experience + its duration

Study abroad

Source: Eurydice.

In Flanders, pre-primary education, together with primary education, forms part of elementary education, BaO, (Decree on elementary education of 25 February 1997). From 1 September 2003 new schools have to adopt the new pre-primary and primary education structure. Existing autonomous nursery and primary schools were allowed to retain their structure (Decree concerning the elementary education landscape of 10 July 2003). Normally speaking, primary education consists of six grades (minimum 4 and maximum 8 years).

Number of pupils in mainstream pre-primary education 13.93% in Flemish-Community education, 22.70% in subsidised public education, 63.38% in subsidised private education Number of educational institutions (pre-primary education only) Number of educational institutions (elementary schools offering pre-primary and/or primary education) Management and teaching staff in elementary education (pre-primary and primary) Teacher-pupil ratio in mainstream pre-primary education (2002-2003)

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233,344

2,133 2,315 46,019 17

135

Number of pupils in mainstream primary education Number of pupils in special primary education Management and teaching staff in mainstream elementary education (number of full-time budgetary equivalents) Management and teaching staff in special elementary education (number of full-time budgetary equivalents) Teacher-pupil ratio in mainstream elementary education Teacher-pupil ratio in special elementary education Cost price per mainstream elementary education pupil Cost price per special elementary education pupil Number of mainstream primary education schools Number of elementary schools offering both pre-primary and primary education Education budget mainstream elementary education (2007)

387,157 26,794 46,019 5,684 13.48 5.04 4,087.11 € 12,545.30 € 2,315 1,965 2,450,330,000 €

School year 2006-2007 (Statistical Yearbook of Flemish Education); For more detailed statistics: Cf. 4.18. In this section we discuss mainstream elementary education. Following the historical overview, 4.1., ongoing debates, 4.2. and the specific legislative framework 4.3. we shall discuss: ● ● ● ● ● ● ● ● ● ● ● ● ● ●

The general objectives 4.4. Geographical accessibility 4.5. Admission requirements and choice of school 4.6. Financial support for pupils’ families 4.7. Age levels and age grouping of pupils 4.8. Organisation of school time 4.9. Curriculum, subjects, number of teaching hours 4.10. Teaching methods and teaching materials 4.11. Pupil assessments 4.12. Progression of pupils 4.13. Certification 4.14. The role of the pupil guidance centres (CLBs) 4.15.2. Private education 4.16. Organisational variations and alternative structures: hospital schools, youth psychiatric services, temporary home schooling for sick children 4.17.

Other sections are also relevant to elementary education: ●

Pupils with special educational needs

○ ○ ○ ○

GON, Integrated education, cf. 10.5.1. ION, Inclusive education for type-2 mentally disabled pupils, cf. 10.5.2. GOK, Equal educational opportunities policy, cf. 10.5.3.1. OKAN, Reception education for non-Dutch speaking newcomers in mainstream education, cf. 10.7.2.

○ Special education, cf. 10.6. ○ Permanent home schooling for special-education pupils, cf. 10.6.4. ● ● ● ● ●

Out-of-school childcare, cf. 3. Education for chronically-ill children is dealt with in 4.17.3. Alternative schools, cf. 2.3.4. Part-time artistic education, cf. 7. International-cooperation projects, mobility and exchange of pupils in elementary education, cf. 11.6.1.1..

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● ● ● ●

Management and administration of the institutions & scholengemeenschappen (school communities) in elementary educatoin, cf 2.6.4.4.1. Internal participation and consultation, cf. 2.7.1. Full inspections by the inspectorate, cf. 9.4.2.1. Financing of compulsory education, cf. 2.8.3.

4.1. Historical overview In 1827 the first nursery school was opened in Brussels for infants of parents working outside the home. In 1843 this type of pre-school education was recognized as an educational institution which formed the basis for the folk school. This new type of school quickly gained popularity: by 1845 there were some four-hundred of these nursery schools. They were responsible for the care and moral wellbeing of the children and prepared the older children for primary education. It expanded considerably thanks to the initiatives from private citizens and the clergy after the implementation of the freedom of education, in 1830. In 1842, parliament promulgated the first law on elementary education with the aim of steering the expansion in the right direction and improving the quality of education. This law compelled each local authority to establish at least one primary school. In 1857 the first Fröbel nursery school was opened in which any form of utilitarian education was excluded. Following the German educationalist Friedrich Fröbel, creative play was used in which the infant’s activity and spontaneity were the centre point. However, it took a while before the Fröbel method found acceptance in the mainstream nursery schools. It wasn’t until 1880 that ministerial directives were issued to regulate the operations of pre-school education. The first curriculum for these schools, which was enforced in 1890, was largely based on Fröbel’s work. The primary education inspectors had to ensure that these directives were implemented. In 1912 the Child-Protection Act was ratified and 1914 saw the introduction of compulsory education in Belgium: anyone between the ages of six and fourteen was obliged to attend school. Until then elementary education consisted of three stages of two grades each, but the law of 1914 established a fourth stage for children between the ages of twelve and fourteen; a curriculum for this stage was developed in 1920. Between the two world wars, the nursery schools grew into childcare centres where children were taught social skills and further developed their intellectual capacities and personality. Various official programmes and activities were introduced. The influence of Fröbel, as well as that of the Italian Maria Montessori and especially the Belgian Ovide Decroly, grew. Their influence comes for instance across in the primary education curriculum of 1936, which did not only focus on teaching pupils how to read, write and do arithmetic but also factored in the influence of the child’s interests on those very learning processes. Ever since that time, Belgium’s pre-school and primary education have experienced an expansive growth. In 1973 a number of reform initiatives were launched in a few schools within the Flemish Community, as an experiment. These experiments resulted in a large-scale innovation project: Revised Primary Education. From 1980, the principles of this new educational approach were applied in all schools. The Decree concerning elementary education of 25 February 1997 integrated all the legislation regarding pre-primary and primary education into one single coherent framework. On 1 September 2003 the implementation of the Decree of 10 July 2003 concerning the landscape of elementary education began. On foot of this decree, 9 in 10 elementary schools have joined forces

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and formed scholengemeenschappen (school communities). Though this is encouraged, it is not imposed. Health supervision in schools

In implementation of the law on primary education which also introduced compulsory education, every municipality was from 1921 on compelled to organise free health supervision in schools and to appoint a physician as medical school inspector with the purpose of detecting contagious conditions. In 1964 health supervision in schools was given a new legislative framework. Medical check-ups must be carried out in recognized health centres or centres for health supervision in schools. For pupils attending state education medical check-ups had to take place at the Stateâ€™s Psycho-Medical-Social (PMS) centres. In 1985 their brief was extended to include vaccinations, health advice and health education. At the same time, individual check-ups were expanded to differential check-ups for pupils of risk groups. Closer cooperation between the schools and PMS centres became compulsory and henceforth school doctors must follow a course of school hygienist or a course on youth-health care. School and Career Guidance Services and PMS-centres

In 1912 the Brussels teacher A.Christiaens founded the very first Office for Vocational Orientation (for working-class children). In 1925, at the instigation of Cardijn, the Catholic working-class youth organisation (KAJ) launched a series of actions for the many fourteen-year-olds leaving school which resulted among others in the creation of an Information Service for School-leavers. During 1937 Career Guidance Services were set up in various towns. Those services really mushroomed after World War II. In 1947 two National School-Career Guidance Services saw the light of day. In 1949, the first PMS-centres, connected to state schools, were founded as a pilot project. These centres also housed the services for medical supervision in schools. They were given a legislative framework in 1956 and were strictly regulated in 1962. After the law on special education (1970) came into force, also specialist PMS centres were founded. 1974 saw the start of a modernization experiment. In 1981 all the Career Guidance Services were transformed into PMS-centres. Pupil guidance centres (Centra voor Leerlingenbegeleiding - CLBs)

In 2000 the 300 PMS and Centres for Health Supervision in schools (MST Centres) merged into 75 Pupil Guidance Centres (CLBs) and were scaled up.

4.2. Ongoing debates and future developments Infant participation

The focus on increased equal opportunities remains central in the education policy. For that very reason, participation of infants in education is given an extra boost as of school year 2007-2008 with: â—?

an increase in staff;

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● ● ●

the allocation of extra care+hours to school communities allowing them to delineate and implement an integrated school policy and appoint a special-needs coordinator to that effect; additional supplementary GOK+ hours for schools with a high concentration of GOK pupils; second-line support from a cross-network guidance service to assist nursery-school teachers working in schools located in Local Consultation Platform (LOP) areas which cater for no less than 25 % of GOK pupils.

Cf. Circular letter BaO/2007/04

School costs

School costs will be curtailed even further. From school year 2007-2008, activities or school necessities required to achieve the final objectives or to pursue the developmental objectives (e.g. copy books, folders, school diary, school books) are free of charge. For other expenses (journals used in class, one-day out-of-school activities) a “strict” maximum invoice of 20 euro per infant and 60 euro per primary-school pupil will come into force as of 2008-2009. For trips of more than one day a less stringent invoice will apply which cannot exceed 360 euro per pupil throughout the child’s entire primary-school career. To achieve this goal, schools will receive an extra 45 euro per pupil.

School allowances

As of school year 2008-2009, school allowances will be introduced in elementary education. These are regulated by the decree concerning study-allowances of 8 June 2007 (which applies to pre-primary education, compulsory education and higher education). As the allocation criteria will be the same as those for higher education, ¼ of all pupils will qualify for a school allowance. In a first stage € 10 million will be earmarked for this, which represents an average allowance of € 60/child. Henceforth, a family file will be used for all levels of education and for all the children of one and the same family, cf. 5.2.. For more information on the qualifying conditions: Cf. 5.9. School allowances Pre-primary education Primary education

Full school allowance Singular school allowance Minimum allowance

Amounts in euro 45 90 120 60

Monitoring compulsory education and school absenteeism

The allowances will also be linked to regular school attendance. If a pupil of school age fails to attend school during more than thirty halve days in two consecutive school years (without a valid certificate), the administration will seek reimbursement of the pupil’s school allowance. Moreover, a protocol agreement was concluded with general practitioners and paediatricians regarding the use of medical certificates as a means to justify school absences. Since 2007, school absenteeism has been monitored by checking pupils’ actual attendance from the 3rd day of the school year.

Basic mobility

In 2006-2007 the three-year project ‘free transportation for all’ was launched, cf. 4.5.. This project is being continued with 9 pilot projects, although an interim assessment has shown that there is far too much of an emphasis on bus transport at the expense of pupils walking or cycling to school.

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http://www.ond.vlaanderen.be/leerlingenvervoer/pilootprojecten/ In 2008-2009 a new project ‘travelling to school the sustainable way’ will be launched which will focus on pupils walking or cycling to school. Municipalities who launch actions in this regard will be able to get a contribution from a 2.4 million euro fund during 2008-2009; this fund will be increased to 9.6 million euro during 2009-2010. Two-thirds of this amount will go towards a core component while onethird will be spent on optional transport for all pupils. As far as the core component is concerned, towns will be able to choose from a list of concrete initiatives in 3 categories: information and awareness, education and organisation. They must opt for at least one of these actions. During 20082009 fifty towns will be allowed to sign up, thereafter two-thirds. http://www.ond.vlaanderen.be/leerlingenvervoer/duurzaam/Default.

Final and developmental objectives

The function, interpretation and specifications of the elementary education final and developmental objectives will be fine-tuned (in relation to secondary education final and developmental objectives, please refer to that section). Point of departure will be the reference data on elementary education at hand: ● ● ● ● ● ●

The results of the ongoing evaluation survey on final and developmental objectives; The results of the surveys on World Studies, section Nature; The results of the surveys Dutch: reading and listening; The findings of the Technique at School (Techniek op School – TOS 21) project. The findings from the paper on languages; The inspectorate’s evaluation data.

The development commissions Dutch and foreign languages will get down to work on the subjectrelated final objectives for elementary education and the first stage of secondary education. At the same time, work is in progress on ‘science’ in elementary education (World Studies, section Nature) and in the first stage of secondary education. In conclusion, the final objectives for ‘technical studies’, in first instance in the area of study Technology in the course World Studies in elementary education and Technological Education in the first stage of secondary education will also be tackled. The crosscurricular final objectives for the three stages of secondary education will also be updated. During this review process, attunement between elementary and secondary education will be an important focal point. The Minister would like to submit a proposal on the review of the final and developmental objectives to the Flemish Parliament during March 2009.

New Leaning-care framework

The scheduled reform of special education (cf. 10.6.) must lead to an education continuum (learningcare framework) which also encompasses elementary education.

Pupil guidance centres (Centra voor Leerlingenbegeleiding - CLBs)

Research on the CLBs which was conducted within the framework of a study by the Education Policy and Practical Scientific Research (Onderwijskundig Beleids- en Praktijkgericht Onderzoek – OBPWO) (cf. 9.6.) shows tremendous satisfaction amongst pupils, parents and teaching staff with the guidance provided by the CLBs but also highlights the fact that there is quite a bit of confusion amongst those groups about the tasks, assignments and the profile of the CLBs. At the start of 2007, the Minister for Education and Training published a green paper on the profile of the CLBs; this started a debate on the inter-positioning and task demarcation of schools, the CLBs

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and the pedagogical counselling services. It is hoped that this debate will lead to a Decision of the Flemish government by 1 September 2008 embedding this profile. At the same time the computerized data system which is used to exchange information with the schools will be completely revamped.

4.3. Specific legislative framework The following education legislation is of importance to elementary education in Flanders. ● ● ●

Decree concerning elementary education of 25 February 1997 + its implementation orders. Circular letter BaO/2006/04, Monitoring pupils in mainstream elementary education (9 October 2006). (regarding GOK, the equal educational opportunities policy, cf. 10.5.3.1.

eindtermen (final objectives) and ontwikkelingsdoelen (developmental objectives). ●

Decree of 15 July 1997 to ratify the developmental and final objectives of mainstream elementary education.

BVR tot bepaling van de ontwikkelingsdoelen en de eindtermen van het gewoon basisonderwijs OZB Controle van de leerlingen in het gewoon basisonderwijs Decreet basisonderwijs Decreet betreffende de afwijkingsprocedure voor de ontwikkelingsdoelen en eindtermen Decreet betreffende het landschap basisonderwijs

4.4. General objectives On the basis of a pedagogisch project (pedagogical project) schools must create an educational and learning environment in which pupils can go through a continuous learning process. That environment must be adapted to the developmental progress of the pupils. Elementary education BaO is responsible for the education of all pupils and must continue to permanently guide as many pupils as possible through continuous attention and broadening of care. This is laid down in the Decree concerning elementary education of 25 February 1997 (art. 8.). The general objectives of nursery and primary education are a continuation of each other. These general objectives are translated into ontwikkelingsdoelen (developmental objectives) and eindtermen (final objectives) which give a more concrete picture of what is deemed to be desirable and attainable for elementary education pupils. ●

●

Broad curriculum: In pre-primary and primary education the emphasis is laid on a broad core curriculum in which the child’s personal development takes centre stage. Moreover, here the foundations for further education and proper social integration are laid. Intellectual development but also attitudes and values are important. Active learning: the ontwikkelingsdoelen (developmental objectives) and the eindtermen (final objectives) provide children with the opportunity to seek solutions, acquire experiences, gain insight... during class in conjunction with the teacher and fellow-pupils. These are the

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●

'basic competences': the formulated objectives are true to life and can be applied to the children’s daily lives. Care for every pupil: the school’s first concern is that every child acquires the necessary basic competences. All children are entitled to that minimum. However, it also caters for the differences between children. After all, the personal development of each child is very much the focal point. Coherence: a fourth important characteristic is the coherence between the areas of learning themselves. Children do not see a compartmentalized reality. For that reason, there are only 5 areas of learning and 2 cross-curricular themes. This is called horizontal coherence. Alongside this, we speak of vertical coherence. There must be a flowing line in the learning process from nursery school right through to the end of compulsory education.

4.5. Geographical accessibility Schools in Flanders are quite evenly spread across the territory. The Constitution does not only guarantee the parents’ freedom to choose a school but also the freedom of choice between a nondenominational public school and a denominational school (which is part of subsidised private education). If either one of those schools is unavailable within a 4 kilometre radius of the place of residence, in the case of primary education, and within an 8 kilometre radius, in the case of secondary education, a special transport arrangement, financed by the authorities, applies. During school year 2006-2007, a 3-year pilot project involving free pupil transportation for all was set up for elementary education in 9 pilot municipalities. These will also draw up a school-transport plan for each school linked to extra efforts in relation to safe school routes and school environments. In this regard, the STOP principle is employed: walk (Stappen), cycle (Trappen), organisation of bus transport (public transport – Openbaar vervoer) and private transport (Privé-vervoer), in that very order. On the basis of the evaluation of the first pilot year the ‘Free transport for all elementary-school pupils’ concept was fine-tuned during 2007 which resulted in the concept 'Duurzaam naar school' (To school the sustainable way) (cf. 4.2.). http://www.ond.vlaanderen.be/leerlingenvervoer/pilootprojecten/

OZB Algemene omzendbrief leerlingenvervoer

4.6. Admission requirements and choice of school An infant is admitted to pre-primary education and is considered to be a regular pupil from the date of entry after he has become 2.5 years old. The dates of entry are the first school day after: the summer holidays, the autumn mid-term break, the Christmas holidays, the first school day of February, the first school day after the spring mid-term break, the Easter holidays and the first school day after Ascension Day. Prior to the date of entry infants between the ages of 2.5 and 3 are not allowed to attend school. An infant who has reached the age of three can be registered and admitted to school at any time without taking the dates of entry into consideration (Circular letter of 10 August 2001). The period spent in pre-primary education usually ends in the month of June of the year in which the child turns 6 years of age. Parents may decide that their child will stay on in pre-primary education for

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one extra year or that he will go on to primary education one year early. The class council of the nursery school in question and the head of the pupil guidance centre (CLB) will advise the parents in this respect; however, parents have the final say. If the child stays on in pre-primary school for one more year, he is of school age. Primary education normally starts in the month of September of the year in which the child turns 6 years of age. This date marks the start of compulsory education which spans a period of twelve years. The parent may decide however that his child will commence primary education at the age of five or that the child will spend its first year of compulsory education in pre-primary education, always upon advice from the class council and the pupil guidance centre (CLB). On the other hand, it is possible that, if the class council and CLB issue a positive advice, the child spends eight years in primary education (Decree of 25 February 1997). This arrangement allows the child who starts education late (due to illness, disability or immigration) to remain in primary education until the end of the school year in which he turns 15 (and on condition that he has not attended primary education for more than eight years). The minimum number of years any child must spend in primary education has been brought back to 4. The choice of school is made by the parents. At the initial registration in primary education the inrichtende macht / schoolbestuur (organising body/school board) informs the parents and the pupil of the school’s pedagogisch project pedagogical project) and regulations. The parents must agree to these. Other than age there are no further admission requirements. The Decree of 28 June 2002 concerning equal educational opportunities anchors the fundamental right of each parent to register his child in a school and location of his own choice; from the age of 12 it is the pupil in consultation with the parents who makes the choice. However, they must subscribe to the pedagogisch project (pedagogical project) and the school regulations. To coordinate and monitor the right of registration, Local Consultation Platforms (Lokale Overleplatforms - LOPs), as well as a Commission on Pupils’ rights were set up (cf. 2.3.1.2.). From the 2007-2008 school year, all schools will check on the 3rd day of the school year whether all registered pupils of school age are effectively present for the first time. Monitoring of regular school attendance has also become more stringent and has been made water-tight (cf. 4.2.).

4.7. Financial support for pupils’ families Elementary education, BaO, should in principle be accessible to anyone free of charge (Decree concerning elementary education of 25 February 1997, article 27). Up until now no grants or allowances have been available. Parents registering their child in an elementary school may not be asked for direct (i.e. at the time of registration) or indirect registration fees (by e.g. excessively charging for items for which a contribution from parents may be sought). However, parents (= the persons exercising parental authority or who have legal or factual custody of the minor) may be asked for a contribution to e.g. costs of meals and transport during school trips and optional (and therefore non-compulsory) extra-curricular activities (such as skiing trips, sport camps...). Consultation must take place at school-board level about the equipment and services for which a contribution from the parents may be asked. Since school year 2002-2003 parents must be notified of the contribution arrangement via the school regulations. This list of contributions enclosed with the school regulations specifies the various categories of expenses for which a contribution may be sought. An estimate is given of the maximum amount per category so that the parents can assess the extent of the annual contributions and are not faced with a

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surprise in the course of the school year. During these discussions at school-board level different arrangements are worked out for less well-off parents which are also included in the school regulations (Circular letter BaO/2002/4). From school year 2007-2008, activities or school necessities required to achieve the final objectives or to pursue the developmental objectives (e.g. copy books, folders, school diary, school books which feature on an official list) are effectively free of charge. All other expenses will form the subject of a maximum invoice from school year 2008-2009 onwards, cf. 4.2.. The cost of study in elementary education is regularly examined by the HIVA (Higher Institute for Labour Studies – Hoger Instituur voor de Arbeid): cf. Joost Bollens, 2005 Cf. http://www.ond.vlaanderen.be/obpwo/projecten/2004/0406nicaise.htm. As of school year 2008-2009, school allowances will be introduced in elementary education, cf. 4.2.. Families also receive other types of financial support to raise their children. ●

● ●

Starting one month after birth, a monthly child allowance is paid for the previous month, for every dependent child belonging to that family. This allowance is a basic amount, supplemented by an allowance per age group. The basic amount increases gradually from the first to the third child. Self-employed people receive a lower amount than salaried people. The allowance is paid for all dependent children up to the age of 18. For 18 to 25-year-olds a child allowance is paid if they are still dependent, if they attend higher education and/or do not have their own income (above a certain limit). More information: www.kindergeld.be or www.rkw.be (National Office for Family Benefits for Salaried Persons - Rijksdienst voor Kinderbijslag voor Werknemers) and www.rsvz-inasti.fgov.be (National Institute for the Social Security of the Self-employed - Rijksdienst voor de Sociale Verzekering der Zelfstandigen) Parents also get tax relief for their dependent children (who are domiciled at the parents’ address and do not have any or very little income and this regardless of their age). Childcare costs for children up to the age of 12 which are paid to childminding services, independent childminders or childcare centres are also tax deductible provided these facilities are supervised by Child and Family (cf. [3]).

Studiekosten in het basisonderwijs: wat het aan ouders kost om schoolgaande kinderen te hebben. Rijksdienst voor Kinderbijslag voor Werknemers RSVZ, Rijksinstituut voor de Sociale Verzekeringen der Zelfstandigen OZB Overzicht subsidies en toelagen aan gewoon en/of buitengewoon gefinancierd en/of gesubsidieerd onderwijs" Decreet betreffende de studiefinanciering van de Vlaamse Gemeenschap

4.8. Age levels and grouping of pupils In most cases the different grades in pre-primary education are subdivided according to age: children from 2.5 to 3 years; from 3 to 4 years; from 4 to 5 years; from 5 to 6 years old. However, the grouping of pupils pertains to the freedom of the inrichtende macht. (organising body) Normally the teacher does not remain with the class group when it goes on to the next grade. Some schools briefly or permanently operate the vertical division system, which caters for various age groups all in the one

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grade, if the number of pupils is too small to organize separate classes. The school boards are free to set class sizes. Primary education comprises 6 grades. The school board can autonomously decide whether children are divided into groups and set the number of pupils per class. Though the year group system is not compulsory, most schools in primary education still use this fixed structure. This doesnâ€™t alter the fact that there are many forms of differentiation, often internal class differentiation. The authorities support the schools in this regard by giving them extra teaching periods, which the schools can use in a flexible fashion, alongside the class teacher. Thus, class groups are for instance divided into different areas of learning, some pupils receive temporary individual tuition, teachers are coached by colleagues, etc. In this way elementary schools shape their special needs and equal educational opportunities policy. Normally one teacher teaches all the subjects. Sometimes special teachers are appointed for subjects such as music, physical education; in public education, schools may also appoint a specific teacher who provides levensbeschouwelijke vorming philosophy-of-life education): religion or nietconfessionele zedenleer) non-confessional ethics).

4.9. Organisation of time The organisation of school time is regulated by the Decision of the Flemish government of 17 April 1991 concerning the organisation of the school year in elementary education. Within the framework created by this decision, the pre-primary education school boards have full autonomy regarding the organisation of the school day, the school week and the school year.

4.9.1. Organisation of the school year The school year commences on 1 September and ends on 31 August.

4.9.2. Organisation of the school week and the school day The school board can autonomously organise the education it provides in accordance with its schoolwerkplan, school development plan). There are fixed timetables in elementary education BaO. With the exception of hospital schools, children follow 28 to 29 teaching periods of 50 minutes each per school week. These are evenly spread across the five working days, from Monday to Friday. There is no school on Wednesday afternoons (Decision of the Flemish government of 17 April 1991). Classes commence at the earliest at 8 am and end at 3 pm at the earliest and 5 pm at the latest. Lunch break lasts at least one hour. Often classes in the morning and/or afternoon are paused for playtime. Sometimes there is also contiguous pre- or after-lunch playtime. A legal framework has been developed for childcare before and after school, on Wednesday afternoons and during school holidays. In addition to the private initiatives, a school may organise childcare when it has been established at municipal level that for organisational reasons, and in view of the already existing childcare facilities within the municipality, the school can easily organise

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childcare. Just like all the other initiatives, the school must meet the specific childcare-quality requirements (Decision of the Flemish government of 17 April 1991). However, schools are not obliged to provide this service.

Length of the school day in primary education Monday

Tuesday

Wednesday

Thursday

Friday

Pre-school childcare possible / out-ofschool childcare Classes start at 8 am at the earliest, normally at 8.30 am Lunch break

Afternoon off, possibly with limited afterschool care

Classes end at the earliest at 3pm, at the latest at 5 pm After-school care possible / out-of-school childcare service

4.10. Curriculum, subjects, number of hours Pre-primary education

For pre-primary education ontwikkelingsdoelen (developmental objectives) were formulated by the Educational Development Division (Dienst voor Onderwijsontwikkeling - DVO) (now Curriculum Entity Entiteit Curriculum) and laid down by the Flemish Parliament in the Decree of 15 July 1997. Developmental objectives are minimum goals regarding knowledge, understanding, skills and attitudes the education authorities deem desirable for a specific pupil population. In pre-primary education there are only developmental objectives for the end of nursery school. The ontwikkelingsdoelen (developmental objectives) constitute the core curriculum. They have been formulated for five areas of learning: ● ● ● ● ●

Physical education: motor skills, healthy and safe lifestyle, self-awareness and social integration, Art education: visual arts, music, drama, dance, media and attitudes, Dutch: listening, speaking, reading, writing, linguistics, World studies: nature, mankind, society, technology, time and space, Mathematical initiation: numbers, measuring and space.

All schools must offer their pupils activities in all these areas of learning. The inspectorate checks whether the developmental objectives are being pursued. On the basis of the developmental objectives the school boards or the educational umbrella organisations draw up a development plan (curriculum). Objectives and activities are mapped out for all the various age groups in a continuous line towards primary education. The timetable is drawn up by the school board.

Primary education

For primary education the Educational Development Division (now Curriculum Entity) has formulated eindtermen (final objectives) which have been laid down in the Decree of the Flemish Parliament of 15 July 1997. They have been mandatory for all schools since 1 September 1998. Final objectives are

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minimum objectives which the authorities consider necessary and attainable for a specific pupil population. Minimum objectives are: on the one hand, a minimum level of knowledge, understanding and skills which all pupils within the same pupil group must acquire in the course of the learning process and, on the other hand, a minimum of attitudes the school must pursue in that very group of pupils. (School boards may seek alternative final objectives on the basis of their pedagogical project and on condition that they pass a stringent procedure. Only the Steiner schools have proposed and been granted (limited) derogations). There are different types of final objectives. ●

●

Area-of-learning related final objectives regarding knowledge, understanding and skills must be attained by each school and in all pupils. Area-of-learning related final objectives regarding attitude must be aspired to by each school in all pupils. Cross-curricular final objectives are minimum objectives which do not specifically appertain to one area of learning but which can be aspired to by several areas of learning or educational projects.

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

Areas of learning

○ Physical education: motor skills, healthy and safe lifestyle, self-awareness and social integration

○ Art education: visual arts, music, drama, dance, media and attitudes ○ Dutch: listening, speaking, reading, writing, linguistics, skills and Dutch-language strategy

○ French: listening, reading, speaking and writing ○ World studies: nature, mankind, society, technology, time and space ○ Mathematics: numbers, measuring, geometry, strategies and problem-solving skills ●

and attitudes. Cross-curricular themes:

○ Learning to learn ○ Social skills ○ Information and Communication Technology (Informatie- en Communicatie Technologie – ICT) The division into areas of learning are the same for pre-primary and for primary education. This increases transparency and underlines the developmental line throughout elementary education. The cross-curricular final objectives will also be retained in secondary education. The division into areas of learning is not in any way meant to give a certain structure to the education provided in classes or schools. This is very much left up to the schools. The authorities do not impose a time table for elementary education. For instance, the schools can decide themselves whether they offer certain contents of learning in an either more or less cohesive fashion. So, on this basis schools can decide on their own time allocation. The timetable is drawn up by the school board. On the basis of the final objectives, school boards draw up their own curriculum. In practice, however, this is usually done by the educational-network umbrella organisations. With a view to guaranteeing a specific level of education, these curricula are approved by the Government upon recommendation of the inspectorate. The DVO also developed and distributed specific ICT-competences for elementary education BaO during 2004. The cross-curricular final objectives for mainstream education and developmental

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objectives for special education were implemented in 2007. These objectives are broad and do not focus on specific software programmes. At the same time, additional resources have been made available for ICT hardware and software and for further ICT training. Up until 2004 French was optional but not compulsory from the 5th grade of primary education. Most schools, however, did offer it in practice. From school year 2004-2005 the teaching of French has become compulsory in the 5th and 6th grade. For municipalities with a special status (Brussels, peripheral municipalities, language-boundary municipalities) a special regulation has been in force since 1963. In those municipalities French must be taught at a rate of 3 hours/week from the 3rd grade of primary education and during 5 hours/week from the 5th grade. Moreover, from September 2004 French-language initiation may be given from the start of mainstream elementary education (so also in mainstream pre-primary education). This applies both to Flanders and the aforementioned municipalities with special status alike. In addition, language initiation for another language may also be offered, however French-language initiation must always come first (Circular letter BaO/2004/02 of 11/06/2004). Within the framework of the ‘Language Plan’ (2007), the teaching of French at elementary education level receives special attention in the further-training programmes. (cf. 8.2.10.). One example is the week-long French language courses for elementary education teachers which were organised during 2007 and 2008. From 1 September 2005, schools organising primary education are entitled to additional teaching periods for physical education. For further information on all the final objectives, cf.: http://www.ond.vlaanderen.be/dvo/basisonderwijs/index.htm

4.11. Teaching methods and teaching materials Pursuant to the principle of educational freedom (cf. 2.3.1.1.) decisions regarding teaching methods and teaching materials used pertain to the freedom of the school board. Hence, there are no official guidelines. Pre-primary school activities usually centre on a particular theme or point of interest. These themes are often linked to the calendar year, but may also be subjects the infants bring up themselves. Working in corners as an organisational structure is found in most nursery schools. Children are given the chance to experiment, discover, discuss..., either independently or with the help of other children (and adults). Working in corners and contract work are important tools to achieve independence in primary education. ●

●

In the case of working in corners, a few hours a week (at the discretion of the school) are allocated to allow children to discover things in the various corners of the classroom, to allow them to apply already familiar items to every-day situations or to allow them to try and find a solution to a problem. The children may also use these periods to carry out a task of their own choice which features in their contract. They have to make sure that they have completed their assignment (planning) by a pre-set date. This is called contract work. Contract work is a formula in which an activity pack is put together for each pupil for a certain period of time. To complete the pack (volume), children are given a certain amount of class

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time in which they can decide relatively independently about the duration and sequence of their activities. In elementary education, BaO als ICT is seen as a form of support to the learning process. For that very reason, infants from the age of 4 were included in the target groups of the ICT-infrastructure programme. To this end, ICT competences for elementary school have also been developed. However, it is up to every individual school to decide from which age they will start to work on this. (cf. 4.10.). Especially within elementary education, alternative schools are enjoying increasing success (cf. 2.3.4.). The authorities do not impose any obligation to purchase equipment such as school books, audiovisual equipment etc. Though, in this respect, schools are free to make arrangements amongst themselves (for instance, within the scholengemeenschappen (school community)).

4.12. Pupil assessment Schools are free in their assessment policy. The assessment in pre-primary education is mainly based on observation and has three roles: ● ● ●

A forward-looking role: does the level of development the pupil has achieved offer enough opportunities to embark on a primary education career? A probing role: what did the child learn, how does the pupil compare with his peers? A diagnostic role: why did the development of a pupil slow down or why has knowledge in certain areas not been acquired?

The transition from pre-primary to primary education is monitored by the pupil guidance centre (CLB) upon request by the school team and approval from the parents (cf. 4.15.2.), in conjunction with the school’s educational team. In primary education the teacher tests small or large subject-matter units on a very regular basis in order to assess to what extent the pre-set objectives have been attained by the pupils and to evaluate the efficiency of his teaching. Regular, individual school reports provide pupils and parents with information on the child’s results, his progress, learning behaviour and personal development. At this level (as in secondary education) the teacher is encouraged to practise a pedagogy of success and positive reinforcement, which takes the difficulties inherent to the pre-set objectives and the varying abilities of pupils into account. The results of the summative tests, held in December and June, can be used in conjunction with the formative tests in this respect. There is increasing expertise in working with instruments such as child or pupil monitoring systems to observe and monitor the pupils’ development, for example the instruments of the Centre for Experience-Based Education (Centrum voor Ervaringsgericht onderwijs – CEGO), scales which chart the involvement and well-being of children. At the end of elementary education, BaO, the class council decides whether an elementary education certificate will be issued or not. Here, schools enjoy a large level of autonomy. The class council bases itself on the school’s own evaluation data and rules whether the objectives of the curriculum, which comprise the final primary education objectives, have been achieved. By means of systematic surveys, which have been conducted since 2002, the government wants to get an insight into the extent to which pupils attain the final objectives, cf. 9.5.2.. In elementary

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education, surveys were already organised on ‘mathematics’ and ‘comprehensive reading’ (2002), the area ‘nature’ within the area of study ‘world studies’ (2005), the areas ‘reading’ and ‘listening’ within the area of learning ‘Dutch’ (2007). A survey on the area of leaning ‘French’ has been scheduled for 2008. From 2008, any school which does not take part in these surveys will be able to avail of parallel versions. These parallel versions measure the exact same issues as the national surveys but will contain different assignments.

4.13. Progression of pupils The class teacher, often in consultation with the principal and possibly other members of the educational team, decides whether the school year has been completed successfully and whether the pupil may progress to the next grade. For children from ethnic minorities, repeating is a marked problem in primary education, cf. 4.18.4. and 4.18.5..

4.14. Certification th

The Elementary Education Certificate can be obtained at the end of the 6 grade of primary st education, at the end of the first grade of secondary education (1 grade A or B) or at the end of the preparatory year to vocational education (i.e. the second grade of the first stage secondary education for those coming from first grade B) where an equivalent certificate is issued.

4.15. Educational guidance 4.15.1. Special support for pupils In 1984, the Royal Decree of 27 October 1966 was amended to guarantee each school more autonomy over the organisation of the education they provide; this was done by financing the schools on the basis of an allocated teaching-period package. Every school is given a teaching-period package which is dependent on its number of pupils. On top of that, schools receive a number of hours to shape their special-needs policy. Schools have relative freedom in the way they go about this (for example, for individual tutoring of pupils, to coach teachers and coordinate special-needs initiatives, for school management....) Schools with a lot of GOK-pupils (i.e. pupils who meet the equal education opportunities indicators (cf. 10.5.3.3.) also receive extra GOK teaching periods to take goaloriented initiatives within the framework of their own equal educational opportunities policy. Specific facilities and support for pupils with special needs are discussed under 10.5., extra support for children from minority groups is dealt with under 10.7.. Since the 2001-2002 school year, a separate time package for childcare workers is being financed or subsidised for mainstream pre-primary education. This measure is a step towards increasing support and optimising care for the youngest infants. The time package is based on the number of regular infants on the tally date and on the basis of the number of facilities. As soon as the school counts 35 infants, 8 childcare-worker hours are subsidised. Per full tranche of 55 infants one extra

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hour is added. For every additional pre-primary education facility organised, the school receives 2 additional hours. (Decree of 13 June 2001). Since 1 September 2002, additional physical-education teaching periods have been allocated to pre-primary education. Part of the resources for specialneeds coordination is also channelled towards pre-primary education which enables schools to appoint special-needs coordinators. Specific facilities and support for pupils with special needs are discussed under 10.5., de extra support for children from minority groups is dealt with under 10.7..

4.15.2. The role of the pupil guidance centres (CLB) The CLBs, Pupil Guidance Centres, are the result of a merger between the former Psycho-MedicalSocial centres (PMS Centres) and the centres for medical supervision in schools (MST), based on the Decree of 1 December 1998. A CLB is a service pupils, parents, teachers and school managements can call on for information, assistance and guidance. Every school concludes a policy plan or policy contract to that effect with a CLB. In the operations of CLBs pupils are always centre stage. CLBs offer pupil-oriented services but can also support schools and parents in the optimisation of pupils’ welfare and the pupil‘s functioning within the school environment. The care provided by CLBs is complementary to the one provided by schools and centres on four areas: ● ● ● ●

Learning and studying: reading and spelling, speech, language, dyslexia… The school career: monitoring compulsory education, study-choice guidance, information regarding education and the link to the labour market, certification in special education…. Preventive health care: medical check-ups, vaccinations, contagious conditions, nutrition, substance abuse …. Socio-emotional development: behavioural problems, social skills, emotional problems

Guidance is multi-disciplinary. A CLB employs, among others, physicians, social workers, pedagogues, psychologists, psychological assistants and nursing staff and each one of them can make a contribution to youngsters’ optimal functioning within the school environment from their own expertise point of view. The CLB works in a demand-oriented fashion: a CLB acts on questions from parents and pupils but can also provide guidance to schools, if they so request. Guidance takes place in an atmosphere of trust and dialogue. The initiative usually comes from the enquirer. Guidance can therefore only commence after a pupil or parent has taken the initiative. If a school requests the CLB to guide a pupil, the centre will always seek the explicit consent from the parents first (for a pupil under the age of 12) or from the pupil himself (from the age of 12). One major feature is that the pupil’s interest always comes first. In addition, CLBs also have a guaranteed supply, i.e. a supply which is offered to schools and pupils as a matter of course while neither schools nor pupils are obliged to avail of the offer. Guidance by CLBs is only provided following a request for help as a result of a problem which may impede the learning process or school career now or at a future stage. In principle, CLB guidance cannot be enforced. However, there are two exceptions to this rule, where guidance is compulsory. In some grades medical check-ups are compulsory. It is important that

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every pupil avails of the medical examination so that any underlying disorders or illnesses may be detected or prevented in time. In this manner important information can be gathered on the general health of youngsters. Moreover, in the case of problematic absenteeism, parents and pupils are compelled to avail of CLB guidance, this to prevent early school drop-out or an escalation in compulsory-education problems. Every pupil deserves special attention but the centre first and foremost intensively guides pupils who are educationally challenged due to their personal characteristics, social background or living conditions. Moreover, special attention is paid to pupils attending special education, pre-primary education and the initial primary-school years, technical, artistic and vocational secondary education, part-time vocational education and the recognised training courses, the first grade B and the pre-vocational year. CLBs are easily accessible and have a basic provision in the area of youth assistance. As they only provide short-term guidance they are unable resolve all the problems. CLBs must get involved in a demonstrable network of welfare and health service with whom they cooperate. Sometimes they may refer a child to other, more specialised services. From the point of view of professional secrecy on assistance, CLBs can act as an important pivot between the school and the welfare and health institutions. CLBs also keep an individual file on each pupil throughout his entire time in school. Access to these files is strictly regulated. Moreover, CLB staff are bound by professional secrecy. Quality control within the CLBs is ensured by means of full inspections, carried out by the CLB inspectorate, cf. 9.4.2.2.. Self-assessment forms a valuable part of quality assurance and is taken into account during the inspectorate’s full inspections. Aside from resources to enhance the satisfaction tool (developed within the framework of the Education Policy and Practical Scientific Research Study (OBPWO), cf. below), CLBs also received funds to improve their own self-assessment tool. The CLB survey which was conducted within the framework of a study by the Education Policy and Practical Scientific Research (Onderwijskundig Beleids- en Praktijkgericht Onderzoek – OBPWO) (cf. 9.6.) shows tremendous satisfaction amongst pupils, parents and teaching staff with the guidance provided by the CLBs but also highlights the fact that there is quite a bit of confusion amongst those groups about the CLBs’ tasks and assignments. It also brought to light that guidance satisfaction is directly related to the level of knowledge about the service. For further information: ● ● ● ● ● ● ●

● ● ●

Departement onderwijs en vorming (Department of Education and Training): http://www.ond.vlaanderen.be/CLB/ Inspectie CLB (CLB inspectorate): http://www.onderwijsinspectie.be/CLB/indexclb.htm CLB's van het Community education CLBs http://www.go-clb.be POC, Permanente ondersteuningscel (CLBs van het GO!) (Permanent Support Cell (GO! CLBs)) http://pedago.rago.be/ Provincial education: http://www.pov.be Urban and municipal education: http://www.ovsg.be Cross-network regional support cell of the Ghent Pupil Guidance Centres in collaboration with the CLBs of East-Flanders, the city of Ghent and the adult-education consortium of the region Ghent-Eeklo: http://www.destapgent.be/default.asp Subsidised private education: http://www.vclb-koepel.be Journal of the subsidised private CLBs: http://www.caleidoscoop.be/ Subsidised private CLBs of Flemish Brabant and Brussels: http://www.digiclb.be

Figures: Cf. 4.18.6..

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Caleidoscoop (tijdschrift van de vrije CLB's) CLB-werking vandaag: een introductie VCLB, Vrije-CLB-Koepel Decreet betreffende de Centra voor Leerlingenbegeleiding

4.16. Private education 68% of pupils in elementary and secondary education attend subsidised private schools which have not been established by public administrations or statutory bodies. Subsidised private education is subsidised, recognised, monitored and controlled by the State (cf. 2.3.3.). Hence, it is not separately discussed in this section but in conjunction with public education. Compulsory education can also be complied with through home education, which is paid for and organised by the parents themselves. However, this does not entitle the pupil to official certificates. Home education only has to meet a limited number of requirements (cf. 2.5.2.). Only a few hundred pupils are availing of this form of education (cf. 2.9.4.). Cf. also SIDIN [Study information days – Studie-Informatie dagen] 2004-2205. http://www.ond.vlaanderen.be/sidin/wnhso/wnhso2004-2005.pdf Home education should not be confused with ‘home schooling’, provided to sick or disabled children (cf. 10.6.4.).

4.17. Organisational variations and alternative structures To provide education for chronically-ill children various services have been developed: hospital schools 4.17.1., temporary 4.17.3. and permanent 10.6.4. home schooling, youth psychiatric services (subsidised as Educational-Needs Services) 4.17.2.. For children of fairground entertainers and vendors a 3-year project was launched in school year 2006-2007 with a travelling nursery school. The travelling nursery school has one posted nurseryschool teacher and an operational budget and follows the route of the major fairs. During the winter break (middle of November – middle of February) an anchor school will be sought for the infants.

4.17.1. Education-type 5 (hospital schools and preventoria) Hospital schools and preventoria have existed in Flanders for many years but their number is limited. ●

Programme and rationalisation standards are relatively high for elementary education BaO so that only very large hospitals with a sufficiently large group of youngsters can establish and/or maintain a hospital school. There are 7 type-5 elementary schools:

○ 3 connected to university hospitals (Antwerp, Ghent and Leuven), ○ 2 connected to a non-university hospital (Vlezenbeek) and a rehabilitation centre (Pulderbos),

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●

○ 2 at the De Haan preventorium (1 French-speaking and 1 Dutch-speaking). In secondary education the number of hospital schools is limited as they can only be established in university hospitals. There are 3 such schools, in Antwerp, Ghent and Leuven. This form of secondary education consists in fact of a section of the elementary school which is connected to these hospitals. At the time (1986) a choice was made not to establish any secondary education hospital schools but to integrate them within elementary schools. Type-5 secondary schools only offer opleidingsvorm education form) 4. In addition, there is also the sea-side preventorium in De Haan, but this is governed by a separate regulation.

Some youngsters receive 1 teaching period per day, while others are up to receiving more education. The doctor and hospital school decide how much education the young patient can handle. The fact that a child is attending an education type-5 school does not release the child’s own school from its responsibility for the child in question. After all, the child remains registered in its own school which is expected to provide the hospital school with information on e.g. study books used, points of particular interest regarding the pupil, the programme etc. Number of pupils during 2006-2007 Pre-primary education: 109; primary education: 185; secondary education: 235 (2006-2007 Statistical Yearbook).

4.17.2. K-services (youth psychiatric services) In 2002 a start was made on giving block grants to 12 youth psychiatric services. These are based on the number of days and number of bed-days a particular K-service has been approved for. Currently there are 257 subsidisable places in Flanders. Obviously, as is the case with educational type 5, numerous youths are helped in this way every year. This group is on the increase. This block grant is awarded to enable the K-service to organise education. This education is not compulsory for the youths in question but is available. Just like in educational type 5, a child admitted to a K-service remains the responsibility of its own school. (Greenpaper 'Learning care in education’', December 2005, Minister for Education, Frank Vandenbroucke)

4.17.3. Temporary Home Education (Tijdelijk Onderwijs Aan Huis - TOAH) In 1997 Temporary Home Education for elementary education BaO was introduced which was extended to secondary education in 2005. Temporary Home Education means that a child of school age, which has been out of school for a consecutive period of 21 calendar days, is entitled to 4 teaching periods or hours of education at home or at the regional hospital, subject to certain conditions. Its organisation comes under the remit of the child’s own school who appoints a teacher. To this end, the school will be funded or subsidised to the tune of four additional teaching periods or hours per week and per sick pupil. Every year, this measure assists some 150 elementary school pupils. There are no figures available for secondary education as yet as this is quite a recent measure.

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From January 2007 chronically-ill children (kidney patients, asthma patients, recovering cancer patients...) in elementary and secondary education can also avail of Temporary Home Schooling, even though they do not always reach the required 21 consecutive calendar days of absence – due to the nature of their illness. After all, they do miss a lot of classes and because of their chronic absence, do fall behind in their studies. An extra budget is being provided. From January 2007, Temporary Home Schooling will also be available for children who live quite far removed from their school, but only on condition that the school can organise this. ● ● ● ● ●

On permanent home schooling for special-education pupils: Cf. 10.6.4. Decree of 15 July 2005 concerning Education-XV. Decision of the Flemish government of 13 July 2007 Circular letter BaO/97/5 of 17 June 1997 Circular letter SO/2005/05 of 22 July 2005

4.18. Statistics 4.18.1. Evolution of the number of pupils in pre-primary education School year

Mainstream pre-primary education

Special pre-primary education

Total pre-primary education

In comparison to 1995-1996

Absolute

Per cent

Absolute

Per cent

Absolute

Per cent

1990 - 1991

212,697

83.82

1,142

66.36

213,839

83.70

1991 - 1992

233,261

91.92

1,337

77.69

234,598

91.83

1992 - 1993

240,514

94.78

1,413

82.10

241,927

94.70

1993 - 1994

247,631

97.59

1,508

87.62

249,139

97.52

1994 - 1995

253,100

99.74

1,631

94.77

254,731

99.71

1995 - 1996

253,756

100.00

1,721 100.00

255,477 100.00

1996 - 1997

251,259

99.02

1,784 103.66

253,043

99.05

1997 - 1998

245,704

96.83

1,811 105.23

247,515

96.88

1998 - 1999

240,841

94.91

1,780 103.43

242,621

94.97

1999 - 2000

238,887

94.14

1,767 102.67

240,654

94.20

2000 - 2001

238,881

94.14

1,701

98.84

240,582

94.17

2001 - 2002

237,818

93.72

1,686

97.97

239,504

93.75

2002 - 2003

236,417

93.17

1,726 100.29

238,143

93.22

2003 - 2004

234,951

92.59

1,720

99.94

236,671

92.64

2004 - 2005

233,172

91.89

1,791 104.07

234,963

91.97

2005 - 2006

233.709

91,71

1.821 102,07

234.530

92,68

1.907 106,89

235.251

92,97

2006 - 2007 233.344 92,87 Source: Statistical Yearbook of Flemish education 2006-2007

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Evolution of mainstream pre-primary education

Source: Statistical Yearbook of Flemish education 2005-2006

4.18.2. School population in pre-primary education per organising body

Gewoon kleuteronderwijs Buitengewoon kleuteronderwijs Gemeente Gemeenschapsonderwijs

Flemish Eurydice report 2008

Mainstream pre-primary education Special pre-primary education Municipalities Community education

Primary education

156

Privaatrechtelijk Provincie

Private-law education Provinces

Source: Statistical Yearbook of Flemish education 2005-2006

4.18.3. Evolution of the number of pupils in primary education

School year

Mainstream primary education

Special primary education

Total primary education

In comparison to

1995-1996

Absolute

Percent

Absolute

Percent

Absolute

Percent

1990 - 1991

412,140

105.62

18,088

80.29

430,228

104.24

1991 - 1992

404,773

103.74

19,783

87.82

424,556

102.87

1992 - 1993

398,229

102.06

20,462

90.83

418,691

101.45

1993 - 1994

393,474

100.84

21,054

93.46

414,528

100.44

1994 - 1995

390,837

100.16

21,752

96.56

412,589

99.97

1995 - 1996

390,195

100.00

22,528

100.00

412,723

100.00

1996 - 1997

394,248

101.04

23,121

102.63

417,369

101.13

1997 - 1998

400,038

102.52

24,072

106.85

424,110

102.76

1998 - 1999

405,021

103.80

24,935

110.68

429,956

104.18

1999 - 2000

408,545

104.70

25,727

114.20

434,272

105.22

2000 - 2001

409,323

104.90

26,212

116.35

435,535

105.53

2001 - 2002

407,526

104.44

26,794

118.94

434,320

105.23

2002 - 2003

404,308

103.62

26,901

119.41

431,209

104.48

2003 - 2004

399,615

102.41

26,952

119.64

426,567

103.35

2004 - 2005

393,910

100.95

26,768

118.82

420,678

101.93

2005 - 2006

388.973

99,69

26.753

118,75

415.726

100,73

2006 - 2007

387.157

98,20

26.794

115,89

413,951

99,18

Source: Statistical Yearbook of Flemish education 2006-2007

Evolution of mainstream pre-primary education according to sex

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4.18.4. Progress of pupils of Belgian nationality

Study progress of pupils of Belgian nationality in mainstream primary education; school year 2006-2007

Source: Statistical Yearbook of Flemish education 2006-2007

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Leerjaar

Grade

Eeerste

First

Tweede

Second

Derde

Third

Vierde Vijfde Zesde

Fourth Fifth Sixth

Aantal leerlingen met voorsprong Aantal leerlingen normaal gevorderd Aantal leerlingen met 1 jaar achterstand Aantal leerlingen met 2 jaar achterstand Aantal leerlingen met meer dan jaar achterstand Totaal aantal leerlingen

Advanced Pupils Pupils progressing normally Pupils who are 1 year behind Pupils who are 2 years behind Pupils who are > 2 years behind Total number of pupils

4.18.5. Progress of pupils of foreign nationality

Study progress of foreign-nationality education; school year 2006-2007

students

mainstream

primary

Source: Statistical Yearbook of Flemish education 2006-2007

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Leerjaar

Grade

Eeerste

First

Tweede

Second

Derde

Third

Vierde Vijfde Zesde

Fourth Fifth Sixth

Advanced Pupils Pupils progressing normally Pupils who are 1 year behind Pupils who are 2 years behind Pupils who are > 2 years behind Total number of pupils

4.18.6. CLB, Pupil Guidance Centres, 2006-2007 Subsidised private education 24 44 Source: Departement of education Organising power

GO! (1)

Provincial education 2

Municipal education 2

VGC (2) 1

Total 73

Staff: 2799

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5. Secondary and Post-Secondary Non-Tertiary Education Organisation of the education system in the Flemish Community of Belgium, 2006/07 1

BE nl

KLEUTERONDERWIJS

LAGER ONDERWIJS

SECUNDAIR ONDERWIJS

ALGEMEEN SECUNDAIR ONDERWIJS

UNIVERSITEIT

HOGESCHOOL TECHNISCH / KUNST SECUNDAIR ONDERWIJS BEROEPSSECUNDAIR ONDERWIJS DBSO

Pre-primary education – ISCED 0

Pre-primary – ISCED 0

(for which the Ministry of Education is not responsible)

(for which the Ministry of Education is responsible)

Primary – ISCED 1

Single structure – ISCED 1 + ISCED 2 (no institutional distinction between ISCED 1 and 2)

Lower secondary general – ISCED 2

Lower secondary vocational – ISCED 2

(including pre-vocational)

Upper secondary general – ISCED 3

Upper secondary vocational – ISCED 3

Post-secondary non-tertiary – ISCED 4 Tertiary education – ISCED 5A Allocation to the ISCED levels:

Tertiary education – ISCED 5B ISCED 0

Compulsory full-time education

-/n/-

ISCED 1

ISCED 2

Compulsory part-time education

Part-time or combined school and workplace courses

Additional year

Compulsory work experience + its duration

Study abroad

Source: Eurydice.

The four-stage structure of full-time secondary education is based on the Decree Secondary Education-II of 31 July 1990, as amended. The second and third stage offer General Secondary Education (Algemeen Secundair Onderwijs - ASO), Technical Secondary Education (Technisch Secundair Onderwijs - TSO), Artistic Secondary Education (Kunstsecundair Onderwijs - KSO) and Vocational Secondary Education (Beroepssecundair Onderwijs - BSO). Moreover, there is also Parttime Vocational Secondary Education (Deeltijds Beroepssecundair Onderwijs – DBSO). In this chapter we discuss mainstream secondary education. Following the historical overview, 5.1., ongoing debates, 5.2. and the specific legislative framework 5.3. we shall discuss: ● ● ● ● ● ● ● ●

General objectives 5.4. Types of institutions 5.5. Geographical accessibility 5.6. Admission requirements and choice of school 5.7. Registration and/or tuition fees 5.8. Financial support for pupils 5.9. Age levels and age grouping of pupils 5.10. Specialisation of studies 5.11.

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● ● ● ● ● ● ● ●

Organisation of school time 5.12. Curriculum, subjects, number of hours 5.13. Teaching methods and teaching materials 5.14. Pupil assessment 5.15. Progression of pupils 5.16. Certification 5.17. Educational/vocational Guidance, education/employment links 5.18.; regarding pupil guidance by the pupil guidance centres (CLBs), cf. 4.15.2. Private education 5.19.

The various alternance-training systems are discussed in 5.13.3.2.6. their scheduled reform is dealt with under 5.2. For the moment we shall discuss the scheduled post-secondary higher vocational education, which shall amongst others include the 4th stage of vocational secondary education and the 7th specialisation years TSO in 5.2.. Other sections are also relevant to secondary education: ●

Pupils with special educational needs

○ ○ ○ ○

GOK, Equal educational opportunities policy, cf. 10.5.3. GON, integrated education, cf. 10.5.1. ION, inclusive education for type-2 mentally disabled pupils, cf. 10.5.2. OKAN, reception education for non-Dutch speaking newcomers mainstream education, cf. 10.7.2.

○ Special secondary education, cf. 10.6. ● ● ● ● ● ● ● ● ●

Part-time artistic education, cf. 7. Temporary Home Schooling for sick pupils, cf. 4.17.3. Adult education at secondary level, cf. 7. Alternative schools, cf. 2.3.4. International-cooperation projects, mobility and exchange of secondary education pupils, cf. 11.6.1.2.. Management and administration of the institutions & scholengemeenschappen (school communities) in secondary education, cf. 2.6.4.4.2. Internal participation and consultation, cf. 2.7.1. Full inspections by the inspectorate, cf. 9.4.2.1. Financing of compulsory education, cf. 2.8.3..

Number of pupils in mainstream secondary education Number of pupils in special secondary education Management and teaching staff in mainstream secondary education (number of full-time budgetary equivalents) Management and teaching staff in special secondary education (number of fulltime budgetary equivalents) Teacher-pupil ratio in mainstream secondary education Teacher-pupil ratio in special secondary education Cost price per mainstream secondary education student Cost price per special secondary education student Number of mainstream secondary education schools Education budget mainstream secondary education (2007)

439,338 18,189 55,834 5,369 7.86 3.4 7,373.10 € 15,900.90 € 929 3,285,601,000 €

School year 2006-2007 (Statistical Yearbook of Flemish Education);

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Number of pupils in mainstream secondary education th

4 stage nursing modular education 4th stage nd rd 2 and 3 stages modular education rd 3 stage nd 2 stage 1st stage

ASO

52,773 65,453

TSO

KSO

46,602 3,149 46,283 2,604 2nd grade 59,545

1st grade A 60,039 Reception class for non-Dutch speaking newcomers

BSO

Total

4,291

318 3,224

40,156 31,706 Pre-vocational year 13,008 1st grade B 8,652

142,680 146,046 141,244 1,535

School year 2006-2007 (Statistical Yearbook of Flemish Education);

5.1. Historical overview It took until 1887 before the structure of secondary education was enacted. This structure was maintained until the end of the Second World War. In addition to the classical courses of study (LatinGreek and Latin) the modern grammar school (with the emphasis on modern languages and sciences) gained importance. Moreover, secondary schools were established which did not offer grammarschool education but which were aimed at preparing youngsters for a career in commerce, industry, administration and the world of finance. Technical education saw the light of day during the 19th century; it set up as a separate branch of education, alongside the existing secondary schools. This type of education, geared towards agriculture, horticulture, industry and commerce provided evening and Sunday classes of a practical and utilitarian nature. The enormous political, social and economic changes in the wake of the First World War did influence the former secondary education structure; the number of schools and pupils increased significantly (De Keyser and D'Hoker, 1984-1985). From the interbellum the debate centred on the equivalence of the classical courses of study, on the one hand, and the modern grammar school, on the other hand. In 1924, the secondary-school curriculum, which could include a Latin-Greek section in the state secondary schools, corresponded to the first three years of the modern grammar school. By Royal Decree of 1933, technical education, which so far had been marked by a lack of coherence and which neither had its own statute or unitary structure, was for the first time given a coherent school classification. The management of technical education, which up until then had been the responsibility of various ministers (Agriculture, Trade and Labour), came under the remit of the Minister for Public Education. At that moment, the idea of bringing secondary and technical education closer together also arose, at least in some circles. After the Second World War, and especially after the fifties and sixties, secondary education evolved remarkably. First and foremost, new sections and structures were established (RD of 30 April 1957(b)). At the same time, technical and vocational education was given a structure, equivalent to that of general education (RD of 30 April 1957(a)). The 'Omnivalence law' of 8 June 1964 specifically catered for greater access to higher education and to certain university faculties in particular. Indeed, during the decades which preceded the Second World War secondary education with its extremely

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hierarchical, categorial and pyramidal structure, had only been accessible to a small group of young people. The democratisation movements after the Second World War brought about radical reform in the structures and pedagogical methods of secondary education. This evolution had both a qualitative (structural changes) and a quantitative dimension (the 'school boom'). More attempts to reform secondary education go back to the 1969-1970 school year. The Law of 19 July 1971 introduced a new type of secondary education, which got the name Type 1. While this new (comprehensive) type became compulsory for state schools, it was only partially implemented in subsidised schools. Two important reforms determine the current uniform structure of secondary education. ●

●

Firstly, the two main types (the comprehensive type and the type offering various courses of study) have been replaced by a new general framework. The former national legislation (adopted prior to the transfer of responsibilities from the Federal government to the Community) of 1971 (type I) and 1957 (type II) has been replaced by the Decree Education-II of 31 July 1990, which introduced a new general structure for secondary education. From 1 September 1989 all Flemish schools progressively adopted this form of organisation, from the first grade of secondary education onwards. Secondly, over the past 30 years secondary education has evolved towards one uniform legislation for the entire secondary education system (technical and vocational education included) as far as matters such as certification, curricula, pupil assessment, etc. are concerned. In Flanders, the terms ‘lower’ and ‘higher’ secondary education refer to the former secondary education structure which consisted of two 3-grade cycles (i.e. the lower and the higher cycle). Nowadays, secondary education has a more uniform structure and is subdivided into 3 stages.

A new reorganisation was established by the Decree of 14 July 1998 which specified various measures in relation to secondary education and amended the Decree of 25 February 1997 on elementary education, BaO. An important objective of the Decree of 14 July 1998 was the optimisation of the orientation of pupils, so that each pupil would receive an education which corresponds best to his own interests and capacities. This meant that a number of educational problems had to be tackled such as: the increasing number of pupils in special education, the growing number of school failures, the elimination mechanism which characterises the secondary education system, the output of unqualified secondary education pupils in the labour market, etc. Reforms were introduced in five areas, such as the rationalization and the reshuffle of educational provision, stimulation of the schools’ local autonomy, additional efforts for pupils with learning difficulties, the integration of mainstream and special education and the modularisation of vocationally-oriented education.

5.2. Ongoing debates and future developments Several reforms are in currently being worked on: ● ● ● ●

The broadening and integration of the school-allowance system for the various levels of education; The updating of elementary and secondary education final and developmental objectives; The launch of a pilot project ‘multilingual education’; A new way of seeing compulsory education as a full-time commitment, even in part-time learning where the alternance-training systems are brought in line with one another and optimized ;

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●

A reform of the educational provision between the 6th grade of secondary education and the bachelor and master degree studies within higher vocational education, (hoger beroepsonderwijs- HBO).

School allowances The school-allowance system has been thoroughly reformed, cf. 5.9.. As of the 2008-2009 school year, pupils attending centres for part-time education, centres for part-time training and those in apprenticeships will also be able to receive a school allowance. Some 3,300 pupils will qualify for this (30% of all pupils).

Final and developmental objectives The function, interpretation and specifications of the secondary education final and developmental objectives will be fine-tuned. Point of departure will be the reference data on secondary education at hand (regarding elementary education, cf. 4.2.): ● ● ● ● ● ●

The interim results of the implementation study on cross-curricular final objectives in all stages of secondary education; st The results of the surveys ‘biology’ and ‘information acquisition and processing’ in the 1 stage; The results of the surveys ‘French reading and writing’ in the 1st stage; The findings of the Technique at School (Techniek op School – TOS 21) project; The findings from the paper on languages; The inspectorate’s evaluation data.

This update will relate to: ●

The subject-related final objectives for

○ Dutch and foreign languages in elementary education and the first stage of secondary education

○ Foreign languages in the second and third stages ○ Sciences in elementary education (World Studies, section Nature) and in the first stage of secondary education.

○ Technical studies, in first instance in the area of study Technology in the course ●

World Studies in elementary education and Technological Education in the first stage of secondary education The cross-curricular final objectives for the three stages of secondary education.

During this review process, attunement between elementary and secondary education will be an important focal point. It is expected that the review will be ready to be submitted to the Flemish Education Council (VLOR) by the end of the 2007-2008 school year so that the minister will be in a position to present a proposal to the Flemish Parliament in March 2009. The minister wants to make the teaching of one foreign language in vocational secondary education - for functional usage - and the teaching of two foreign languages in technical and artistic secondary education compulsory. He would like to link the final objectives for languages to the levels and stipulations of the Common European Frame of Reference for Foreign languages (CFR) while developmental objectives will be written for non-Dutch-speaking newcomers.

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Multilingual Education During September 2007 a 3-year pilot project on multilingual education CLIL (Content and Language Integrated Learning – CLIL) was launched in 9 general and technical secondary education schools whereby 10-15% of classes are taught in a different language, mainly French and English. This means that pupils in a certain course of study or stage are taught one or more specific subjects in another language. A conscious decision was made not to go for immersion projects (language immersion) where a whole range of subjects are taught in a foreign language as this would lead to problems for the many non-Dutch speaking pupils who need extensive exposure to Dutch.

Alternance training In his 2007 green paper, the Minister for Education and Training outlines a framework for alternancetraining systems and an enhanced attunement of the three existing systems: part-time training, apprenticeships and part-time education. This paper will be discussed at government level during 2008 which should result in a decree concerning alternance training by 1 September. Henceforth, all systems will entail full-time commitment. To that end, the Flemish Community has redefined the interpretation of compulsory education; as opposed to the former system of one or two days part-time education a week from the age of 15 or 16, part-time education shall henceforth consist of a minimum of 28 hours a week in which learning and working will be alternated. Under this system, the component ‘part-time learning’ will have to be linked to the component ‘on-the-job learning’, which should ideally involve some form of labour-market participation. Where part-time work is not yet an option, alternatives will be provided: bridging projects, preparatory pathways and personal-development pathways. Analogously to full-time education, any pupils who are absent for 30 half days or more will be considered to engage in problematic absenteeism. This full-time commitment will also apply to the 18+ year olds who register for these programmes. A supplementary offer will be organised for them, once the job component remains unfilled for 30 days in the one school year. The monitoring of this full-time commitment will be driven by the policy area Education and Training in the form of a uniform data-registration system and pathway follow-up. At the same time, a lack of motivation in youngsters will be tackled preventatively in conjunction with training providers, pathway counsellors and the CLBs (pupil guidance centres). Financial sanctions will be imposed and the Department of Justice will also be called upon.

Stage 1

Full-time alternance training commitment Number of days class No-class days (combined with class days, a (one or two days) minimum of 28 hours) General education and vocational training

Labour-market participation Bridging project Preparatory pathway

Contract or agreementspecific allowance Training allowance Expenses

If possible general education, if not an alternative pathway

Not possible: alternative pathway required

No allowance

2 3 4

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Pathway-to-work guidance will play a crucial role in all the systems. In pathway-to-work guidance, pathway counsellors provide process guidance in which youngsters are actively supported on their course towards the labour market. Guidance comprises the following stages: 1) Intake & screening of youngsters at a Centre for Part-time Education (Centrum voor Deeltijds Onderwijs – CDO) or by a SYNTRA (Flemish Agency for Entrepreneurial Training) pathway-to-work counsellor. These will also register the youngster as a job-seeker with VDAB (Flemish Public Employment and Vocational Training Service). The Centre for Part-time Training (Centrum voor Deeltijdse Vorming – CDV) shall make contact with a CDO regarding the intake & screening process. The results of this screening will be entered into a client follow-up system (clientvolgsysteem – CVS) by the pathway counsellor. VDAB shall validate the screening and orientation tools. 2) On the basis of that screening, a pathway-to-work-guidance schedule will be drawn up within the month, in consultation with the guidance class council or the apprenticeship guidance team and the CLB which will be discussed with the youngster and formalised in an agreement. 3) All this pathway-to-work advice will be discussed between the pathway counsellor, CLB and VDAB at a bi-monthly case meeting and fine-tuned where necessary. Moreover, during the course of this process there is always the opportunity to avail of VDAB pathway-to-work guidance. 4) A portfolio on prior learning will also be compiled and updated throughout the pathway-to-work process and subsequently passed on to VDAB. In this regard, a cooperation protocol is being concluded between the Department of Education and Training, VDAB, the educational umbrella organisations and SYNTRA Flanders. CDOs, CDVs and SYNTRA will have to take part in the activities of the commercially-oriented regional consultation platform which will be set up within a specific Regional Socio-Economic Consultation Committee (RESOC committee) area. Every school community will be compelled to maintain contact with at least one regional consultation platform. Regarding the interpretation of full-time commitment, cf. DBSO 5.13.3.2.6.1.. Within the framework of the ‘learning and working’ green paper and the green paper of May 2007 from the Minister for Education and Training, the adult-education inspectorate will be examining the quality of the operations of the centres for part-time training & apprenticeships during school year 2007-2008.

Higher Vocational Education At the end of 2007, the Minister for Education and Training presented a green paper to the VLOR on the reorganisation of the courses offered between the 6th grade of secondary education and the Bachelor's and Master's programmes. This reorganisation dovetails with the proposed sub-degrees of the Bologna process and wants to meet the labour-market demand for medium-skilled workers in the many technical and administrative shortage occupations. The 2008 discussions will no doubt lead to an amendment of the green paper. This higher vocational education (hoger beroepsonderwijs- HBO) will include programmes which: ● ● ● ●

Are a follow-on from secondary education Are labour-market oriented and will lead to a professional qualification which will be instantly useable within the labour market, Lead to a European Qualification Framework post-secondary qualification, level 4 and 5 Comprise a study load of between 60 and 90 credits, in the case of a level-4 qualification (short-type vocationally-oriented training) and of between 90 and 120 credits for a level-5

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qualification (so that they will conform with the ‘Short Cycle’ definition of the European Higher Education Area. On the other hand, any HBO proof of study will always give the holder access to higher education. This transition opportunity will be anchored in a decree. Before any of the programmes currently on offer will be included into HBO, they will first be screened to check whether the qualifications are effectively of a level-4 or level-5 standard. It is expected that this will indeed be the case for all higher social-advancement education programmes organised by adult education and for all the courses of study offered in the 4th stage of vocational secondary education (BSO) and the 7th specialisation years of technical secondary education (TSO). Vocationally-oriented courses within the 7th years artistic secondary education (KSO), other than courses of study geared towards a transition to higher education, will probably also qualify. The seventh years of vocational secondary education form an integral part of secondary education. It is likely that there will be an exemption system to facilitate shorter itineraries within HBO. The programmes will have to display the following characteristics: ●

● ●

●

Flexibility as regards offer (possibility of joining the course in progress, facility to temporarily discontinue a training programme, fast-track training on account of accreditation of prior learning (erkenning van verworven competenties – EVC), evening and day classes, face-toface instruction and distance learning and on-the-job learning, modular set-up with modular certificates). Transparent learning pathways, necessary competences, study load and follow-up programmes Collaboration between the sectors on labour-market rapport and on-the-job-learning opportunities; cooperation with the other levels of education and with the public training providers SYNTRA and VDAB who will be able to look after certain aspects of training programmes. An ‘on-the-job-learning’ component where training skills are applied to a work situation and where prior learning acquired through working are incorporated within the training programme

Both secondary education schools and centres for adult education will be allowed to organise level-4 HBO programmes. Level-5 HBO programmes will be offered by centres for adult education and university colleges (hogescholen). The areas of study of higher education will also apply to HBO programmes (cf. 6.10.). A HBO commission shall advise the government on accreditation and training programmes. The same admission requirements as those prevailing in adult education will apply. Course participants will have to be holders of at least one of the following proofs of study: ● ● ● ● ● ● ● ●

A certificate of the 2nd grade of the 3rd stage BSO A secondary education (SO) diploma A certificate of a secondary education social-advancement (onderwijs voor sociale promotie OSP) programme of no less than 900 teaching periods. A certificate of a secondary adult-education programme of no less than 900 teaching periods. A HBO diploma A higher social-advancement education (OSP) diploma A Bachelor’s or Master’s degree A qualification of short-type higher education with full curriculum.

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Course participants who did not obtain any of those proofs of study can also attend HBO provided they pass an assessment, organised by the HBO-programme providers. Level-4 HBO programmes will be ratified with a HBO certificate, level-5 HBO programmes will result in a degree of graduate. It will also be possible to acquire these proofs of study through the accumulation of modular certificates. People in possession of either proof of study may enter higher education. In combination with a programme ‘additional general education’ course participants will also be in a position to obtain a diploma of secondary education, if they wish. Leren en werken Treden naar succes, werk en leren. Het hoger beroepsonderwijs in het Vlaams onderwijs: een discussienota

5.3. Specific legislative framework The following legislation is of importance to secondary education. ● ● ● ● ● ● ● ● ● ● ● ●

● ● ●

Law to amend certain stipulations of the education legislation of 29 May 1959, also called the ‘Schools Pact Act’. Decision of the Flemish government (BVR) of 31 July 1990 laying down the organisation of part-time vocational secondary education. Decree of 17 July 1991 concerning inspection and pedagogical counselling. Decree of 31 July 1990 concerning Education-II. Decree of 14 July 1998 laying down various measures in relation to secondary education and amending the Decree of 25 February 1997 concerning elementary education. Decree of 18 May 1999 concerning Education-XI. Decree of 13 July 2001 concerning Education-XIII. Decision of the Flemish government of 31 August 2001 laying down the organisation of the school year in secondary education. Decision of the Flemish government of 25 May 2004 to establish centres for part-time vocational secondary education. Decree of 14 February 2003 concerning Education-XIV. Decision of the Flemish government of 14 July 2004 concerning the experimental Brussels’ curriculum in full-time secondary education. Decision of the Flemish government of 12 December 2003 concerning the integration of pupils with a moderate to serious intellectual disability into mainstream primary and secondary education. Decree of 15 July 2005 concerning Education-XV. Decision of the Flemish government of 10 February 2006 concerning subsidies to pupils in secondary education courses which will lead to the filling of shortage occupations Decree of 14 December laying down the organisation and operations of the Regional Technological Centres (RTCs)

Final and developmental objectives

●

Decree of 24 July 1996 to ratify the final and developmental objectives of the first stage of mainstream secondary education.

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● ● ● ●

Decree of 18 January 2002 to ratify the final objectives of the 2nd and 3rd stage of mainstream secondary education (ratifying BVR 23/6/2000) Decree of 20 December 2002 to ratify the final objectives of the third grade of the 3rd stage of mainstream vocational secondary education (ratifying BVR 20/9/2002). Decree of 7 May 2004 to ratify the specific final objectives determined by decree for general secondary education (ratifying BVR 17/10/2003). Decision of the Flemish government of 16 September 2005 regarding the admissibility and equivalence of applications to deviate from the specific final objectives for general secondary education laid down in the decree. Circular letter SO/2006/02, Survey final objectives ‘biology’ in the A-stream of the 1st stage of secondary education Circular letter SO/2006/04, Initial measuring and survey in the B-stream of the 1st stage of secondary education. Decree of 2 June 2006 to ratify the specific final objectives ‘top sports’ determined by decree for general and technical secondary education (ratifying BVR 10/3/2006). Ministerial Order of 12 May 2006 to implement the Decision of the Flemish government of 4 April 2003 to support bridging projects between economy and education.

Part-time vocational secondary education

● ● ● ● ●

Decree of 31 July 1990, Education-II BVR of 31 July 1990 concerning the organisation of DBSO BVR of 14 September 2001 concerning pathway-to-work guidance BVR of 28 May 2004 concerning Centres for Part-time Education (Centra voor Deeltijds Onderwijs - CDOs) Circular letter SO 66

Apprenticeships

●

BVR of 24 July 1996

Part-time training

●

Decision of the Flemish government of 8 July 2005 laying down the organisation, standards and funding of part-time training programmes which meet the part-time compulsory-education requirements. Circular letter SO/2005/09 - Part-time training courses which meet the part-time compulsoryeducation requirements.

5.4. General objectives General secondary education (ASO) takes a more theoretical approach to subjects in comparison to other education forms, and its role is clearly to facilitate the pupils’ transition to higher education. Technical secondary education (TSO) puts the emphasis on translating theoretical knowledge into practical skills. The objective of TSOis two-fold: on the one hand, it prepares pupils for a vocation and, on the other hand, it prepares them for higher education.

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Artistic secondary education (KSO) provides a more ‘artistic’ range of subjects and thus prepares pupils for higher artistic education, without however excluding non-artistic follow-up courses of higher education or a professional career after graduation. Vocational secondary education (BSO) is a practically-oriented form of education in which youngsters do not only receive a general education but are also given a specific training in a specific vocation. However, full-time vocational secondary education is not only attended by youngsters with practical talents who want to train in a specific vocation but also by pupils whose previous school career – often as far back as primary education – has been marked by a number of failures or learning difficulties.

5.5. Types of institutions Full-time secondary education is subdivided into four 2-grade stages (with the exception of the threegrade nursing course stage-4), which may be supplemented by a third grade of the second stage vocational secondary education and a third grade of the third stage.

Secondary education structure The structure looks as follows (Circular letter regarding the structure and organisation of full-time secondary education, SO 64). First stage: ● ●

●

First grade A; First grade B accommodates pupils who have fallen behind in primary education or who are less suited to a mainly theoretical education; this grade is in fact a bridging class between primary education (Lager Onderwijs - LO) and SO. After first grade B pupils may either go to the pre-vocational year or to the first grade A; The second grade of the first stage offers a choice of courses of study, the so-called basic optional subjects. These basic optional subjects are always supplemented with a package of subjects which are common for all the pupils in the school in that particular grade. This grade prepares the pupil for choosing a specific course of study from one of the 4 education forms offered from the 2nd stage onwards. The pre-vocational year is also a second grade and offers a choice of courses, the so-called occupational fields. It prepares the pupil for a choice between one of the courses of study in vocational secondary education when he goes to the second stage.

Second stage: ●

●

The first and second grades of the second stage offer a choice between 4 education forms: General Secondary Education, ASO, Technical Secondary Education, TSO, Artistic Secondary Education, KSO, and Vocational Secondary Education, BSO (cf. below sub ‘education forms’). The third grade of the second stage BSO, which is organized in the form of a complementary year.

Third stage: ●

The first and second grades of the third stage offer a choice between 4 education forms: General Secondary Education, ASO, Technical Secondary Education, TSO, Artistic Secondary Education, KSO, and Vocational Secondary Education, BSO (cf. below sub ‘education forms’).

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● ● ●

The third grade of the third stage of ASO and KSO is organized in the form of a preparatory year for higher education; The third grade of the third stage of TSO, KSO and BSO, organized in the form of a specialisation year; The third grade of the third stage BSO, not organized in the form of a specialisation year.

Fourth stage: ● ●

First and second grades of the fourth stage BSO; Third grade of the fourth stage BSO (only for nursing).

Cf. Chart on the structure of Flemish education. The reception year for non-Dutch speaking newcomers does not appertain to any of these stages.

Education forms The first stage has a common education form for all pupils, save for those preparing for vocational education. The second, third and fourth stages offer four education forms, which are further subdivided into areas of study within which the pupil may select a specific course of study: ● ●

● ●

General Secondary Education, (ASO) is geared towards a broad theoretical education and prepares pupils for higher education; Technical secondary education (TSO) focuses especially on general and technical theoretical subjects, provides practical classes and prepares pupils either for a professional career or for higher education; Artistic secondary education (KSO) combines a general and broad education with an active artistic training and prepares pupils either for a professional career or for higher education; Vocational Secondary Education, (BSO) teaches pupils specific vocational skills in combination with a general education. Transition to higher education is possible but rather rare.

Types of educational institutions Not all educational institutions offer all stages and all education forms. As there is a myriad of different combinations to choose from, the range of educational institutions is extensive. In light of the developments for comprehensivisation of secondary education the organisation of ‘authentic autonomous comprehensive 1st-stage secondary schools’ must be mentioned. These schools strive to focus their structure, schoolwerkplan (school development plan) and school practice on the care for 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 areas ‘learning to learn’, learning to live’ and ‘learning to choose’. The St. A.M. Association (study group authentic comprehensive 1ststage secondary schools – studiegroep authentieke middenscholen) has been active since 1985 and groups some 60 comprehensive 1st-stage secondary schools from the Catholic and provincial st networks. VIGOM (association of community education comprehensive 1 -stage secondary school principals - Vereniging instellingshoofden gemeenschapsonderwijs middenscholen) groups all the principals of these comprehensive 1st-stage community-education secondary schools. http://users.pandora.be/vigom/ St.A.M.-Vlaanderen, Studiegroep Authentieke Middenscholen

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5.6. Geographical accessibility Schools in Flanders, so also schools which provide secondary education, are quite evenly spread across the territory. The Constitution guarantees that parents have the right to choose a school of the philosophical or religious orientation they prefer.

5.7. Admission requirements and choice of school Normally, children have reached the age of twelve before they enter secondary education. Hereafter we describe the admission requirements for pupils in the various stages and education forms of secondary education. Pupils may enter first grade A if they have obtained an elementary education certificate (Decision of the Flemish government of 19 July 2002). When youngsters did not obtain this certificate after the final st grade of primary school, they may still be allowed to enter 1 grade A, subject to the parents’ consent and a recommendation from the Pupil Guidance Centre (CLB) and on condition that the admission class council of 1st grade A issues a favourable advice. The role of the pupil guidance centres is described in 4.15.2.. The following children may enter first grade B as regular pupils: ● ●

●

regular pupils who have completed the sixth grade of mainstream primary education but have not obtained a certificate; pupils who did not attend or complete the sixth grade of mainstream primary education, on condition that they turn 12 years of age on 31 December of that particular school year, at the very latest; pupils who have obtained an elementary education certificate, either from mainstream or special education, on condition that the parties involved approve, after they have consulted the CLB; regular pupils of special primary or secondary education who have not obtained an elementary education certificate, subject to a) a favourable decision from the admission class council and b) agreement from the parties involved who must first have consulted the CLB.

The transition from 1st grade B to 1st grade A is possible until 15th November and from 1st grade A to 1st grade B until 15th January, if the pupil’s parents agree and the admission class council of 1st grade A approves. Throughout secondary education, pupils may transfer between education forms on condition that the advice from the admissions committee and the transition requirements for the various courses of study are observed. Transfers in the third stage of general, technical and artistic education are rather more restricted. At the age of 16, pupils may enter the third grade of vocational education, whatever their previous school career, provided the class council so advises. Foreign pupils, who wish to continue their secondary education in Belgium, must submit a certificate of equivalence, issued by the relevant administration, of their previous studies abroad when they register for the first time.

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When registering a pupil without legal-residency status, and on condition that a foreign proof of study can be presented, the prevailing equivalence procedures may be used. If not, equivalence may also be obtained, as is already the case in reception education, on the basis of a declaration about the exact course of study followed from either one of the pupil’s parents or the unaccompanied minor him/herself. In secondary education we distinguish between three types or certificates: ● ●

an A-certificate (when the pupil has successfully completed the grade); a B-certificate (the pupil is admitted to the next grade but some education forms and/or courses of study are excluded); however, this certificate is not issued at the end of:

○ the 1st grade B ○ the 1st grade of the third stage ASO, BSO and KSO ○ the 4th grade BSO ●

A C-certificate (the pupil must repeat the grade).

In addition, the new Decree on equal educational opportunities is also relevant regarding the choice of school (cf. 2.3.1.2.). The right to register in a school of choice has been guaranteed since 20032004.

5.8. Registration and/or tuition fees Registration fees and school fees are legally regulated by Education Decree-XIII of 13 July 2001. International treaties and the Belgian Constitution translate the principle of free secondary education into forbidding direct or indirect registration fees for Community-funded or Community-subsidised schools for full-time or part-time education. ● ●

Direct registration fees may only be requested in non-compulsory education (i.e. education outside of elementary and secondary education) (cf. 7.). Indirect registration fees are costs imposed by the organising bodies or other organisations at the start or during the course of the school year, which are so high that they may form a genuine impediment to registration.

However, certain costs, namely for certain educational activities and teaching materials, may be imposed on parents and adult pupils. These must obviously be effective, demonstrable and justifiable expenses which must be in direct proportion to their specific nature and the target group of secondary education. Moreover, as of school year 2002-2003, two additional conditions must be met, i.e.: ●

●

The list of contributions which may be sought from parents and adult pupils, and any deviations for less well-off families, can only be drawn up by the inrichtende macht (organising body) after consultation at school-council level; The parties involved should be informed of the contribution arrangement in writing and this no later than the start of the school year. The most appropriate way to do so is by enclosing the list of contributions with the school regulations.

5.9. Financial support for pupils From 2007-2008, the school allowance system has been thoroughly reformed.

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●

● ●

Henceforth, a unique family file will be used for all pupils and students, members of the same family. Thanks to the family file, the processing of applications (which were formerly processed per level of education) will from now on be performed by one single files’ team. From now on, the same nationality conditions and financial conditions regarding financial support will apply across all the different levels. The pedagogical conditions will nevertheless vary according to the level of education. Consequently, some 37,000 extra pupils will qualify from 2007-2008, which represents a rise from 17% to 25%; moreover, the average allowance will increase from € 164 to € 263. For this purpose, an extra 10 million euro has been earmarked. Pupils attending 7th year TSO and BSO will receive an increased school allowance, which will be 20% higher than the normal secondary education school allowance. This policy will also be linked to a stricter line on truancy and absenteeism, (cf. 2.2.).

The allocation of school allowances is regulated by the Decree of 08/06/07 concerning study financing. This decree regulates study financing in pre-primary education (full-time and part-time) compulsory education and higher education of the Flemish Community, by means of school-allowance system in pre-primary education, compulsory education and a study-allowance system in higher education. The legislation on pre-primary education and (part-time) compulsory education will come into force as of school year 2008-2009. Conditions

To qualify for an allowance the nationality conditions, pedagogical conditions, financial conditions and procedural conditions must be met. ● ●

●

Pupils or students must have Belgian nationality, though under specific conditions, also nonBelgian citizens or victims of human trafficking may qualify. The pupil must be registered in an educational institution for mainstream or special elementary education, full-time or part-time secondary education or higher education recognised, financed or subsidised by the Flemish Community or in a training institution which is recognised by the Flemish government and accredited to offer compulsory-education training programmes. Students must be registered in an institution for higher education which is recognised, financed or subsidised by the Flemish Community. Allowances will also be linked to minimum school attendance.

○ In pre-primary education 150 half school days (for infants who turn 3 years of age before 31 December of the school year in question), 100 half school days (for children who turn 3 years of age after 31 December) and 185 for 4-year olds, 220 for 5-year olds. 6 and 7-year olds cannot be illegitimately absent from school for more than 29 half school days.

○ In primary education, pupils are not permitted to be absent without valid reason for more than 29 half school days, not even during the pervious school year. Even if they were not yet subjected to compulsory education during that previous school year they should have been present for a minimum of 220 half school days..

○ In full-time secondary education and part-time compulsory education, pupils are not

●

permitted to be absent without valid reason for more than 29 half school days (this also applies to training–programme classes and/or on-the-job learning), not even during the pervious school year. Pupils are entitled to a full-time secondary and part-time compulsory-education allowance up to and including the school year in which they turn 22 years of age.. No age restrictions apply to pupils in special secondary education and the 4th stage of vocational secondary education. In terms of the financial conditions, various parameters are taken into account.

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○ The ‘family unit’, where various categories are distinguished: such as living with both or either parents, living with a natural person who has been granted custody; living with one’s spouse; living independently; single, etc.

○ The reference income of the ‘family unit’ the pupil/student belongs to. ○ The rateable value of the ‘family unit’ the pupil/student belongs to. ○ The composition of the ‘family unit’ (number of dependent persons, number of students, number of disabled persons). Amounts School allowance (in euro) full minimum singular 2,633 584 701

Pupil characteristics Full-time vocational secondary education 1st, 2nd, 3rd grade of the 4th stage Full-time secondary education married, independent and single pupils Full-time technical and vocational secondary education. 3rd grade of the 3rd stage Full-time secondary education pupils in other categories than the above Part-time compulsory education

boarder day pupil

1,546

308.40

boarder day pupil

741.60

308.40

372

boarder day pupil

618 310 180

257 70 60

470.40 392 250

The shortage-occupations premium (from VDAB), which was introduced in 2006 to encourage pupils to opt for a so-called shortage occupation did hardly have any impact at all and has consequently been abolished in 2008.

Aside from the support provided by the government, various institutions also provide scholarships/grants, allowances and loans. The Study Allowance Fund of the Family Association vzw (Gezinsbond vzw) grants study loans to pupils from large families (3 children or more). The money provided must be used to finance the cost of study within Dutch-speaking full-curricular secondary and higher education. For other forms of scholarships/grants and study loans, cf. http://www.ond.vlaanderen.be/studietoelagen/downloads/Andere_studiebeurzen_leningen.pdf

Studiekosten in het secundair onderwijs. Wat het aan ouders kost om schoolgaande kinderen te hebben Decreet betreffende de studiefinanciering van de Vlaamse Gemeenschap

5.10. Age levels and grouping of pupils In theory, secondary education operates the year-group system, i.e. classes consist of pupils of the same age. However, due to school failure and repeating, classes are often rather more heterogenic (especially in vocational education).

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Each subject is taught by a teacher specialized in that particular field. The teacher’s teaching qualifications depend on his skills’ certificate. Teachers teach several grades and pupils are taught by different teachers. Compulsory education ends on the pupil’s 18th birthday. Anyone who has turned 18, i.e., has become of age, can no longer be compelled to attend school until the end of the school year. Compulsory education ends during the calendar year in which the pupil turns 18, either on 30 June (the end of the school year) for pupils who have attended 12 years of primary and secondary education or on the day of the pupil’s 18th birthday.

5.11. Specialisation of studies The Decree of 14 July 1998 concerning secondary education stipulates that the range of education forms, study areas and courses of study must be organized in a more transparent fashion. ●

●

The first stage must guarantee a broad education. Special attention must be paid to avoid excessive specialisation in the second grade of the first stage. The number of optional subjects is being reduced. In the second and third stage a number of courses of study are reduced or regrouped so that the range of courses of study offered becomes clearer and enjoys a more recognizable profile. This should have as result that, within the different education forms, pupils are better prepared for higher education or their professional life.

From the second stage, 4 education forms are available (General Secondary Education, ASO, Technical Secondary Education, TSO, Vocational Secondary Education, BSO, and Artistic Secondary Education, KSO), which have been subdivided into areas of study in which pupils can opt for a specific course of study. Alongside this 'linear' system (with stages and grades) experimental modular education has been available in BSO since September 2000. This system is not subdivided into stages, grades and courses of study. The areas of study are composed of different modules. Areas of study 2nd and 3rd stage SO

ASO

TSO

BSO

Modular BSO

General SO

Car engineering

KSO

Ballet Visual arts Construction

Construction

Chemistry Decoration Photography Glass technology Graphic techniques

Graphic techniques

Commerce

Woodwork

Cooling and heating

Agriculture and

Jewellery

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horticulture

Personal hygiene

Maritime training courses

Mechanics and electricity

Fashion

Personal hygiene

Mechanics and electricity

Musical-instrument construction Optics Orthopaedic technology Caring

Caring

Caring Performing arts

Sports

Sports Dental technology Textile

Textile

Nutrition

Tourism Nutrition

5.12. Organisation of school time In secondary education, the school board is largely autonomous when it comes to organising the school day, school week and school year (cf. also Circular letter SO 74 of 12 June 2001 concerning the organisation of the school year).

5.12.1. Organisation of the school year Just like in elementary education, the school year for secondary education starts on 1 September and ends in theory on 31 August. ● ●

●

However, due to the summer holidays (1 July up to and including 31 August) the school year ends in fact on 30 June. After 31 August educational activities (including pupil work experiences) which refer to the past school year are no longer taken into consideration, with the exception of late decisions from the deliberation class council (no later than 1 September) or appeals against controversial decisions made by the aforementioned deliberation class council (on 20 September at the latest). As 31 August is theoretically the final day of the school year, regular pupils are obliged to partake in all the educational activities the school organizes over the summer period, e.g. work experience or holiday assignments. In that case the principle of deferment applies on 30 June in relation to the deliberation class councils final decision, since the educational programme

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●

has not been fully completed or since the deliberation class council does not yet have enough data at hand to decide whether the pupil has passed or not. Taking the school holidays into account, schools are open 182 days a year.

5.12.2. Weekly and daily timetable

School week In full-time mainstream secondary education and in special secondary education classes are spread over 9 half days from Monday to Friday; pupils’ work experience is not taken into consideration here. The free half day (morning or afternoon) can be picked freely, however, in practice this usually falls on Wednesday afternoons. In part-time vocational secondary education classes are spread over a maximum of 4 half days from Monday to Friday. The word ‘maximum’ refers to the fact that, for some pupils, part-time vocational secondary education amounts to 15 hours and for others, who follow the general subjects in a recognized training institution, only to 8 hours. The spreading of classes does not in any way detract from the option to organize classes at a different ‘rhythm’, subject to approval from the Department of Education (cf. Ministerial Circular letter SO 66 of 30 June 1999 concerning the organisation of DBSO). In full-time secondary education a school week consists of a minimum of 28 teaching periods (36 weekly teaching periods for nursing). The maximum number of weekly teaching periods qualifying for government funding or subsidies (excluding any remedial periods) ranges between 32 and 36, as specified by Royal Decree no. 2 of 21 August 1978.

School day Classes start at the earliest at 8 am and finish between 3 and 5 pm. A lunch break of at least 50 minutes must be provided at a midday-meal opportune time. If the teacher is absent and no replacement or alternative activity can be provided, pupils may be given permission to leave the school. Here, common sense and the interest of pupils should prevail; elements such as parental approval, insurance cover, degree of force majeure, period in time, age of the pupils etc. should be taken into consideration.

5.13. Curriculum, Subjects, Number of hours ●

1 stage SO

○ In 1st grade A and 1st grade B one differentiates between the core curriculum and an optional part.

○ In 2nd grade A, a distinction is made between the core curriculum, basic optional subjects and an optional component.

○ In the prevocational year a distinction is made between the core curriculum, ●

occupational fields and an optional component. 2nd and 3rd stage SO

○ In these courses of study one distinguishes, next to the core curriculum and the core courses, also a complementary component.

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Regarding the experiment with a tailor-made curriculum for secondary schools in Brussels which takes the large influx of foreign-mother tongue pupils into account, cf. 10.7.3.2..

5.13.1. Final and developmental objectives The final and developmental objectives are used by the authorities as a tool for quality control. These must be incorporated into the curricula. For the core curriculum subject-related final objectives have been formulated. These are minimum objectives which the authorities consider necessary and attainable for a specific pupil population. Minimum objectives are: on the one hand, a minimum level of knowledge, understanding and skills which all pupils within the same pupil group must acquire in the course of the learning process and, on the other hand, a minimum of attitudes the school must pursue in that very group of pupils. For mainstream secondary education they are laid down per stage and per education form. Attitudinal subject-related final objectives do not have to be attained but should be pursued. Aside from the subject-related final objectives, there are also cross-curricular final objectives. These are minimum objectives which do not appertain to a particular subject of study, but which are aimed at by a.o. several subjects or educational projects. Subject-related final objectives in relation to knowledge, understanding and skills entail an obligation of result for the schools. Whether or not these are attained will be assessed when the school is inspected and will be considered in light of the school context and the characteristics of the pupil population. The cross-curricular final objectives entail an obligation of effort for the school. Therefore, they do not need to be incorporated into the curricula. Only for the core curriculum of first grade B and the prevocational year of the first stage developmental objectives have been developed instead of final objectives. These are minimum objectives in respect of knowledge, understanding, skills and attitudes the educational authorities deem desirable for a particular pupil population and which the school must strive to achieve in all its pupils. Developmental objectives may be subject-related or cross-curricular. For the core courses, specific final objectives have been developed. These are objectives regarding skills, specific knowledge, understanding and attitudes a pupil in full-time secondary education must have to embark on further education and/or to function as a beginning professional. Currently, specific final objectives are in place for ASO. The specific final objectives for the pool ‘top sports’ also apply to TSO. The government does not formulate any final or developmental objectives for: ● ● ● ●

the optional part, the basic optional subjects in 2nd grade A of the 1st stage, st the occupational fields in the 1 stage of secondary education, the complementary component of the second and third stages.

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Mainstream secondary education

1 stage

stage

3 stage

A-stream

ASO

TSO

KSO

BSO

ASO

TSO

KSO

BSO

Subject-related final objectives for the core curriculum

Cross-curricular final objectives

Cut-off point for the specific final objectives

Specific final objectives

X B-stream

Subject-related developmental objectives

Cross-curricular developmental objectives

Final and developmental objectives are developed by the Curriculum Entity (ex-DVO). The Flemish Education Council (VLOR) will always issue an advice on these proposals before they are presented to the Flemish Parliament. As is the case for pre-primary and primary education, secondary schools may also deviate from the set final and developmental objectives; Decree of 15 July 1997). The final and developmental objectives for the first stage of secondary education have been laid down in the Decree of 24 July 1996 and were introduced in September 1997. Cross-curricular final objectives were also formulated regarding: learning to learn, social skills, civic education, health education and environmental education. The final objectives for the 2nd and 3rd stage of secondary education were ratified by the Flemish Parliament in the Decree of 18 January 2002. Final objectives were formulated for all the corecurriculum subjects of the various courses of study. In addition, cross-curricular final objectives were formulated. These cross-curricular final objectives are classified by theme which are the same for all education forms (General Secondary Education, ASO, Technical Secondary Education, TSO, Artistic Secondary Education, KSO, and Vocational Secondary Education, BSO), even though their numbers vary. In the 1st stage there are 5 themes: learning to learn, social skills, civic education, health education and environmental education. In the 2nd and 3rd stages, 2 extra themes are added: artistic and creative education and technical-technological education. The latter only applies to General Secondary Education. These cross-curricular final objectives, as well as the final objectives for the subjects of the core curriculum, have been introduced progressively in the second and third stages since school year 2002-2003. In 2006, cross-curricular final ICT objectives were drawn up for the first stage of secondary education and these were approved by the government. They should be implemented on 1 September 2007. For the 2nd and 3rd stages subject-related final ICT objectives were already in place. The cross-curricular final ICT objectives are general and do not focus on specific software programmes. (School boards may seek alternative final objectives on the basis of their pedagogical project and on condition that they pass a stringent procedure. Only the Steiner schools have proposed and been granted (limited) derogations). For further information on all the final objectives: http://www.ond.vlaanderen.be/dvo/secundair/index.htm

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5.13.2. Curricula The ontwikkelingsdoelen (developmental objectives) and eindtermen (final objectives) specify what pupils should minimally know but do not elaborate on how this should be achieved. Schools enjoy complete freedom in this regard. There is room for diversity and for different approaches. This is clear from the range of curricula used in the Flemish schools. Curricula contain essential data for the concrete practice of teaching and are tailored to a well-defined group of pupils. Based on the eindtermen (final objectives) and ontwikkelingsdoelen (developmental objectives), the curricula list the general and specific objectives and related contents of learning for one or more subjects or subjects of study. Moreover, they give tips on teaching strategy and their accomplishment. In principle, they may be developed by each school but in practice they are usually developed by the inrichtende macht (organising body) or the educational umbrella organisation. Normally, the schools affiliated to these umbrella organisations adopt the approved curricula. The inspectorate assesses the curriculum on the basis of pre-set criteria and the eindtermen (final objectives) and ontwikkelingsdoelen (developmental objectives) and advises the Minister of Education as to their approval. ●

Catholic education, cf. http://www.vvkso.be > secundair onderwijs > publicaties > leerplannen (secondary education > publications > curricula)

● ● ●

Community education, cf. http://pbd.gemeenschapsonderwijs.net/so/index.htm Provincial education, cf. http://www.pov.be > documenten > leerplannen (documents> curricula) Urban and municipal education, cf. http://www.ovsg.be > publicaties and documenten > leerplannen (publications and documents > curricula)

5.13.3. Timetables The timetables in secondary education always consist of a common and optional package. The common part consist of the core curriculum which is common for each stage and each education form whereas optional subjects either form part of the core courses (depending on the further choices) or of the free optional component, which is filled in by the school, within the legislative framework provided. The latter is called the ‘complementary component’.

5.13.3.1. Core curriculum

As regards the core curriculum (the common core curriculum) minimum teaching periods are linked to the various limitative lists of compulsory subjects for the first stage only - and even then, only an overall figure is given rather than a number of teaching periods per individual subject. Moreover, the Flemish government may, on condition that the same core-curriculum level of study is guaranteed, grant educational institutions individual deviations from the aforementioned minimum teaching periods. In the second and third stages, the allocation and distribution of teaching periods for the core curriculum may be organized at the discretion of the school.

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The respective compulsory subjects of the core curriculum st

1 stage

2 st

1 grade A

1st grade B

Phil. of life*

Prevocational year

grade

Phil. of life*

1 and 2 grade ASO

Phil. of life*

stage

Phil. of life* Dutch

Dutch

possibly French

French

possibly French

French

French or English

English

Mathematics

Nat. sciences or [physics and/or biology]

nat. sciences or [physics and/or biology] or scientific work

History

Social studies or history and geography

History

Social studies or history and geography

Geography

1 and 2 grade BSO

Phil. of life*

French Possibly English

1 and 2 grade TSO and KSO

Geography

Artistic or plastic and/or musical educ.

Technol. educ.

min. 27hrs/w

min. 24 hrs/w

Mathematics and/or Applied (Applied) (Applied) [nat. sciences nat. sciences or nat. sciences or and/or [physics and/or physics and/or physics and/or biology or biology or biology or and/or and/or chemistry and/or chemistry] either integrated chemistry] either integrated or not either integrated or not or not Mathematics

Mathematics

History

Geography

Social studies or history and/or geography

min. 16 hrs/w

3rd stage 1st and 2nd grade ASO

1st and 2nd grade TSO and KSO

1st and 2nd grade BSO

Phil. of life*

Dutch

French English or German Mathematics

French or English Mathematics

Nat. sciences or [physics and/or biology and/or chemistry]

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History

Geography

Social studies or history and/or geography

Further specification ●

●

Philosophy of life = the choice between religion and niet-confessionele zedenleer (nonconfessional ethics) in public education; religion or non-confessional ethics, or cultural concepts or pupils’ own native culture and religion (exclusively in subsidised private education). In the 1st grades A and B the core curriculum, which consists of at least 27 hrs/w, must be organized on the basis of at least one common minimum curriculum which must be followed by all the pupils of a particular educational institution. In the 2nd grade of the 1st stage the core curriculum consists of at least 24hrs/w, of which at least 14hrs/w must be organized on the basis of at least one common minimum curriculum which must be followed by all the pupils of a particular educational institution. In 1st grade B, the prevocational year of the 1st stage and in the 1st and 2nd grades of the nd rd 2 stage BSO and the 3 stage BSO two or more subjects can be integrated under the project ‘general subjects’. For the 3rd grade of the 2nd stage BSO, which is organized in the form of a complementary year, no core curriculum is imposed, as the specialisation training is extremely option-linked and consequently focuses specifically on technical and very practical subjects. For the 3rd grade of the 3rd stage BSO, whether it is organized in the form of a specialisation year or not, a somewhat unusual rule applies:

○ The core curriculum

▪

must be composed of general subjects of which two or more can be integrated under the ‘general subjects’ project;

▪ ▪

must contain subjects of the first and second grade of the third stage BSO; must total a minimum of 12 hours/week;

○ When this grade is organized in the form of a specialisation year, at least another 14 ●

●

hours/week must be allocated to technical subjects and/or practical subjects. For the 3rd grade of the 3rd stage ASO, KSO, respectively, organized in the form of a rd rd preparatory year for higher education, and for the 3 grade of the 3 stage KSO, TSO, respectively, organized in the form of a specialisation year, no core curriculum is imposed, as the pupils’ secondary education is deemed to have been completed and as the grade in question is either purely for specialisation purposes or to gain a more in-depth knowledge of the course followed with a view to pursuing higher education. For the grades of the 4th stage BSO no core curriculum is imposed either, due to the level of specificity. Moreover, in public education the subjects ‘religion’ or ‘niet-confessionele zedenleer’ (non-confessional ehtics) are not compulsory (Circular letter SO 64 of 25 June 1999; Decree of 31 July 1990 concerning Education-II).

The timetables are drawn up by the school board.

5.13.3.2. Optional subjects (core courses and complementary component)

As the actual timetables come under the remit of the inrichtende macht (organising body), they cannot be discussed within this limited specification. As an example we present the community-education timetable.

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Consecutively we shall more closely examine: ● ● ● ● ● ● ●

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 fourth stage of Vocational Secondary Education

5.13.3.2.1. First stage

In first grade A, all pupils follow a similar core curriculum consisting of a maximum of 28 teaching periods per week (cf. 5.13). In addition, pupils in community education must follow 4 weekly teaching periods of their choice, so they have a maximum of 32 hours of classes a week. They may choose to take on new subjects and/or supplement the subjects from the core curriculum with extra classes on some of those subjects. There is a choice between the general subjects ‘Latin’, ‘physical education’, ‘musical education’, ‘visual-arts education’, ‘scientific work’ and ‘Dutch’; in the technical subjects pupils may choose between ‘technological education’ and ‘nautical techniques’. Always on condition of course that these choices are available in the school and that the total number of optional teaching periods does not exceed 4. For first grade B a more or less identical arrangement applies but the list of optional subjects also includes the general subjects ‘French’ and ‘mathematics’. The options ‘Latin’, ‘scientific work’ and ‘nautical techniques’ are not available. In the second grade all pupils from the A-stream follow a core curriculum of a maximum of 26 teaching periods a week. Depending on the basic optional subject chosen, the pupils also have 6 to 8 teaching periods on option-specific subjects. Pupils may choose between the following basic optional subjects: ‘agri- and biotechnology’, ‘artistic education’, ‘ballet’, ‘construction- and woodwork techniques’, ‘Greek-Latin’, ‘graphic techniques’, ‘commerce’, ‘hotel-catering’, ‘industrial sciences’, ‘Latin’, ‘maritime education’, ‘mechanics-electricity’, ‘modern sciences’ and ‘social and technical education’. All in all, their school week consists of a maximum of 32 to 34 hours. In the second grade B, the so-called prevocational year (Beroepsvoorbereidend leerjaar - BVL) a core curriculum of maximum 16 teaching periods per week applies, supplemented by a package of no more than 18 teaching periods of which the content varies in function of the chosen occupational field, which brings the total number of teaching periods to a maximum of 34. Pupils have a choice between 48 occupational fields which are composed of combinations of ‘construction’, ‘decoration’, ‘electricity’, ‘hair care’, ‘woodwork’, ‘administration and sales’, ‘metalwork’, ‘fashion’, ‘Rhine and inland navigation’ and ‘care-nutrition’. The only exceptions to this “combination rule” are the occupational fields ‘Agriculture and horticulture’, and ‘Industry’ (Community Education, 2004).

5.13.3.2.2. General Secondary Education (ASO)

In comparison to other education forms, general secondary education (ASO) takes a more theoretical approach to subjects and its role is clearly to facilitate the pupils’ transition to higher education.

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Within ASO there are two areas of study: ASO and sports. However, within this branch of secondary nd rd education various courses of study are possible in the 2 and 3 stage. We take Community Education as an example. ASO courses of study (Community Education)

2nd stage ASO

3rd stage ASO

Area of study ASO X (7th year)

Special scientific education 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

X X

Yeshiva

Area of study sports Modern languages-top sports

Sports

Sciences-sports

Sciences-top sports

Mathematics-top sports

X X

year in the form of a preparatory year to higher education

In the 3rd grade of the 3rd stage (the 7th year) the special course of study Special scientific education is also offered which prepares pupils for higher education.

Educational provision SO, cf. http://www.ond.vlaanderen.be/onderwijsaanbod/so/gewoon.htm

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Maximum number of teaching periods per week (Community Education)

ASO

Courses of study 1st and 2nd grade 3rd stage

Special scientific education

Sports-sciences

Core curriculum

18 - 20

Core courses

8 - 14

Complementary component

4-0

Total

5.13.3.2.3. Technical secondary education (TSO)

Technical secondary education (TSO) puts the emphasis on translating theoretical knowledge into practical skills. The objective of TSO is two-fold: on the one hand it prepares pupils for a professional career and, on the other hand, it prepares them for higher (technical) education. For information on the areas of study available within TSO, please refer to 5.11. Maximum number of teaching periods per week (Community Education) TSO

and 3 grade

3rd grade 3rd stage (7 year)

Core curriculum

13 - 20

Core courses

14 - 23

Complementary component Total

0-4 36

In light of the revaluation of TSO, and of BSO, work experience for pupils plays an important role as it forms a lever in the indispensable link between education and the labour market. To assist schools in their search for internship places, the Government has established an on-the-joblearning database: i.e., an electronic market where work-experience supply is linked to workexperience demand (cf. http://www.stagedatabank.be/). In a Circular letter of 16 September 2002 (SO/2002/09) clear guidelines are provided in relation to the actual organisation of work experience for pupils. 7

year in the form of a specialisation year nd

After the 2 grade of the 3 stage pupils have the option of following a specialisation year.

Effectiviteit van TSO- en BSO-scholen in Vlaanderen Historiek van het technisch- en beroepsonderwijs 1830-1990

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5.13.3.2.4. Artistic Secondary Education (KSO)

This small education form (about 2% of the pupils in secondary education) provides more ‘artistic’ courses and therefore has the task to offer pupils a basis for progression towards artistic higher education, without however excluding further education in non-artistic higher education or a professional career after graduation. Because of these broad objectives of KSO, the educational project is fundamentally based on the integration of general education and artistic components. Therefore, KSO provides youngsters with a very comprehensive education: crafts, artistic education and theoretical education. Besides that, they also receive a philosophy-of-life education (VLOR, 2001). The Decree of 14 July 1998 stipulates that KSO is subdivided into three areas of study, i.e. ballet, performing arts and visual arts. Each one of these three areas of study comprises one or several courses of study. Typical for the area of study ‘visual arts’ is the so-called triple polarity: ‘training’, ‘arts’ and ‘education’. The individual poles differ from each other in their objectives, ratio between general and artistic subjects and career prospects. Regardless of the course of study, KSO pupils are obliged, pursuant to the Education-II Decree of 31 July 1990, to follow a number of general subjects. This core curriculum is identical to the TSO core curriculum (common eindtermen (final objectives) implemented on 1 September 2002) (cf. introductory part to 5.13.). Aside from the general subjects, pupils must follow an important package of artistic subjects. This package will vary in function of the course of study chosen. In this specific part there are no technical and/or practical subjects. 7

years

Within the area of study ‘visual arts’ a specialisation year may be offered after the second grade of the third stage. This specialisation year is specifically aimed at pupils with intrinsic qualities and a specific motivation for certain art-oriented professions and is offered in the areas of study ‘architectural design’, ‘audiovisual design’, ‘graphic design’, ‘industrial art’ and ‘spatial design'. KSO also offers a preparatory year to higher education in the third grade of the third stage. A preparatory course is aimed at pupils who have not attended KSO, who did not have any or insufficient prior artistic education and who do want to go on to higher artistic education. ● ●

'Special visual arts education' is the preparatory year for the area of study ‘visual arts’. Subject to a minimum level of prior education, pupils may follow ‘special music education’ within the area of study ‘performing arts’ (Education-II Decree of 31 July 1990; Decree of 14 July 1998; VLOR, 2001).

KSO

Maximum number of teaching periods per week (Community Education) Visual arts

Performing arts

2nd stage

3rd stage

preparatory 3rd year special visual arts training

Core curriculum

17 - 21

13 - 16

19 - 20

Core courses

15 - 19

18 - 23

13 - 17

0-2

Complementar y component Total

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2nd stage

3rd stage

0-3 32

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preparatory 3rd year special music training

3 36

188

Het Kunstsecundair onderwijs Studieloopbanen in het kunstgericht onderwijs: in-, door- en uitstroom in het secundair en hoger onderwijs

5.13.3.2.5. Vocational secondary education (BSO)

Vocational secondary education is a practice-based form of education in which youngsters not only receive a general education but are especially trained for a certain vocation. However, full-time vocational secondary education is not only attended by youngsters with practical talents who want to train in a specific vocation but also by pupils whose previous school career â€“ often as far back as primary education â€“ has been marked by a number of failures or learning difficulties. As previously mentioned (cf. 5.11.), the courses of the second, third and fourth stage of BSO are grouped around 18 areas of study which in the main correspond to those offered in TSO. Maximum number of teaching periods per week (Community Education) BSO

and 3 stage

3rd grade 3rd stage

Core curriculum

8 - 13

4 - 12

Core courses

21 - 26

20 - 32

1-4

0-4

Complementary component Total

years

After the 2nd grade of the 2nd stage a specialisation year is offered, in principle within the same area of study, though sometimes also in another area of study, provided the admissions council gives its consent. And in addition, a so-called unnamed 7th year may also be organised (though not in the form or a specialisation year).

Experimental vocationally-oriented secondary education under a modular system (modular BSO) The Decree concerning Secondary Education of 14 July 1998 has introduced significant changes in vocationally-oriented education. The authorities have developed a structure of course modules, with the idea to, a.o. tackle the outflow problem of unqualified pupils from vocationally-oriented education, on the one hand, and to address the discrepancy between the courses offered by vocational education and the labour market requirements, on the other hand. Besides, a modular course structure also aims at orienting pupils on the basis of their capacities instead of on the basis of their failures. In modular education, each course, apart from the core curriculum, is subdivided into a number of vocationally-oriented training modules into which general-educational elements have been integrated

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and in which the necessary attention is paid to core skills. In this way, pupils are better prepared for a professional career but also for their personal life and social integration. The professional profiles established by the social partners are of importance here as well as the eindtermen (final objectives) which were drawn up by the government for each stage and each education form. On the basis of the professional profiles a closer link with the labour market is ensured. Modularisation is an important tool to reduce the number of unqualified pupils finishing compulsory education. After all, modular certificates give access to the labour market or to further education. By attuning the training structure and the various parts thereof to the qualifications sought, one also achieves transparency between the courses on offer and the world of employment. Moreover, a school year in modular education looks quite different from that in non-modular education. For example, the subdivision into subjects disappears, no distinction is made between stages or grades and every week there is structural leeway for differentiation. This modularisation project is also linked to the integration of new educational views and educational methods such as integrated work, personal work and team teaching. Modular education is organized per area of study. Each area of study combines a number of courses of study. A course of study is a coherent unit of modules which is rewarded with an officially-recognized certificate. One programme can feature in several areas of study. These courses of study are identical for full-time and part-time education. Each course of study consists of one or more modules (the smallest part of a course of study for which an officially-recognized modular certificate is issued). One and the same module may feature in various courses of study and therefore in various areas of study. The modules are identical for full-time and part-time education. In full-time education, schools may not simultaneously offer a specific area of study in modular and non-modular form, except during the progressive introduction process. Full-time modular education is introduced progressively from the first grade of the second stage vocational secondary education and from the first grade of the fourth stage vocational secondary education ‘nursing’. In part-time education one and the same area of study may not be offered simultaneously in modular and non-modular form within one and the same institution, unless it involves courses of study which have not been modularized and therefore do not feature in the educational structure in question. On 1 September 2000 the modular educational structure was introduced on an experimental basis for pupils in full-time mainstream and part-time vocational secondary education and on 1 September 2001 it was introduced into special vocational secondary education (education forms 3 and 4). It will run until 31 August 2007. The following areas of study have been incorporated into modular education: ● ●

From 1 September 2000: ‘car engineering’, ‘construction’, ‘commerce’, ‘mechanics-electricity’, ‘caring’; From 1 September 2001: ‘graphic techniques’, ‘woodwork’, ‘clothing’, ‘cooling and heating’, ‘personal hygiene’, ‘textile’ and ‘nutrition’.

Cf. Circular letter of 26 July 2001, SO 76 (adjusted on 27/9/2005).

De profielengids Evaluatie van het experiment modularisering in het secundair onderwijs Invoering modulair onderwijs in BSO.

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5.13.3.2.6. Alternance-training systems within compulsory education

Part-time compulsory education was introduced in 1983, within the framework of the extension of compulsory education from the age of 14 to 18. This was already discussed under 2.5.. ●

●

Youngsters have the option to follow part-time compulsory education from the age of 16. However, 15-year olds can also qualify on condition that they have already completed the first two grades of full-time secondary education (the first grades A and B are taken as one grade, the reception class for non-Dutch speaking newcomers is not taken into consideration). (Part-time) compulsory education ends:

○ Either when the pupil turns 18 years of age, if his birthday falls before 30 June; ○ Either on 30 June, if the pupil turns 18 on 30 June or later on in that particular calendar year. There are various ways to comply with part-time compulsory education. ● ● ● ●

Part-time vocational secondary education, (Deeltijds beroepssecundair onderwijs – DBSO) Apprenticeships (in SMEs) Recognized part-time training Part-time off-shore fishery education

5.13.3.2.6.1. Part-time vocational beroepssecundair onderwijs – DBSO)

secondary

education,

(Deeltijds

This form of education is organised specifically for pupils who find full-time education difficult and who often suffer from school fatigue. Part-time vocational secondary education (DBSO) is based on a formula in which pupils attend school on a part-time basis and (in principle) also work on a part-time basis. Centres

This form of education is offered by 47 Centres for Part-time Vocational Training (Centra voor Deeltijds Beroepsonderwijs – CDOs). These centres are linked to secondary schools which offer full-time technical and/or vocational education. Training programmes

Part-time secondary education is provided during 40 weeks a year and comprises 15 weekly teaching periods of 50 minutes each. (In practice, often 1 day of 7 teaching periods is dedicated to general education and 1 day of 8 teaching periods to vocational training). It comprises a number of sections (such as ‘construction’, ‘caring’, ‘clothing and ‘ready-to-wear’) which have further been subdivided into courses of study. The centres set their own training programmes (no curricula). Training consists of general education, social and personal development, which are intrinsically linked to the youngster's social and professional context + vocationally-oriented training + (in principle) employment. The ‘on-the-job-learning’ component can be met in various ways: ● ●

Employment within a company A bridging project (which was introduced in 1990 for youngsters who have not yet attained the required level of labour maturity; it gives them the opportunity to gain experience within a

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●

local administration or non-profit organisation for a period of 40 weeks and they receive a minimum monthly apprenticeship allowance of 230 euro) A preparatory pathway (established in 1997) which puts the emphasis on intake, diagnosis and orientation. To that effect centres may establish a reception group for youngsters who do not yet have any clear career perspectives and who can still opt for another training programme, or for youngsters who do not have the required level of work attitudes and skills or who are not yet motivated. A personal-development pathway (as from 2007-2008) for youngsters who came to the attention of the social services already and have had a turbulent school career (cf. 5.13.3.2.6.3.).

Employment opportunities

Youngsters can start work: ● ●

● ● ●

● ●

Under a part-time employment contract which entitles them to a minimum income With an industrial apprenticeship contract under which the employer undertakes to train the youngster on the shop floor. It is organised by the joint apprenticeship committees who draw up apprenticeship rules, propose a sample apprenticeship contract and organise the final examinations for these youngsters. The company’s training manager draws up an apprenticeship programme. The youngster is entitled to an apprenticeship allowance. Under a starting-job agreement (if they start work before 1 January of the year in which they turn 19 years of age); As a family-business assistant (where they must be related to the manager); Under a training contract with VDAB for individual vocational training (individuele beroepsopleiding – IBO) in which VDAB contracts its training assignment out to a company where the job-seeker will be taught his chosen vocation on the shop floor; Under a temping contract with a temping agency Under a vocational-immersion agreement (beroepsinlevingsovereenkomst – BIO) with Flemish, provincial and local authorities.

An overview of the work-experience opportunities can be found on the on-the-job-learning forum of the Training and Alignment Information Service (DIVA): http://www1.stageforum.be/stageforum/beheer/controller Sticking points

Within part-time education, the number of part-time jobs (only available to 42% of pupils), problematic absenteeism (24.6% in 2005-2006), the high number of deregistrations before the end of the school year (17.61% in 2005-2006) and a lack of professionally-oriented attitudes in youngsters who opt for part-time education continue to be sticking points. Innovations

Since September 2000, a modular-education experiment has been running (cf. 5.13.3.2.5.), just like in full-time vocational secondary education. This system features areas of study, composed of different modules. Since May 2003 a number of centres for part-time education have been running an experiment ‘reception class for non-Dutch speaking newcomers’ (cf. 10.7.2.). The Decision of the Flemish government dd. 3 September 2003 introduced DBSO pathway-to-work guidance’. DBSO pathway-to-work guidance continuously guides youngsters to instil them with

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motivation to work and work attitudes and to get them involved in a regular form of on-the-job learning. During 2007, extra subsidies were allocated for this. Pathway-to-work guidance will be central in the new decree on alternance training, which is scheduled for 2008. During school year 2006-2007, the ESF Agency supported 24 preparatory-pathway projects in parttime education. These projects had been researched scientifically by the Centre Diversity and Learning of the Ghent University (Steunpunt Diversiteit en Leren) http://www.steunpuntico.be/main.asp In 2007-2008, 12 Centres for Part-Time Training (CDVs) started to offer 165 'personal-development pathways' for youngsters with personal or social problems in part-time vocational education (cf. 5.13.3.2.6.3.). 2008 will see the introduction of a new decree concerning the streamlining of all the alternancetraining systems, cf. 5.2.. Regarding certification, cf. 5.17. Deeltijdsonderwijs

5.13.3.2.6.2. Apprenticeships organised by the Flemish E n t r e p r e n e u r i a l T r a i n i n g – S Y N T R A F l a n d e r s ( C f . 7.) .

Agency

for

Over 200 vocations can be learned through apprenticeship contracts. The pupil follows practical training in a company during four days a week and supplementary courses the other day of the week. These ‘apprenticeships’ are open to youngsters from the age of 15 who attended the first two grades of secondary education or from the age of 16. When they turn 18 they can enter into an apprenticeship agreement. Essentially, apprenticeship training takes 3 years. Depending on age and prior education a shorter training period may be possible.

5.13.3.2.6.3. Part-time training

These training programmes are organised by various non-profit organisations involved in training and youth work. Up until 1 September 2003, these centres came under the authority of the Minister for Culture. From then onwards they became the responsibility of the Minister for Education and Training. The Decree of the Flemish government of 8 July 2005 brought their regulations more in line with the regulations for part-time vocational education. (Cf. Circular letter SO/2005/09). Part-time training programmes cannot be associated with courses of study and as such do not comprise different subjects. However, there are some conditions the programme must satisfy: ●

●

It must consist of a minimum of 360 year hours if followed prior to 30 June of the calendar year in which the youngster turns 16; in all other cases: it must number a minimum of 240 year hours. It must consist of at least 1/3 personal and social training and for at least 1/3 of vocational training, but the programme may deviate therefrom and limit itself to personal and social training when it is directed at youngsters who are following technical and practical training in a centre for part-time vocational secondary education, with which the centre for part-time training has concluded a cooperation agreement. As the youngster registers at the centre for part-time vocational secondary education, it is precisely this centre which is in charge of the administration. The role of the centres for part-time training merely involves providing 7 hours of general education a week, which corresponds to 280 hours a year. If this personal and social (= general) training is provided by socio-cultural workers within a centre for part-time vocational secondary education, this is taken into account when the pupils involved receive

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their second-stage secondary education certificate, on condition that the objectives in the curriculum approved by the government have been adequately attained. The training programme is evenly spread across the entire school year, and consists of a maximum of 4 half days from Monday to Friday. This means essentially, that the number of weekly teaching periods remains the same. In 2007, there were 21 recognized Centres for part-time training, organized by 6 training organizers: Groep Intro (14), Lejo (4), De Werf (1), Foyer (1), Arktos (3), Aura (1). During 2006 -2007 they catered for 303 pupils (201 boys, 102 girls). In 2007-2008, 12 CDVs began to offer 165 'personal-development pathways' for youngsters encountering personal or social problems in part-time vocational education. During the coming school year the number of pathways could rise to 550. The youngsters remain registered in the Centre for Part-time Education (CDO) where they, normally speaking, attend class. Both the Centre for part-time training (CDV) and the pupil guidance centre (CLB) are in charge of guidance during the personaldevelopment pathway. In this pathway the distinction between the components ‘learning’ and ‘on-thejob-learning’ becomes somewhat blurred. It involves a minimum overall package of 28 hours training. As from 1 September 2008, personal-development pathways will be included in the scheduled decree concerning alternance training. 5.13.3.2.6.4. Part-time off-shore fishery education

This type of education comprises a minimum of 240 teaching periods and is provided during a minimum of seven and a maximum of ten weeks per school year. It covers general subjects, as well as technical and practical subjects. At least 80 teaching periods are spent on general subjects. (Decision of the Flemish government of 5 June 1991 laying down the organisation of secondary off-shore fishery education). In 1992-1993 the number of pupils following this branch of education still numbered 52, but this quickly dwindled to 20 in 1994-1995 and has been fluctuating around 6 pupils over the past number of years.

Opleidingskaarten DBSO Trajectbegeleiding in DBSO Voortrajecten: opstap naar de arbeidsmarkt voor deeltijds lerenden. Een conceptnota

5.13.3.2.7. Fourth-stage vocational secondary education

The fourth stage of vocational secondary education originated from Complementary Vocational Secondary Education (Aanvullend Secundair Beroepsonderwijs - ASBO) which for a long time was simply a collection of training programmes, hovering somewhere in between secondary and higher education. After the 1995 higher education merger operation, these programmes were assembled and grouped under the denominator ‘fourth-stage vocational secondary education'. (ISCED 4 level). Currently, 3 courses of study are offered, in three areas of study. Nursing is also offered in modular form and is attended by 4,291 students.

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Number of students 2006-2007

Number of institutions 2006-2007

Area of study

Course of study

Duration of studies

Decoration

Visual arts

2 years

158

Fashion

Fashion design

2 years

Caring

Nursing

3 years

Because of its specificity no core curriculum is imposed. Moreover, in public education the courses religion or niet-confessionele zedenleer (non-confessional ethics) are not compulsory. (Circular letter of 25 June 1999; Decree of 31 July 1990 concerning Education-II, as amended and the Decision of the Flemish government of 19/7/2002 concerning the organisation of full-time secondary education).

5.14. Teaching methods and materials The choice of teaching methods and teaching materials comes under the freedom of the organising bodies. Therefore, there are no official guidelines in this respect. Overall it can be said that instruction is provided in a subject-related manner. Because of the cross-curricular eindtermen (final objectives) one is also forced to work in a cross-curricular fashion. A number of alternative schools are – as far as their ideas and methods are concerned – inspired by Steiner, Freinet, Montessori and other prominent people from the history of education. There is no statutory regulation on the length and amount of homework. The Flemish Community leaves this up to the schools. In modular vocational secondary education (5.13.3.2.5.) the emphasis is put on teaching methods such as ‘integrated work’, ‘team teaching', 'continuous assessment’ and 'step-by-step learning'.

5.15. Pupil assessment Pupils are assessed by means of tests and examinations, organised by the individual specialist teacher under the ultimate responsibility of the school’s inrichtende macht (organising body) (Decision of the Flemish Government dd. 19 July 2002). Continuous assessment is also an option. In secondary education, the klassenraad (class council) acts as the central assessment body. The klassenraad is responsible for guidance and deliberation and consists of the principal or his representative and all the members of the teaching staff who teach a particular pupil in a particular grade (these persons are entitled to vote). They may be assisted by the deputy principal, the technical advisor (coordinator), support staff and/or members of staff involved in psycho-social or pedagogical counselling of pupils (these people have an advisory voice) (Circular letter SO 64). The class council is responsible for the tuition of a specific group of pupils, evaluates their progress in school, decides whether an individual pupil is entitled to go to the next grade and issues certificates.

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5.16. Progression of pupils Each class council has the delicate task of carrying out an intellectual and social evaluation of each pupil at regular intervals and to draw its pedagogical conclusions from these evaluations. In this respect, help may be suggested and if necessary a (re)orientation. Furthermore, the class council has the task to agree on a common approach for each pupil and to take the necessary decisions at the end of the school year on whether the pupil progresses to the next grade, and on the conferral of an orientation certificate. The class council may base its decisions on the following factors: ● ● ● ●

The pupil's previous school career; The interim results of his daily work, tests and examinations; The information from the Pupil Guidance Centre; Discussions with parents and pupils, if necessary.

3 types of certificates may be issued: ● ●

an A-certificate if the pupil has successfully completed the grade; a B-certificate if the pupil is admitted to the next grade but certain education forms and/or courses of study are excluded; a C-certificate which means that the pupil has to stay back.

●

The decision may also be deferred and may be made conditional to the pupil passing a reexamination. The final decision is made by the parties involved (e.g. in the event of a B-certificate the pupil/parents may decide that the grade will be repeated). Failures remain a significant problem. In too many cases repeating a grade is the easy alternative to an unsuccessful orientation process or the result of the wrong choice of course. Further initiatives regarding repeating and failures are on the way.

5.17. Certification Aside from the advisory reports (orientation certificates) which must be issued at the end of each grade of secondary education, the class council may also confer a secondary education diploma (pursuant to the conditions laid down in the Decree of 31 July 1990, as amended) at the end of: the 3rd stage: The 2nd grade General Secondary Education, ASO, Technical Secondary rd Education, TSO, Artistic Secondary Education, KSO, and the 3 grade Vocational Secondary Education, BSO, organised as a specialisation year. 4th stage BSO: The 1st or last grade.

●

● st

After 1 grade A and B an elementary education certificate can also be acquired by those pupils who did not yet obtain one; after the prevocational year, an equivalent certificate may be issued. Certificates may also be issued after: ● ●

1 stage: the prevocational year and the 2 grade nd nd 2 stage: 2 grade General Secondary Education, ASO, Technical Secondary Education, TSO, Artistic Secondary Education, KSO

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● ● ● ●

In vocational secondary education pupils may, aside from orientation certificates, obtain certificates, after: 2nd stage: 2nd and 3rd grades (organised as a complementary year) rd nd rd 3 stage: 2 and 3 grades (organised as a specialisation year) th nd 4 stage: 2 grade (Circular letter SO 64 Structure and organisation of full-time secondary education).

In a number of years and education forms pupils must pass an integrated test (een geïntegreerde proef-GIP): ● ● ●

2nd stage BSO: 3rd grade, organised as a complementary year 3rd stage TSO, KSO, BSO; 2nd and 3rd grades, organised as a specialisation year 4th stage BSO: 2nd grade of the courses of study ‘clothing’ and ‘visual-arts’ and the 3rd grade of the course of study ‘nursing’ (Circular letter SO 64)

3 stage: 3 grade ASO, KSO organised as a preparatory year for higher education, leads to a certificate of regular attendance. nd

In the 2 and 3 grade of the 3 stage in all education forms and the 4 stage of BSO a certificate of business-administration basics may be obtained. In part-time vocational secondary education the following proofs of study may be obtained: ●

● ● ●

A certificate of the 2 stage of part-time vocational secondary education. To obtain this certificate the pupil must, for one, have acquired contractual part-time alternance-work experience; A certificate of acquired competences, for pupils who fail to obtain the above certificate; A part-time vocational secondary education qualification certificate; A certificate of business-administration basics (cf. Circular letter SO 66 concerning the organisation of part-time vocational secondary education).

In modular vocational education (cf. 5.13.3.2.5.), each module leads to a modular certificate and all modules of one course of study combined lead to a certificate. One or several certificates linked to eindtermen (final objectives) and a specific course duration lead to a diploma.

5.18. Educational/Vocational Guidance, Education/Employment Links The Flemish government wants to tighten the link between education and the labour market and especially wants to improve the opportunities to gain work experience for disadvantaged pupils and pupils from ethnic minorities. To this end, a host of initiatives were taken (cf. also 5.2. and 2.2.).

Sector covenants and education covenants Since 1991, and especially since the 1993 VLOR initiatives and the initiatives taken by Flanders’ Social and Economic Council in 1995, collaboration between education and the business community has enjoyed enhanced structural support through employment and training covenants with the sectors. At the end of 2006, all 26 sector covenants with the world of enterprise were renewed and shall henceforth contain clear objectives regarding supply and quality. 103.5 full-time sector consultants are being subsidised who see to the implementation of the agreements and also follow up the actions in the field. The sector covenants specify a.o. concretely how many internship places will

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be created for part-time education, how many internship places for full-time education, how many training programmes can be followed, how many jobs can be created, how prior learning will be appraised. In a number of cases this leads to negotiations on specific education covenants.

Starting-job projects for young school-leavers and the unemployed The (federal) law of 24 December 1999 regarding stimulation of employment provides for a system of starting jobs for young school-leavers and the unemployed. In a joint venture between the Federal Government and the Flemish Community, 315 starting jobs were allocated to the Ministry of Education and Training which were to be fully funded by the Federal Government (by the Federal Public Service (Federale Overheidsdienst – FOD) Employment, Labour and Social Dialogue); initially 100 starting jobbers for prevention of antisocial behaviour in schools, 215 starting jobbers for traffic safety around and from and to school. These projects are specifically aimed at the poorly educated, at youngsters from ethnic minorities or disadvantaged youngsters who left school prematurely or finished their studies at the end of secondary education and are now unemployed. The objective is two-fold: on the one hand it provides the youngsters with work experience and stimulates them to seek further education and employment; on the other hand, it gives them the opportunity to perform tasks which are of benefit to society. In the Jo-Jo starting- job project 'Youngsters for schools, schools for youngsters' they are sent to secondary schools which cater for high numbers of problem children and are employed to work on a positive school environment and improved contact between teachers and families belonging to an ethnic minority or disadvantaged families, in order to prevent anti-social behaviour. In 2006, the starting-job project (which was already accommodating 70 starting jobbers from the VeVe project (Traffic Safety project - project Verkeersveiligheid (VeVe)) was expanded by an extra 200 JoJos. No longer solely deployed as prevention staff for secondary education, as henceforth also youngsters from DBSO qualify to work as JoJos, but then for new practical tasks such as maintenance and renovation works in scholengemeenschappen of both secondary and elementary education. Cf. http://www.ond.vlaanderen.be/jojo/ In the VeVe starting-job project 'traffic safety' youngsters are employed in cities, municipalities, provincial authorities or road-traffic organisations in order to create a traffic-safe school environment and to make school and residential traffic safer. As a result of numerous incidents on public transport in 2006, it was decided to introduce 20 ‘school spotters’ (within the VeVe project) in February 2007 who will focus on safety on and education regarding public transport. The objective is to seriously reduce the feelings of social insecurity on public transport. Antwerp and Ghent, as metropolises, are entitled to 5 spotters, the cities with regional services are entitled to a maximum of 2 and other cities and municipalities only qualify for one school spotter. Cf. http://www.ond.vlaanderen.be/veve/

On-the-job-learning One policy aim is to develop on-the-job learning into a methodology which can be systematically applied in secondary, higher and adult education. On-the-job-learning can be described as an active and constructive learning process which is based on experience and takes place in a genuine work environment with true-to-life problems from the (future) labour market as an object of study. Op 22/3/2007 VLOR formulated an advice is in this respect and stressed amongst others that two learning pathways should be distinguished and followed: ●

Competences acquired through theoretical or practical training should be applied and further explored in a work situation (e.g. work-experience placements)

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●

Competences acquired in an employment situation ought to be explored, processed in a theoretical or practical fashion and further examined through formal training (e.g. alternance training).

Regional Technological Centres (Regionale Technologische Centra - RTCs) 2000 saw the establishment of Regional Technological Centres (RTCs). RTCs are cross-network collaborations between education and the world of enterprise entrusted with actions at provincial level in the areas of infrastructure, internships for pupils and in-company training and further training for teachers. These are non-profit organisations which receive subsidies from the Ministry of Education and Training but are also co-funded by RTC projects, the corporate world and by jointly-managed training funds from the branches of industry. Since 2004, their activities have been more focussed on providing high-tech equipment to the educational sector. The new Decree dd. 14 December 2007 has once again expanded their activities. As of 2008, there is one RTC (non-profit organisation) for each province. Their activities are aimed at: ● ● ●

Bringing about synergies between the educational institutions and the corporate sector Optimum transition of pupils, students and course participants to the world of enterprise The uprating of technical and vocational education.

RTCs take concrete initiatives regarding: ●

● ● ●

The inter-attunement between educational institutions and companies regarding the supply of and demand for high-technology infrastructure, apparatus and equipment for technical and vocational education, which can play a pedagogical and didactical role The attunement between educational institutions and companies regarding the supply of and demand for on-the-job-learning Facilitating or coordinating further training in the field of new technologies Establishing a platform for knowledge and experience exchange.

Each RTC concludes a 3-year management agreement with the Flemish government which includes a strategic plan and an annual action plan. This entitles them to a set annual operational lump sum. Those annual action plans are submitted for approval to an assessment committee which at all times consists of one member of each pedagogical counselling service, 2 members from the inspectorate and 2 members from the Flemish Ministry of Education and Training. Cf. http://www.ond.vlaanderen.be/rtc/

Vocational Training Service (Dienst Beroepsopleiding – DBO) Within the Department of Education and Training, as a sub-division of the Entity Institutions and Pupils Secondary Education and volwassenenonderwijs (adult education), the DBO, Vocational Training Service, deals with vocational training in the widest possible sense. This service sees to: ● ● ● ● ● ●

The coordination between the various administrations regarding cross-network issues on education and the labour market Contacts with other vocational-training providers VIZO – VDAB – NGOs … Contacts with employers’, employees’ and sector organisations The follow-up of advices from SERV - VLOR … The follow-up of covenants between education and the world of labour The follow-up of Flemish and European employment directives

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● ● ●

The follow-up of discussions regarding filling in the 2nd part of part-time compulsory education and pathway-to-work guidance within DBSO The follow-up of European structural funds with a view to project realisation. Coordination of ESF-projects on education.

Cf. http://www.ond.vlaanderen.be/dbo/

Entrepreneurial Education Together with the Flemish Minister for Economy, the Flemish Minister for Education and Training launched an action plan ‘Ondernemend Onderwijs’ (Entrepreneurial Education) in 2006. The objective is to give each child a sense of entrepreneurship and to put any interested children on the road to starting their own business. To this end, several measures have been developed. For instance, in the course of entrepreneurship weeks, hosted by the schools and visited by the wider public, initiatives from pupils were given a wider audience and the King Baudoin Foundation was asked to examine the theme ‘entrepreneurship in education’. In 2000, the King Baudoin Foundation set up a future-exploration committee which began to draft a new perspective for technical and technological vocations and training programmes. The first report of the committee 'Accent op talent' (Accent on Talent) was published in 2002, a second one followed in 2004. Both reports were instrumental in several pathway-school projects and experimental projects in education and pathway companies within the corporate sector. Their experiences were compiled in a number of publications which were circulated in 2006. The new theme 'ondernemerschap in het onderwijs' (entrepreneurship in education) was also the subject of a report which was published in 2007. http://www.kbs-frb.be/otheractivity.aspx?id=193914&LangType=2067 To counter the lack of overview and the fragmentation of entrepreneurial training courses, a new virtual Knowledge Centre on Entrepreneurial Competences, was set up, cf. http://www.competento.be The Minister for Economy also supports various entrepreneurship projects. Bridging projects are joint ventures between educational institutions and the corporate sector geared towards stimulating entrepreneurship. 14 projects have been selected which altogether have been allocated a budget of € 2.4 million; these projects focus on international, ethical and sustainable entrepreneurship. The Flemish government funds the selected projects for up to 50%. The remaining fifty percent must be funded by the private sector. The lifetime of any project is maximum three years. For further information, cf. DIVA 7.15., the Work and Social Economy Centre, (Steunpunt WSE) 9.6., volwassenenonderwijs and vocational training 7.15., special secondary education 10.6.10.;

Accent op talent - historiek van het project (2000 - 2004) Accent op talent. Competenties in balans. Zoeken naar afstemming tussen competentieontwikkeling in school en bedrijf Accent op talent. Een agenda voor vernieuwing Accent op talent. Een geïntegreerde visie op leren en werken. Eindrapport van de commissie 'een nieuw perspectief voor technische en technologische beroepen en opleidingen' aan de Koning Boudewijnstichting Accent op talent. Leren van elkaar. Samenwerking tussen scholen en bedrijven

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Accent op talent. Meer techniek in algemene vorming Accent op talent. Onderwijsinnovatie in Europa. Voorbeelden van goede praktijk uit 10 Europese landen Accent op talent. Stages, een win-win activiteit voor leerlingen, scholen en bedrijven De Regionale Technologische Centra: een uitgebreide kennismaking Koning Boudewijnstichting Decreet betreffende de regionale technologische centra en houdende noodzakelijke en dringende onderwijsbepalingen

5.19. Private Education Cf. 4.16..

5.20. Organisational Variations and Alternative Structures Education for chronically-ill pupils has been dealt with under 10.6.4..

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5.21. Statistics 5.21.1. Evolution of the number of pupils in secondary education from school year 1990-1991

School year

Mainstream secondary education

Special secondary education

Total secondary education

In comparison to 1995-1996 Absolute

Percent

Absolute

Percent

Absolute

Percent

1990 - 1991

426,325

97.91

13,700

89.21

440,025

97.61

1991 - 1992

427,380

98.15

13,909

90.57

441,289

97.89

1992 - 1993

428,227

98.34

14,222

92.61

442,449

98.15

1993 - 1994

434,430

99.77

14,558

94.80

448,988

99.60

1994 - 1995

436,956

100.35

14,961

97.42

451,917

100.25

1995 - 1996

435,436

100.00

15,357

100.00

450,793

100.00

1996 - 1997

432,227

99.26

15,548

101.24

447,775

99.33

1997 - 1998

426,220

97.88

15,647

101.89

441,867

98.02

1998 - 1999

420,366

96.54

15,659

101.97

436,025

96.72

1999 - 2000

415,253

95.36

15,774

102.72

431,027

95.62

2000 - 2001

413,343

94.93

15,763

102.64

429,106

95.19

2001 - 2002

414,079

95.10

16,084

104.73

430,163

95.42

2002 - 2003

419,379

96.31

16,402

106.80

435,781

96.67

2003 - 2004

427,922

98.27

16,792

109.34

444,714

98.65

2004 - 2005

435,048

99.91

17,393

113.26

452,441

100.37

2005 - 2006

439,550

101.69

17,801

114.49

457,351

102.14

2006 - 2007

439.338

101,65

18.189

116,99

457.527

102,18

Source: Statistical Yearbook of Flemish education 2006-2007

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MAINSTREAM SECONDARY EDUCATION

5.21.2. Evolution of pupil numbers in mainstream secondary education per education form; school year 2006-2007

School year

OKAN (*)

1 stage

ASO

TSO

KSO

BSO (**)

Total

1991 - 1992

146,889

113,550

84,934

3,646

78,361

427,380

1992 - 1993

146,919

113,708

85,305

3,997

78,298

428,227

1993 - 1994

147,894

115,703

87,348

4,636

78,849

434,430

1994 - 1995

291

145,281

116,932

89,921

5,114

79,417

436,956

1995 - 1996

364

141,347

117,276

91,696

5,239

79,514

435,436

1996 - 1997

414

137,489

117,154

91,833

5,223

80,114

432,227

1997 - 1998

429

133,870

115,593

91,506

5,117

79,705

426,220

1998 - 1999

606

133,332

112,626

90,301

5,093

78,408

420,366

1999 - 2000

947

134,725

109,821

88,826

4,816

76,118

415,253

2000 - 2001

1,597

136,051

108,307

88,131

4,663

74,594

413,343

2001 - 2002

1,810

138,101

107,243

87,890

4,782

74,253

414,079

2002 - 2003

1,897

141,606

107,519

88,343

5,018

74,996

419,379

2003 - 2004

1,879

144,970

109,896

89,127

5,446

76,604

427,922

2004 - 2005

1,695

146,257

112,951

90,452

5,555

78,138

435,048

2005 - 2006

1,684

145,192

116,265

91,554

5,694

79,161

439,550

2006 - 2007

1.535

141.244

118.226

92.885

5.753

79.695

439.338

(*) OKAN Reception class for non-Dutch speaking newcomers th

(**) BSO incl. 4 stage and modular education Source: Statistical Yearbook of Flemish education 2006-2007

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5.21.3. Evolution of the number of pupils in DBSO from school year 19911992, according to age

School year

15-18-year olds

18-25-year olds

In comparison to 1992-1993

Absolute

Percent

1992 - 1993

4,461

100.00

325

100.00

1993 - 1994

4,378

98.14

406

124.92

1994 - 1995

4,531

101.57

526

161.85

1995 - 1996

4,717

105.74

528

162.46

1996 - 1997

4,814

107.91

535

164.62

1997 - 1998

5,117

114.71

584

179.69

1998 - 1999

5,155

115.56

517

159.08

1999 - 2000

5,276

118.27

449

138.15

2000 - 2001

5,468

122.57

482

148.31

2001 - 2002

5,665

126.99

564

173.54

2002 - 2003

5,655

126.77

624

192.00

2003 - 2004

5,693

127.62

649

199.69

2004 - 2005

5,759

129.10

621

191.08

2005 - 2006

5,872

131.63

573

176.31

2006 - 2007

5,968

136.32

605

149.01

Source: Statistical Yearbook of Flemish education 2006-2007

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5.21.4. Secondary-eduction proofs of study conferred at the end of school year 2005-2006, according to year of birth and sex

SECUNDAIR ONDERWIJS = SECONDARY EDUCATION Studiebewijzen uitgereikt op het einde van het schooljaar 2005 â€“ 2006 naar geboortejaar en geslacht = Proofs of study conferred at the end of school year 2005-2006, according to year of birth and sex ALLE INRICHTENDE MACHTEN = ALL ORGANISING BODIES 1984 + voor = 1984 + pre Totaal = Total J=B M=G Onthaalklas voor anderstalige nieuwkomers = reception class for non-Dutch speaking newcomers Attest = certificate Eerste graad = Ffirst stage Getuigschrift van de eerste graad = Certificate of the first stage nd

2de leerjaar van de eerste graad = 2 grade of the 1 stage

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Beroepsvoorbereidend jaar = Prevocational year Tweede graad = Second stage Getuigschrift van de tweede graad = Certificate of the second stage de

grade of the 2 stage ASO

grade of the 2 stage KSO

2 leerjaar van de 2 graad ASO = 2 2 leerjaar van de 2 graad KSO = 2

nd nd

2 leerjaar van de 2 graad TSO = 2 grade of the 2 stage TSO 2 leerjaar van de 2 graad BSO = 2

grade of the 2 stage BSO

Studiegetuigschrift van de tweede graad = Proof of study of the second stage de

3 leerjaar van de 2 graad BSO = 3 grade of the 2 stage BSO Derde graad = Third stage 2de leerjaar van de 3de graad = 3rd grade of the 3rd stage Diploma van secundair onderwijs ASO = Diploma of secondary education ASO Diploma van secundair onderwijs KSO = Diploma of secondary education KSO Diploma van secundair onderwijs TSO = Diploma of secondary education TSO Studiegetuigschrift 2de leerjaar van de 3de graad BSO = Proof of study of the second grade of the 3rd stage BSO de

3 leerjaar van de 3 graad = 3 grade of the 3 stage Attest van regelmatige bijwoning ASO = Certificate of regular course attendance ASO Attest van regelmatige bijwoning KSO = Certificate of regular course attendance ASO Studiegetuigschrift 3de leerjaar van de 3de graad KSO = Proof of study of the 3rd grade of the 3rd stage KSO Studiegetuigschrift 3 stage TSO (1)

leerjaar van de 3

graad TSO (1) = Proof of study of the 3 grade of the 3

Studiegetuigschrift 3de leerjaar van de 3de graad BSO = Proof of study of the 3rd grade of the 3rd stage BSO Diploma van secundair onderwijs BSO (specialisatiejaar) (1) = Diploma of secondary education BSO (specialisation year) (1) Diploma van secundair onderwijs BSO (naamloos leerjaar) = Diploma of secondary education BSO (nameless year) Tweed en derde graad modulair stelsel = Second and third stage of the modular system Getuigschrift van de tweede graad = Certificate of the second stage Studiegetuigschrift 2de leerjaar van de 3de graad BSO = Proof of study of the 2nd grade of the 3rd stage BSO Studiegetuigschrift 3de leerjaar van de 3de graad BSO = Proof of study of the 3 stage BSO

grade of the 3

Vierde graad (2) = Fourth stage (2)

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2de leerjaar van de 4de graad (modevormgeving / plastische kunsten) = 2nd grade of the 4th stage (fashion design / visual arts) Studiegetuigschrift 2 BSO

leerjaar van de 4

graad BSO = Proof of study of the 2

grade of the 4 stage

Diploma van secundair onderwijs = Diploma of secondary education Modulair stelsel of 3 the 4th stage nursing

leerjaar van de 4

graad verpleegkunde = Modular system or the 3 grade of

Diploma van secundair onderwijs = Diploma of secondary education Diploma in de verpleegkunde = Diploma of nursing Beroepssecundair onderwijs: de leerling behaalt afhankelijk van de vooropleiding: â€“ in het 3de leerjaar van de 3de graad (specialisatiejaar) OF een diploma Vierde graad beroepssecundair onderwijs: voor de uitreiking van de soorten studiebewijzen: zie vorige tabel Aantallen per studierichting per net Vocational secondary education: the pupil obtains, depending on his previous education â€“ in the 3rd grade of the 3rd stage (specialization year) or a diploma Fourth stage vocational secondary education: please refer to the previous table 'Number per area of study and per network' regarding the types of certificates.

5.21.5. Part-time vocational secondary education (DBSO) proofs of study conferred at the end of school year 2005-2006, according to year of birth

Gemeenschapsonderwijs Privaatrechtelijk Provinciaal Gemeentelijk Aantal leerlingen geboren in

GO! Subsidised private educ. Provincial education Municipal education Number of pupils born in

Flemish Eurydice report 2008

1981 en voor J M Totaal

(Post-)Secondary education

1981 and prior to 1981 B G Total

207

6. Tertiary education Organisation of the education system in the Flemish Community of Belgium, 2006/07 1

BE nl

KLEUTERONDERWIJS

LAGER ONDERWIJS

SECUNDAIR ONDERWIJS

ALGEMEEN SECUNDAIR ONDERWIJS

UNIVERSITEIT

HOGESCHOOL TECHNISCH / KUNST SECUNDAIR ONDERWIJS BEROEPSSECUNDAIR ONDERWIJS DBSO

Pre-primary education – ISCED 0

Pre-primary – ISCED 0

(for which the Ministry of Education is not responsible)

(for which the Ministry of Education is responsible)

Primary – ISCED 1

Single structure – ISCED 1 + ISCED 2 (no institutional distinction between ISCED 1 and 2)

Lower secondary general – ISCED 2

Lower secondary vocational – ISCED 2

(including pre-vocational)

Upper secondary general – ISCED 3

Upper secondary vocational – ISCED 3

Post-secondary non-tertiary – ISCED 4 Tertiary education – ISCED 5A Allocation to the ISCED levels:

Tertiary education – ISCED 5B ISCED 0

Compulsory full-time education

-/n/-

ISCED 1

ISCED 2

Compulsory part-time education

Part-time or combined school and workplace courses

Additional year

Compulsory work experience + its duration

Study abroad

Source: Eurydice.

Following the historical overview, 6.1.ongoing debates, 6.2.and the specific legislative framework 6.3. we shall discuss: ● ● ● ● ● ● ● ● ● ● ● ● ● ●

General objectives 6.4. Types of institutions 6.5. Admission requirements 6.6. Registration and/or tuition fees 6.7. Financial support for students 6.8. Organisation of the academic year 6.9. Branches of study, specialisation 6.10. Curriculum 6.11. Teaching methods 6.12. Student assessment 6.13. Progression of students 6.14. Certification 6.15. Educational/vocational guidance, education/employment links 6.16. Private education 6.17.

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● ●

Organisational variations and alternative structures 6.18. Statistics 6.19.

Other chapters also contain topics which are relevant to higher education: ● ●

● ● ●

The administration and management of university colleges (hogescholen) is dealt with under 2.6.4.5.; that of universities under 2.6.4.6. and that of the associations under 2.6.4.7. The Flemish Interuniversity Council (Vlaamse Interuniversitaire Raad – VLIR) and the Flemish Council of University Colleges (Vlaamse Hogescholenraad – VLHORA) are discussed under 2.7.2.2. In relation to the financing system, cf. 2.8.6. Internal quality control is described in 9.4.1.2., external reviews in 9.4.2.3. and accreditation of higher education programmes in 9.4.3. The renewed initial-teacher training programmes are discussed in 8.1.

The group of programmes offered by Higher Vocational Education (HBO) for the level between secondary and tertiary education are dealt with in 5.2.3.Specific support measures for students suffering from function disabilities feature in 10.5.1.3.. In implementation of the Bologna declaration higher education has been reformed into an integrated higher education system with the following key characteristics: ●

● ●

The Bachelor-Master structure (as regards the general objectives, cf. 6.4. Organised by Bachelor degree Professional programmes University colleges Academic programmes University colleges in Universities association with a university Advanced Bachelor’s University programmes colleges Master degree Master degree University colleges in Universities programmes association with a university Advanced Master’s University colleges in Universities programmes association with a university Promotion to the title of Universities doctor Flexibilisation of learning paths, cf. 6.14.; Reinforcement of the quality-control system through accreditation, so that both students and employers are guaranteed that graduates meet an internationally-recognisable minimum competence level, cf. 9.4.3.; Cooperation between university colleges and a university in the form of an association, cf. 2.6.4.7. and 6.5.; Dutch as the teaching and administration language, though with the option of teaching certain programme components in a different language, especially in the case of Master degree studies. For post-initial Master degree studies, the teaching language is completely free;

The Flemish quality-assurance system involves three different stages: ● ●

An internal part, i.e. self-evaluation which results in a self-evaluation report (cf. also 9.4.1.2.); An external part, i.e. external reviews organized by the umbrella organisation of universities, the Flemish Interuniversity Council (VLIR) and the umbrella organisation of university colleges, the Flemish Council of University Colleges (VLHORA), students and peers, labour market counterparts… on the basis of that self-evaluation report (cf. also 9.4.2.3.);

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●

Accreditation, the final quality approval by the joint Dutch-Flemish Accreditation Organisation (Nederlands-Vlaamse Accreditatieorganisatie - NVAO) based on the external-review report and the assessment of the programme by the external-review commission (cf. also 9.4.3. and http://nvao.net en http://www.hogeronderwijsregister.be (Engelse versie: www.highereducation.be))

6.1. Historical overview Until 2003, university-college education and university education developed in different fashions.

6.1.1. History of university-college education University-college education largely originated from higher levels of secondary education, mainly for vocationally-oriented programmes linked to technical schools. After the Second World War, they were upgraded to institutions for higher education, i.e. nonuniversity higher education (niet-universitair hoger onderwijs – NUHO). The expansion of higher education due to its democratisation during the sixties led to a thorough reform and upgrade. The law of 7 July 1970 reformed the NUHO, to ‘HOBU’, i.e., Non-University Higher Education (Hogeronderwijs Buiten de Universiteit), consisting of: ●

Two types of education:

○ Short-type Higher Education (Hoger Onderwijs van het Korte Type – HOKT), comprising studies of 2 or 3 years

○ Long-type Higher Education (Hoger Onderwijs van het Lange Type –HOLT), ●

comprising studies of 4 or 5 years; Seven branches of education: technical, economic, agricultural, paramedical, social, artistic, pedagogical and (from 1985) also maritime higher education

The Flemish decree of 23 October 1991 uprated HOLT by defining it as ‘academic-level education’ and by subjecting it to the same rules as those prevailing for university education. HOLT was given greater autonomy with fixed financing and no longer came under the schoolpact' (schools pact act) (cf. 2.3.3.). At the same time, transition between the various levels of education was made more flexible. The Flemish decree of 31 July 1994 integrated all the higher education programmes into one system with one overall institutional and legislative framework, i.e., Higher Non-University Education, (Hoger Onderwijs Buiten de Universiteit - HOBU). University colleges also acquired more autonomy regarding budget allocation within the operational lump-sum payment system. Following a merger operation, there are now 22 university colleges instead of 164 previously. The signing of the Bologna Declaration in 1999 (cf. 11.2.2.1.) led to a new radical reorganisation in 2003 which saw the establishment of university associations within an integrated higher education system. Cf. 6.1.3.

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6.1.2. History of university education After Belgium became independent in 1830 the Rijksuniversiteit Gent (State University of Ghent) (° 1817) continued to exist and the Katholieke Universiteit Leuven, which was originally founded in 1425, (Catholic University Leuven) (°1834) reopened its doors. That same year also a free-thinking counterpart, the Vrije Universiteit Brussel (Free University of Brussels) saw the light of day (°1834). The Belgian higher education law of 1835 formally recognised two state universities (Rijksuniversiteit Gent and the Université de Liège (University of Liège) (° 1817), one Catholic university (Katholieke Universiteit Leuven) and one liberal university (Vrije Universiteit Brussel). Education at the universities was provided in French, geared towards the target group, i.e. the upper bourgeoisie and nobility. It was not until 1930 that the Rijksuniversiteit Gent became a unilingual Dutch-speaking university. From the sixties university education became more democratic and the student population in Flanders rose sharply. As a result, new universities were founded in Flanders, some university colleges were upgraded to universities, the unitarian universities were split up into autonomous Dutchand French-speaking universities and students also got a say. This became a statutory requirement during the nineties thanks to the University Decree of 12 June 1991, and the University-College Decree of 13 July 1994. The Decree on participation of 19 March 2004 regulates participation within reformed higher education. The implementation of the Bologna Declaration in 1999 (cf. 11.2.2.1.) led to a thorough reform and an integrated higher education policy in 2003, cf. 6.1.3..

6.1.3. Integrated higher education The Bologna Declaration (http://www.ond.vlaanderen.be/soho/BolognaDeclaration.htm) is aimed at creating a European Higher Education Area (EHEA), with as key principles: ● ●

●

● ● ●

The introduction of a three-cycle system, (the Bachelor-Master-PhD structure). The introduction of a uniform simple standard to assess the work load of programme components and programmes and thus facilitate flexibility and mobility. This standard is the credit which all across Europe stands for 25 to 30 hours of study activities. The introduction of a credit system in which each programme is seen as a well-ordered unit of programme components where students must obtain a certain number of credits to receive a qualification; credits can also be acquired outside of higher education (such as in lifelong learning) provided they are recognised by the organising institution (cf. 6.14.). Encouraging mobility of students, teaching staff, researchers and members of staff. Promoting European cooperation on quality assurance with a view to creating comparable criteria and methodologies. Introducing a European dimension into higher education.

The implementation of the Bologna Declaration in Flanders was shaped by the ‘Higher Education Reform Decree (structuurdecreet) of 4 April 2003, the ‘Decree on participation’ (participatiedecreet) of 19 March 2004 (cf. 2.6.4.6.1.) and the ‘Decree on flexibilisation’ (flexibiliseringsdecreet) of 30 April 2004 (cf. 6.7. and 6.14.). Since 1/1/2008 a new higher education financing system has come into operation, (cf. 2.8.6.).

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6.2. Ongoing debates and future developments ● ●

●

● ●

●

The draft decree concerning the financing of university colleges and universities was ratified by the government in December 2007 and should lead to a decree in the spring of 2008. The implementation of this new financing system from 2008 should also lead to a rationalisation of the programmes offered. To that effect a commission composed of people in charge of higher education was also appointed. This commission shall formulate proposals on a thorough reorganisation of the programmes offered by higher education. Over the coming years, 5 million euro a year will be earmarked for this rationalisation process. In view of the recent sweeping reforms within higher education, the prevailing decrees concerning higher education will be coordinated and integrated into a new basic decree concerning higher education in the course of 2008. The rules regarding the recognition of qualifications will also be revised in this decree, pursuant to the principles of the Lisbon Recognition Convention. In addition a database is developed containing foreign higher and secondary education qualifications, most commonly declared to be equivalent. During 2008, a step-by-step plan will be established regarding the integration of the Flemish Interuniversity Council (VLIR) and the Council of Flemish University Colleges (VLOHRA) (cf. 2.7.2.2.) into one single new umbrella organisation. Research capacity of two-cycle university-college programmes will be reinforced in function of their transformation into academic Bachelor’s and Master’s programmes. The policy areas Education and Training and Science and Innovation jointly set aside over 25 million euro for this purpose every year. A vision statement on the academisation of artistic education is currently being prepared. Management agreements have been concluded with some higher institutes for fine arts, the PARTS (Performing Arts and Research Training Studio) dance education programme and the Postgraduate school for Performing Arts which also specify the role of these education providers within the academisation process (cf. 6.5.). The establishment of a fully-fledged training programme and further training for imams will also be examined further. In the new financing decree, students receiving grants and students suffering from function disabilities shall carry extra weight when the operational resources for universities and university colleges are being fixed. Moreover, in 2008, a special budget of 3 million euro has been earmarked to encourage institutions to canvas people from underrepresented target groups and to provide enhanced support for those particular students. As of 2009, the minister will set an extra 6 million euro a year aside for this purpose. To support the policy on students suffering from function disabilities, The Flemish Centre of Expertise for Disability and Higher Education (Vlaams Expertisecentrum Handicap en Hoger Onderwijs – VEHHO) has been reorganised into a Support Centre for Learning and Working with Function Disabilities in Higher Education (Steunpunt voor Leren en Werken met Functiebeperkingen in het Hoger Onderwijs). (Cf. also 10.5.1.4.). The post-secondary educational provision (EQF level 5) between the 6th grade of secondary education (EQF level 4) and higher education (Bachelor - EQF level 6 and Master - EQF level 7) will from 2008-2009 be reorganised within a higher vocational education system (EQF level 5), (hoger beroepsonderwijs HBO). This reorganisation was already discussed under 5.2.3..

VLHORA, Vlaamse Hogescholenraad VLIR, Vlaamse Interuniversitaire Raad

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6.3. Specific legislative framework Core legislation concerning higher education in Flanders ● ● ● ●

●

Decree of 12 June 1991 concerning universities in the Flemish Community. Decree of 13 July 1994 concerning university colleges in the Flemish Community. Decree of 4 April 2003 laying down the restructuring of higher education in Flanders (Higher Education Reform Decree). Decree of 19 March 2004 regarding the legal status of students, participation in higher education, the integration of certain departments of higher education for social advancement into university colleges and the support for the restructuring of higher education in Flanders (Decree on participation). Special Decree of 19 March 2004 regarding participation in higher education, the integration of certain departments of higher education for social advancement into university colleges, the coordination of the higher education regulations and the modernisation of regulations on Flemish autonomous university colleges. This special Decree implements the principles of the Decree on participation in the community institutions for higher education. Decree of 30 April 2004 concerning the flexibilisation of higher education and laying down urgent higher education matters (Decree on flexibilisation), amended by the Decree of 20 May 2005. As of 2005-2006, all programmes are being governed by the Decree on flexibilisation. For programmes which are being phased out a deviation is possible. Decree of 27 January 2006 to ratify the regulations of the Dutch-Flemish Accreditation Organisation regarding the laying down of management principles applicable to accreditation decisions and testing of new programmes vis-à-vis higher education programmes in the Flemish Community. Decree of 8 June 2007 concerning study financing in the Flemish Community.

A comprehensive review can be found on http://www.ond.vlaanderen.be/hogeronderwijs/regelgeving/

De universitaire regelgeving. Coördinatie en annotatie

6.4. General objectives Professional Bachelor degree studies have the objective to bring students to a level of general and specific knowledge and competences required to perform a particular profession or group of professions independently. A professional Bachelor’s programme can therefore lead directly to a place on the labour market. The main objective of the academic Bachelor degree studies is that students go on to a Master’s programme. Thus, they are geared towards bringing the students to a certain level of scientific or artistic knowledge and competences, required for scientific or artistic work in general, and towards a specific field of sciences or arts in particular. Preparing students for the labour market is only a secondary objective. Master degree studies have the objective to bring students to an advanced level of scientific or artistic knowledge and competences required for scientific or artistic work in general, and to a specific domain of sciences and arts in particular, which is required for autonomous scientific or artistic work or to apply this scientific or artistic knowledge independently in one or a group of professions.

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Some Bachelor degree studies are a follow-up to another (professional) Bachelor’s programme. This follow-up programme is geared towards the broadening of or specializing in competences acquired during the initial Bachelor’s programme. Some Master degree studies are a follow-up to another Master’s programme. Bachelor programmes are a continuation of secondary education. As a rule, Master degree studies tie in with an (academic) Bachelor’s programme. Master degree studies can also be accessible to professional Bachelor’s graduates once they have successfully completed a bridging programme. If a student does not hold the required qualification to directly enter into the programme he wants to register for, he may be asked to follow a preparatory programme first.

6.5. Types of Institution In Flanders, the institutions for higher education are made up of officially-registered institutions and registered institutions for higher education. The officially-registered institutions are institutions for higher education which were recognised by the authorities prior to 2004 and which can bank on government funding for their education and research. These institutions are listed in the Higher Education Register (http://www.highereducation.be) These are: ● ●

●

the university colleges and universities the other officially registered institutions: Vlerick Leuven Gent Management School, the Instituut voor Tropische Geneeskunde (Institute of Tropical Medicine) and Universiteit Antwerpen Management School the Faculteit voor Protestantse Godgeleerdheid Brussel (Faculty of Protestant Theology Brussels) and the Evangelische Theologische Faculteit Heverlee (Faculty of Evangelical Theology Heverlee)

Quite a remarkable institution is the Transnationale Universiteit Limburg (the Transnational University Limburg - tUL). This university was founded under a treaty between the Netherlands and Flanders and is therefore a bi-national institution. In Flanders it is an officially-registered institution which forms part of the Flemish universities via the Universiteit Hasselt (University Hasselt). The registered institutions for higher education are all the (private) institutions which have successfully gone through a registration procedure and are officially registered by the Flemish government. The Flemish government registers the institutions on the basis of a file in which the candidate institutions must demonstrate their financial solvability and must enter into a cooperation agreement with a university college or university, a.o. to guarantee that students can complete their studies at the contracting university college or university should the institution in question cease its activities. Only after being registered, these institutions may get their programmes accredited by the Dutch-Flemish Accreditation Organisation (NVAO). Their accredited Bachelor’s and Master’s programmes are included in the Higher Education Register. An association is an official cooperation between one university and one or more university colleges. The institutions may assign certain powers of decision to the association. There are 5 associations in Flanders. Only the Katholieke Universiteit Brussel (Catholic University of Brussels) is not part of an association.

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Association

Univ.

Number of university colleges

Number of students registered with degree contract in an initial programme (2005-2006) Professional programmes

Academic programmes

Total

36,899

34,289

71,188

Antwerp University UA Association

12,929

12,315

25,244

Ghent University UG Association

20,139

26,909

47,048

Association University UH and Hogescholen Limburg

5,481

2,667

8,148

Brussels University VUB Association

3,078

7,710

10,788

KUB

373

TUL (*)

554

78,526

84,817

163,343

KULeuven Association

KUL

Total (*) Transnational University Limburg

Source: Statistical Yearbook Education 2006-2007 Commissioners of the Flemish government, appointed for a term of 5 years by the Minister for Education and Training supervise the legality of the associations’ decisions and their financial soundness. As they have only limited jurisdiction the associations’ freedom of policy is guaranteed. A commissioner may attend all the board meetings of an association in an advisory capacity (Decision of the Flemish government of 5 September 2003). Further information on the administration of university colleges, universities and associations can be found in 2.6.4.5., 2.6.4.6. and 2.6.4.7..

Bijzonder Decreet houdende de deelname van gemeenschapsinstellingen aan de associaties in het hoger onderwijs

6.6. Admission requirements The following qualifications give direct access to a Bachelor’s programme: ● ●

The Flemish Diploma of Secondary Education, A foreign qualification which is recognised as being equivalent by a Flemish decree, Belgian law, European directive or an international agreement.

There is no 'numerus clausus’ in Flanders, however, every student who wishes to register for Dentistry and Medicine must pass an entrance exam.

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Students who are keen to follow higher artistic education must first pass a skills test (artistic entrance exam) if they wish to enter a programme in the branches of study ‘Audiovisual and Visual Arts’, ‘Music’ and ‘Performing Arts’. An examination to assess the knowledge of the teaching language may also be imposed. The board of the institution may, pursuant to the regulations, facilitate the access to a particular Bachelor’s programme on the basis of deviatory admission requirements, solely based on: ● ● ●

Humanitarian grounds; Medical, psychological or social grounds; The overall level of the candidate, which is assessed as specified by the board of the institution.

The regulations on the deviatory admission requirements may be obtained from the institution and are stipulated in their Education and Examination Regulation. A student who has already obtained a Bachelor’s degree can enter another Bachelor’s programme and receive a reduction in study load. Institutions for higher education may only admit students to advanced Bachelor’s programmes if they have already obtained a Bachelor’s degree. Institutions may restrict direct access to these programmes to graduates of Bachelor’s programmes with specific programme characteristics, and may impose a preparatory programme on graduates of other Bachelor’s programmes as a prerequisite for admission. The contents and work load of these preparatory programmes are determined by the institution and may vary according to the degree of content relatedness between the student’s previous education and the advanced Bachelor’s programme in question. A Bachelor’s degree, obtained through an academic Bachelor’s programme, gives direct access to a Master’s programme. Holders of professional Bachelor’s degrees must follow a bridging programme. A bridging programme consists of a minimum of 45 and a maximum of 90 credits, which can be brought back to 30 credits based on the results of a (qualification) test. The higher education institution may also take into account the competences of the student like informal learning, non-formal learning and professional experience (elders verworven competenties – EVC) and also the previously obtained qualifications (eerder verworven kwalificaties – EVK) of the student. This may further reduce the bridging programme or even grant a full exemption. A student with a Master’s degree can enter another Master’s programme and receive a reduction in course duration or a reduction in the preset work load provided he follows a minimum of 45 credits’ worth of programme components in the other Master’s programme. Advanced Master’s programmes are only accessible to people who have already obtained a Master’s degree. Direct access may be restricted to graduates of Master’s programmes with specific programme characteristics. Institutions may request holders of other Master’s degrees to follow a preparatory programme as an admission requirement. The contents and work load of the preparatory programmes are determined by the institution and may vary according to the content relatedness between the student’s prior education and the advanced Master’s degree in question. Cf. 6.14. which explains that people can obtain a degree on the basis of prior competences and prior education (EVK + EVC). As a general requirement, people who wish to obtain a doctorate must already be in possession of a Master’s degree. The university may however request that the applicant passes a qualification test to assess whether he is a suitable candidate to carry out scientific research in the field in question and whether he will be able to translate the results of this research into a dissertation. However, also students who did not obtain a Master’s degree may be admitted to doctoral programmes. In that case, the university may request that the student either sits a skills test to assess whether he would be a

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suitable candidate for a doctoral thesis or takes an exam on components of academic education, which are determined by the university.

6.7. Registration and/or tuition fees Students who enroll for a number of credits enter into a learning agreement with the institution. The decree on flexibilisation (flexibiliseringsdecreet) creates three types of learning agreements. ●

Degree contract: the student enrolls for a number of credits with a view to obtaining a degree or enrolls for a complete bridging or preparatory programme, in which three learning paths are possible.

○ ○ ○ ○

● ●

60 credits per academic year less than 54 credits per academic year (part-time programme) other model learning paths drawn up by the higher eduation institutions

personalized learning paths: students enroll for a certain number of credits on the basis of a file. Credit contract: the student enrolls for a number of credits with a view to obtaining a credit certificate for one or several programme components. Exam contract: the student only enrolls for the examinations, with a view to obtaining a degree or a credit certificate for one or more programme components.

Tuition fees are regulated by the Decree of 30 April 2004 concerning flexibilisation of higher education (amended by the Decree of 20 May 2005). The amount depends on whether or not the student qualifies for a grant, the type of degree studies (Bachelor’s, Master’s, bridging programme …), on whether the student is an EEA itizen or not and on the number of credits. For information a few figures (index-linked for 2006 - 2007), registration for a Bachelor’s programme: minimum € 307.7 and maximum € 349.2, exam-contract fees: a set amount of € 50.7 and a variable part of € 3 per credit. Detailed information can be found in the 2005-2006 and 2006-2007 circular letters, respectively, at:

http://www.ond.vlaanderen.be/hogeronderwijs/download/omzendbrief-studiegeld.htm

6.8. Financial support for students Legislation ●

● ● ●

Henceforth, study financing is regulated in an integrated fashion and for all levels of education by the Decree of 8 June 2007 which, as far as higher education is concerned, came into force as from academic year 2007-2008. Any applications for academic years 2004-2005 up to and including 2006-2007 are still regulated by the largely defunct Decree of 30 April 2004. Applications regarding earlier academic years are governed by the abolished law of 19 July 1971. As of now, the term study-allowances is used for higher education.

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There are three groups of conditions: N a t i o n a l i t y c o n d i t i o n s ( wi t h s p e c i f i c c o n d i t i o n s f o r n o n - n a t i o n a l s ) Pedagogical conditions

● ●

The student must be enrolled at a registered institute for higher education; The programme must be accredited, recognised as a new degree study or must be temporarily recognised (or must be a degree study from the former structure); aside from this also the following programmes qualify:

○ Preparatory programmes ○ Bridging programmes ○ Teacher-training programmes as a follow-up programme ● ●

The programme must be followed under a degree contract; All students who enroll, can qualify for study-allowances credits, i.e.:

○ ○ ○ ○ ○ ○

●

two Bachelor’s credits; one Master’s credit; one wild card; one credit for a preparatory programme; one credit for a bridging programme;

one credit for a teacher-training programme in the form of a follow-up programme; When the amount of study-allowances is calculated, the number of credits the student has enrolled for is also taken into consideration;

○ The student must be enrolled for at least 30 credits and can receive study-allowances for a maximum of 60 credits per academic year;

○ The work load for full-time learning paths (of a programme, expressed in credits) or an academic year (not expressed in credits) has been set at 60 credits;

○ The work load for part-time learning paths has been fixed at 30 credits; ○ A wild card comprises 60 credits and is valid for the entire duration of the studies; This wild card may be used to follow certain programme components of programmes the student did already follow though for which he failed the exams or, to follow a different programme; It can also be used to follow a refresher's programme if the lifetime of the credits the student did acquire previously has expired; Moreover, it can also be used for components of a particular Bachelor's or Master's programme, if it transpires during a certain academic year or semester in which the student would be in a position to obtain a qualification, that the relevant credit for the programme in question has been used up; In the event studies were followed in the French or German Communities of Belgium or abroad, study-allowances may be portable subject to certain conditions.

●

F i n a n c i a l c o n d i t i o n s : h e r e t h e f o l l o wi n g i s t a k e n i n t o c o n s i d e r a t i o n :

●

The ‘family unit’, where various categories are distinguished:

○ Principal place of residence with either or both parents; ○ Principal place of residence with another natural person entrusted with the student’s care or with a natural person who receives tax credits for the student;

● ●

○ Married students; ○ Independent students; ○ Single students, living by themselves;

The reference income of the ‘family unit’ the pupil/student belongs to; The rateable value of the ‘family unit’ the pupil/student belongs to;

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●

The composition of the ‘family unit’ (number of dependent persons, number of students, number of disabled persons).

Amounts

Students entitled to study-allowances for 60 credits

Full studyfinancing amount

Singular studyfinancing payment

Minimum studyfinancing amount

Students living in student rooms

3,253.61

4,380.55

210.24

Students not living in student rooms

1,952.80

2,833.79

Students who qualify for study-allowances for less than 60 credits, receive a % of those amounts. More information:

The Department of Education and Training has dedicated a specific website to study-allowances http://www.ond.vlaanderen.be/studietoelagen/; conditions are extensively described on http://www.ond.vlaanderen.be/studietoelagen/voorwaarden Other provisions

Education grants are also provided by several other authorities such as The Provincial Commissions for Foundations of Study Allowances (Provinciale Commissies voor Studiebeurzenstichtingen), or within the framework of European exchange programmes and also by various private organisations and foundations. Grants are also available for studies abroad and scientific research, cf.: http://www.ond.vlaanderen.be/studietoelagen/destudietoelage/Andere_studiebeurzen_leningen.pdf Students suffering from function disabilities can avail of financing for special learning tools. Doctoral students may be financed by the university as university assistants or as PhD researchers or by the Research Foundation – Flanders (Fonds voor Wetenschappelijk Onderzoek) and related trusts. Doctorate students may also finance their own doctoral studies, however this is rather rare. Study loans are provided by all kinds of private organisations and foundations. The institutions for higher education also provide a whole range of social services (cheap restaurants, accommodation, etc.). University colleges now receive the same level of subsidies for such services as the universities.

Studiekosten in het hoger onderwijs: wat het kost om deel te nemen aan het hogeschool- en universitair onderwijs.

6.9. Organisation of the academic year The organisation of the academic year – including the holiday arrangements for students – is included in the education regulations drawn up by the board of the institution.

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An academic year is described as a period of one year which commences at the earliest on 1 September and at the latest on 1 October and ends on the day before the start of the next academic year. However departure from this fixed one-year period may exceptionally be granted if the board of the institution decides to either bring forward or put back the start of the academic year. Most university colleges and universities operate a semester system, i.e. the academic year is divided into two separate teaching periods or semesters. The 2nd semester is followed by a summer recess which precedes the second examination period consisting of a number of weeks of exams.

6.10. Branches of study, specialisation The Higher Education Reform Act (structuurdecreet) imposes strict conditions on new programmes. The autonomous Accreditation Commission examines for example whether the programme represents added value within the existing education landscape. The Dutch-Flemish Accreditation Organisation (NVAO) checks very carefully whether there are enough reasons to assume that the programme will be of high quality. University colleges are chiefly active in higher professional education and may also offer academic programmes within the framework of an association. Universities provide academic education. Initial programmes include professional Bachelor degree studies (only organized by university colleges), the academic Bachelor degree studies and the Master degree studies. Their work load is expressed in credits, on the basis of the ECTS credit system:

● ●

Professional and academic Bachelor degree studies comprise a minimum of 180 credits (which more or less corresponds to 3 study years of 60 credits each); Master degree studies follow after an academic Bachelor’s degree and comprise at least 60 credits.

Advanced programmes dovetail with initial programmes and comprise a minimum of 60 credits: ● ●

An advanced Bachelor’s; An advanced Master’s.

The teacher-training programmes were reorganised by the Decree of 15 December 2006, which came into force in September 2007. Henceforth, students have two options: ●

●

Integrated teacher training for pre-primary, primary and group-1 secondary education teachers, organised by university colleges which leads to a Bachelor’s in pre-primary, primary and secondary education, respectively. This training programme takes 3 years and comprises 180 credits, including minimum 45 for teaching practice. Students who have already obtained another higher education qualification or adult education qualification or who have relevant professional experience and only need to get additional pedagogical/teaching training can follow a specific teacher-education programme. This training programme has a study load of 60 credits of which 30 credits are specifically allocated to teaching practice. The programmes in question are organised by universities, university colleges and Centres for Adult Education, (Centra voor Volwassenenonderwijs – CVOs) (where they replace the former initial teacher-training programmes which led to a proof of pedagogical competence). The programmes may be organized as a:

○ programme contiguous to a subject-specific programme;

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○ built-in training programme, a specialisation in a subject-specific programme (30credits within a 120-credit Master’s programme);

○ separate training programme for people who wish to make the move towards a teaching career on the basis of their professional experience. To boost cooperation between the various institutions offering teacher training, the government finances the expansion of Networks of Excellence (expertisenetwerken - ENWs) created within an association and regional platforms which operate in a cross-association fashion. Cf. 8.1.. Universities and university colleges may also organize short-itinerary programmes with a minimum work load of 20 credits within the framework of further professional training. These programmes are ratified with a postgraduate certificate. The doctoral programme is geared towards preparing a thesis. University colleges may offer professional Bachelor degree studies in the following branches of study and the following academic Bachelor and Master degree studies within the framework of an association: Architecture

Commercial and Management Sciences

Audiovisual and Visual Arts

Industrial Sciences, Technology and Nautical Sciences

Biotechnology

Music and Performing Arts

Health care University colleges may offer professional Bachelor degree studies in the following branches of study: - Education - Social Work University colleges may offer academic Bachelor and Master degree studies in the following branches of study within the framework of an association: - Product development - Applied Linguistics An overview of the higher education programmes currently being phased out is available on http://www.ond.vlaanderen.be/onderwijsaanbod/ho/richtingen.asp Universities may offer academic programmes (Bachelor and Master degree studies) in the following branches of study: Archaeology and Arts

Psychological and Pedagogical Sciences

Biomedical Sciences

Law, Notaryship and Criminology

Veterinary

Social-Health Sciences

Economics and Applied Economic Sciences

Linguistics and Literature

Pharmaceutical Sciences

Dentistry

Medicine

Applied Biological Sciences

History

Applied Sciences

Theology, Religious Studies and Canon Law

Transport Studies

Physical Education, Rehabilitations Sciences and Physiotherapy

Sciences

Political and Social Sciences

Philosophy and Ethics

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An integrated overview of all programmes is now available from the Higher Education Register (hogeronderwijsregister - HOR) cf. http://www.hogeronderwijsregister.be/, the English version can be found on http://www.highereducation.be

6.11. Curriculum University colleges and universities are free to draw up their own curricula. The board of the institution sets out a programme for each degree study which consists of a coherent unit of programme components and corresponds with the award-type descriptors of the National Framework of Qualifications of Flanders. When drafting the programmes for the degree studies, the board takes the prevailing admission requirements for certain functions or professions into account, which have been determined by national and international legislation (e.g. the European directives).

6.12. Teaching methods The choice of teaching methods and teaching materials appertains to the freedom of the institutions. As a rule, professional Bachelor degree studies usually consist of theory, practical classes and an internship which does not usually feature in academic programmes where the emphasis is put on the theoretical aspects and research. The use of electronic learning platforms is becoming more and more widespread.

6.13. Student assessment Normally one or two weeks are provided to prepare for examinations, which take place over two exam sessions, i.e. in June and September. When a semester system is operated exams are also organized in January (the end of the first semester); these are counted as being part of the first exam session. At the end of the Masterâ€™s programme every student must submit (and sometimes defend) a dissertation (a Masterâ€™s dissertation) The Decree on participation of 19 March 2004 regulates a.o. the legal protection of students in studyprogress decisions (such as decisions on examinations and exam-discipline rules, the conferral of certificates of competence, the granting of exemptions, decisions compelling students to follow a bridging or preparatory programme and the enforcement of study-progress assurance measures). To this end the Council for disputes about decisions on study progress (Raad voor betwistingen inzake studievoortgangbeslissingen) was created which is an administrative court at Flemish level.

6.14. Progression of students The Decree on flexibilisation of 30 April 2004 allows for more flexible learning paths, with increased opportunities for changing between programmes and institutions, enhanced differentiation

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a.o. in respect of the types of programmes on offer, and more opportunities for lifelong learning. In this respect it uses the following principles, in which the universities and university colleges can fill in the credit system at their own discretion. ● ● ●

● ●

●

● ●

●

The year system is replaced by a credits system. The programme is and remains the basic and structural unit but is no longer seen as the sum total of study years but as one ordered unit of programme components. A programme is subdivided into programme components. A programme component is a well defined unit of teaching, learning and evaluation activities aimed at acquiring well-defined (part) competences regarding knowledge, insight, skills and attitudes. It may be filled in flexibly by the institutions and can as such consist of one subject (in the traditional sense of the word) but can also consist of a cluster of subjects and learning activities. The study load is expressed in ECTS credits in which one credit represents 25-30 hours of study activities. The volume of a programme component is expressed in whole ECTS credits. One course component comprises a minimum of 3 credits with a maximum of 12 components per 60 credits. The student has completed a programme component when the evaluation demonstrates that he has satisfactorily acquired the relevant (part) competences. In this respect, he is assessed on a scale from 0 to 20 (in whole numbers), with 10 being the pass threshold. Every student is entitled to enroll at least twice for every course component and has the right to sit at least two exams per enrollment. Completion of a programme component (passing the programme component) results in official recognition in the form of a credit certificate, which is issued for that particular component and does not take into account any other programme components which may feature in the student’s programme. There is basically no expiry date on the credit certificate; it is valid for a minimum of 5 calendar years after it has been obtained. However, knowledge evolves rapidly and a quality programme should continuously be updated. Therefore the institutions are allowed to impose some form of ‘refresher’s programme’ after a period of 5 years, if the student wishes to continue and/or finalise his studies with a view to obtaining a degree. Institutions may grant students exemptions on the basis of previously acquired qualifications (eerder verworven kwalificaties - EVK) and/or prior learning (eerder verworven competenties - EVC). Further details on this issue can be found in the teaching and examination regulations of each institute for higher education and extensive information on the general principles and procedures for flexible study progress can be found in the leaflet 'Bewijs je Bekwaamheid’ (Prove your competence) which can also be found in electronic form on http://www.ond.vlaanderen.be/hogeronderwijs/studeren/foreignstudents/information.htm To monitor the study progress in an orderly manner and to take peremptory action when things go wrong, the Decree provides for several measures. For example, binding conditions may be imposed on a student at the time of admission (such as an interim evaluation or a minimum of study performance) and at-risk students may be refused if they have already been given several opportunities.

6.15. Certification Only people who have been conferred the title of Bachelor, Master or Doctor, pursuant to the Flemish Higher Education Reform Decree of 4 April 2003 may carry the corresponding title of Bachelor, Master or Doctor and the legally protected abbreviations “dr” and “PhD”. The board of the institution confers the title of Bachelor or Master if the student has successfully completed the Bachelor’s programme or

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Masterâ€™s programme. The title of Doctor or "doctor of philosophy" is awarded by a university jury after a public presentation of a doctoral thesis which confirms the capability of the creation of new scientific knowledge based upon independent scientific research. The doctoral thesis should have the potential to lead to publications in scientific journals. The board of the institution issues a credit certificate if the student has passed a course-component exam. Further details are available in the education and examination regulations of each higher education institution. People may also obtain the degree of Bachelor and Master if the institution deems, based on their EVC and EVK, that the persons in question have acquired the necessary competences. 'EVC' means valorisation of prior learning, i.e. having acquired all the knowledge, insight, skills and attitudes through learning processes which were not awarded a proof of study like non-formal and informal leraning; 'EVK' means a previously acquired qualification, i.e. each national or foreign proof of study which demonstrates that the person has successfully completed a formal learning path, either or not through education. Comprehensive information on the general principles and procedures for flexible study progress is published in the brochure 'Bewijs je Bekwaamheidâ€™ (Prove your competence). This brochure gives more specific information on the recognition of prior learning (EVC) and previously acquired qualifications (EVK). For an electronic copy: http://www.ond.vlaanderen.be/hogeronderwijs/studeren/foreignstudents/information.htm NARIC-Flanders, is the National Academic (& Professional) Recognition and Information Centre of Flanders within the framework of the European Commission and is also the European National Information Centre of Flanders within the framework of the Council of Europa and UNESCO. It is in charge of the academic recognition of foreign higher education qualifications and the professional recognition of teachers based upon the applicable European Directive. More information is offered on Flanders was the first in Europe to introduce a statutory Diploma Supplement. This was introduced for universities in 1991 and for university colleges in 1994. The Diploma Supplement contains details on the nature, level, context, content and status of the studies followed and a description of the higher education system. The updated Diploma Supplement is based on a model developed by the European Commission, the Council of Europe and UNESCO/CEPES, which was using the Flemish one as good example. The Diploma Supplement provides independent data with a view to improving international transparency and fair recognition of qualifications for academic and professional purposes. Every student in Flanders receives this automatically with his degree because the degree and the accompanying diploma supplement are intrinsically interlinked as one single whole. At the request of students, the officially-registered institution for higher education will also furnish a free once-off copy of the degree and Diploma Supplement in English. The degree and Diploma Supplement for programmes taught entirely in another language than Dutch are issued both in the teaching language and in Dutch. (cf. also Europass 11.4.2.4.).

6.16. Educational/vocational guidance, education/employment links Professional Bachelor degree studies have the objective to bring students to a level of general and specific knowledge and competences required to perform a particular profession or group of professions independently and therefore give students direct labour-market access.

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Practical training in real-life working conditions (companies, schools, hospitals ...) forms an essential part of each programme. Guidance to facilitate students’ entry into the labour market comes in many forms. The majority of university colleges have placement services, even though their workings tend to vary. There are no official guidelines in this area. Some university colleges merely collect vacancies or compile employment statistics while others keep elaborate employment files on the individual graduates, provide job application training and/or organize preparatory seminars on employment.... Often a successful internship may lead to employment once the student has graduated. Interaction between the labour market and the education programmes does not always work as optimally as it might, but this depends on the area of study or the programme. Within the social sector, universities, just like university colleges, have set up a specific infrastructure for this broader care and guidance. This can come in the form of placement services for instance. Depending on the institution, certain initiatives are taken for graduates and former students such as the setting up of a vacancy database, organising information sessions on employment in various sectors, etc.

6.17. Private education Only institutions recognised by the Flemish government may offer Bachelor’s and Master’s programmes in Flanders. There are different types of institutions. First of all there are the officiallyregistered institutions and secondly there are the private registered institutions. Universities and university colleges are all officially-registered institutions. Institutions which are unregistered institutions are part of the private-education sector which is not legally regulated in Flanders, because of the Constitutional freedom of education in Belgium. Private institutions in Flanders can offer accredited higher education programmes and issue the official higher education degrees (Bachelor and Master) if they have passed the registration procedure and if their programmes have been accredited by the accreditation body, the Dutch-Flemish Accreditation Organisation. Management agreements have been concluded with the Higher Institutes for Fine Arts (Orpheusinstituut (Orpheus Institute), Operastudio Vlaanderen (Flanders’ Opera Studio), The Higher Institute of Fine Arts Flanders (HISK)), with P.A.R.T.S. (Performing Arts Research and Training Studios, founded in 1995 by the ‘Rosas dance company’ & the Belgian national opera ‘De Munt’) and with the Postgraduate School for Performing Arts (Posthogeschool voor Podiumkunsten – PoPok), for the period 2007-2011. These management agreements contain conditions on matters such as the further integration of higher education institutions, their role in the academisation of higher artistic education, the introduction of audits alongside the existing system of external reviews and a more rational distribution of resources between the institutions. The qualifications they issue are not Bachelor’s or Master’s degrees Cf. http://nvao.net

6.18. Organisational variations and alternative structures

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Within the current offer of programmes four variants or alternatives on the regular organisation of higher education may be distinguished. ● ●

●

Some institutions offer an alternative timetable (evening classes) for students who are already working. Everyone has the opportunity to simply sit the exams, hence, people are not compelled to attend lectures. These exams must be taken in the institution which offers the full-time programme (cf. 6.7 Exam contract). Many programmes are also offered on a (part-time) basis in the form of SocialAdvancement Education. These programmes do not lead to a Bachelor’s or Master’s degree. The Open University Heerlen in the Netherlands offers academic distance learning. The Flemish universities support this with their own study centres

○ http://www.ond.vlaanderen.be/hogeronderwijs/studenten/ou.htm ○ http://www.ou.nl/

6.19. Statistics 6.19.1. Evolution of the main enrolments in university colleges per type of programme and per sex

BAMA and initial programmes and initial teacher-training programmes (1) Men Academic year

Absolute

Women

In terms of percentage

Total

In terms of percentage

Absolute

% in comparison to 1999-2000

1999 - 2000

45,747

46.43

52,789

53.57

98,536

100.00

2000 - 2001

45,773

46.12

53,485

53.88

99,258

100.73

2001 - 2002

45,775

46.08

53,564

53.92

99,339

100.81

2002 - 2003

46,125

46.28

53,536

53.72

99,661

101.14

2003 - 2004

45,998

45.92

54,180

54.08

100,178

101.67

2004 - 2005

46,233

45.69

54,952

54.31

101,185

102.69

(1) From 2004-2005 the professional and academic Bachelor’s programmes, Master’s programmes, and the initial programmes being phased out, including HOKT SP are included in this table

Advanced Bachelor’s programmes Men Academic year 2004 - 2005

Absolute

Women

In terms of percentage

368

Flemish Eurydice report 2008

34.62

Absolute

Total

In terms of percentage

695

Tertiary education

65.38

Absolute 1,063

100.00

227

Advanced Masterâ€™s programmes Men Academic year

Absolute

2004 - 2005

Women

In terms of percentage

Absolute

50.00

Total

50.00

Absolute 46

100.00

Academic initial teacher-training programmes Men Academic year

Absolute

Women

In terms of percentage

Total

In terms of percentage

Absolute

% in comparison to 1999-2000

1999 - 2000

167

40.83

242

59.17

409

100.00

2000 - 2001

145

34.04

281

65.96

426

104.16

2001 - 2002

166

36.48

289

63.52

455

111.25

2002 - 2003

183

38.36

294

61.64

477

116.63

2003 - 2004

244

37.31

410

62.69

654

159.90

2004 - 2005

230

36.68

397

63.32

627

153.30

Advanced teacher-training programmes Men Academic year

Absolute

Women

In terms of percentage

Total

In terms of percentage

Absolute

% in comparison to 1999-2000

1999 - 2000

146

15.77

780

84.23

926

100.00

2000 - 2001

147

14.36

877

85.64

1,024

110.58

2001 - 2002

133

13.42

858

86.58

991

107.02

2002 - 2003

141

12.75

965

87.25

1,106

119.44

2003 - 2004

183

14.41

1,087

85.59

1,270

137.15

2004 - 2005

188

14.14

1,142

85.86

1,330

143.63

Advanced programmes Men Academic year

Absolute

Women

In terms of percentage

Absolute

Total

In terms of percentage

Absolute

% in comparison to 1999-2000

1999 - 2000

534

39.29

825

60.71

1,359

100.00

2000 - 2001

646

42.61

870

57.39

1,516

111.55

2001 - 2002

708

44.98

866

55.02

1,574

115.82

2002 - 2003

962

47.79

1,051

52.21

2,013

148.12

2003 - 2004

845

42.76

1,131

57.24

1,976

145.40

47.85

744

54.75

2004 - 2005 388 52.15 356 Source: Statistical yearbook of Flemish education 2004-2005

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6.19.2. Number of main enrolments in university colleges for academic year 2004-2005, per type of programme, area of study and sex

Total

BAMA- and Initial programmes (1) Architecture

1,761

2,194

3,955

Audiovisual and Plastic Arts

1,833

2,014

3,847

982

825

1,807

115

189

1,949

9,055

11,004

Commercial and Management Sciences

15,381

13,697

29,078

Industrial Sciences and Technology and Nautical Sciences

14,905

2,134

17,039

845

907

1,752

5,281

14,079

19,360

242

115

357

Biotechnology Combined areas of study: ARCH, IST and NS Health care

Music and Performing Arts Education Product development Social Work

2,257

7,564

9,821

723

2,253

2,976

46,233

54,952

101,185

Architecture

Health care

130

432

562

Commercial and Management Sciences

219

213

432

368

695

1,063

Applied Linguistics Total Advanced Bachelorâ€™s programmes

Social Work Total Advanced Masterâ€™s programmes Health care Industrial Sciences and Technology and Nautical Sciences Music and Performing Arts Total

Flemish Eurydice report 2008

Tertiary education

229

Advanced programmes Architecture

159

154

114

268

Music and Performing Arts

Education

Audiovisual and Plastic Arts Health care Commercial and Management Sciences Industrial Sciences and Technology and Nautical Sciences

Social Work

Applied Linguistics

388

356

744

Education

188

1,142

1,330

Total

188

1,142

1,330

Education

230

397

627

Total

230

397

627

47,430

57,565

104,995

Total Advanced teacher-training programmes

Academic initial teacher-training programmes

Overall Total

(1) Professional and academic Bachelor’s programmes, Master’s programmes and initial programmes being phased out, including HOSP. (Source: Statistical Yearbook of Flemish education 2004-2005)

6.19.3. Evolution of the number of generation students at university colleges per type of programme and area of study (1) 2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

One-cycle professional Bachelor’s programmes and initial programmes Architecture

421

534

546

580

533

259

253

268

407

462

Health care

2,398

2,175

2,293

2,502

2,695

Commercial and Management Sciences

7,332

7,026

6,436

6,073

6,170

Industrial Sciences and Technology and Nautical Sciences

2,646

2,724

2,837

2,709

2,946

Education

5,307

5,796

5,463

5,604

5,584

Social Work

2,185

2,284

2,358

2,691

2,747

20,592

20,851

20,253

20,600

21,199

Audiovisual and Plastic Arts Biotechnology

Music and Performing Arts

Total

Flemish Eurydice report 2008

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230

Two-cycle academic Bachelorâ€™s programmes and initial programmes Architecture

380

416

514

558

566

Audiovisual and Plastic Arts

895

898

854

896

856

312

262

119

166

211

Commercial and Management Sciences

1,294

1,179

1,066

952

1,006

Industrial Sciences and Technology and Nautical Sciences

2,061

1,781

1,660

1,577

1,425

Music and Performing Arts

305

246

272

236

267

Product development

113

Applied Linguistics

758

781

752

739

760

6,174

5,701

5,374

5,260

5,239

Architecture

801

950

1,060

1,138

1,099

Audiovisual and Plastic Arts

924

937

894

921

908

Biotechnology

315

309

328

463

546

Health care

2,710

2,437

2,412

2,668

2,906

Commercial and Management Sciences

8,626

8,205

7,502

7,025

7,176

Industrial Sciences and Technology and Nautical Sciences

4,707

4,505

4,497

4,286

4,371

320

266

284

245

277

5,307

5,796

5,463

5,604

5,584

113

2,185

2,284

2,358

2,691

2,747

758

781

752

739

760

Overall Total 26,766 26,552 25,627 (1) Generation student: a student who is registered in the first year of a (professional or academic) initial Flemish higher education programme and still remains so on 1 February 2005. Source: Statistical Yearbook of Flemish education 2004-2005

25,860

26,438

Biotechnology Health care

Total Total number of generation students

Music and Performing Arts Education Product development Social Work Applied Linguistics

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6.19.4. Evolution of the number of generation students in university education, per area of study (1)

Areas of Study

1999-2000 M

Philosophy and Ethics

2000-2001 T

2001-2002 T

105

179

117

198

124

213

Theology, Religious Sciences and Canon Law

Linguistics and Literature

235

627

862

220

567

787

215

581

796

History

234

236

470

258

207

465

320

214

534

189

283

198

268

220

298

Law, Notaryship and Criminology

757

880

1,637

646

984

1,630

702

1,017

1,719

Psychology and Pedagogy

268

1,091

1,359

258

1,153

1,411

246

1,186

1,432

Economics and Applied Economics

1,062

806

1,868

979

732

1,711

1,045

687

1,732

Political and Social Sciences

493

675

1,168

546

637

1,183

476

646

1,122

Physical Education, Rehabilitation Sciences and Physiotherapy

267

327

594

282

413

695

248

340

588

Sciences

904

512

1,416

963

442

1,405

849

405

1,254

Applied Sciences

581

160

741

523

164

687

807

229

1,036

Applied Biology

284

257

541

280

243

523

236

215

451

Medicine

149

194

343

144

214

358

133

212

345

Dentistry

Archaeology and Aesthetics

Social Health Sciences

Flemish Eurydice report 2008

Tertiary education

232

Veterinary Pharmaceutic al Sciences

101

207

308

202

286

224

322

196

247

223

269

198

250

159

444

603

153

436

589

187

506

693

5,771

7,000

12,771

5,598

7,004

12,602

5,841

7,112

12,953

Biomedical Sciences Traffic Studies Combined areas of study Total Areas of Study

2002-2003 M

Philosophy and Ethics

2003-2004 T

2004-2005 T

118

193

152

142

Linguistics and Literature

211

585

796

205

568

773

240

665

905

History

314

228

542

282

226

508

309

177

486

Archaeology and Aesthetics

177

256

162

238

184

252

Law, Notaryship and Criminology

744

1,054

1,798

752

1,061

1,813

760

1,081

1,841

Psychology and Pedagogy

246

1,239

1,485

233

1,174

1,407

260

1,179

1,439

Economics and Applied Economics

927

660

1,587

927

572

1,499

931

623

1,554

Political and Social Sciences

540

668

1,208

538

590

1,128

499

602

1,101

104

108

120

Physical Education, Rehabilitation Sciences and Physiotherapy

258

292

550

261

295

556

302

303

605

Sciences

724

356

1,080

702

340

1,042

715

373

1,088

Applied Sciences

662

198

860

649

172

821

729

235

964

Applied Biology

232

207

439

239

177

416

232

176

408

Medicine

151

253

404

197

334

531

225

387

612

Dentistry

Theology, Religious Sciences and Canon Law

Social Health Sciences

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Tertiary education

233

Veterinary

278

358

266

339

273

371

Pharmaceutical Sciences

198

261

227

290

270

361

174

352

526

Biomedical Sciences Traffic Studies Combined areas of study Total

238

568

806

226

482

708

149

248

5,623

7,178

12,801

5,550

6,873

12,423

5,888

7,287

13,175

(1) Generation students: a student registered for the first time in the first year of an initial programme in Flemish higher education and who still remains so on 1 February Source: Statistical Yearbook of Flemish education 2004-2005

6.19.5. Number of qualifications conferred in university college education at the end of academic year 2003-2004, per area of study and cycle

Initial programmes and initial teacher-training programmes Areas of study

One-cycle programmes

Two-cycle programmes First of two cycles (1)

Architecture

169

230

399

136

204

340

Audiovisual and Plastic Arts

287

372

659

Biotechnology

150

221

Health care

356

2,205

2,561

150

Commercial and Management Sciences

2,946

3,272

6,218

589

518

1,107

Industrial Sciences and Technology

1,747

281

2,028

1,417

225

1,642

Music and Dramatic Arts

115

138

253

Education

914

3,360

4,274

Product development

Social Work

353

1,608

1,961

Applied Linguistics

120

430

550

Total

6,659

11,066

17,725

2,814

2,012

4,826

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Areas of study

Two-cycle programmes

TOTAL

Second of two cycles M

Architecture

122

173

295

291

403

694

Audiovisual and Plastic Arts

255

323

578

277

358

635

Biotechnology

201

110

311

Health care

139

210

427

2,344

2,771

Commercial and Management Sciences

643

579

1,222

3,589

3,851

7,440

Industrial Sciences and Technology

1,483

300

1,783

3,230

581

3,811

Music and Dramatic Arts

140

141

281

142

145

287

Education

914

3,360

4,274

Product development

Social Work

353

1,608

1,961

Applied Linguistics

360

445

360

445

Total

2,907

2,079

4,986

9,566

13,145

22,711

6.19.6. Number of qualifications conferred by universities at the end of academic year 2003-2004, per area of study and per type of programme

Area of study

Philosophy and Ethics

Academic programme st 1 cycle

Academic Follow-up nd programme 2 cycle programmes

132

214

143

113

Linguistics and Literature

152

441

593

140

417

557

History

232

197

429

163

168

331

163

216

149

210

Law, Notaryship and Criminology

558

816

1,374

531

738 1,269

144

Psychology and Pedagogy

162

922

1,084

169

783

952

Economics and Applied Economics

636

511

1,147

598

533 1,131

365

257

622

Political and Social Sciences

358

510

868

353

484

837

166

276

442

132

149

186

227

Theology, Religious Sciences and Canon Law

Archaeology and Arts

Social Health Sciences

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Tertiary education

235

Physical Education, Rehabilitation Sciences and Physiotherapy

174

233

407

148

253

401

Sciences

399

242

641

530

313

843

106

160

Applied Sciences

487

168

655

488

131

619

144

Applied Biology

169

338

200

196

396

133

Medicine

161

242

403

265

432

697

Dentistry

Veterinary

119

167

122

192

Pharmaceutical Sciences

143

188

147

184

Combined areas of study

290

382

116

336

452

182

275

457

3,912

5,448

9,360

4,088 5,516 9,604 1,149 1,209

2,358

Total

Specialisation programmes

Academic initial teacher training programme

Area of study

Doctorates

246

322

History

121

Archaeology and Arts

199

213

412

184

208

289

187

476

108

111

131

142

Philosophy and Ethics Theology, Religious Sciences and Canon Law Linguistics and Literature

Law, Notaryship and Criminology Psychology and Pedagogy Economics and Applied Economics Political and Social Sciences Social Health Sciences Physical Education, Rehabilitation Sciences and Physiotherapy Sciences

107

182

142

230

164

258

Applied Sciences

229

116

345

130

145

Applied Biology

Medicine

129

Dentistry

Veterinary

Pharmaceutical Sciences

Combined areas of study

150

165

315

1,215

1,101

2,316

461

1,170

1,631

612

312

924

Total

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7. Continuing Education and Programmes for Young School Leavers and Adults In this chapter we shall discuss different systems 1 volwassenenonderwijs (adult education) (Social-advancement education (Onderwijs voor sociale promotie - OSP) & basiseducatie) (adult basic education). 2 DKO (Part time artistic educations) 3 Vocational training by the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB) 4 Entrepreneurial training SYNTRA Flanders 5 Training in agriculture 6 Socio-cultural adult work Each system is described in the same fashion. The points of particular interest are comparable to those used to describe the various levels of education (chapters 3 to 6 inclusive). The particular points of interest are: 1. Historical overview 2. Ongoing debates and future developments 3. Specific legislative framework 4. General objectives 5. Types of institutions 6. Geographical accessibility 7. Admission requirements 8. Registration and/or tuition fees 9. Financial support for learners 10. Main areas of specialisation 11. Teaching methods 12. Trainers 13. Learner assessment/progression 14. Certification 15. Education/employment links 16. Private education 17. Statistics

Continuing education - adult education

In Flanders, several training programmes come under the common denominator ‘continuing education’. These programmes address wide-ranging target groups made up of people of all ages (in the case of DKO from the young to the old) and offer courses at very different levels. Continuing education comprises both formal and non-formal education and training and can be either vocationally-oriented or not. It is in any case far broader than volwassenenonderwijs (adult education) which is only geared towards adults. In Dutch, the term ‘adult education’ stands for ‘volwassenenvorming’ or ‘volwasseneducatie’ and can also be referred to as ‘lifelong and-lifewide learning.

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Adult education Adult education (formal) Vocational training

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

Adult basic education Social-Advancement Education (OSP) Vocational training for job-seekers and employees (VDAB) Entrepreneurial training (SYNTRA Flanders) Training in agriculture Part-time artistic education (DKO) Socio-cultural adult work

Competent minister Education Education

Cf. 7.*.1 7.*.1

Work

7.*.2

Work

7.*.3

Agriculture Education

7.*.4 7.*.5

Culture

7.*.6

Adult education

The Decree of 15 June 2007 reorganised the structure of adult education which henceforth comprises: •

Adult basic education

•

Secondary adult education (previously secondary education for social advancement)

•

Higher vocational adult education (the former higher social-advancement education)

Artistic education

Artistic education (obviously) encompasses far more than just part-time artistic education. Quite a number of institutions have developed artistic educational activities which also focus on education. In addition, numerous autonomous organisations are active in this field and have also been recognised. These are grouped into the Federation of Organizations in Arts Education (Federatie Organisaties Kunsteducatie – FOK): http://www.kunsteducatie.be. Within the Department of Education and Training, the Canon Culture Cell acts as a hub for initiatives on art and culture within education. http://www.canoncultuurcel.be/ Artistic and cultural-education survey in Flemish education (2007) During school year 2006-2007, Anne Bamford, Professor at the Wimbledon School of Arts, conducted a study on the quality of artistic and cultural education in Flanders. Cf. 2.2..

7.1. Historical overview 7.1.1. Adult education - Historical overview

Adult basic education At the start of the eighties, numerous initiatives were set up within the socio-cultural sector to offer education to poorly-educated adults in Flanders. In 1985, the Flemish government launched a 3-year pilot project 'basiseducatie' (adult basic education).

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This resulted in a 1990 decree and the establishment of 29 local centres, and 1 support and coordination centre, i.e. the Flemish Adult Basic Education Support Centre (Vlaams Ondersteuningscentrum voor de basiseducatie – VOCB). This decree also transferred responsibility for adult basic education to the Minister for Education. Subsequently, adult basic education became gradually more and more integrated into general education: in 1994, through the adjustment of the level of education of course participants, the financing mechanism and the job descriptions of staff employed by the centres; in 1996 through the creation of the Council for Adult Education within the Flemish Education Council (Vlaamse Onderwijsraad - VLOR); in 1999 through the transfer of administrative control and quality control by VOCB to the Department of Education and Training and by extending the authority of the inspectorate regarding adult education to adult basic education; in 2003 through the introduction of ontwikkelingsdoelen (developmental objectives) and a modular course structure in function of an enhanced tie-in with adult education; in 2007 with the new decree concerning adult education, which explicitly defines adult basic education as an educational matter and which gives its staff a status within education. The final level of the adult-basic education training programmes, which have an equivalent in compulsory education, is now comparable to primary education or the first stage of secondary education.

OSP, Social-advancement education th

Social-Advancement Education (OSP) has its roots in two types of 19 century institutions: adult schools and industrial schools. The latter were set up in the large cities and offered a technical programme for the ‘elite’ of the ‘working classes’. Classes were taught by primary school teachers on Sundays and weekday evenings. In the beginning the adult-education initiators offered a whole host of training courses in function of the requests and the level of experience and knowledge of those eager to attend. As far back as 1933 considerable efforts were made to standardise adult education within the framework of technical education. In 1957, the programmes and qualifications were put on a legal par and subdivided into 4 categories which were reclassified in 1967 into a 2-cycle secondary education system (lower and higher) and a higher education system which also consisted of 2 cycles (1st and 2nd stage). Higher social-advancement education was once again reformed under the Higher Education Decree of 7 July 1970. It comprised from then onwards short-type higher education and 2nd stage higher technical courses. Pursuant to the decree of 2 March 1999 secondary social-advancement education took on the Secondary Education (SO) structure and placed it in the 2nd and 3rd stage and to some extent also in the 4th stage. Language education got its own orientation-stage classification. Second-chance education (tweedekansonderwijs – TKO), i.e. secondary education level diploma itineraries in preparation for ASO TSO, BSO exams, was integrated into the course of study ‘general education’ organised by secondary social-advancement education. The decree of 15 June 2007 concerning adult education resolutely opts for a modular training structure. The wording ‘social advancement’ is abandoned. Henceforth, secondary social-advancement education is called secondary adult education while higher social-advancement education is referred to as higher vocational education.

Correspondence education In Belgium, Correspondence education saw the light of day in 1959; it was officially recognised in 1965 and partially integrated into part-time adult education as ‘autonomous learning’ during 1999. In 2000 it officially became ‘Supervised Individual Study'. In 2007, the new decree concerning adult education conferred the authority to organise distance learning to the Centres for Adult Education.

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Adult education In 2007, a new decree provided for a thorough reform of adult education, which, amongst others, resolutely opted for a modular structure, the fully-fledged integration of adult basic education within education, an expansion within adult basic education, a new support structure for adult education, the introduction of higher vocational education and the creation of 13 regional consultation platforms or adult-education consortiums. These reforms were gradually introduced between 1 September 2007 and 1 September 2008. The new Higher Vocational-Education Decree is scheduled for 1 September 2008.

7.1.2. Flemish Public Employment and Vocational Training Service (VDAB) – Historical overview Post 1945 the government requested that, in light of the development of the social-security system, an extensive network of centres would be set up to provide the unemployed with vocational training programmes aimed at the secondary and tertiary sector. The law of 14 February 1961 on economic expansion did not merely introduce a new denomination, i.e. the National Employment Service (Rijksdienst voor Arbeidsvoorziening -RVA), but above all brought about a change in objectives, contents and target groups. Within the framework of communitarisation, the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding – VDAB) was established by decree in 1984, however, the implementation and transfer of responsibilities did not take place until after the 1988 constitutional revision. However, monitoring of unemployment and payments of unemployment benefits remained the responsibility of the federal National Employment Service. Since 1989 the job-placement service has been transferred to the regions, while vocational training comes under the authority of the Communities: VDAB (Flanders), Walloon Public Employment and Vocational Training Service (Office Wallon de la formation professionelle et de l’emploi – FOREM) (the Walloon Region) and The Brussels Regional Employment Office (Brusselse Gewestelijke Dienst voor Arbeidsbemiddeling – BGDA) (the Brussels-Capital Region). Cf. http://www.vdab.be/ > about VDAB > history In light of the reorganisation of the Flemish administration VDAB became an external autonomous agency (EVA) by the decree of 7 May 2004. Its administration is ensured by the representative Flemish employers’ and employees’ organisations. VDAB comes under the remit of the Flemish minister in charge of employment, cf. 2.6.2.2. Since 1 May 2006 VDAB has been operating under a new structure. ● ●

●

VDAB continues to be centrally directed. All matters regarding training and development of competences now come under the authority of a new competence centres board. The regional workings of the competence centres are translated provincially. The job-placement, support and vacancy services now come under the authority of the labour-market management board. This board retains its current regional establishment.

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7.1.3. Entrepreneurial training SYNTRA Flanders - historical overview The oldest type of extra-curricular vocational training is the system of apprenticeship contracts within the sector of enterprise. As far back as the early Middle Ages cooperative organisations and guilds in cities such as Bruges, Ghent, Brussels and Antwerp developed a system which provided on-the-joblearning with a hierarchy of apprentices, mates and masters in conjunction with a council for crafts or guilds which supervised the admission requirements for a particular vocation. However, it was not until 1906 that a Ministerial Order officially enacted ‘apprenticeships’ and paid an allowance to employers who took on young apprentices in their business. In 1947 an official framework was established to train and provide further training for craftsmen and the self-employed. Guidance by pedagogical counsellors was organised in 1959. The Royal Decree of 4 October 1976 concerning continuing training for small and medium sized enterprises created Institutions of Continuing Training in the Small and Medium Enterprise (SME) Sector (Instituten voor Voortdurende Vorming van de Middenstand - IVVM) as well as a National Coordination and Consultation Committee (Nationaal Coördinatie en Overlegcomité) and laid down the training structure. After the 1980 State reform, SME training was handed over to the Communities and the list of vocations which could qualify for an apprenticeship and/or entrepreneurial training was approved by the Minister for Education. In Flanders, responsibility for training was transferred to a Flemish Public Institution (Vlaamse Openbare Instelling - VOI) by the decree of 23/1/1991, i.e. the Flemish Institute for Independent Entrepreneurship (Vlaams Instituut voor Zelfstandig Ondernemen - VIZO). This institution was in charge of three areas: entrepreneurial advice, training and formation. In 2002, the 16 existing training centres (which numbered 22 teaching places at that time) reorganised themselves into 5 large SYNTRA umbrella organisations. Within the framework of the reorganisation of the Flemish administration – which became effective on 1/1/2006 - new Agencies were created. Flanders’ Enterprise (Vlaams Agentschap Ondernemen) has taken over the entrepreneurial advice and formation briefs from VIZO. Henceforth, training is provided by the Flemish Agency for Entrepreneurial Training (Vlaams Agentschap voor Ondernemingsvorming – SYNTRA Flanders). Since then, SYNTRA Flanders comes under the responsibility of the Flemish minister responsible for employment, who is since 2004 the Minister for Work, Education and Training (cf.1.2.2. and 2.6.2.2. ).

SYNTRA-Vlaanderen VDAB, Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding

7.1.4. Training in agriculture - Historical overview Vocational training aimed at agriculture used to be the responsibility of the Federal Minister for Agriculture. However, the Special Law of 8 August 1980 transferred it to the Communities.

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7.1.5. Part-time artistic education, DKO - Historical overview In mainstream full-time education, artistic education is offered at secondary, higher and university level. In addition, there is also part-time artistic education which evolved from the art schools, many of which were founded during the 17th, 18th and 19th centuries. During the 1970s increased leisure time, democratisation and social participation contributed to a strong rise in adults attending this form of education. It is an education form which traditionally developed as municipal education. The Royal Decrees of 5 and 12 August 1971 gave artistic education for socio-cultural advancement its first clear structure. The first RD defined its entire (4-cycle) structure and organisation whereas the second RD reaffirmed this structure but then in a more relaxed teaching-period regimen (the normal system) which is essentially geared towards general artistic personal development. The Decree of 31 July 1990 thoroughly reorganised the structure of DKO. For instance, DKO got its own structure with stages and optional courses of study. However, it was still defined as complementary to compulsory education. In 2001 the attunement to the educational needs of the ever more heterogonous groups of participants was improved in light of lifelong learning by introducing more flexible learning pathways and a more varied and up-to-date course offer. At the same time, management, teachers and the school boards were granted more autonomy. Since September 2000, the inspectorate has been applying the new CIPO-model full inspection instrument.

7.1.6. Socio-cultural adult work - Historical overview Socio-cultural adult work (formerly: popular education, popular elevation, popular development, training and development work) has its roots in the Age of Enlightenment. The (liberal) Willemsfonds (1851) and the (catholic) Davidsfonds (1875) are seen as the first popular development initiatives, and it wasnâ€™t before long that other social-emancipation movements followed suit. Socio-cultural adult work saw a huge (but philosophically and ideologically based) expansion in the second half of the 20th century. For that reason improved funding regulations for national and regional popular-development organisations were put in place in 1967 and in the period from 1975 to 1985 existing and new areas of work were recognised and funded by a whole range of new and separate decrees. In 1995 this field was fully reorganised by classifying the various areas of work into three new decrees, namely for associations, training institutions and services. At the end of 1999, the removal of traditional religious and socio-political barriers in this field of action resulted in the decision to cease the subsidising of the umbrella organisations from 1 January 2001. In 2000, the umbrella organisations jointly set up the Federation of Organisations active in Popular (nonformal) Adult Education (Federatie van Organisaties voor Volksontwikkelingswerk â€“ FOV) which has taken over the advocating task of the umbrella organisations. Nearly all recognised organisations are affiliated to this body. The FOV receives operational subsidies from the Flemish government based on

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the number of affiliated members. A number of staff members of the umbrella organisations were transferred to the various centres a.o. the Flemish Centre for Popular Adult Education (Vlaamse Centrum voor Volksontwikkeling - VCVO) which was renamed SoCiuS in the spring of 2001. ● ●

Centre Socius: http://www.socius.be FOV: http://www.fov.be/

In 2003 an integrated legislation came into being, i.e. one decree with 3 sections: one for sociocultural associations, one for movements and one for training institutions (regional folk high schools and national training institutes). This decree of 4 April 2003 also regulates the recognition and funding of one Support Point for Socio-Cultural Adult Work (SoCiuS). Within the framework of ‘Better Public Management’ the administration was restructured (cf. 1.2.2.). Since 1 April 2006, the Department Culture, Youth, Sport and Media of the Flemish Ministry for Culture, Youth, Sport and Media is responsible for the preparation, follow-up and evaluation of the policy and the Agency Socio-Cultural Work for Youth and Adults is in charge of the implementation of the policy in the area of socio-cultural adult work, youth work, amateur art and local cultural policy.

FOV, Federatie van Organisaties voor Volksontwikkelingswerk Socius, Steunpunt voor Sociaalcultureel Volwassenenwerk

7.2. Ongoing debates and future developments Each continuing-education system has its own historical legislative framework (cf. 7.3.). However, several initiatives are being taken to come to a more integrated policy. The combined responsibility of the current Flemish Minister for Work, Education and Training and the inter-ministerial cooperation with the Minister for Culture definitely contribute to this.

7.2.0.1. The development of an integrated education and training policy Since 2005 a structural basis has been developed for an integrated policy on education, training and employment, geared towards stimulating lifelong and lifewide learning and towards tightening the link between education, training and non-formal education, on the one hand, and the labour market, on the other hand. The chief responsibility for this integrated policy lies with the Minister for Work, Education and Training while the responsibility at a socio-cultural level lies with the Minister for Culture. Both ministers jointly form the coordinating ministerial Committee Education, Training and Work. An interdepartmental Education, Training and Work steering committee, composed of the department of Education, the Employment administration and the Culture administration is in charge of policy preparation. Policy implementation is ensured by: ● ●

The Training and Alignment Information Service (Dienst Informatie, Vorming en Afstemming - DIVA) (www3.vlaanderen.be/diva) EPOS which coordinates the European "Lifelong Learning Programme" (LLP) (www.eposvlaanderen.be/)

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●

The ESF agency Flanders which manages the European social fund Flanders (www.esfagentschap.be).

The interdepartmental steering committee’s priority policy actions were laid down in the white paper ‘Naar een geïntegreerd beleid voor onderwijs, vorming en werk: organisatie en acties’ (“Towards an integrated policy on education, training and work: organisation and actions”) (cf. http://divavlaanderen.be). Those priorities took concrete shape under the policy measures which have been taken since then: ● ●

Development of a qualification structure. Valorisation of prior learning (cf. 7.14.)

○ Directing and monitoring the training-programme market: developing a quality-

● ● ●

● ● ● ●

● ●

assurance system for the training and non-formal education market, defining the priorities on instrument development (e.g. expanding the ‘become-what-you-like’ database (wordwatjewil-databank) towards a wider training market). The structuring of alternating learning and working, including the development of on-the-joblearning so that people can gain work experience (cf. 5.2. and 5.13.3.2.6.1.). An undertaking of commitment from the social partners when a competence agenda will be drawn up, in the form of sector covenants (cf. 5.18.7.15.). Enhanced attunement between the actors involved in the relationship between education, non-formal education and training, on the one hand, and the labour market, on the other hand (cf. 5.18. and 7.15.). Increased transparency in the educational provision (cf. 7.10.). Stimulating a literacy policy which includes the development of screening tools (cf. 7.2.0.2.). Enhanced accessibility to education and training for detainees (cf. 7.8.1. & 2.8.5.1.). Promoting lifelong and lifewide learning, including marketing, local partnerships, learning shops (work shops and libraries), communication and awareness campaigns (defining the accents, target groups, priorities, pricing and budget), regional partnerships. Boosting trainer expertise (cf. 7.12.1.). Flexibilisation of learning pathways by means of modular courses (cf. 7.10.1.) & combined education (cf. 7.11.1.).

7.2.0.2. Strategic Literacy Plan At the end of June 2005, the Flemish government approved a ‘Strategic Literacy Plan’. It led to an operational action plan which included quite a number of partners: the training providers (VDAB, SYNTRA, CBEs, Centres for Adult Basic Education and CVOs, Centres for Adult Education and compulsory education), employers and employees as well as welfare organisations. http://www.ond.vlaanderen.be/geletterdheid/plan/default.htm In September 2007 a state of play was drawn up: ●

Phased and systematic literacy screening

○ VDAB and VOCB developed a quick-scan instrument to swiftly check whether a jobseeker has any literacy problems. If this is found to be the case, VDAB immediately puts the person with literacy problems in contact with the centres for adult basic education so that he can follow training. Conversely, the centres put any course participants looking for work immediately in touch with VDAB. To enhance cooperation, a common registration system has been introduced.

○ Moreover, a feasibility study has been conducted on the use of broader screening ●

tools to detect literacy skills. Cooperation with the corporate sector, sectoral training institutions and unions

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○ During 2005-2007, the sector covenants were assessed in function of a model covenant for 2007-2009.

○ In 2007-2008 an OBPWO study (Education Policy and Practical Scientific Research Study) was conducted on the obstacles to literacy-training participation. At the same time, an OBPWO study was being carried out to gain insight into the (social) profile and the school and professional careers of people participating in second-chance education and sitting the exams organised by the examination board and into what motivated them to participate. (Cf. 9.6.).

○ Training providers will have to further develop their training provision and tailor it to companies while companies will have to create the right climate to encourage employees with literacy problems to follow additional training.

○ Within the Flemish government administration, the Loopbaanontwikkelingscentrum

●

(Career Development Centre) has organised specific training to better prepare civil servants with literacy problems for the generic tests they must pass if they wish to qualify for a permanent appointment. Network building and the establishment of dual pathways

○ Because people with literacy problems participate less in social life, a step-by-step plan has been developed on a structural collaboration with the regional folk high schools to put course participants who have completed their training in touch with socio-cultural work.

○ In conjunction with libraries work is being done to increase prose literacy. ○ Within the framework of ‘broad school pilot projects’ (cf. 2.2.), 7 CBEs have set up a joint venture with elementary schools to provide literacy training to parents of schoolgoing children during school time.

○ Even in literacy training, various combinations of learning and working will be used, ●

including dual and integrated pathways. Detection of special needs and learning difficulties

○ An inventory has been made of the various ways in which this issue is being tackled ●

by the CBEs. Systematic activation and channelling

○ Activation stands for structured and systematic information, motivation and the stimulation of disadvantaged groups, with a view to participation in literacy training through education, non-formal education or training.

○ The Flemish Adult Basic Education Support Centre, VOCB, (henceforth, the Flemish ●

Support Centre for all of Adult Education (Vlaams Ondersteuningscentrum voor het Volwassenenonderwijs - VOCVO) is developing a model to that end. Modularisation and certification of learning pathways

○ Since 1 September 2007, all the programmes organised by the CBEs follow the modular structure. At the same time, final and developmental objectives as well as basic competences have been laid down for all the programmes.

○ By linking the civic effect to proofs of study (Decree of the Flemish government of 15 ●

July 2005) a smoother transition to follow-up programmes hosted by adult education or other training providers is created. Adult basic education for disadvantaged groups

○ In September 2007, VOCB (henceforth VOCVO) and the Flemish Combat-Poverty Network set up a concerted plan of action to reach more disadvantaged people with low levels of literacy.

○ The objectives of the ‘Literacy Plan’ were also included in the ‘2005-2009 Flemish Combat-Poverty Action Plan’.

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●

Integration of new technologies in learning pathways for people with low levels of literacy

○ Just like elementary education and the first stage of secondary education, adult basic education will be given new objectives (final objectives) for information and communication technology (ICT).

○ The CBEs will also be given extra ICT resources of 875,000 euro in 2007 and 300,000 ●

euro in 2008. Integration of literacy in local social policies

○ Joint ventures are set up with local administrations, municipalities and the Public ●

Centres for Social Welfare (OCMWs). Growth path for literacy training

○ The collective labour agreement for education VIII stipulates that the financial lump sum per CBE will increase cumulatively by 5% per year up and until the end of 2009.

○ This will ensure that the number of teaching periods the CBEs dedicate to literacy ●

training will effectively rise Monitoring

○ The introduction of the ‘Literacy Plan’ is followed up by a steering committee composed of representatives from the policy areas education, work, welfare, culture, agriculture and administrative affairs, the Vlaams Minderhedencentrum (Flemish Centre for Minorities) and the Flemish Community Commission.

○ Within the framework of the study into the obstacles to participation in literacy training, an analysis will be conducted on the basis of the database of the European Union Adult Education Survey (EU AES). The purpose of this survey is to chart participation in learning (formal, non-formal and informal). This survey will also focus on people who do not learn. http://www.ond.vlaanderen.be/geletterdheid/

7.2.1. Adult education – Ongoing debates and new developments

The reform of adult education

The Decree of 15 June 2007 thoroughly reorganised the structure of adult education at the following levels: ● ● ● ● ● ●

Adult basic education Secondary adult education (the former Secondary Social-Advancement Education (secundair onderwijs voor sociale promotie – SOSP)) Higher vocational adult education (the former Higher Social-Advancement Education (hoger onderwijs voor sociale promotie – HOSP)) Programme structure Regional cooperation Support structure.

The reorganisation of adult education began on 1 September 2007 and has so far extended to the existing CVOs, Centres for Adult Education, and the recently created 13 adult-education consortiums which shall steer regional provision and the collaboration between CVOs and CBEs. A modular training structure will be introduced for all of adult education. As of 1 January 2008, the Flemish Adult Basic Education Support Centre (Vlaams Ondersteuningscentrum voor de Basiseducatie - VOCB) has been transformed into the Flemish Support Centre for all of Adult Education (Vlaams

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Ondersteuningscentrum voor het Volwassenonderwijs - VOCVO) while the pedagogical counselling services were assigned specific tasks (and received additional resources) to provide support to the Centres for Adult Education. The reorganisation of the Centres for Adult Basic Education (centra voor basiseducatie – CBEs) will only commence in 2008. The 29 existing CBEs will have to merge as only one CBE per consortium will be subsidised. Distance learning will no longer be organised by the Ministry of Education and Training but will be embedded into the provisions of the various adulteducation and vocational-training providers. The CVOs also organise specific teacher training which was modernized in light of the thorough reorganisation of teacher-training programmes by the Decree dd. 15 December 2006 (cf. 8.8.1.). Higher vocational education will be given its own decree in the course of 2008 (cf. 8.5.2.). Within adult basic education especially, there are a number of ongoing projects within the framework of the ‘Strategic Literacy Plan’. This plan is dealt with under 7.2.0.2. Supplementary itineraries between higher social-advancement education and higher education

In the course of the school years / academic years 2005-2006 and 2006-2007 VLOR, the Flemish Education Council, ran a project on the tie-in between the courses of study offered by higher socialadvancement education and the professional Bachelor’s programmes and the possibility of a reduction in course duration on the basis of previously acquired qualifications (eerder verworven kwalificaties – EVK) and the development of specific supplementary itineraries in this regard within university-college education. In 2007, a final report and advice was published on this issue. http://www.vlor.be/sub_Adviezen. The 2008 scheduled structuralization of higher vocational education (cf. 8.5.2.) will have to provide structural solutions in this regard.

7.2.2. VDAB Vocational training – Ongoing debates and new developments The VDAB-management agreement and the long-term business plan for the period 2005-2009 includes a.o. the following developments in respect of vocational training. After an experimental start in 2002 and the transformation of the VDAB-centres for vocational training into competence centres during 2003, these centres have been consolidated as a prominent cornerstone of the VDAB services. The development of the competence centres dovetails 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. As such, the familiar vocationalspecific training programme (competence development) provided by these competence centres has been supplemented by information on the labour market (information points), career guidance, specialised screening and certification of competences. With its policy on competences, VDAB would like to see job-seekers and employees evolve in function of prior learning and test their competences against the skills certain job descriptions demand. The sectoral steering and embedding of these centres must guarantee an enhanced attunement between the competence and training policy and sectoral developments. Further development of the VDAB competence centres will take place along the following lines of force: ●

A closer and more structured cooperation with the various sectors;

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● ● ● ● ●

A coordinated implementation of the agreements ensuing from the sector covenants; Involvement in the implementation of the ‘certificates-of-vocational-competence’ (titels van beroepsbekwaamheid) decree and in the broader EVC procedures; Integration of the ICT basic-skills programme; Attunement with the other public training actors and educational institutions through DIVA; Expansion of virtual services and mixed forms of learning and teaching methods to render the learning pathways more flexible in function of talent development in professional careers.

As a result of the existing management agreement, VDAB must, through its offer, reach an overrepresentation of the following target groups: ethnic minorities, disabled people who have difficulties finding employment, older citizens, and the poorly-educated. This implies that the competence centres will adapt their methodological processes to these new clients and will focus on a suitable channel mix. Some of the innovations aimed at include creating multi-cultural learning environments by means of self-coaching course-participant teams, remedial programmes for adults with learning difficulties, expertise building regarding culturally-neutral testing and teaching materials. In light of the long-term job plan the Flemish government is investing extra resources in the guidance of the long-term unemployed suffering from serious medical, mental, psychological and/or psychiatric problems (the MMPP issue) in order to integrate them into the Mainstream Economic Circuit, the sheltered circuit or employment care. Since 1 March 2007, VDAB has been calling on non-commercial and commercial counselling services to achieve this guidance through ‘Tendering Activation Guidance’.

7.2.3. Entrepreneurial training SYNTRA Flanders - Ongoing debates and new developments Cf. the new objectives for SYNTRA Flanders 7.4.3..

7.2.4. Training in agriculture – Ongoing debates and new developments The centres for training in agriculture are encouraged to develop innovative training projects. During 2006 and 2007 a call was made to submit projects which employ new teaching methods which make use of the Internet (e-learning) and godparenthood projects. The latter are an entirely new development in the agricultural sector. In 2005 new Internet e-learning projects, virtual meetings, safety and prevention, an interactive entrepreneurship academy, online crop registration and warning notices and crop protection were launched. In 2006, another two new e-learning projects and two more godparenthood projects were rolled out. Likewise, two more new e-learning projects and godparenthood projects were launched in 2007.

7.2.5. Part-time artistic education, DKO - Ongoing debates and new developments

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Within DKO there are a number of on-going ‘temporary projects’ (cf. 2.2.) and a number of new ones in the pipeline. ●

● ●

●

Until the 2007-2008 school year, 5 temporary intermunicipal cooperation projects will run in which a number of neighbouring municipalities with main institutions and their subsidiaries are jointly offering DKO within their region. In addition, there are also 2 temporary “joining performing and visual arts” projects in which one institution offers all courses of study. There are also a number of artistic training projects, in which elementary schools work with art schools and elementary education, BaO, teachers learn from their DKO colleagues. Art schools can also participate in temporary projects on art initiation for disadvantaged native and non-native youngsters which have been running since 2006 and will continue until 2008 (cf. 10.5.3.5.). As of school year 2007-2008, new temporary projects (of a maximum of 4 school years) will be launched on the following policy priorities:

○ Enhanced transition of amateur art groups to part-time artistic education and vice versa;

○ Placing DKO within the perspective of the “broad school” (cf. 2.2.); ○ Integration of the course contents of various subjects; ○ Developing a vision on the use of ICT within DKO. ●

The prerequisites for the temporary projects are:

○ that they either represent educational innovation and offer new contents of learning which meet the students’ needs for a new programme,

○ or that they are target-group specific and enable students with special needs to follow DKO education. Since the school year 2006-2007 the amalgamation of Music, Word Craft and Dance institutions with Visual Arts institutions has been catered for by decree. However, the concrete conditions and modalities must still be laid down in implementing regulations. The Minister for Education and Training is preparing a green paper which shall result in a new DKO decree. In view of the important role cities and municipalities play in the organisation of DKO the umbrella organisation OVSG (Onderwijssecretariaat van de Steden en Gemeenten van de Vlaamse Gemeenschap – Secretariat of Education of the Cities and Municipalities of the Flemish Community) has already listed a number of sticking points. Meanwhile, on the basis of the various student profiles, a committee of experts will define developmental objectives which must be pursued by all DKO programmes and it will also trace out the various learning pathways. During school year 2006-2007, Anne Bamford, Professor at the Wimbledon School of Arts, conducted a study on the quality of artistic and cultural education in Flanders. The study assessed both the policy and the practice by means of a number of internationally-tested quality indicators. Following on this report, a Committee was established to analyse the recommendations in the report and to translate them into concrete policy measures (cf. 2.2.).

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7.2.6. Socio-cultural adult work – Ongoing debates and new developments An initial evaluation (announced for 2005 and carried out in 2006) has led to an adaptation of the decree of 4 April 2003. The policy terms were extended by a period of one year and the role of the Agency Socio-Cultural Work for Youths and Adults was clarified (cf. 2.6.2.4.). A second evaluation of the decree’s implementation conducted in the course of 2007 has resulted in new amendments which will come into operation as of 2008. Working on the basis of a policy plan will remain compulsory, but the Agency Socio-Cultural Work for Youth and Adults will decide on the basis of an external review by a mixed commission, for instance, whether a particular organisation (movements) will continue to receive subsidies or whether they will see a decrease in their funding or qualify for more funding during the next policy period (associations and specialised training institutions). This will hinge on a debate in the Flemish Parliament regarding the adjustment of the budget, in light of elements such as the increase in cost of living, collective needs of the area of work and the policy intentions of the Flemish authorities these types of organisations can capitalize on. The Minister shall set the amount of the subsidies an association will receive based on the advice from an advisory committee which will assess the organisations’ application file (including their policy plan). The activities of the folk high schools, the trade unions’ training institutions and the training institutions catering for disabled persons will also be assessed, although the final assessment will have no impact on the lump-sum payments for these organisations. On 20 February 2006 the competent minister published a ‘Flemish Action Plan: Interculturalisation of and for Culture, Youth and Sports’. This plan outlines a.o. that the boards and staff of SoCiuS and the folk high schools must be composed in an ethnically and culturally diverse manner. The term ‘interculturality’ is also used as an assessment criterion in all areas of work. This means in concrete terms that the organisations must clarify their position regarding this criterion in their policy and year plans and that the Agency Socio-Cultural Work for Youth and Adults will use it to assess the operations of the organisations.

7.3. Specific legislative framework Here we shall consecutively discuss: 1 Adult education volwassenenonderwijs 2 DKO, DKO Part-time artistic education 3 Vocational training by the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB) 4 Entrepreneurial training SYNTRA Flanders 5 Training in agriculture 6 Socio-cultural adult work

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7.3.1. Adult education – Specific legislative framework

Adult basic education – Specific legislative framework ● ●

Decree of 12 July 1990 regulating adult basic education for poorly-educated adults. Decision of the Flemish government of 18 July 1990 implementing the decree regulating adult basic education for poorly-educated adults. As of 1 September 2008 this decree & decision will be completely abolished. ● ● ● ● ●

●

The Decree of 15 June 2007 concerning adult education Decision of the Flemish government of 19 July 2007 concerning the modular structure of the areas of learning within adult basic education. Decision of the Flemish government of 19 July 2007 concerning the organisation of the course offer in adult education. Decision of the Flemish government of 19 July 2007 concerning certification in adult education. Decision of the Flemish government of 12 October 2007 regulating a number of matters concerning the Centres for Adult Basic Education in implementation of the Decree of 15 June 2007 concerning adult education. Decision of the Flemish government of 10 November 2007 specifying the accreditation criteria and the curricula submission terms.

A comprehensive overview of the adult basic education specific legislative framework can be found on: https:www.ond.vlaanderen.be/edulex/ > rubrieken wetgeving > volwassenenonderwijs > centra voor basiseducatie (legislation sections > adult education > centres for adult basic education)

Social-Advancement Education (Onderwijs voor Sociale Promotie - OSP) – Specific legislative framework ● ●

●

● ●

●

The Law of 7 July 1970 introduced the term Social-Advancement Education. The Decree of 2 March 1999 regulates Social-Advancement Education in relation to its educational mission, its classification, programming regulations, the courses offered, the admission requirements, exams and programme certification, financing or subsidies, the appointment and salary terms and conditions of staff, and the claim-backs and sanctions. Since the Decree of 2 March 1999 the institutions for Social-Advancement Education are called: Centres for Adult Education (Centra voor Volwassenonderwijs), CVOs, for short. This decree was followed by a whole host of Flemish government decisions. The Decision of the Flemish government of 10 January 2003 more particularly amends the specification of subjects and the classification of subjects in secondary social-advancement education. Decision of the Flemish government of 30 April 2004 concerning structural changes in higher social-advancement education. Decision of the Flemish government of 17 September 2004 concerning the transformation of some departments of higher social-advancement education into the Bachelor-Master structure of higher education in Flanders. The Decision of the Flemish government of 17 September 2004 relates to the reform of some departments of higher social-advancement education into the Bachelor-Master structure of higher education (HO) in Flanders.

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●

● ●

Decision of the Flemish government of 18 November 2005 concerning the modular structure of Social-Advancement Education (Onderwijs voor Sociale Promotie – OSP) (a whole range of different Flemish government decisions). Circular letter PV/2004/04 Structure of the linear and modular language courses in adult education Circular letter PV/2005/05 Staff issues within OSP.

The Decree of 2 March 1999 was abolished on 1 September 2007 (only three articles will be abolished as from 1 September 2008). ●

The Decree of 15 June 2007 concerning adult education

In implementation of this decree quite a few decisions of the Flemish government were drawn up and circular letters were amended. A comprehensive overview of the specific legislative framework for secondary adult education can be found on: www.ond.vlaanderen.be/edulex/ > rubrieken wetgeving > volwassenenonderwijs > centra voor basiseducatie (legislation sections > adult education > centres for adult basic education) The Circular letters on the new specific legislative framework for adult education can be found on: www.ond.vlaanderen.be/edulex/ > rubrieken omzendbrieven > volwassenenonderwijs

Decreet betreffende het volwassenenonderwijs OZB De organisatie van het volwassenenonderwijs - Centra voor Basiseducatie OZB De organisatie van het volwassenenonderwijs - Centra voor Volwassenenonderwijs OZB Subsidiëring consortia volwassenenonderwijs - schooljaar 2007-2008

7.3.2. VDAB Vocational training – Specific legislative framework ● ● ●

Decision of the Flemish government of 21 December 1988 concerning the organisation of job placement services and vocational training. Decision of the Flemish government of 18 July 2003 concerning training and guidance vouchers for employees. VDAB Decree of 7 May 2004.

7.3.3. Entrepreneurial training SYNTRA Flanders – Specific legislative framework The Flemish Agency for Entrepreneurial training – SYNTRA Flanders (an EVA, external autonomous agency) was set up by the Decree of 7 May 2004, in implementation of the framework Public Management Decree of 18 July 2003 which was crystallised by the Organisation Decision of 3 June

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2005. It was brought under the remit of the Flemish Minister for Work, Education and Training by the Decision of the Flemish government of 23 December 2005. A detailed summary of the relevant legislation can be found on the SYNTRA Flanders’ website. The following Decisions relate to training: Apprenticeships – basic Decision

Decision of the Flemish government of 24 July 1996

Entrepreneurial training - basic Decision

Decision of the Flemish government of 23 February 1999

Continuing training - basic Decision

Decision of the Flemish government of 4 April 2003

7.3.4. Training in agriculture – Specific legislative framework ● ● ●

Decree of 3 March 2004 regarding subventions for more sustainable agricultural-production methods and the recognition of centres for more sustainable agriculture. Decision of the Flemish government of 4 June 2004 regarding the allocation of subsidies for post-school education in the agricultural sector. Ministerial Order of 26 November 2007 concerning the allocation of subsidies for post-school education in the agricultural sector.

7.3.5. Part-time artistic education, DKO – Specific legislative framework ● ● ● ● ● ●

● ● ● ● ●

Decree of 31 July 1990 (Education Decree II). Decision of the Flemish government of 31 July 1990 laying down the organisation of part-time artistic education, course of study “Visual Arts”. Idem for “Music, Word Craft and Dance”. The Decision of the Flemish government of 15 October 1996 laying down the creation and composition of the Department Part-time Artistic Education of the Flemish Education Council. The Decision of the Flemish government of 15 July 2002 determines the allocation percentage of the number of teacher hours. The Decision of the Flemish government of 31 July 1990 concerning skills certificates, salary scales, the performance system and remuneration arrangements for members of management and teaching staff as well as pedagogical support staff in part-time artisticeducation institutions, course of study ‘Visual Arts’. Idem for ‘Music, Word Craft and Dance’. The Decision of the Flemish government of 23 March 2007 concerning the organisation of temporary projects in Part-time Artistic Education. Circular letter ond/13ea/SBT 2001/05 (more flexible learning pathways, updating of courses offered, more autonomous boards). Circular letter PV/2002/7 skills certificates for part-time artistic education. The ministerial order of 16 May 1999 stipulates the conditions for programming applications in part-time artistic education and their processing, the conditions for announcing structural changes in the existing courses offered within part-time artistic education and the infrastructural requirements for the course of study ‘Dance’ in part-time artistic education.

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7.3.6. Socio-cultural adult work – Specific legislative framework ● ● ● ● ●

Decree of 6 July 2001 laying down support for the federation of recognised organisations active in popular (non-formal) adult education (FOV-decree). Decree of 4 April 2003 concerning socio-cultural adult work. Decision of the Flemish government of 13 June 2003 laying down the implementation of the Decree of 4 April 2003 concerning socio-cultural adult work. After an initial assessment the regulations were adjusted by the implementation order of 17 March 2006 and the Decree of 2 June 2006. After a second assessment the regulations will be adjusted in the course of 2008 by means of an ‘amendment decree’ which was ratified by the Flemish Parliament at the end of February 2008 and a new implementation order which replaces the decision of 13 June 2003.

The decree is limited to socio-cultural adult work. It lays down the organisation of the sector, which areas of work will be recognised and subsidised and which terms and conditions should be met.

7.4. General objectives Here we shall consecutively discuss: 1 Adult education volwassenenonderwijs 2 DKO, DKO Part-time artistic education 3 Vocational training by the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB) 4 Entrepreneurial training SYNTRA Flanders 5 Training in agriculture 6 Socio-cultural adult work

7.4.1. Adult education - General objectives The objectives of adult education are: ●

●

Providing course participants with the necessary knowledge, skills and attitudes for personal development, social integration, participation in further education, practising a profession, proficiency in a language; Enabling course participants to obtain recognised proofs of study.

Important tasks in this regard are: ● ● ● ● ● ●

Organisation of learning pathways and pathway guidance Detection of needs in target groups; Activation and study-career guidance activities geared towards the continued participation of course participants in the course provision; Inter-attunement of the course offer; Cooperation and attunement with the other public adult-education training providers; Assessment and certification of prior learning

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7.4.2. VDAB Vocational training - General objectives VDAB provides services in the area of job placements, pathway-to-work guidance, training and education, and career guidance. Three important objectives are central to the development of competences with a view to a sustainable place in the labour market: ●

●

Stimulating, organising and promoting the development and recognition of competences in job-seekers in particular through the establishment of competence centres, the accreditation of prior learning and the organisation of training programmes geared towards acquiring the appropriate competences with a view to finding a place on the labour market; Providing, organising and promoting vocational training and the accompanying guidance for job-seekers and employees by, a.o., providing job application training, vocation-specific training, personal-development training either in training centres and/or on the shop floor; Granting compensation for training with a view to deployment on the labour market, especially the allocation of training vouchers.

Under the terms of a Decision of the Flemish government of 21 December 1988 training programmes for employees at the request of the employer as well as training programmes for individual employees form part of the VDAB educational provision. Since 2002 employers must pay for their employees’ training. The general objectives, curricula and methods are closely interlinked and depend on the specific objective of a certain training programme or initiative. The training programmes offered comprise: ● ● ● ●

Training programmes for the secondary sector, Training programmes for the tertiary economic sector, Social-profit training programmes, More specialised initiatives for the unemployed.

7.4.3. Entrepreneurial training SYNTRA Flanders - General objectives The "Flemish Agency for Entrepreneurial training – SYNTRA Flanders” has the mission to be the hub for an integrated policy on “Entrepreneurial training”, in order to contribute to increased and enhanced entrepreneurship as an essential factor in the socio-economic development of Flanders. From a strategic point of view “Entrepreneurial training” should achieve three objectives: the organisation of a hub, increased entrepreneurship and enhanced entrepreneurship. As hub, SYNTRA Flanders is in charge of compiling a broad knowledge base on entrepreneurial training and non-formal entrepreneurial training. A structured overview of information should lead to quality enhancement and should facilitate the detection and tackling of voids, both in respect of policy and the relevant field players”. ("Samen voor meer banen": Een Vlaams Meerbanenplan (“Working together for more Jobs”: a Flemish more-jobs policy), January 2006, p. 14). The mostly virtual knowledge centre (http://www.competento.be) sees to the retention of knowledge on all intrinsic activities regarding “Entrepreneurial training” in Flanders. The hub can detect and address certain (potential) market segments, shortage occupations or specific target groups. To this end, joint ventures and partnerships will be set up between institutions and organisations which are well

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acquainted with the specificity of this market or which have experience in dealing with specific target groups. To achieve an increase in entrepreneurship, the Flemish Agency for Entrepreneurial training – SYNTRA Flanders will act as hub for various initiatives regarding general promotion and awareness of “Entrepreneurial training” and the stimulation of entrepreneurial sense, entrepreneurial competences and attitudes, and this in consideration of target groups who in the past participated less in available training programmes and entrepreneurship in Flanders. The keynote is education. Nowadays numerous initiatives are taken within education to enhance entrepreneurial competences in youngsters. Therefore, SYNTRA Flanders acts as a support base – both on a policy and operational level – within the Actieplan Ondernemend Onderwijs (Entrepreneurial-Education Action Plan). The agency will be in charge of the formulation, implementation and coordination, of a target groups and disadvantaged-group policy on entrepreneurial training. Practice has shown that too few people from specific groups, and definitely from the target groups, end up as entrepreneurs. Speciallyadapted pathways-to-work in function of previous education and prior learning often form the very bridge between the desire to become an entrepreneur and effectively starting one’s own business. With a view to enhanced entrepreneurship the first action scheduled is the attunement and reform of business-administration itineraries. The agency plays a supporting role based on the expertise it has acquired. To achieve a culture of entrepreneurship and innovation in both the companies’ employers and employees, the corporate needs for knowledge must be filled in at all stages of corporate growth. These business-reinforcement actions are mainly demand-oriented. The SYNTRA network course offer is based on three fundamental principles: ● ● ●

Offering continuing education with successive levels and opportunities; The alternance-learning system in which study is alternated with work; The modular organisation of the course offer, in which one can compose one’s own programme according to one’s personal level and training needs.

Annually, SYNTRA Flanders distributes 2 million euro in European funds (ESF) between the various projects promoting entrepreneurship in Flanders.

7.4.4. Training in agriculture - General objectives The training activities are geared towards various target groups. All training programmes (except specialisation training):

●

● ● ● ● ●

Self-employed business managers (full-time or part-time) of agricultural and horticultural enterprises, their collaborating family members, free-lance assistants and agricultural employees; Employees of agricultural and horticultural business-management organisations; Agricultural contractors, florists, garden contractors and their collaborating family members and employees; Employees of public-park departments; Recognised sellers and users of phytocides and recognised users of biocides for agricultural use; Beekeepers.

Training for beginners:

●

All the aforementioned participants;

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● ●

People preparing for a full-time or part-time career in the agricultural sector, or who are preparing for business re-engineering, a change or diversification within agriculture; People who are deemed to be suitable candidates to become sellers and users of phytocides and recognised users of biocides for agricultural purposes.

Short-term training for hobby farmers:

●

People who exercise agricultural activities as a hobby

C o m p l e t i o n d a ys :

●

Trainers involved in post-school agricultural training.

7.4.5. Part-time artistic education, DKO - General objectives Part-time artistic education meets the student’s general artistic interest, enables him to feed his artistic ambitions or can provide vocational training, with opportunities for a professional career. The objectives are three-fold: learning how to practise art independently, learning to discover and understand art and preparing youngsters for higher artistic education.

7.4.6. Socio-cultural adult work - General objectives Socio-cultural adult work has three common general objectives: ● ● ●

Contributing to the balanced development of each individual as an active participant in society; Stimulating people to develop their competences through non-formal education (e.g. in the areas of social integration, active citizenship…); Working on giving people meaning and encouraging their emancipation and thus contributing to cultural development, social integration and to the attainment and reinforcement of a democratic society.

7.5. Types of institution Types and number of institutions in 2006 - 2007 CVOs, Centres for Adult Education

117

- centres offering secondary education (SO)

107

- centres offering higher education (HO)

CBEs, Centres for Adult Basic Education

SYNTRA Flanders campuses (5 regional umbrella organisations)

VDAB training centres

Academies for part-time artistic education, of which: - Visual arts

- Music, Word Craft and Dance

101

Centres for training in agriculture

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Socio-cultural associations

Socio-cultural movements

Folk high schools

Recognised national training institutions

7.5.1. Adult education - Types of institutions The educational provision is organised by centres for adult basic education and centres for adult education within 13 regional working areas; within each of these working areas a consortium shall see to the optimisation of the offer and the cooperation between the centres. CBEs, Centres for Adult Basic Education (Centra voor Basiseducatie) are in charge of adult basic education. ● ●

●

These centres must be pluralistic in nature and are set up in the form of non-profit organisations. One quarter of their general assembly shall be made up of representatives from municipalities, provinces, intermunicipal cooperations, Public Centres for Social Welfare (OCMWs) or districts (the Brussels-Capital CBE shall also seat at least one representative from the Flemish Community Commission). As from 1 September 2008, only one centre for adult basic education will be subsidised per working area. As a result, the 29 current CBEs will have to merge into 13.

Secondary adult education and higher vocational adult education will be organised by CVOs, Centres for adult education (Centra voor Volwassenonderwijs). These may be set up as subsidised private centres or as public centres. The CBEs and CVOs shall be supported by the Flemish Support Centre for all of Adult Education (Vlaams Ondersteuningscentrum voor het Volwassenenonderwijs - VOCVO) (cf. 9.3.3.2.) and by the pedagogical counselling services (pedagogische begeleidingsdiensten – PBDs) (cf. 9.3.3.1.). Both CBEs and CVOs can organise programmes which come under their area of study/learning. They can also organise individual pathway-to-work guidance for course participants, activations and studycareer guidance activities and open-learning centres. They can also confer proofs of study. Moreover, CVOs can also assess course participants following distance-learning programmes the centres themselves are qualified to teach and they can assess the vocational competence of people who acquired their skills through formal or non-formal learning if they wish to obtain a certificate of vocational competence. However, before centres can assess people’s vocational competence they need to have been accredited first. CVOs which offer general education can also assume the task of regional examination commission. The 13 consortiums must optimise and attune the course provision of the centres and promote mutual cooperation. They will also have to work with other public adult-education programme providers and will have to act as a go-between, even with the socio-cultural and socio-economic actors. They must also optimise services for course participants. To that end, they must draw up a five-year training plan (which shall include an analysis of the training needs within their area) and set up an ombudsman for course participants. The consortiums shall also support the CBEs and CVOs in the development of an education and training policy for detainees.

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CBE interests are promoted by their umbrella organisation, the Federation of Centres for Adult Basic Education (Federatie Centra Basiseducatie) while CVO interests are looked after by their organising bodies. Most of these are umbrella-organisation related.

Federatie Centra Basiseducatie

7.5.2. VDAB Vocational training - Types of institutions Most VDAB courses are held at the VDAB centres. VDAB has 68 training centres, distributed across Flanders and boasts some 700 instructors. Across the country there are some 400 departments which cover a whole host of vocations in the construction industry, metal industry, transport industry, graphic industry, timber industry, textile industry... Furthermore, VDAB also provides in-company training at the request of companies. With e-learning, learning takes place at home or in the work place and the courses are available online 24/24. An on-line coach provides feedback from Monday to Friday between 4 p.m. and 10 p.m..

VDAB, Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding

7.5.3. Entrepreneurial training SYNTRA Flanders - Types of institutions The SYNTRA network consists of regional umbrella organisations totalling 24 campuses throughout Flanders and Brussels. It is recognized and subsidised by SYNTRA Flanders. SYNTRA concluded an agreement with VDAB on the competence centres (cf. 7.15.2.).

SYNTRA-Vlaanderen

7.5.4. Training in agriculture - Types of institutions The training programmes offered are organised by recognised centres which are subsidised by the Flemish Region (cf. 2.6.2.3.). The subsidy is partially covered by the European Union within the framework of the Flemish Rural-Development Programme. The Flemish authorities (Department for Agriculture and Fisheries, Division Sustainable Agricultural Development) are responsible for the recognition of the organisers (the recognised centres), the registration of trainers, the funding of training activities, the on-site inspections, the signing of certificates and the payment of the participantsâ€™ social-advancement allowances. Flanders counts 44 recognised training centres:

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● ● ●

5 general agricultural-training centres, 28 regional centres, 11 training centres for hobby agriculturists.

In light of the new regulations on training in agriculture, the Division Sustainable Agricultural Development can, each year, ask the recognised training centres to submit innovative agriculturaltraining projects. They must encourage new teaching methods which make use of the Internet (elearning) or test out godparenthood within agriculture.

Departement landbouw & visserij, Afdeling Landbouwvorming, Voorlichting en Duurzame Landbouw

7.5.5. Part-time artistic education, DKO – types of institutions DKO offers 4 courses of study in 2 types of schools: ● ●

Academies for Visual Arts, Academies for Music, Word Craft and Dance.

Number of academies in Flanders

Community Education

Visual arts

Subsidised private Education

Municipal Education

Total

Music, Word Craft, Dance

101

TOTAL

147

167

Since the 1994-1995 school year, the school population in part-time artistic education has risen sharply (cf. 7.17.5.1.). The associations of principals of part-time artistic education (DKO) VerDi vzw (Vereniging Directeurs van de academies muziek, woordkunst en dans - Association of principals of music, word craft and dance academies) and Codibel vzw (Comité Directeurs van de Academies Beeldende Kunst Committee of principals of visual arts academies) have developed a website for part-time artistic education which provides a permanently-updated overview of all activities: http://www.deeltijdskunstonderwijs.be

7.5.6. Socio-cultural adult work - Types of institutions The new Decree socio-cultural adult work (4 April 2003) resulted in a thorough redrafting of the landscape, including socio-cultural associations, folk high schools (or Training-plus centres (Vormingsplus-centres)), national training institutions and movements. Associations

According to the decree, an association is a network of departments or groups aimed at giving their members and participants a sense of meaning and emancipation, with a view to personal and social development. Associations fill a communal role, a cultural role, an educational role and a social-

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activation role. An association must number a minimum of 50 active (local) departments or (thematic/supra-local) groups, spread across at least 3 provinces; an association with starting subsidies must count at least 25 departments. Associations for migrants need only meet the standards of the decree by the end of the current policy term (2010) (i.e. at least 50 departments or groups, spread across 3 provinces) and must from then on work on the basis of a policy plan. De 57 sociocultural associations total almost 15,000 local departments and have a membership of 2 million people (figures furnished by FOV). Movements

Movements are organisations with a national character which specialise in a theme or a cluster of closely-related themes. They organise activities in the area of awareness, education and social action with a view to bringing about social change and therefore address a wide audience. Since 1 January 2006, 32 organisations are being subsidised as socio-cultural movements. However, one movement has meanwhile ceased to exist. Training-plus centres (Vormingsplus-centra) or folk high schools

Since the start of 2004, 13 folk high schools (i.e. Training–plus centres) are operating in as many regions. They must cover non-formal education sought within their region by organising their own programmes and coordinating the programmes offered by other cultural providers. This range of courses must be wide and open. Open means that the courses are advertised well in advance and that anyone should be entitled to participate. A folk high school may deviate therefrom for educationally-disadvantaged target groups who cannot avail, or only to a limited extent, of an open range within their autonomous environment. Some 30 recognised training organisations and suborganisations of recognised joint ventures were involved in the setting up of the folk high schools. National training institutions

These must develop activities in at least 4 provinces or must address people living in a minimum of 4 provinces. There are 3 types of institutions and all in all there are 26 recognised training institutions. ●

●

Training institutions specialised in a specific theme: these must develop and organise non-formal educational programmes around a theme or cluster of themes in which they are specialised. Essentially, the programmes offered must also be open. A specialised training institution may exceptionally operate a closed system for staff and multipliers from the cultural sector and to a certain extent for educationally-disadvantaged target groups. 19 (theme) specific training institutions have been recognised and will be subsidised until the end of the current policy period (2006-2010). Trade union training institutions: these gear themselves, within a trade union providing an open course offer, to the working population and the unemployed alike. Since the new decree only 3 (joint ventures of) trade union training institutions are being recognised as only one trade union training institution per recognised trade union is subsidised. Training institutions for people with a disability

○ Training institutions which focus on people with disabilities have, pursuant to governmental directives, grouped themselves into 3 federations. Through their nonformal educational programmes they must develop socio-cultural activities for people suffering from a disability and for their environment. One quarter of their programmes may be directed at counsellors of their target group from the non-profit sector.

○ On the basis of the decree, the government also recognises and subsidises one Federation of training institutions for people with a disability. This federation groups 5 former services for socio-cultural work. Alongside educational programmes, they also provide additional activities in the area of awareness, guidance and social activation.

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○ Since the start of 2004 one training institution specialised in the target group ‘detainees’ has been recognised by the Flemish government. This institution is in charge of socio-cultural work in prisons. Federation of training institutions for people with a disability

Aside from the three areas of work (associations, movements and training institutions) the government also recognises and subsidises, on the basis of the decree, one Federation of training services for people with a disability. This federation groups 5 former services for socio-cultural work. Alongside educational programmes, they also provide additional activities in the area of awareness, guidance and social activation.

7.6. Geographical accessibility Here we shall consecutively discuss: 1 Adult education volwassenenonderwijs 2 DKO, DKO Part-time artistic education 3 Vocational training by the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB) 4 Entrepreneurial training SYNTRA Flanders 5 Training in agriculture 6 Socio-cultural adult work

7.6.1. Adult education - Geographical accessibility The centres usually have various branches and can be found all over Flanders. However, certain specific training programmes are not available everywhere. It is up to the consortiums to optimise the course provision in each region in function of the training needs of both the course participants and the labour market.

7.6.2. VDAB Vocational training - Geographical accessibility VDAB boasts a ramified local and regional network of offices, local work shops and competence centres. Moreover VDAB uses the latest IT-applications. WIS kiosks (Work Information System kiosks – Werk-Informatie-Systeem) (electronic vacancy database) can be consulted in VDAB offices, libraries, supermarkets, town halls.... Web learning has been considerably expanded.

7.6.3. Entrepreneurial training SYNTRA Flanders - Geographical accessibility The SYNTRA network consists of 5 regional umbrella organisations (West, Central Flanders, Limburg, Brussels, provinces of Antwerp and Flemish-Brabant), with a total of 24 campuses across Flanders and Brussels.

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7.6.4. Training in agriculture - Geographical accessibility The 5 general centres are active throughout Flanders. In addition, there are also 28 regional centres, which mainly work on a provincial level or which are specialised in a particular sector. Of late, e-learning and godparenthood are also being promoted (cf. 7.2.).

7.6.5. Part-time artistic education, DKO – Geographical accessibility As DKO has been developed by municipalities, it is geographically well represented throughout Flanders. Most large and medium-sized cities boast an academy for visual arts and an academy for music, word craft and dance. These academies often have branches in smaller neighbouring municipalities where quite a few students can follow the lower stage closer to home. Nevertheless, because of the comprehensive programme regulations, there are still some municipalities which cannot offer official programmes. An attempt is made to erase these blind spots by means of intermunicipal joint ventures (which are exempt from the strict programme regulations) (cf. 7.2.4.).

7.6.6. Socio-cultural adult work - Geographical accessibility The socio-cultural associations are usually strongly embedded at a local level. Together they number about 13,000 local departments, i.e. on average some 40 departments per Flemish and Brussels’ municipality. The 13 folk high schools are active in as many regions. Together they form a network which covers all of Flanders and Brussels. Each individual folk high school must also cater for the furthest corners of the region. The national training institutions and movements must develop activities in at least 4 provinces or reach participants from at least 4 provinces.

7.7. Admission requirement Here we shall consecutively discuss: 1 Adult education volwassenenonderwijs 2 DKO, DKO Part-time artistic education 3 Vocational training by the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB) 4 Entrepreneurial training SYNTRA Flanders 5 Training in agriculture 6 Socio-cultural adult work

7.7.1. Adult education – Admission requirements

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Adult basic education

Adult basic education courses are open to anyone who has complied with part-time compulsory education (i.e. who is 18 years of age). To qualify for Dutch-as-a-second-language literacy education, Dutch-as-a-second-language or language courses, course participants must have fulfilled full-time compulsory education, i.e. they must have turned 15 or 16 years of age at the time of registration and they must have completed the first two grades of full-time secondary education. However, Dutch-as-a-second-language courses may also be followed by pupils between the ages of 12 and 16 who are following full-time compulsory education but then only outside of school time.

Secondary adult education

To qualify for secondary adult education, course participants must have fulfilled full-time compulsory education (with the exception of the course Hebrew). For general-education programmes, course participants must have complied with part-time compulsory education, i.e., they must have turned 18 years of age at the time of registration. The Dutch-Language Houses are in charge of the organisation and coordination of the intake, testing and referrals of Dutch-as-a-second-language (NT2) course participants who cannot submit an NT2 certificate (cf. 7.15.). However, Dutch-as-a-second-language courses within the area of study ‘Dutch-as-a-second-language’ may also be followed by pupils between the ages of 12 and 16 who are attending full-time compulsory education on condition that the pupil: ● ● ●

attends the course voluntarily; follows the course outside normal secondary-school hours; can furnish a certificate from his secondary school which describes disadvantage and the contact details of the person appointed by the question who will follow up the modules or programme the pupil has Centre for Adult Education which organises the course and provided contact person informed about the pupil’s progress.

the pupil’s linguistic secondary school in registered for at the the CVO keeps the

Higher vocational adult education

Programmes hosted by higher vocational education are open to course participants who have complied with part-time compulsory education, on condition that they have obtained one of the following proofs of study: ● ● ● ● ● ● ● ● ●

a proof of study from the second grade of the third stage of secondary education; a diploma of secondary education; a certificate of a secondary social-advancement education programme of no less than 900 teaching periods; a certificate of a secondary adult-education programme of no less than 900 teaching periods; a diploma of higher social-advancement education; a diploma of higher vocational education; a qualification of short-type higher education with full curriculum; a Bachelor’s or Master’s degree; a proof of study which is recognised as being equivalent to the above qualifications/degrees under a statutory norm, a European directive or an international agreement.

However, course participants who cannot furnish these proofs of study may also be accepted provided they sit an entrance exam organised by the centre in question.

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7.7.2. VDAB Vocational training - Admission requirements VDAB programmes are open to all adults regardless of nationality. By means of incentives and guidance certain categories are specifically encouraged to follow the programmes. For certain programmes higher admission requirements apply and selection tests must be passed.

7.7.3. Entrepreneurial training SYNTRA Flanders - Admission requirements Just like VDAB, SYNTRA does not impose any general admission requirements on those wishing to register for a particular programme. However, certain programmes do set higher admission requirements. ●

●

The general conditions to commence an apprenticeship are: having reached the age of 15 and having completed the second grade of secondary education or being at least 16 years of age. Youngsters who wish to follow entrepreneurial training must either have completed sufficient prior education (e.g. through an apprenticeship) or have acquired sufficient experience in the vocation which forms the subject of their entrepreneurial training. If these conditions have not been met they can gain practical experience through supplementary practical training or onthe-job training via an apprenticeship.

7.7.4. Training in agriculture – Admission requirements Course participants must have completed compulsory education before they enter the training programmes.

7.7.5. Part-time artistic education, DKO - Admission requirements Part-time artistic education is structured along various hierarchical levels, i.e. one cannot follow a specialisation course without having followed sufficient prior education at a lower level. On condition that the minimum-age requirement for a specific course of study has been met, students normally start their chosen option in the first grade. Students can only move onto the next grade if they have passed the tests of the grade they have just followed. However, there are two exceptions to this general rule. On the one hand it was noted that students enter according to age in the following cases: in the lower and middle stages Visual Arts, in the lower stage Word Craft, in the first three grades of the lower stage Dance. On the other hand, it was decided that once students have successfully completed an admission period, students may/can follow a grade they would not qualify for under the ‘normal’ admission requirements. Such admission period allows teachers to thoroughly observe students over a short or longer period of time (max. until 31 January). As in this way students’ level and learning difficulties can be more accurately assessed than through an admission test, the amended Decision of

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the Flemish government of 9 July 2001 now only provides for an admission period. In addition to these exception clauses, the customary admission requirements of ‘minimum age’ and/or ‘successful completion of the previous grade’ may also be deviated from in certain cases.

7.7.6. Socio-cultural adult work - Admission requirements There are no specific admission requirements for people who wish to partake in the learning activities of socio-cultural adult organisations with the exception of certain activities of associations which cater specifically for their own members and for (staff) training initiatives aimed at voluntary or free-lance staff of the organisations.

7.8. Registration and/or tuition fees Here we shall consecutively discuss: 1 Adult education volwassenenonderwijs 2 DKO, DKO Part-time artistic education 3 Vocational training by the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB) 4 Entrepreneurial training SYNTRA Flanders 5 Training in agriculture 6 Socio-cultural adult work

7.8.1. Adult education – Registration and/or tuition fees Course participants attending adult basic education do not have to pay any registration fees. CBEs, Centres for Adult Basic Education, can only charge course participants the cost of course materials. They are recognised by VDAB so that course participants can avail of training vouchers. From school year 2008-2009, CVO registration fees will increase and course participants will have to pay € 1 per teaching period. During the 2007-2008 school year, a fork ranging between 0.80 and 1 euro per teaching period will be operated. ● ● ● ●

Registration fees will be capped at 400 euro per school year or at 1,200 euro for a full training programme. For NT2 (Dutch-as-a-second-language) courses a standard rate of 50 cent will apply. There is a full exemption of registration fees in the area of study ‘general education’ (secondchance education). The full registration-fee exemption applies to the following target groups:

○ persons who qualify for a subsistence income; ○ asylum-seekers and certain other categories of non-nationals; ○ people who have signed a naturalisation contract or people who have obtained a naturalisation certificate;

○ detainees residing in Belgian penitentiaries;

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○ job-seekers in receipt of a job-seeker’s allowance or unemployment benefits who register for a pathway-to-work programme recognised by VDAB;

○ unemployed, compulsorily registered job-seekers who are not yet entitled to a jobseeker’s allowance; ●

○ people in part-time or full-time compulsory education. Reduced registration fees of 0.25 euro apply to: ○ certain categories of disabled persons; ○ job-seekers in receipt of a job-seeker’s allowance or unemployment benefits who register for a pathway-to-work programme other than one recognised by VDAB;

○ course participants who first followed a course of at least 120 teaching periods at a CBE for a period of 2 years. CVOs can only pass on the genuine cost price of course materials to the course participants. As regards assessments, CBOs can only charge course participants who did not follow the course of study ‘general education’ at the centre and distance-learning course participants a maximum of 15 euro per evaluation period. http://www.onderwijs.vlaanderen.be/nieuws/2007p/0316-faq-volwassenenonderwijs.htm#9d Employees are entitled to pay for half of their registration fees in training vouchers.

7.8.2. VDAB Vocational training - Registration and/or tuition fees For unemployed job-seekers all VDAB training programmes are free. This also applies to e-courses, though, other categories of unemployed people may also qualify for a fee exemption here (cf. 7.9.2.). Any employee who follows a programme at his own initiative only pays a fee for the course teaching materials. Depending on the category of the training programme, this fee amounts to either 25.40 or 50 euro/day with a maximum of 250 euro per course. Web learning courses can vary between 30 and 360 euro for a full course (depending on the programme). The employers’ fees for training programmes depend on the type of course, the duration, the location (in-house or at a VDAB centre), the number of participants etc. This price is negotiated and contractually agreed with the head of training of the VDAB centre in question. Essentially, the cost of employee-training programmes which are provided at the request of employers (depending on the programme) ranges between 99 and 161 euro per participant per day.

7.8.3. Entrepreneurial training SYNTRA Flanders - Registration and/or tuition fees Fees for short-term courses vary according to the number of sessions. Moreover, fees for long-term programmes also vary according to the course. Within the framework of compulsory education no registration fees are due for apprenticeships.

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7.8.4. Training in agriculture – Registration and/or tuition fees Course participants register via the recognised centres and the centres set their own registration fees.

7.8.5. Part-time artistic education, DKO – Registration and/or tuition fees Programmes provided by part-time artistic education do not come under compulsory education, so registration fees apply. During 2007-2008, youngsters will be charged a fee of 53 euro (reduced rate: 34 euro) while adults will have to pay 173 euro (reduced rate: 100 euro). This amount is passed on to the Department of Education and Training (Circular letter OND/13EA/SBT 01/3). Circular letter dko/2007/02

7.8.6. Socio-cultural adult work – Registration and/or tuition fees Usually small contributions are sought for the educational programmes organised by socio-cultural adult organisations and the level of those contributions is set by the organisations themselves.

7.9. Financial support for learners Within the range of courses for young school-leavers and adults, course participants in Flanders can avail of a number of financial allowances. The government introduced these measures to encourage “lifelong and lifewide learning” in adults. The main ones are ‘paid educational leave’, the ‘entrepreneurial-portfolio system’ for employers, and the ‘training and guidance vouchers’ for employees (cf. also 7.9.4. VDAB and 7.9.5. SYNTRA). The system of Paid Educational Leave (Betaald Educatief Verlof - BEV) is regulated by the Recovery Act of 22 January 1985 laying down the social provisions and by the Royal Decrees of 23 July 1985 and 27 August 1993. Paid Educational Leave is directed at the social advancement of employees working in the private sector. Under this system they are granted extra time off for the courses they follow during their leisure time or they are given leave to attend courses, if the courses in question coincide with their working hours. In first instance, this leave is paid by the employer in conjunction with and at the time the normal salary is paid. However, the employer may seek a refund from the fund established for this purpose. The number of refundable hours of leave is equal to the number of hours the employee attends the course and is capped in function of the type of course and whether or not the course coincides with the working hours. The refundable salary has also been capped. The courses may be followed for professional purposes but there does not need to be any a link with the employee’s current profession, and they can be of a general educational nature. Moreover, there are also specific arrangements in place for employees preparing for exams organised by the Examination Board of the Flemish Community, for employees of SMEs and for certain categories of part-time employees. By Royal Decree of 20 July 2006, the number of credit hours an employee can qualify for has been strongly reduced.

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Cf. http://www.meta.fgov.be, with a downloadable brochure “Find your Way through Paid Educational Leave” ("Wegwijs in het BEV") by the Directorate-General Employment and Labour Market (Algemene Directie werkgelegenheid en arbeidsmarkt) (November 2005).

7.9.1. Adult education - Financial support for course participants People attending adult education do not qualify for a school or study allowance. However, they can avail of Paid Educational Leave (Betaald Educatief Verlof) (cf. 7.9.). Within the framework of training vouchers these centres have been recognised by VDAB (cf. 7.9.2.).

7.9.2. VDAB Vocational training - Financial support for course participants VDAB does provide a number of allowances for job-seeking course participants. This is a selection of the main ones: ●

●

Incentives premium: To encourage job-seekers from one-income families to follow training. Specific conditions apply to the incentives premium: o The job-seeker is entitled to subsistence benefits (on the basis of a certificate from a Public Centre for Social Welfare (Openbaar Centrum voor Maatschappelijk Welzijn OCMW) or qualifies for unemployment benefits and is recognised as an ‘employee with a dependent family’ (on the basis of a certificate from the National Employment Office (Rijskdienst voor Arbeidsvoorziening – RVA) and has been registered as an unemployed job-seeker for at least 1 year. o The job-seeker follows a training programme of no less than 24 hours/week. o The job-seeker has followed at least 150 hours of training or an internship. a travel allowance: o a ‘de Lijn’ (scheduled-service) bus pass for a period of 1 year or o a fixed travel allowance to travel between home and the training/internship venue; an accommodation allowance: VDAB may grant an accommodation allowance if overnight accommodation is required within the framework of the course followed. a childcare allowance for course participants with children of childcare age: refund of childcare fees when the course participant is following a training programme or is at his internship place;

Furthermore, there are numerous training allowances available from the Flemish, Federal and European authorities (esp. through the European Social Fund). In addition there are a whole range of vocational-sector specific measures. An overview may be found on the VDAB website. Moreover, VDAB provides advice and guidance in relation to the allocation of subsidies. We mention some of the measures. ●

Training vouchers for employees end employers

○ Employees may purchase a maximum of 250 euro worth of training vouchers per calendar year. They can use these to pay for training programmes organised by

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recognised training providers. The employee only needs to pay half of the cost of the training vouchers. Cf. http://www.vdab.be/opleidingscheques/werknemers.shtml

○ Companies were able to use training vouchers. However, since 2006 this system

●

has been replaced by a so-called entrepreneurial portfolio, or a budget for economic advice (Budget voor Economisch advies - BEA) which companies can apply for every two years and which covers 4 services: training, advice, mentoring, and knowledge acquisition from Flemish knowledge centres. The maximum subsidy the government provides is € 5,000, of which no more than € 2,500 can be allocated to one and the same service. Henceforth, companies cover 65% of the service themselves. Cf. http://www.beaweb.be Compensation for on-the-job learning: both individual vocational in-company training (individuele beroepsopleiding in de onderneming - IBO), and induction training (cf. 7.10.2.).

○ During the training period the company does not pay any salary or social-security contributions, only a productivity allowance. Moreover, the company receives an extra guidance-allowance reduction if the candidate is poorly educated (no HigherSecondary Education (HSO) diploma).

○ The job-seeking candidate receives an extra allowance on top of his benefits (the difference between his normal salary and the benefits).

7.9.3. Entrepreneurial training SYNTRA Flanders – Financial support for course participants Starters (in the province of Antwerp) can avail of provincial starting subsidies. Employees may purchase a maximum of 250 euro worth of training vouchers per calendar year (via VDAB). They can use these to pay for their training programmes. Employees personally only fund half of the training costs. Cf. http://www.vdab.be/opleidingscheques/werknemers.shtml Up to 2006 small and mediums-sized enterprises, SMEs, could also avail of training vouchers. From 2006, however, the system has been replaced by the so-called entrepreneurial portfolio or budget for economic advice (Budget voor Economic advies - BEA), which a company can apply for every 2 years and which comprises 4 services: training, advice, mentoring, and knowledge acquisition from Flemish knowledge centres. The maximum subsidy the government provides is 5,000 euro, of which no more than 2,500 euro can be allocated to one and the same service. Henceforth, companies cover two-thirds of the training cost themselves. Cf. http://www.beaweb.be Apprentices are entitled to an apprentice allowance. This allowance is linked to their age and their professional experience. On-the-job trainees are entitled to a work-experience allowance.

7.9.4. Training in agriculture - Financial support for course participants Course participants are given a premium (of 2 euro per teaching period) as a social-advancement allowance. This premium is paid to course participants who can present certificates (issued by recognised centres including work-experience placements) which involve a minimum of 75 hours’ worth of classes. Who can qualify for this premium?

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●

● ● ● ● ●

Self-employed business managers (full-time or part-time) of agricultural and horticultural enterprises, their collaborating family members, free-lance assistants and agricultural employees Employees of agricultural and horticultural business-management organisations Agricultural contractors, florists, garden contractors and their collaborating family members and employees Employees of public-park departments Recognised sellers and users of phytocides and recognised users of biocides for agricultural use Beekeepers.

7.9.5. Part-time artistic education – Financial support for course participants As previously stated in 7.8.6., part-time artistic education operates a ‘social reduction’ or ‘reduced rate’ system. To qualify for the reduced registration fees, the student (Decree of 31 July 1990) must be able to present a certificate or evidence which states that he: ● ● ● ● ● ●

is unemployed and qualifies for unemployment benefits or is dependent on an unemployed person entitled to benefits; or is a statutorily-registered job-seeker, receives a subsistence allowance, or is dependent on one of these two categories of people; or is suffering from a disability which is categorised as a 66% work disability, is entitled to a disability allowance, or is dependent on one of these two categories of people; or is a resident in a foster-home or a medical pedagogical institution; or has been granted the political-refugee status or is dependent on a political refugee; or receives an allowance from the child allowance fund, if he is over the age of 18.

Students who have not reached the age of 18 by 31 December of the school year in question, will pay reduced registration fees if another member of the family to which the student belongs has already paid registration fees in the same or a different institution; and/or for every additional registration in a different area of study in the same or a different institution. Academies for part-time artistic education are recognised training providers. Therefore, students are entitled to use employees’ training vouchers, (cf. 7.9.4.). http://www.vdab.be/opleidingscheques/werknemers.shtml

7.9.6. Socio-cultural adult work - Financial support for course participants Associations usually operate reduced rates for their own members; training institutions often take the (family) income and/or the family circumstances or work conditions of the participants into account when setting the registration fees.

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7.10. Main areas of specialisation Overview of the course provision in Flanders

●

● ● ● ● ●

The most comprehensive overview of courses and programmes for adults in Flanders can be found in the database of the Training and Alignment Information Service, DIVA: http://www.wordwatjewil.be http://www.ond.vlaanderen.be/volwassenenonderwijs lists all the adult-education courses offered by CBEs and CVOs DIVA has published an overview of work-experience opportunities on: http://www1.stageforum.be The educational provision organised by the centres for basiseducatie (adult basic education) can be found on: http://www.basiseducatie.be/ Each year the Department of Education and Training also organises study information days in every province (Studie-informatiedagen - SID-ins), cf. http://www.ond.vlaanderen.be/sidin/ There are also a number of regional information centres

○ VDAB work shops which are spread right across Flanders ○ De Stap (The Step) in Ghent provides comprehensive information on education and training within the region

○ Tracé in Brussels ○ Educatieve Wegwijzer (Educational Signpost) in Hasselt ○ Ivo covers the Ghent-Eeklo region.

7.10.1. Adult education – Main areas of specialisation

7.10.1.1. Adult basic education – Main areas of specialisation

The Centres for Adult basic education offer courses at elementary education level and at the level of the first stage of secondary education. Areas of learning and courses:

Areas of learning

Courses (modular)

Dutch-as-a-secondlanguage

Latin alphabet Dutch as a second language – orientation stage 1 Dutch

Dutch (Dutch-as-a-primarylanguage - NT1), Dutch-as-a-secondlanguage (NT2) Mathematics Community studies

Dutch as a second language – orientation stage 1 Mathematics Community studies - social skills - social participation - step-up Second-Chance Education (TKO) - basics functioning in the

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Registration % 2006 -2007 49

4 9

2 8

272

Information and communication technology Languages

workplace. - functioning in the workplace Information and communication technology - French – step-up languages - French - step-up TKO - English – step-up languages - English - step-up TKO

Source of the decretally-funded provision: VOCVO website Registration-figures source: Adult Education (VWO) inspectorate Open-learning centres train course participants in information acquisition and information processing or offer them individual study guidance. In 2000 the modularisation project was launched. The first modular courses came on stream in 2003 and from 1 September 2007 all courses are offered in modular form only. The modular courses hosted by the centres for adult basic education tie in with those offered by the centres for adult education so that a smooth transition is guaranteed. Modules can either stand on their own or can be linked sequentially. In the latter case, they must be followed in a specific order. CBE course participants who improve only marginally or who stagnate (temporarily) in the course of the learning process can follow a specific programme allowing them to maintain the knowledge they have acquired. On the basis of the course participant’s needs an individualised guidance plan is drawn up in consultation between the course participant and the training counsellor. This plan contains a set of final objectives or basic competences from one of the courses offered by adult basic education. CBEs can allocate no more than 10% extra resources over and above the recognised courseparticipant periods to individual support of course participants or for activation and study-career guidance activities. ●

From 1 September 2008 a new financing system for adult basic education will come into operation. On the basis of this new system, centres for adult basic education will be given 10% extra teaching staff to organise pathway-to-work guidance, activation and study-career guidance activities and to set up open-learning centres. As of school year 2008-2009, individual guidance plans will become part and parcel of pathway-to-work guidance. Moreover, no more applications will have to be made to offer activation and study-career guidance services as centres will be able to organise these with their 10% extra staffing resources.

At the request of third parties (Public Centres for Social Welfare (OCMWs), welfare organisations…) CBEs can also provide tailor-made training. Although this form of education is subsidised, it is not recognised and does not lead to valid proofs of study. The

course

offer

from

the

centres

for

adult

basic

education

can

found

on:

http://www.basiseducatie.be/

Final objectives and basic competences

In adult basic education, not only the same final objectives as those used in primary education apply to the areas of learning ‘Dutch’, ‘mathematics’, ‘social studies’, ‘information and communication technology’ and ‘languages’ but also the same final and developmental objectives as those operated in the first stage of full-time secondary education.

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For the courses of study in the areas of learning ‘Dutch-as-a-second-language literacy education’ and ‘Dutch-as-a-second language’, offered by adult basic education, basic competences will be laid down. Each centre has the social task to attain the final objectives or basic competences regarding knowledge, understanding and skills in all course participants. The extent to which these final objectives or basic competences are attained will be assessed in light of the centre’s context and the characteristics of the course-participant population. Final objectives or basic competences regarding attitudes must be aspired to by all the centres.

Curricula

The boards of the centres can freely draw up curricula and choose their own agogic methods provided they take the training profiles approved by the Flemish government into due consideration. These curricula shall include the objectives for the course participants the boards of the centres have explicitly specified on the basis of their own agogic project in general or on the basis of their own vision on the course in particular. The final objectives or basic competences shall be incorporated into the curricula in a recognisable fashion. The curricula should leave enough leeway so that centres, trainers, training teams or course participants can have their own input. However, the curricula must be approved by the inspectorate.

7.10.1.2. Secondary adult education

Secondary adult education comprises all courses of study which are organised at full-time secondary education level other than the first stage.

Areas of study

The educational provision has been subdivided into areas of study which in turn have been grouped into a number of courses of study. During 2006 the course provision was divided as follows: Language courses 23%, Dutch-as-a-secondlanguage 17%, Commerce, ICT, Business Administration 17 %, Technical courses 17 %, Higher Education 10%, Home Economics 8%, Teacher Training 5%, General Education 2%, Trades and Crafts 1%. The new Adult-Education Decree (15 June 2007) reorganised the course provision.

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Henceforth, secondary education will cover the following areas of study: General education

Agriculture and Horticulture

Car engineering

Leather craft

Special educational needs

Personal hygiene

Bookbinding

Maritime training programmes

Construction

Mechanics - electricity

Chemistry

Fashion

Decoration

Musical-instrument construction

Diamond cutting

Dutch-as-a-second-language

Graphical techniques (including the former course Photography)

Caring

Commerce (including the former course Business Administration)

Forging

Woodwork (including the former courses Furniture Restoration and Engraving)

Languages orientation stages 1 and 2)

Home economics

Languages orientation stages 3 and 4)

Information and communication technology

Textile

Jewellery

Tourism

Lacework

Nutrition

Refrigeration and heating

Aside from the modular courses, CVOs still offer linear courses which run over one or more years and are spread over 32 to 40 weeks of classes a year from the start of September to the end of June. The existing linear courses and the temporary modular courses will be gradually phased out by 2012 as, by that time, all courses must be offered in modular form. Modules can either stand on their own or can be linked sequentially. In the latter case, they must be followed in a specific order. The area of study ‘general education’ now also offers all the courses which used to be taught by the former second-chance education which catered for adults over the age of 18 who wished to obtain a diploma of secondary education. The exams are organised by the centres for adult education which also confer the diploma of secondary education. Under the new Adult-Education Decree the distinction between vocational adult education and technical adult education will be abandoned. Other than through general secondary education, the diploma of secondary education can also be obtained by combining the course ‘general supplementary training’ and a course of study from a different area of study within secondary adult education (as specified by the Flemish government). Final objectives, specific final objectives and basic competences

For the courses of study in the area of study ‘general education’ the same final or specific final objectives apply as those for the corresponding courses of study offered by full-time secondary education. The final objectives are specified per course of study.

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For the courses of study in the other areas of study the same specific final objectives apply as those for the corresponding courses of study offered in full-time secondary education, with which they have been concorded. Basic competences per course of study have been laid down for those courses of study which have not been concorded with corresponding options or courses of study in full-time secondary education and for those for which no specific final objectives have been specified. The final objectives / basic competences have been formulated in the form of course profiles. Each centre has the social task to attain the final objectives, the specific final objectives or the basic competences regarding knowledge, understanding and skills in all course participants. The extent to which these final objectives, specific final objectives or basic competences are attained will be assessed in light of the centre’s context and the characteristics of the course-participant population. Final objectives, specific final objectives or basic competences regarding attitudes must be aspired to by all the centres.

Course profiles

Courses of study must be based on a course profile which has been approved by the Flemish government. This comprises at the least: ● ● ● ●

The course’s minimum number of teaching periods; The number of modules; The number of teaching periods per module which are taken into account when the level of funding is being calculated; The distribution of the final objectives, specific final objectives or basic competences across the modules of a particular course of study.

Each approved course profile will be assessed 3 years after its implementation at the latest.

Key competences

Key competences are cognitive, psycho-motor or affective skills which appertain to the core of any vocation while transcending them at the same time and which contribute to the overall personal development of a course participant. The approved secondary adult-education course profiles include certain key competences. These must be aspired to. The boards of the centres will have to implement the distribution per module and will have to include this in their curricula.

Curricula

The boards of the centres can freely draw up curricula and choose their own agogic methods provided they take the course profiles approved by the Flemish government into due consideration. These curricula include the objectives for the course participants the boards of the centres explicitly specify on the basis of their own agogic project in general or on the basis of their own vision on the course in particular. The final objectives, specific final objectives or basic competences feature clearly in the curricula. Moreover, all curricula must be approved by the inspectorate.

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The curricula should leave enough leeway so that centres, trainers, training teams or course participants can have their own input.

7.10.1.3. Higher vocational adult education

Within higher vocational adult education the former categories have been replaced by areas of study. Old category denomination: Higher agricultural education Higher artistic education Higher economic education Higher maritime education Higher paramedical education Higher pedagogical education Higher social education Higher technical education

New area-of-study denomination Industrial Sciences and Technology Commercial and Management Sciences Health care Education Social Work Industrial Sciences and Technology Biotechnology

These programmes are organised in modular form.

7.10.2. VDAB Vocational training – Main areas of specialisation VDAB organises hundreds of practically-oriented vocational training programmes in almost all vocational fields and even offers language, ICT and management courses. These courses are taught both during working hours and at night time and even on Saturdays and may be organised in various ways such as courses in VDAB training centres or with third parties, work experience in companies, training in recognised centres, individual vocational in-company training or individual training at an educational institution, open learning, distance learning and e-learning. On-the-job-learning is available through the following programmes: ●

●

Individual vocational in-company training (Individuele beroepsopleiding in de onderneming - IBO). Here, the course participants are trained and guided by the company they work for. In light of the Flemish government’s more-jobs policy the IBO-process receives more intensive guidance and not only from the employer. For this type of guidance, VDAB calls on other market players and, to this end, puts out tenders which may be subscribed by both commercial and non-commercial organisations (IBO-guidance Tendering). Induction training. This puts the finishing touches to vocational training or a vocationaltraining programme (for school-leavers) and is company-oriented. Induction training lasts 2 months and must commence within 4 months of the end of vocational training (organised or recognised by the VDAB) or education (for school-leavers with a diploma or proof of study of the first stage of General Secondary Education (ASO), the second stage of Technical Secondary Education (TSO) or Vocational Secondary Education (BSO) or Artistic Secondary Education (KSO), entrepreneurial training, Part-time Vocational Secondary Education (DBSO), alternance vocational training).

Once the training has been completed, the host company must offer the course participants an indefinite employment contract.

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● ●

Perfecting-work-experience periods (at the end of training at a VDAB competence centre): for up to 6 weeks. Types of alternance training: Training periods in a vocation-specific training programme at one of the VDAB competence centres alternate with on-the-job training in a company.

7.10.3. Entrepreneurial training SYNTRA Flanders – Main areas of specialisation

Apprenticeships (15+ year olds) ●

● ●

This is an initial vocational training programme for apprentices who are entitled to follow parttime compulsory education, i.e. youngsters from the age of 15 who have followed the first two grades of secondary education or for youngsters who have turned 16 years of age. This provides the student with the basic skills to work within a company. Apprenticeships comprise:

○ An apprenticeship for practical training, i.e., an agreement concluded for a definite period of time in which the entrepreneur-trainer undertakes to train the student in a particular vocation and in which the student undertakes to learn this particular vocation under the guidance of the entrepreneur-trainer and to follow the necessary theoretical training.

○ Theoretical training with community-oriented (120 hours per year + an extra 120 hours for 15-year olds) and vocational technical training (120 hours per year).

○ Moreover, additional language courses may be provided as well as other ● ●

supplementary courses which may be organised within community-oriented or vocational technical education. Students are guided by an pathway-to-work counsellor. http://www.syntra.be/leertijdloket

Entrepreneurial training (18 + year olds) ● ●

This form of training prepares participants for general, technical, commercial, financial and administrative management in self-employment or within a small or medium-sized company. It comprises theoretical training on professional knowledge and business administration and may be combined with an internship in which the course participant receives his practical training in a company. Students in internships receive guidance from an pathway-to-work counsellor.

Business administration ● ●

The course ‘business administration' will lead to a certificate of business administration basics, which is required for a licensing certificate. The course 'business management for SMEs' is geared towards company managers or executive functions and requires higher previous education.

Advanced training and follow-up programmes ● ●

These address self-employed entrepreneurs, SMEs and close members of staff. They comprise:

○ Programmes for certain professions on very specific professional techniques (new evolutions and technologies in a particular field);

○ General programmes on current SME topics; ○ Business administration and SME management themes; ○ Seminars on new SME regulations;

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○ Specific SME language courses which focus on and practise business economic conversations;

○ Refresher courses for well-established entrepreneurs who wish to keep up-to-date with certain developments within their field or with enterprise in general;

○ Certified advanced-training programmes which dovetail with entrepreneurial training. Tailor-made programmes ● ●

These may be organised both in-house or at one of the SYNTRA educational centres or elsewhere. The training consultants of the SYNTRA umbrella organisations work out an overall training programme which will lead to the competence enhancement of the staff and consequently also of the company.

Alternance learning These are programmes which combine courses at a SYNTRA-campus with working under the guidance of an entrepreneur or training supervisor.

Modular provision These are courses which consist of modules which all together represent a particular competence. http://www.syntra.be/

7.10.4. Training in agriculture – Main areas of specialisation Post-school training activities which are subsidised by the Division Sustainable Agricultural Development are subdivided into 5 forms of training. ●

Courses for beginners:

○ Type A: general courses for beginners (the former B1 course)

▪

These courses provide general training on operational management and training on legislation for the agricultural sector.

○ Type B: special courses for beginners (the former B3 courses)

▪

These provide operational-management training and training on legislation and on a number of important technical aspects in relation to one or two agricultural subsectors.

○ Type C

▪

●

● ●

These provide specific technical knowledge required to set up an agricultural or horticultural enterprise or to become a recognised seller or user of phytocides and biocides for agricultural purposes. Training courses (former C courses): training programmes comprising a minimum of 20 hours geared towards agriculturalists and horticulturalists. These programmes are extremely varied and offer computer courses, artificial-insemination courses for cattle, hoof-care for cattle, equipment maintenance... These courses may either be theoretical or practical. Work experience: on-farm practical training with a view to observing the operational policy in situ or acquiring specific knowledge. Short training activities: meetings at which a specific agricultural topic is thrashed out under the guidance of a trainer (study meeting, demonstration, guided tour, panel discussion, contact meeting or talk).

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○ Short training activities organised by a general or regional centre: training activities of no more than 3 hours directed at people involved in agriculture. These may deal with social, legal, technical, economic, environmental or ethical themes. Often, these themes cover really topical issues.

○ Short training activities organised by a centre training hobby agriculturists: ●

these deal with subjects on agricultural activities carried out as a hobby. Completion days: activities of no less than 3 hours offering advanced training to trainers in agriculture.

7.10.5. Part-time artistic education DKO – Main areas of specialisation

Visual Arts Y Lower stage

Interm. stage

Higher stage

Music A

Word Craft

Dance Y

Starting age

8 - 14

Number of grades

Minimum number of teaching periods

3,5

(*)

Options

Starting age

Number of grades

Minimum number of teaching periods Options Starting age Number of grades Minimum number of teaching periods Options Specialisa- Starting age tion stage Number of grades

1 from 1 nd 2 immedigrade ately 18

2 or 3

4 or 5

15 3

10 (4 yrs.) or 8 (5 yrs.)

After the higher stage 2

Minimum number of teaching periods

Options

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Y= youngster, A= adult (*) minimum 1 teaching period/week during the first 2 grades, minimum 2 the 4 subsequent grades An academy may also organise a new pilot programme which will be subsidised by the Department of Education and Training for a period of 4 years. Currently, a number of these pilot programmes are ongoing. As from school year 2006-2007, they are called ‘temporary projects’. Cf. http://www.ond.vlaanderen.be/onderwijsaanbod/dko/default.htm. All learning pathways follow the normal school-year system of a maximum of 40 weeks, running from 1 September to 30 June. Some schools combine the weekly teaching periods of certain subjects into fortnightly or monthly classes.

7.10.6. Socio-cultural adult work – Main areas of specialisation Learning activities offered by socio-cultural adult organisations are very diverse. The theme classification of over 8,055 activities which were entered into the ‘Nicely Learned’ (Prettig Geleerd) database (a database for socio-cultural activities) gives a concrete overview of this diversity. Personal development Health, care and sports

15.1 % Social and communication skills 15.05 % Intercultural training

3.0 % 1.6 %

Artistic education

9.1 % Consumer education

3.1 %

Interpretation and philosophy

8.6 % Nature and the environment

5.4 %

Society and politics

7.0 % Child raising and education

2.2 %

Creativity and expression

13.3 % Relationship training

2.7 %

Computer, media and information

2.7 % Tourism

2.2 %

Work and career

0.4 % Science and technology

1.5 %

Popular culture and hobby

5.7 % Others

Languages

1.3 %

As annotation we can add that this overview mainly covers (part of) the supra-local programmes offered by associations, movements and training institutions. So, the local activities of departments and associations were not entered into this database. Prettig geleerd (databank - socioculturele activiteiten)

7.11. Teaching methods Here we shall consecutively discuss: 1 Adult education volwassenenonderwijs 2 DKO, DKO Part-time artistic education 3 Vocational training by the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB) 4 Entrepreneurial training SYNTRA Flanders 5 Training in agriculture 6 Socio-cultural adult work

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7.11.1. Adult education - Teaching methods Adult education can be organised in the form of face-to-face instruction or in the form of combined education (which also involves distance learning). Combined education must: ● ● ● ● ●

Comprise a minimum of 25% of face-to-face instruction; Relate to one or several modules of an approved course profile; Use course and teaching materials in its distance learning which are suitable for multimedia use; Clearly describe the way in which distance learning will be assessed; Systematically follow up the course participants following distance learning.

Adult basic education works in conjunction with VDAB on training programmes for basic on-the-job skills or for remedial arithmetic in vocational training. They also cooperate and network with the Centres for Adult Education, the Public Centres for Social Welfare (Openbaar Centrum voor Maatschappelijk Welzijn - OCMWs), the local authorities and other services. As of 1 January 2008, centres for adult education (CBEs and CVOs) will be able to avail of special learning tools (speciale onderwijsmiddelen - SOL), more specifically, interpreters for the deaf and specially-adapted teaching resources for the visually impaired. Since November 2004, the VOCB has been hosting an online database which contains descriptions of the basiseducatie (adult basic education) learning tools. Teaching methods and curricula come under the pedagogical freedom of the organising bodies (cf. 2.3.1.1.). However, all curricula must first get the seal of approval from the authorities. 2.3.5.).

Elektronisch ondersteund leren in het volwassenenonderwijs: een verkenning

7.11.2. VDAB Vocational training - Teaching methods A wide range of teaching methods are used depending on the training programme. ●

●

● ●

Group training under guidance of an instructor, at set times and with a common learning pathway for all participants. So, it is in fact class education (at one of the VDAB centres or within the company). In the case of open learning, participants go through the entire course package on their own, either at a VDAB centre or in the company itself. Besides the support of an instructor, course participants can avail of a whole range of learning tools (CD-ROM, video, self-instruction packages). So, this is in fact self-instruction with instant support, by appointment, whenever it suits the course participant. Course participants who opt for e-learning get support and feedback from an on-line coach. In the case of on-the-job learning, the course participant can call on an in-house coach. In this regard, VDAB has even compiled an on-the-job learning handbook which is available online.

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●

Blended learning: a mixture of various teaching methods. For example: web-learning in combination with group learning.

7.11.3. Entrepreneurial training SYNTRA Flanders - Teaching methods We shall consecutively discuss apprenticeships, entrepreneurial training (including internship agreements), advanced training and tailor-made training programmes. Apprenticeships have been developed as alternance learning: practical training (4 days a week) with a self-employed person or within a small or medium-sized enterprise is combined with theoretical training (1 day a week) on a SYNTRA-campus. ●

●

In vocationally-oriented training “the practice of demonstration” is used, i.e. practical demonstrations are combined with a thought and learning process which students go through aloud, together with the trainer, in combination with a demonstration. In vocational technical training, the trainers provide theoretical support in relation to the vocation the youngster is training for on the shop floor. In community studies the focus is on personal development of the apprentice through thematic project work and separate training periods allocated to linguistic and arithmetic skills. Specific attention goes to: sound self-development, solid family and professional life, citizenship and cosmopolitanism. Both within community studies and vocational technical training, additional courses may be organised such as remedial courses for educationally-disadvantaged students.

Entrepreneurial training comprises theoretical training (also here vocational technical training and business administration) and practical experience, on-the-job-training or additional practical training. In the case of business administration, feasibility studies are used as a thread throughout the training. Advanced training and specialisation programmes for self-employed entrepreneurs, SMEs and close collaborators consist of general and specific/thematic programmes, seminars, specific language courses, refresher courses, etc... In tailor-made programmes the training consultants work out an overall step-by-step training programme which is most suited to the personal needs and ambitions of (the head of) the company.

7.11.4. Training in agriculture - Teaching methods A theoretical class is a theoretical explanation given by a trainer which may be followed by a discussion or a practical demonstration for the participant. A practical class is a class in which all participants, possibly after a brief theoretical introduction, put theory into practice under the supervision of a trainer. A work-experience day consists of eight hours of work experience. In practice, panel discussions, guided tours, discussion groups etc… are also accepted, provided these are chaired by a moderator who assumes the task of ‘trainer’.

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7.11.5. Part-time artistic education, DKO - Teaching methods Decisions in relation to teaching methods appertain to the freedom of the organising bodies. Therefore, there are no official guidelines in place and education in small groups or private coaching are common practice.

7.11.6. Socio-cultural adult work - Teaching methods Pursuant to the Decree of 4 April 2003, each recognised socio-cultural adult organisation must use a socio-cultural methodology. “A socio-cultural methodology is a method of thought and action based on reflection, experience expertise and scientific insights. This methodology is used by various organisations and their voluntary and professional staff to address and activate groups in one or more dimensions of existence and in their various living conditions. These dimensions of existence characterise human beings as searchers of meaning and values, as processors of knowledge, as skilful actors or creative explorers, as creators of culture and social beings. The chief objectives are developing one’s own identity, the promotion of social integration and social participation and the construction of a democratic, sustainable and all-inclusive society. To this end, open opportunities are created in a conscious and well-considered manner which are conducive to encounters and informal learning. Processes of critical realisation, reflexive responsibility and personal education are stimulated. The development of social, cultural and communicative skills is encouraged as well as the establishment of social networks and cultural symbols. In the creation and using of these opportunities the people and groups involved are active ‘participants’ with whom the staff enter into dialogue about the concrete objectives and approach.” In Socio-cultural adult work the methods are determined by the intervention strategy employed. The chief intervention strategies of socio-cultural adult work are: ●

● ● ●

establishing a context in which course participants can learn in an informal manner through interaction with others and/or through self-reflection, and the non-formal guidance of course participants (i.e. forms of learning-process guidance which are not linked to pre-set programmes and eindtermen (final objectives) specified by third parties); socially activating people on various collective issues and themes with a view to integration and/or participation in society; stimulating community building and encounters between people, and; creating a framework which facilitates and encourages cultural perception, the creation of meaning and symbols.

Socio-cultural adult work has a.o. an educational function and particularly a non-formal educational function. In the programmes offered an emphasis is put on informal and non-formal learning. It fosters both incidental and intentional learning. In socio-cultural adult work interventions and guidance are not interpreted as transference of information from trainer to individual. On the contrary, the participant is an active partner who co-determines both the contents and the approach of the programmes, projects and activities in one way or another.

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7.12. Trainers Here we shall consecutively discuss: 1 Adult education volwassenenonderwijs 2 DKO, DKO Part-time artistic education 3 Vocational training by the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB) 4 Entrepreneurial training SYNTRA Flanders 5 Training in agriculture 6 Socio-cultural adult work

In September 2007, 5 CVOs, Centres for Adult Education, launched an OOV training programme, i.e. a training programme for trainers of adults (Opleidingen voor Opleiders van volwassenen). This offers professional training (consisting of 280 teaching periods, 120 of which are dedicated to practical training) to VDAB and SYNTRA trainers and to other organisers of continuing education and adult education. This will lead to a Training-for-Trainers-of-Adults certificate (OOV certificate).

7.12.1. Adult education - Trainers

Adult basic education Staff of the Centres for Adult Basic Education come under the socio-cultural sector. Neither the centres’ educational staff enjoy a teacher status but have the status of ‘employee’. And even after 1 September 2008, when the reorganisation of adult education will commence for all the CBEs, the staff will continue to work as contract staff. However, they will no longer come under socio-cultural work but under education. Due to the reorganisation of adult education staff members will get their own administrative and financial status and their own negotiation structure. Each centre can also avail of one or more administrative-staff members. The adult basic education sector employs well over 700 people. As from 1 September 2008 the following positions will be distinguished (they will form the subject of formal negotiations during 2008): ● ● ● ● ● ●

Principal (each centre shall have one full-time-equivalent principal) Management staff member Adult basic education teacher Administrative policy-support staff member Administrative staff member Experience expert on poverty and social exclusion

As from 1 September 2008 – the date on which the new staff status for adult basic education will be introduced – trainers teaching in adult basic education will need to be holders of a certificate of teaching competence. Procedures and instruments have been developed to evaluate the centres’ staff members.

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Secondary adult education and higher vocational adult education The teaching staff are governed by the decrees concerning legal status (27 March 1991). Their legal status and qualifications are similar to those required in mainstream secondary and university-college education. Legislation governing staff working in centres for adult education will only change in a minor way and will mainly be adapted to the modular education system. Salary scales will also be simplified and function differentiation will be facilitated. As agreed in a collective labour agreement (cao VIII), adult education will also be given extra administrative staff.

7.12.2. VDAB Vocational training - Trainers Although VDAB has its own training service which ensures the initial and continuing teacher training of the instructors (usually these are professionals from the world of enterprise), it also recruits trainers who have followed a teacher training programme.

7.12.3. Entrepreneurial training SYNTRA Flanders - Trainers Students in apprenticeships receive their general and vocationally-oriented training from trainers and their practical training from the employers. SYNTRA Flanders organises 120 hours of initial advanced training for its trainers which mainly focuses on pedagogical and didactical matters. Moreover, advanced training is organised periodically which focuses on technical elements or on specific aspects of the pedagogical-educational approach. Employers (who provide 4 day/week apprenticeship training) are given sequential training (Estafetteopleidingen). These training programmes focus on issuing instructions to apprentices, their coaching and conflict management.

7.12.4. Training in agriculture - Trainers The Flemish Region also subsidises the training of trainers in the form of completion days. The centres can organise completion days for trainers which are subsidised by the Flemish Region. They are geared towards fine-tuning the technical and teaching know-how of trainers and to familiarise them with any new legislation that has come on stream. The centres also call on trainers who have a teacher qualification. More often than not they call on specialists in the subjects taught. These are trainers from daytime education, staff from agricultural organisations, information officialsâ€Ś The Division Sustainable Rural Development (cf. 2.6.2.3.) carries out the on-site inspections.

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7.12.5. Part-time artistic education, DKO - Teachers All DKO teachers must be holders of a specific required qualification. For most of the subjects taught within DKO, these required qualifications have been specified. They are in fact specific basic artisticeducation qualifications, supplemented by teacher training. Since 1 September 2002, holders of acceptable qualifications are also allowed to teach in DKO: general basic qualifications, usually conferred by artistic education, supplemented by teacher training. The academies decide for themselves whether the holder of acceptable qualifications has the required competences to teach a particular subject. In exceptional cases, experience may qualify as a suitable skills certificate and may lead to a fully fledged appointment, (cf. 8.2.5.1.). In 2007 the legislation was adjusted to the reforms in higher and adult education.

7.12.6. Socio-cultural adult work - Trainers The educational staff of socio-cultural organisations do not need to have a specific qualification. Suitable qualifications are those obtained through the basic ‘Social Work’ programme organised by the social university colleges and the courses of study social (ped)agogy and social work at universitylevel. SoCiuS, the Support Point for Non-formal Adult Education, offers advanced training and organises consultation meetings, meetings for colleagues and workshops. Themes such as ‘interculturalisation’, ‘community building’ and ‘social activation’ receive special attention. SoCius also supports quality assurance within the sector. Usually, the organisations themselves see to the training of their voluntary and freelance trainers. Both associations and training institutions also call on specialised experts.

7.13. Evaluation and progression Here we shall consecutively discuss: 1 Adult education volwassenenonderwijs 2 DKO, DKO Part-time artistic education 3 Vocational training by the Flemish Public Employment and Vocational Training Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB) 4 Entrepreneurial training SYNTRA Flanders 5 Training in agriculture 6 Socio-cultural adult work

7.13.1. Adult education - Evaluation and progression The Centres for Adult Basic Education assess their course participants at the end of each module. This can take the form of continuous assessment and/or one final assessment.

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In higher vocational education, a second assessment period may be organised.

7.13.2. VDAB Vocational training – Learner assessment and progression Course participants are continuously assessed and evaluated throughout their (modular) training.

7.13.3. Entrepreneurial training SYNTRA Flanders – Learner assessment/ progression

Apprenticeships Essentially, apprenticeship training takes 3 years. Depending on age and prior education a shorter training period may be possible. Students are continuously assessed throughout their training which means that youngsters, aside from the transition and final exams, are also intermittently assessed on how they function in their work environment (4 days/week). The interim evaluations do not merely relate to how the youngsters function in their work environment but also assesses their progress at the centre. Transition exams are held at the end of the first and second apprenticeship years. The final exam takes place during the final year of the apprenticeship and comprises an integrated practical test (the so-called C-test). Students who do not pass the final exams of community studies and/or technical training are given the opportunity to re-sit the exams during the same year. Repeating the practical test can only be done during the next course year.

7.13.4. Training in agriculture - Evaluation and progression People following courses A and B for beginners must pass a test to obtain a certificate to establish a business before a jury composed amongst others of members from the administration (in the future this jury will only consist of members from the administration and the provincial services, the centres will only attend in an observatory capacity) People following course C for beginners (sellers or users of phytocides and biocides) must pass a final exam under the auspices of the Federal Public Service Health, Food-Chain Safety and Environment (FOD Volksgezondheid). Trainee, training supervisor and business manager alike are obliged to fill out an evaluation report in the course of the trainee’s work-experience placement.

7.13.5. Part-time artistic education, DKO – Evaluation and progression Twice a year a written evaluation is made of each student which is then presented to the student and/or parents. School boards are free to decide how evaluations are conducted. Visual Arts Academies organise transition exams or final exams at the end of the lower stage, at the end of the fifth and sixth grade of the intermediate stage and at the end of each grade of the other

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stages; these take place between 1 June and 30 June. Final exams are organised during the last grade of the intermediate stage, the higher stage and the specialisation year. Music, Word-Craft and Dance Academies hold transition and final exams between 15 May and 30 June. These academies organise final exams in the last grade of every stage while transition exams are held in all the other grades. Sporadic or partial tests may be organised if the inspectorate has been advised accordingly. For certain subjects no exams are organised or no compulsory transition exams must be taken. Students, who were unable to sit the exams at the end of the school year for legitimate reasons, can sit their deferred exams between 15 August and 15 September. The inrichtende macht (organising body) may also decide to organise re-examinations during that period. Students are obliged to sit the exams held at the end of the grade for which they have been registered. Students who failed to attend more than 1/3 of the classes for no legitimate reasons may not sit the exams and have therefore failed.

7.13.6. Socio-cultural adult work – Learner assessment/progression One distinctive feature is that there is no formal evaluation of the participants whatsoever. However, the organisations organise self-evaluations both for the benefit of the participants and their own operations.

7.14. Certification Proofs of experience (the former ‘Certificates of Vocational Competence’) During 2004, ‘certificates of vocational competence’, now proofs of experience were brought into being. ●

These are certificates which are issued by a competent body after it has been ascertained via a recognition, assessment and accreditation procedure that the person in question has acquired the pre-set competences to practise a particular vocation or sub-vocation.

●

Each recognised proof of study which comprises the pre-set competences for a particular vocation or sub-vocation is accepted as a proof of experience.

●

Qualifications which were conferred on the basis of the person meeting the specific final objectives of a particular professional profile are always considered to at the least include the competences specified for that particular vocation or sub-vocation.

●

Under the terms specified by the Flemish government, these proofs of experience are also taken into consideration when people register for a course of study or training programme or as a job-seeker with VDAB.

Cf. http://www.ervaringsbewijs.be Relevant legislation ●

Decision of the Flemish government of 25 November 2005 determining the vocations for which a certificate of vocational competence can be conferred (B.S. [Belgian Official Gazette] 29/12/2005).

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● ●

Decision of the Flemish government of 23 September 2005 implementing the decree of 30 April 2004 regarding the obtention of a certificate of vocational competence (B.S. 30/11/2005). Decree of 30 April 2004 regarding the obtention of a certificate of vocational competence (B.S. 26/11/2004).

EPOS, Leonardo Da Vinci Examencommissie van de Vlaamse Gemeenschap voor het voltijds secundair onderwijs BVR tot bepaling van de beroepen waarvoor een titel van beroepsbekwaamheid kan worden uitgereikt BVR tot uitvoering van het decreet van 30 april 2004 betreffende het verwerven van een titel van beroepsbekwaamheid Decreet betreffende het verwerven van een titel van beroepsbekwaamheid

7.14.1. Adult education - Certification Centres for adult basic education confer the following proofs of study: ● ●

A modular certificate (deelcertificaat) which ratifies one course module, A certificate (certificaat) which ratifies an entire course.

In secondary adult education and in higher vocational education CVOs confer various types of proofs of study: ● ● ● ● ●

A certificate (attest) ratifies one unit of a temporary modular-structure schedule until 1 September 2012, at the latest; A modular certificate (deelcertificaat) ratifies one module of a learning pathway (and up and until 1 September 2012, a sub-module of the temporary modular-structure schedule); A certificate (certificaat) ratifies a modular learning pathway or course of study from higher vocational education of less than 900 teaching periods; A certificate (getuigschrift) ratifies the course ‘business administration’ within the area of study ‘commerce’ (and until 1 September 2012 at the latest also a linear programme); A diploma ratifies:

▪

The programmes ‘economics-modern languages’, ‘economics-mathematics’, ‘human sciences ASO3’, ‘modern languages-sciences’, ‘modern languagesmathematics’ and ‘sciences-mathematics’ within the area of study ‘general education’;

▪

The course of study ‘supplementary general education’, in combination with a certificate from a course of study from a different area of study within secondary adult education, as specified by the Flemish government;

▪

● ●

A course of study from a different area of study other than general education in secondary adult education, as specified by the Flemish government, if the course participant is the holder of a diploma of secondary education at the time of registration; A diploma of teacher ratifies the specific higher vocational education teacher-training programme; A diploma of graduate ratifies a course of study from higher vocational education comprising a minimum of 900 teaching periods.

Centres assess their course participants at the end of each module. This can take the form of continuous assessment and/or one final assessment. During the transition period, CVOs who have

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adopted the linear system must organise at least one examination on every subject at the end of the school year. In higher vocational education a second assessment period may be organised.

7.14.2. VDAB Vocational training – Certification Participants can obtain a certificate (attest) for certain courses they have attended. In the case of elearning, the course participant receives a certificate (getuigschrift) once he has been positively evaluated by his coach. These types of certificates (attesten) do not have any formal or legal value and they are not recognised as being equivalent to the recognised proofs of study issued by the actual educational sector. However, they do enjoy de facto recognition from the world of enterprise. There are various types of certification for job-seekers or employees within VDAB: ●

VDAB-certificates – generally called “certificates (getuigschriften)”:

○ These certificates state the contents of the programme components the course ●

participant successfully completed; VDAB-certificates with a sector certificate:

○ The certificate indicates that the sector promotes and co-funds the programme; ○ Moreover, the sector certificate backs the VDAB certificate as a certificate of acquired competences;

○ Examples: the European Welding Federation (EWF) diploma, training programmes in

●

the car industry supported by EDUCAM (Training programme coordination centre for the car industry and related sectors - Coordinatiecentrum voor opleiding in de autosector en aanverwante sectoren), training programmes in the electricity sector supported by VORMELEK (Joint training fund for electricians -Paritair opleidingsfonds voor elektriciens), training programmes in the construction industry supported by the Fund for Vocational Training in the Construction Industry (Fonds voor Vakopleiding in de Bouwnijverheid); VDAB-certificates with a company certificate:

○ The certificate indicates that the company promotes and co-funds the training programme;

○ Moreover, the certificate backs the VDAB certificate as a proof of acquired competences;

○ Examples: ECDL, VCA, Cysco; ●

VDAB-certificates with a supplementary legal certificate:

○ VDAB thoroughly prepares course participants for the statutory examinations which must be passed to obtain certificates for certain professions and which are not organised by the VDAB;

○ Examples: CE and ADR (heavy road transport) driving licences, CEDICOL (central ●

heating), social-profit diplomas; Certificate of vocational competence:

○ This is an official certificate issued by the Minister for Education, Training and Work; Target groups which can qualify: course participants at the end of their training who probably meet the competences listed in the Flanders’ Social and Economic Council (SERV) standards, job-seekers upon personal request, and employees, if they so wish.

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○ An exemption certificate As of 2007 agreements were concluded with the local Centres for Adult Education (CVOs) for specific Higher General Secondary Education programmes (havo-programmes) under which course participants can obtain an exemption for certain modules. For instance, Tests on the modules Accountancy can lead to an exemption for a Bachelor’s programme in Accountancy.

7.14.3. Entrepreneurial training SYNTRA Flanders – Certification ●

●

● ●

When the student successfully completes his apprenticeship, he will receive a recognized certificate (getuigschrift) which will give him/her access to entrepreneurial training. Once he has obtained this certificate, he immediately meets the licensing conditions regarding professional knowledge for the majority of the regulated vocations. However, this certificate is not equivalent to a diploma of full-time secondary education. Once the entrepreneurial training has been successfully completed, course participants receive a diploma which meets the Business-Licensing Act conditions. In addition, course participants receive a certificate of business administration basics which means they meet the Programme Act (Programmawet) on business administration requirements. Certified advanced training which dovetails with entrepreneurial training results in an official Flemish Community certificate. Uncertified advanced training (topical themes, language courses, business administration and management themes, new legislation...) lead to a SYNTRA Flanders certificate (attest).

7.14.4. Training in agriculture - Certification All courses are always rounded off with a course test. Participants who have attended a minimum of 75% of the classes and have passed the course test receive a certificate initialled on behalf of the minister by the Division Sustainable Rural Development. A programme for beginners in agriculture and horticulture which has been successfully completed leads to a certificate for establishing a business. It is required for: ● ● ●

People who want to establish themselves as agriculturists or horticulturists and wish to receive financial support from the Flemish Agricultural Investment Fund (Vlaams Landbouwinvesteringsfonds - VLIF) and who cannot present a diploma of a full cycle in agricultural or horticultural-oriented education of at least higher-secondary education level.

The certificate for establishing a business qualifies as a sufficient proof of basic knowledge of business administration to allow the holder to register with the Crossroads Bank for Enterprises (Kruispuntenbank van ondernemingen - KBO). There are four stages to obtaining the certificate for establishing a business: 1 2 3 4

course for beginners type A comprising a minimum of 75 hours; course for beginners type B comprising a minimum of 40 teaching periods geared towards the agricultural sector in which the candidate-farmer wishes to establish himself; work experience comprising 20 eight-hour work-experience days on a farm or a horticultural enterprise; tests to obtain the certificate for establishing a business.

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Twice a year, the Division Sustainable Rural Development organises tests in each province, in collaboration with the provincial agricultural services for people who wish to obtain the certificate for establishing a business. The panel of examiners consists of 2 representatives from the Agricultural and Horticultural Administration (Administratie Land-en Tuinbouw – ALT), 1 representative from the province and representatives from the general centres.

7.14.5. Part-time artistic education, DKO - Certification Students receive a certificate (attest or getuigschrift) for each stage they have completed successfully. This does not have any civic effect but demonstrates that one can handle a particular level. This course of study does however provide youngsters who wish to follow a programme within higher artistic education with a solid base (e.g. music conservatory, drama and cabaret, dance). Depending on the stage, a visual-arts certificate can be seen as complementary to elementary or secondary artistic education.

7.14.6. Socio-cultural adult work – Competence documents During 2005, SoCiuS set up a study group on ‘EVC in socio-cultural work’. Aside from representatives from the field of action, this study group also includes people from the administration, the cabinet, the Ghent University, adult basic education and the Steunpunt Jeugd (Service Centre for Youth Policy). The activities of this study group culminated in the vision statement ‘EVC in het Sociaalcultureel werk’ (Accreditation of prior learning (EVC) in socio-cultural work) (2006). This vision statement was used as a basis to contemplate how this vision could be turned into reality. The result is a concrete project in which SoCiuS and the Youth Centre will jointly start to develop a portfolio on non-formal and informal learning experiences within recognised and/or subsidised sociocultural adult work and youth work in March 2008. The portfolio is an instrument used to compile and classify proofs of competence and other documents which attest to, list and/or substantiate the results of non-formal and informal educational activities. The portfolio is a compilation and documentation folder for learning experiences acquired in nonformal and informal learning environments for people from the age of 12. The portfolio is the property of the individual. He can decide himself when and where he will use the portfolio. This also means that portfolio users can decide at any one time what they will include or not. This may for instance be very interesting if one wishes to use a selection of competence documents from the portfolio for a specific purpose (application, volunteer work, reduction in course duration...). The portfolio will include two types of documents. On the one hand, it will contain documents which list and attest to the competences in question and, on the other hand, proofs whereby the competences can be cross-checked against autonomous or public standards. Both types of documents resort under what we shall, for the time being, refer to as competence documents. How both types of documents will be interpreted will be based on the concepts of the proof of learning, the proof of competence and the function proof.

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7.15. Education/employment links Competence Agenda & Sector covenants The Flemish government and the social partners approved a Competence Agenda on 14 May 2007. One important keynote in the realisation of the Competence Agenda’s objectives is that the development of competences is a shared responsibility of individuals, employers, the social partners, the sectors and education and of the training and career-service providers. Some of the 10 priorities specified are: ● ● ● ● ● ●

An educated choice of course and vocation More and enhanced on-the-job learning Action Plan ‘entrepreneurial education’ Reinforcing the accreditation of prior learning (eerder verworven competenties - EVC) Action Plan on the influx of unqualified people Stimulating the competence policy, in all its aspects, in companies and organisations (including a focus on literacy problems).

The various undertakings from the social partners, taken within the framework of the Competence Agenda, will also be laid down in these sector covenants. At the end of January 2007, 24 covenants were concluded between the Flemish government and the sectors’ social partners. Each covenant runs for a period of two calendar years, but the starting dates vary from sector to sector. 22 of the 24 vocational sectors have included an article in their sector covenant regarding basic competences. Only the artistic and graphic sectors deemed these to be less relevant to them in view of the sectors’ employee profiles. The other sectors give priority to actions on literacy for the long-term and poorly-educated unemployed, the 45-year olds and over seeking employment, returners, people on a subsistence wage/benefits, poorly-educated employees, workers who have been repeatedly faced with dismissal, reorganisation or the introduction of new technologies (cf. also 5.18.).

DIVA (Training and alignment information service) DIVA was founded on 31 March 2003 (as the successor to an interface of an inter-cabinet working group in 2001) and became a non-profit organisation (vzw) seating representatives from VDAB, SYNTRA Flanders, SoCiuS, CBEs and educational umbrella organisations for adult education (GO (Community Education), VSKO (Flemish Secretariat of Catholic Education), OVSG (Organising Municipal Education), POV (Provincial Education Flanders). A 4-year cooperation agreement was concluded with the Ministry of the Flemish Community in 2006 which also caters for an annual operational subsidy. Every year DIVA presents an annual action plan and an annual report to the Ministerial Education, Training and Work Committee which is composed of the Minister for Work, Education and Training and the Minister for Culture (cf. 2.6.2.5.1.). The task of the new DIVA vzw structure is to achieve attunement and cooperation between the public training providers with a view to increased participation of adults in lifelong and lifewide learning, raising the quality of the course provision and the reaching of target groups through enhanced transparency, efficiency and awareness of the provision in matters of (personal) career development. Cf. also http://diva-vlaanderen.be

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Ongoing projects C o - o p e r a t i o n b e t we e n t h e D i v a - p a r t n e r s a n d t h e R T C s

●

EducT: In 2008, talks with the RTCs began on structural cooperation.

C o o p e r a t i o n p r o j e c t s wi t h Di v a - p a r t n e r s

●

Edubell sequel

○ Edubell is a methodology which was developed by the Centre for Social and Vocational Pedagogics (Centrum voor Sociale en Beroepspedagogiek) of the K.U. Leuven to spot educational needs for lifelong and lifewide learning at a regional level; this methodology was used in 14 regions in Flanders and was assessed during 2006;

○ The results are currently being checked against the existing educational provision and subsequently translated into new educational programmes;

○ ○ ○ ○ ○ ○

http://ppw.kuleuven.be/csbp/WatisEDUBELL.PDF http://www.socius.be/modules/indexnews_article.php?rubriek=6&article=1230. E-learning: DIVA is concretely working on: An initial e-didactics course for people teaching in adult education; Workshops which can be used for advanced training and networking; A website which on the one hand, supports the workshops and the initial course, and on the other hand, promotes networking and the sharing of knowledge;

○ Training for trainers of Adults (Opleiding voor Opleiders van Volwassenen – OOV): a temporary once-off modular training pathway for trainers who do not hold a certificate of teaching competence. This was launched in 5 CVOs in September 2007; http://www.wordwatjewil.be/oov.htm

○ Calculating the participation of unemployed job-seekers in the training programmes on offer;

○ Developing a common, scientifically-based frame of reference and sample tools and methodologies to measure customer satisfaction;

○ Developing integrated literacy pathways (in which the teaching of literacy skills will be integrated into other training pathways; dual pathways teach people competences within the framework of learning and working); ensured by 6 pilot projects running in Centres for Adult Basic Education (Centra voor Basiseducatie – CBEs) in the course of 2008 (for information on the Strategic Literacy Plan, cf. 7.2.0.2.). Tools

● ●

The training database http://www.wordwatjewil.be has been online since March 2005 and gives a comprehensive overview of the courses offered by public training providers. The on-the-job-learning forum is a database which facilitates the information exchange between people looking for an internship and on-the-job-learning places (pupils, course participants and job-seekers) and suppliers (employers) http://www.stageforum.be.

The former Europass project led to the establishment of the National Europass Centre for Flanders (Nationaal Europass Centrum voor Vlaanderen – NEC) in 2006; it has been part of EPOS since 2007 cf. 11.4.2.4. and http://www5.vdab.be/vdab/online/europass/. The vzw EPOS, successor to the Flemish Leonardo Da Vinci Agency and the Flemish Socrates Agency, cf. 11.4.2.4. is in charge of the implementation of the 2007-2013 European LLP or Lifelong Learning Programme (Levenslang Leren Programma).

DIVA, Dienst Informatie Vorming en Afstemming

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‘The Dutch-Language Houses (Huizen van het Nederlands) as hubs for Dutch-as-a-secondlanguage There are eight Dutch-Language Houses in total – one in each province and one in the cities of Antwerp, Brussels and Ghent. After an experimental stage, the operations of the Dutch-Language Houses were legally embedded (Decree of 7 May 2004 concerning the Dutch-Language Houses). Not only do they chart the full Dutch-as-a-second-language (NT2) provision within their working area but also the needs of non-Dutch speakers in search of a course. After a professional and uniform intake procedure they guide the non-native Dutch speakers to the most suitable course Dutch available. Thanks to a specially designed course-participant registration system they advise the government on existing needs, possible waiting lists, progression and drop-out. All Centres for Adult Basic Education, Centres for Adult Education offering NT2, VDAB centres, Syntra, university language centres, provincial authorities, the Flemish Community Commission and the city councils of Antwerp and Ghent sit as partners on the board of the Dutch-language Houses. The Dutch-Language Houses are as widespread as the (immigrant) reception bureaus with whom they shall cooperate closely on the naturalisation of foreign-mother-tongue newcomers. A Dutch-Language House can only be recognised and subsidised if it has been set up as a non-profit-organisation. The objective is to optimise the range of services provided to non-Dutch speaking people who have completed compulsive education and who want to learn Dutch for social, professional or educational reasons. Relevant legislation ● ●

Decree of 7 May 2004 concerning Dutch-Language Houses (B.S.19/11/2004). Decision of the Flemish government of 22 July 2005 concerning Dutch-Language Houses (B.S. 16/09/2005).

http://www.ond.vlaanderen.be/permanente_vorming/huizen.htm Huizen van het Nederlands

7.15.1. Adult education – Education/employment links basiseducatie (adult basic education) works in conjunction with VDAB on training programmes for basic on-the-job skills or for remedial arithmetic in vocational training. They also cooperate and network with the Centres for Adult Education, the Public Centres for Social Welfare (OCMWs), the local authorities and other services. For volwassenenonderwijs (adult education) in particular, permanent working groups have been set up within the Recognized Regional Collaborations (Erkende Regionale Samenwerkingsverbanden – ERSVs), (the former sub-regional employment committees (subregionale twerkstellingscomités – STCs)). These working groups have a consultative function and aim at intensive cooperation between industry, education and the employment agencies. They also have formal advisory powers with respect to the planning of new training programmes within volwassenenonderwijs.

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7.15.2. VDAB Vocational training – Education/employment links Following the VDAB reform, a Labour-Market Control Directorate (direction-coordination and directionimplementation) was established in 2006 alongside the Competence Centres Directorate. The principal activities of the reformed mediation services include: basic services, the comprehensive services for job-seekers, i.e. pathways-to-work and the comprehensive services to employers. They also have some specific tasks: ports, pathway-to-work guidance for detainees, experience experts, job coaching, Euro consultants (Eures), naturalisation, social-intervention advice, specialised psychological screening. Aside from the classical media, the WIS-kiosks and the extensive internet applications are important tools, not to mention the call centre. WIS is a job computer which stores well over 120,000 job offers every year. In the area of internet applications, the KISS-applicants bank (Candidates, Information and Selection System applicants bank - KISS-sollicitantenbank) is worth mentioning. This is a free database which contains CVs of well over 60,000 applicants. Furthermore, there are also the ‘Local Work Shops’ ('Lokale Werkwinkels') which centralise all the services job-seekers can consult. To support people who want to take charge of their own career, VDAB offers career-guidance services at their competence centres. In these centres, VDAB career counsellors help people to make certain career choices and to draw up a personal-development plan. Often this type of career advice is provided at the request of the employer. In that case, the VDAB advice and guidance contributes to the optimal attunement of the needs and competences of staff members and the needs of the company in question. Employees can also contact these competence centres at their own initiative. For people who are out of work, VDAB offers pathway-to-work guidance or ‘tailor-made job guidance’. Pathway to-work guidance was introduced in 1999. This method implies a thorough and personal guidance of the unemployed person and consists of different stages: ● ● ● ● ● ●

Pathway-to-work diagnosis and setting (qualifying intake, screening, orientation, psychological assessment and medical check-up, profile setting, information sessions, previous education), Application training and guidance Training at a centre, Personal development, labour-market guidance, On-the-job training and support Pathway-to-work guidance and further follow-up of the job seeker’s progress.

Since 1 January 2006, VDAB has been calling on non-commercial and commercial counselling organisations to provide guidance, training and/or work experience placements for the long-term unemployed. In pathway-to-work tendering, the entire pathway-to-work guidance process is handed over to external organisations. VDAB only looks after pathway setting. Aside from pathway-to-work guidance, the unemployed person looking for a suitable position can, via the VDAB website, access the CO.BR.A.-database (Competence –Professions Repertory for the Labour Market - COmpetentie- en BeroepenRepertorium voor de Arbeidsmarkt) which contains filing cards on 550 professions. This database is of course also accessible to people who are working. Another tool is VDAB occupational orientation. By means of a questionnaire it becomes clear what type of professions would suit a particular person. The commercial services were branched off in 2002.

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7.15.3. Entrepreneurial training SYNTRA Flanders – Education/employment links Training programmes provided by SYNTRA Flanders are strongly practice and labour-market oriented. Pathway-to-work counsellors guide the pathway-to-work of students in apprenticeship agreements and course participant-trainees in internships. They also provide guidance for employers. Learningpathway counsellors enter into an agreement with the Commission of Practical Training which also recognises and monitors the counsellors. Guidance by the pupil-guidance cells is provided on a monthly basis. Problem cases are discussed by guidance teams. Any appeal or complaint procedures end up with the pathway-to-work counsellor and/or the Commission of Practical Training though, increasingly, the sectors themselves also fulfil a supervisory role where in-company training in their individual sectors is concerned. Both SYNTRA Flanders and the supporting Commission of Practical Training have representatives from employers’ and employee organisations, small and medium-sized enterprises and agricultural organisations who are affiliated to the SERV on their boards. Every three years, SYNTRA-Vlaanderen assesses the 5 SYNTRA umbrella organisations on reputation, market share, client satisfaction and effectiveness of their training. Aside from that, SYNTRA also operates a self-evaluation tool. A quality-assessment agency, composed of both internal and external members, evaluates these self-evaluations and also conducts further checks.

7.15.4. Training in agriculture – Education/employment links Initiatives are left up to the centres.

7.15.5. Part-time artistic education, DKO – Education/employment links Initiatives are left up to the centres.

7.15.6. Social-cultural adult education – Education/employment links Initiatives are left up to the centres.

7.16. Private education The private-education sector has also got involved in distance learning – as a form of adult education and has established ‘schools’ or centres in various cities and municipalities, especially in the field of languages and information technology. This private education (either or not in the form of

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correspondence courses) is however not legally regulated in our country and thus not funded or subsidised by the government. Qualifications issued by these institutions have no legal value and the courses offered within private education vary greatly in the type of programmes, the teaching modalities and their price cf. the Annual Study and Information Days (SIDIN) http://www.ond.vlaanderen.be/sidin.

7.17. Statistics 7.17.1. Adult education

7.17.1.1. General

7.17.1.1.1. Number of course participants

2006-2007 School population Adult education Secondary social-advancement education 301,594 Higher social-advancement education 26,085 Adult basic education 33,463 Supervised Individual Study 21,118 Source: Statistical yearbook of Flemish education 2006-2007

7.17.1.1.2. Evolution of the OSP budget (in â‚Ź 1,000)

2001

2002

2003

2004

2005

2006

2007

144,549

158,522

178,574

202,933

210,896

233,858

245,081

Source: Flemish education in figures 2006-2007 (Department of Education and Training) Between 1999 and 2004, the adult-education budget rose from 3.9 to 4.7% of the Flemish education budget. This increase is caused by a rise in adult-education participation and by the decrease in the number of cumulative posts. More and more centres are employing full-time staff. Full-time staff receive a higher government salary. (Clarification OSP inspectorate).

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7.17.1.2. Adult basic education

7.17.1.2.1. Evolution of the number of course participants in adult basic education as from operating year 1990-1991

(Source: VOCB) Operating year

Men

Women

Total

1990 - 1991

7085

1991 - 1992

3633

5030

8663

1992 - 1993

4204

1993 - 1994

5058

6767

11825

1994 - 1995

5491

7351

12842

1995 - 1996

5421

7867

13288

1996 - 1997

5681

7909

13590

1997 - 1998

6006

8773

14779

1998 - 1999

6748

10154

16902

1999 - 2000

7788

11684

19472

2000 - 2001

8460

12753

21213

2001 - 2002

10462

15925

26387

2002 - 2003

10456

14206

24662

2003 - 2004

n.k.

2004 - 2005

n.k.

26188

2005 - 2006

n.k.

31,838

2006 - 2007

n.k.

33,463

9994

Source: VOCB + Statistical yearbook of Flemish education 2006-2007

7.17.1.2.2. Evolution of the adult basic education budget (in â‚Ź 1,000)

2002

2003

2004

2005

2006

2007

17,730

18,032

18,280

18,814

20,003

22,385

Source: Flemish education in figures 2006-2007 (Department of Education and Training)

Flemish Eurydice report 2008

Continuing education

300

7.17.1.3. Secondary adult education

7.17.1.3.1. Evolution of the number of students in secondary adult education (formerly Social-Advancement Education â€“ OSP)

Reference period

Linear education Men

Women

Modular education Total

Men

Women

Total

1/9/1999 - 31/1/2000

36,330

65,823

102,153

30,605

37,305

67,910

1/2/2000 - 31/1/2001

37,101

65,382

102,483

58,787

71,642

130,429

1/2/2001 - 31/1/2002

36,075

62,997

99,072

66,751

85,706

152,457

1/2/2002 - 31/1/2003

30,588

53,825

84,413

80,843

101,511

182,354

1/2/2003 - 31/1/2004

29,244

52,052

81,296

82,308

107,315

189,623

1/2/2004 - 31/1/2005

21,405

40,961

62,366

97,439

131,432

228,871

1/2/2005 - 31/1/2006

14,642

29,650

44,292

106,462

148,502

254,964

1/2/2006 - 31/1/2007

9,780

20,915

30,695

111,568

159,331

270,899

Source: Statistical yearbook of Flemish education 2006-2007

7.17.1.3.2. Number of certificates (getuigschriften and certificaten) and diplomas conferred by secondary adult education (formerly social-advancement education) during reference period 1 February 2006 - 31 January 2007

â—?

Certificates (Getuigschriften)

Certificates (Certificaten)

Diplomas

14,149

18,178

729

Source: Statistical yearbook of Flemish education 2006-2007

Flemish Eurydice report 2008

Continuing education

301

7.17.1.4. Higher vocational adult education

7.17.1.4.1. Number of students in higher vocational adult education (Formerly Higher Social-Advancement Education â€“ HOSP), short-type, according to area of study (reference period 1/02/06 - 31/01/07)

Linear education Area of study

Modular education T

Biotechnology

133

136

Health care

117

Commercial and Management Sciences

760

637

1,397

3,229

2,757

5,986

Industrial Sciences and Technology

665

712

608

700

3,646

5,922

9,568

300

1,318

1,618

1,541

4,141

5,682

1,835

2,142

3,977

9,126

12,982

22,108

Initial teacher training Social Work Total

Source: Statistical yearbook of Flemish education 2006-2007

7.17.1.4.2. Evolution of the number of students in higher vocational adult education (formerly Higher Social-Advancement Education â€“ OSP)

Reference period

Linear education Men

Women

Modular education Total

Men

Women

Total

1/9/1999 - 31/1/2000

6,109

5,299

11,408

2,465

3,034

5,499

1/2/2000 - 31/1/2001

6,643

5,513

12,156

3,846

5,050

8,896

1/2/2001 - 31/1/2002

6,334

5,433

11,767

4,906

6,600

11,506

1/2/2002 - 31/1/2003

5,494

5,180

10,674

6,731

9,030

15,761

1/2/2003 - 31/1/2004

4,328

4,487

8,815

8,184

10,689

18,873

1/2/2004 - 31/1/2005

3,226

3,424

6,650

8,724

11,975

20,699

1/2/2005 - 31/1/2006

2,283

2,666

4,949

9,339

13,231

22,570

1/2/2006 - 31/1/2007 1,835 2,142 3,977 Source: Statistical yearbook of Flemish education 2006-2007

9,126

12,982

22,108

Flemish Eurydice report 2008

Continuing education

302

7.17.1.4.3. Number of diplomas conferred in higher social-advancement education, per type and category, during the reference period 1 February 2006 - 31 January 2007

Short type

Linear education

Modular education

Artistic

551

491

Social

507

394

Technical

257

1,377

935

Economic Paramedical

Total Short type Source: Statistical yearbook of Flemish education 2006-2007

7.17.1.4.4. Number of certificates of teaching competence (GPB) conferred by higher social-advancement education, during the reference period 1 February 2006 - 31 January 2007

Certificates of teaching competence (GPB): 2,615 (Source: Statistical yearbook of Flemish education 2006-2007) Short-type teacher training Subsidised Private

GO!

Provincial education

Municipal education

Flemish Community Commission

Total

324

475

799

393

707

1100

158

286

444

145

223

972

1643

2615

Flemish Eurydice report 2008

Continuing education

303

7.17.2. Vocational training VDAB

7.17.2.1. Pathway-to-work programmes in 2006

Completion pathway-to-work programmes Total number of finished projects

88,206 55,544

Completion percentage Completion target group

63.0% Number of finished pathways-to-work

Ethnic minorities

Number of people who % of people who found found employment employment

15,322

Disabled people Briefly-educated people

8,632

56.3%

8,295

4,493

54.2%

40,451

23,683

58.5%

2,393

1,288

53.7%

10,259

58.4%

Older people

> 1 year unemployed 17,564 Source: VDAB core figures 2005 http://www.VDAB.be

7.17.2.2. Number of completed courses, divided per activity of employees â€“ jobseekers in 2006

VOCATIONAL TRAINING PROVIDED BY VDAB in 2006

Jobseekers

Employees Hours

Hours

Total number of hours

Total

A. VDAB-centres

Module course

Orientation 85

811

16,429

394,243

16,514

395,054

Module 3: Application training and guidance

514

8.261

9,972

338,243

10,486

346,719

Module 4: Occupationspecific training programme

34,610

1,051,690

Module 5: development

12,960

90,943 11,332,186

56,458

10,573

897,743

23,533

954,201

(1)

4,988

327

2,058,667

327

2,063,655

48,169

1,122,207

Personal

Module 6: On-the-jobguidance/training Total B. Individual programmes

56,333 10,280,495

93,634 13,969,608

141,803 15,091,814

training

C. Profile setting

Flemish Eurydice report 2008

15,466

37,090

Continuing education

304

(1) these numbers are included in module 4 Source: Flemish Public Employment and Vocational Training Service(VDAB), Keizerslaan 11, 1000 Brussels

Clarification: A. VDAB-centres B. Individual training programmes: 1) In-company (IBO): the individual vocational training programmes hosted in companies are 'on-thejob' in-company training programmes. Only job-seekers entitled to benefits qualify for this form of training. They are intended as a preparation for permanent employment and are an ideal formula to fill some hard-to-fill vacancies. VDAB is in charge of quality control and the follow-up of these training programmes. 2) Technical school (IBT): individual vocational education provided in technical schools. These are students who are still attending school and have simultaneously concluded a vocational-training contract with VDAB. C. Profile setting: Before the job-seeker starts

7.17.3. Entrepreneurial training SYNTRA Flanders

7.17.3.1. Apprenticeships â€“ number of courses, teaching periods and course participants

Community studies Teaching Course year Courses periods

Professional knowledge Course participants

Teaching periods

Courses

Course participants

2004-2005

438

46,103

5,170

1,085

67,202

5,322

2005-2006

404

43,657

5,406

1,308

98,076

5,796

2006-2007 336 37,152 4,799 1,206 96,467 Source: SYNTRA Flanders; Statistical yearbook of Flemish education 2006-2007

5,142

7.17.3.2. Entrepreneurial training â€“ number of courses, teaching periods and course participants

Business Administration Course year Courses Teaching periods

Professional knowledge Course Teaching participants Courses periods

Course participants

2004-2005

746

50,517

6,904

4,203

250,628

20,913

2005-2006

878

55,832

7,741

4,513

304,231

23,369

2006-2007 739 47,027 6,691 4,004 282,123 Source: SYNTRA Flanders; Statistical yearbook of Flemish education 2006-2007

23,224

Flemish Eurydice report 2008

Continuing education

305

7.17.3.3. Apprenticeship contracts and apprenticeships Under supervision on 31 December 2004

4,543

Under supervision on 31 December 2005

4,296

Under supervision on 31 December 2006

4,202

7.17.3.4. Apprenticeships Under supervision on 31 December 2004

1,004

Under supervision on 31 December 2005

918

Under supervision on 31 December 2006 863 Source: SYNTRA Flanders; Statistical yearbook of Flemish education 2006-2007

7.17.4. Training in agriculture

7.17.4.1. Agricultural training for beginners in agriculture, Flanders 2005 B-cursus of gelijkw aardig

3% 4%

hoger secundair onderw ijs landbouw

24% 31%

hoger secundair beroepsonderw ijs landbouw hoger onderw ijs landbouw installatieattest of gelijkw aardig

23%

andere

15%

Source: VLIF Number B-course

Higher secundary agricultural training

Higher vocational secundary agricultural training

Higher agricultural training

Certificate for establishing a business or equivalent

Other

Flemish Eurydice report 2008

Continuing education

306

7.17.5. Part-time artistic education (DKO) Part-time artistic education Visual arts 57,545 Music, Word Craft, Dance 107,612 Source: Statistical yearbook of Flemish education 2006-2007

7.17.5.1. Evolution of the number of pupils as of school year 1991-1992

School year

Visual Arts

Music, Word Craft, Dance

Total

In comparison to 1991-1992 Absolute Percentage

Absolute Percentage

Absolute

Percentage

1991 - 1992

39,910

100

91,207

100

131,117

100

1992 - 1993

40,446

101.34

90,587

99.32

131,033

99.94

1993 - 1994

41,190

103.21

86,950

95.33

128,140

97.73

1994 - 1995

43,553

109.13

88,407

96.93

131,960

100.64

1995 - 1996

44,534

111.59

90,036

98.72

134,570

102.63

1996 - 1997

45,456

113.90

89,851

98.51

135,307

103.20

1997 - 1998

46,233

115.84

89,108

97.70

135,341

103.22

1998 - 1999

48,205

120.78

90,059

98.74

138,264

105.45

1999 - 2000

49,901

125.03

89,586

98.22

139,487

106.38

2000 - 2001

50,989

127.76

89,961

98.63

140,950

107.50

2001 - 2002

52,380

131.25

93,228

102.22

145,608

111.05

2002 - 2003

54,132

135.64

95,589

104.80

149,721

114.19

2003 - 2004

54,994

137.80

98,557

108.06

153,551

117.11

2004 - 2005

55,511

139.09

102,201

112.05

157,712

120.28

2005 - 2006

56,119

138.75

106,004

117.02

162,123

123.73

2006 - 2007

57,545

142.28

107,612

118.79

165,157

126.04

Flemish Eurydice report 2008

Continuing education

307

School year

Visual Arts

Music (M) Word Craft (W)

Dance (D) Total MWD

Total DKO

1991 - 1992

39,910

67,787

18,373

5,047

91,207

131,117

1992 - 1993

40,446

67,886

18,185

4,516

90,587

131,033

1993 - 1994

41,190

66,033

16,917

4,000

86,950

128,140

1994 - 1995

43,553

66,983

17,512

3,912

88,407

131,960

1995 - 1996

44,534

68,130

17,920

3,986

90,036

134,570

1996 - 1997

45,456

67,974

18,167

3,710

89,851

135,307

1997 - 1998

46,233

67,280

18,198

3,630

89,108

135,341

1998 - 1999

48,205

67,348

19,104

3,607

90,059

138,264

1999 - 2000

49,901

66,527

19,381

3,678

89,586

139,487

2000 - 2001

50,989

66,927

19,354

3,680

89,961

140,950

2001 - 2002

52,380

68,558

19,623

5,047

93,228

145,608

2002 - 2003

54,132

70,058

19,646

5,885

95,589

149,721

2003 - 2004

54,994

72,098

20,013

6,446

98,557

153,551

2004 - 2005

55,511

74,350

20,600

7,251

102,201

157,712

2005 - 2006

56,119

77,107

20,841

8,056

106,004

162,123

8.789

107.612

165.157

2006 -2007 57.545 77.475 21.348 Source: Statistical yearbook of Flemish education 2006-2007

Flemish Eurydice report 2008

Continuing education

308

8. Teachers and Education Staff Here we shall discuss: ● ● ● ● ● ●

Initial training of teachers, cf. 8.1. Conditions of service for teaching staff, cf. 8.2. Requirements for appointment as a (deputy) principal school head, cf. 8.3. Requirements and conditions of service for members of the inspectorate and the Curriculum Division cf. 8.4. Educational staff responsible for support and guidance, cf. 8.5. Other educational staff or staff working with schools, cf. 8.6.

8.1. Initial training of teachers During 2007, teacher training was thoroughly reformed. From 1 September 2007 a distinction is made between 3 clusters of teacher-training programmes. ●

●

The integrated teacher-training programmes, organised by university colleges, which integrate subject-specific and pedagogical-teaching components throughout the entire 3-year training programme. Specific teacher training in addition to or after a subject-specific study itinerary or professional experience, organised by university colleges, universities and centres for adult education (CVOs). Advanced teacher training (Advanced Bachelor’s special education and Advanced Bachelor’s special-needs provision in mainstream schools and remedial teaching) which further explores or fine-tunes basic competences. All educational staff have access to this programme. These teaching programmes are not discussed in this overview.

8.1.1. Historical overview Previously, programmes for pre-primary, primary and group-1 secondary-school teachers were organised by different institutions, i.e. the teacher-training colleges; for group-1 secondary-school teachers through the so-called ‘lower secondary-school teacher training’. Originally, these were classified as upper secondary education but from 1970 they were integrated into the structural higher education framework. After the 1995 merger operation, these institutions were reformed to teachertraining departments within the newly-merged university colleges. In 1929 a minimalist part-time schedule was enacted for university teacher training which was complementary to the area of study chosen, the so-called '‘academic teacher training’ (aggregaat). Many attempts were made to change this law but without success, until 1996. It resulted in the Decree concerning teacher training and in-service training of 16 April 1996.

Flemish Eurydice report 2008

Teachers and education staff

309

People who were practising a different profession (the so-called uncertified teachers) could follow a programme which led to a Certificate of Teaching Competence (Getuigschrift Pedagogische Bekwaamheid (the Ph.D. diploma – later Initial Teacher Training (GPB-opleiding)). In 1998 sets of basic competences and 4 professional teacher profiles were laid down. In 2006 a new decree saw the light of day which thoroughly reformed teacher training. This reform commenced on 1 September 2007.

8.1.2. Ongoing debates and future developments The new teacher-training programmes must now be developed further. For instance, cooperations (expertise networks and regional platforms) must be established. Various forms of assessment have also been scheduled. ●

●

The first external evaluation of the Advanced Bachelor’s programmes in education and the specific teacher-training programmes must be completed by the end of 2012. As from 2013 evaluations will take place every 8 years at least. The system of trainee-teacher positions (leraar-in-opleidingsbaan – LIO-baan) as a form of inservice training will be assessed at the end of school years 2007-2008 and 2008-2009 and thereafter every 5 years. A committee of independent experts shall conduct an assessment of the secondary education integrated teacher-training programmes before the end of 2012 on the change from 3 optional subjects to 2.

Aside from the teacher training reforms, a fully-fledged training programme for Islam teachers and imams will also be offered within Flemish education. In accordance with the language legislation only people who, two years after starting their training, pass a language test which proves that they master the Dutch language will be considered for the position of Islamic religion teacher. A transition period has been provided for people who are currently holding the position of Islamic religion teacher or imam.

8.1.3. Specific legislative framework Teacher training is regulated by the following decrees and decisions. ● ● ● ● ● ● ● ● ●

The Decree of 13 July 1994 concerning university colleges in the Flemish Community. Decision of the Flemish government of 15 July 1997 concerning the reform of teacher-training programmes hosted by university colleges in Flanders. Decision of the Flemish government of 22 June 1999 concerning the minimum work load of continuing teacher training at university colleges in Flanders. Decree of 04 April 2003 on the reorganisation of higher education in Flanders. Decree of 12 June 1991 concerning universities in the Flemish Community. Decree of 15 December 2006 concerning teacher training in Flanders. The Decree of 15 July 2007 concerning adult education Decision of the Flemish government of 5 October 2007 concerning basic competences for teachers. Decree of 22 June 2007 concerning Education-XVII.

Flemish Eurydice report 2008

Teachers and education staff

310

● ● ● ●

Decision of the Flemish government of 5 October 2007 concerning the professional profiles of teachers. Decree of 16 April 1996 concerning mentoring and in-service training in Flanders. Decree of 7 December 2007 to ratify the Decision of the Flemish government of 5 October 2007 concerning the professional profile of teachers. Decision of the Flemish government of 7 September 2007 concerning the allocation of resources for mentoring in education.

8.1.4. Institutions, level and models of training On 1 September 2007 two types of teacher-training programmes were launched: Integrated teacher training and specific teacher training. The programmes which existed until then are being phased out, i.e., initial teacher training, the initial academic teacher-training programmes, the initial academic-level teacher-training programmes and the programmes hosted by higher pedagogical education, organised by the Centres for Adult Education (Centra voor Volwassenenonderwijs, CVO's).

Integrated teacher-training programmes ● ●

● ● ●

●

These programmes integrate subject-specific and pedagogical-teaching components throughout the entire 3-year training programme. They are professional Bachelor degree studies offered by university colleges which lead to a degree of Bachelor in education, respectively in pre-primary, primary or secondary education. The university colleges confer the relevant degree to the graduates and present them with the qualification of teacher. The programme comprises 180 credits (1 credit represents a work load of 25 to 30 hours and a full academic year numbers 60 credits). The practical component covers practical educational activities and totals 45 credits (instead of an average of 34 previously). The students fulfil the practical component (internship) in the course of the subject-specific programme. During this “pre-service” training and during the first year of their career, (trainee) teachers receive guidance from a tutor within the school, the institution or the centre and from a member of staff from the university college, called the training counsellor. For the study itinerary ‘secondary education’, students henceforth choose 2 teaching subjects instead of 3. This should lead to enhanced profundity and create space within the curriculum for new points of interest such as care for special-needs pupils, dealing with different cultures, language skills, etc.

Flemish Eurydice report 2008

Teachers and education staff

311

Integrated teacher training Training programme

Work diploma

45 credit teaching practice

Induction period

Integrated teacher training programme

The student follows an intergrated teacher training programme (professional Bachelor’s) at a university college, with subject-specific and pedagogicaleducational competences totalling 180 credits of which 45 credits in the form of teaching practice. Once the diploma has been obtained, an induction period is provided at the start of the teacher’s career.

Specific teacher-training programmes (specifieke lerarenopleidingen – SLO) ● ●

These programmes are followed in addition to or after a subject-specific initial programme or a particular form of professional experience. They are offered by university colleges, universities and CVOs, centres for adult education.

○ Subject to approval from the Flemish government, university colleges may henceforth organise specific teacher training for graduates of professional Bachelor’s programmes. University colleges also offer specific teacher training for graduates of Master’s programmes in the areas of study they could previously organise teacher training for (Commercial Sciences and Art).

○ Universities may offer specific teacher training to graduates of Master’s programmes. ○ CVOs may offer specific teacher training to anyone. Teacher training organised by the CVOs which lead to a certificate of teaching competence (‘initial teacher training’) will become fully-fledged teacher-training programmes and must also comprise 60 credits.

○ The Evangelical Theological Faculty in Heverlee and the Faculty of Protestant ●

●

Theology in Brussels may also offer specific teacher-training programmes. Professional Bachelors (Professioneel gerichte bachelors - PBA) and Masters can follow specific teacher training either during or after their subject-specific training. Even holders of a diploma of secondary education are admitted to the specific teacher-training programmes. The programmes comprise a work load of 60 credits of which 30 credits are specifically allocated to the practical component. An integrated training concept is opted for in which the theoretical and practice-oriented programme components alternate and interact. Specific teacher-training programmes can come in 3 forms:

○ As a built-in training programme as specialisation in a subject-specific programme; university colleges and universities can incorporate a 30-credit teacher training programme into a 120-credit Master’s programme;

○ As a training programme contiguous to a subject-specific programme; ○ As a separate training programme for people who wish to make the move towards a teaching career on the basis of their professional experience.

Flemish Eurydice report 2008

Teachers and education staff

312

●

The practical component can be achieved in 3 ways:

○ Through an internship during training, the so-called pre-service training (in this case the trainee does not have a status relationship with the school, institution or centre);

○ Through a job as teacher, the so-called in-service training, i.e. a trainee-teacher position (leraar-in-opleiding – LIO-baan). In the course of a trainee-teacher position one becomes acquainted with the profession via a study-work itinerary, once the theoretical component has been fully or partially completed.

○ Through a mixture of both.

Specific, built-in teacher training Training programme

Work

Master’s diploma

Training programme

30 built-in credits

Verwijderd:

pre-service training

Induction period -

Master’s programme 120 credits

The student follows a 60 credit teacher training programme at a university which has been partially (30 credits) built in as a specialisation in the Master degree study when this programme numbers 120 credits and is followed partially afterwards. The training takes place in the form of pre-service training, partially in conjunction with the Master’s and partially afterwards. The teacher diploma is conferred at the end of the teacher training programme

Specific, built-in teacher training Teacher training programme

Work

Master’s diploma

30 credits built-in

diploma

Training programme

pre-service training

LIO-path =

Master’s programme120 credits

in-service training

The student follows a 60 credit teacher training programme at a university which has been partially (30 credits) built in as a specialisation year within the Master’s programme when this programme numbers 120 credits and which is partially followed afterwards. Training consists of a pre-service and in-service part; the latter is called the LIO path. The diploma is conferred at the end of the entire study-work itinerary.

Flemish Eurydice report 2008

Teachers and education staff

313

Specific, contiguous teacher training Work Training programme

30 credit preservice training Initial ba + ma programme

Induction period

Contiguous teacher training

Contiguously, (but it can also be simultaneously) the student follows the subject-specific initial training programme (ba + ma) and a specific teacher training programme at a university or university college which comprises 60 credits, of which 30 credits in the form of pre-service training. Once the diploma is obtained an induction period is provided at the start of the career

Specific, contiguous teacher training Training programme

Work Masterâ€™s diploma

diploma

LIO-path Initial ba + ma programme

Pre-service training Contiguous teacher training

= in-service training Training programme

Contiguously to the subject-specific initial programme (ba+ma), (but it can also be simultaneously) the student follows a specific teacher training programme at a university or university college totalling 60 credits of which the largest part of the training mainly consists of in-service training within a LIO path. In the course of this LIO path training is also provided. The diploma is conferred at the end of the full study-work itinerary.

Flemish Eurydice report 2008

Teachers and education staff

314

Specific, separate teacher training Training programme

Work

Initial programme

work experience

30 credit preservice training

Induction period

separate teacher training

After the student has graduated for a considerable period of time and has acquired work experience, he/she follows a specific, separate teacher training programme at a centre for adult education consisting of 60 credits of which 30 credits in the form of pre-service training. Once the diploma has been conferred, an induction period is provided at the start of the career.

Specific, separate teacher training Training programme

Work diploma

Initial programme

Work experience

LIO-path =

Pre-service training

in-service training

Separate teacher Training programme training

After the student has graduated for a considerable length of time and after having gained work experience, he/she follows a specific, separate teacher training programme of 60 credits at a centre for adult education of which a part consists of preservice training and another part of in-service training, in a grow-into-job. During the LIO path training is also provided. The diploma is conferred at the end of the entire study-work itinerary.

Mentoring â—?

Internships,

â—‹ Pre-service training is supported by a member of staff from the training institute, the so-called training supervisor, and a tutor, a member of staff from the school, the centre or the institution in charge of mentoring. Students in pre-service training are not

Flemish Eurydice report 2008

Teachers and education staff

315

●

considered to be employees of the school they are doing their internship in. Therefore, no employment contracts are concluded. The LIO-position (LIO-baan)

○ Students/course participants following a specific teacher-training programme can fulfil the practical component of their teacher training as employees and can conclude an LIO-position agreement to that end. This on condition, however, that the person in question meets the ‘other’ skills-certificate condition before he takes on an actual LIO assignment. Students in LIO-positions receive support during the transition between studying and employment from the tutor of the school, the centre or the institution where the student is employed and from the teacher-training institution.

○ The practical component consists of a minimum of 500 teaching hours (mainstream secondary education and part-time artistic education), teaching periods (special secondary education), teacher hours (secondary adult education) and taught times (in elementary education for a Master’s in physical education).

○ The trainee-teacher is guided by the centre, the institution or school where he is employed and receives support from the teacher-training institution.

○ At the end of the LIO assignment, students/course participants are assessed on their in-service training by the school, institution or centre on the one hand and by the teacher-training institution, on the other hand.

○ Trainee-teachers who are unable to meet the 500-hours requirement can make up for the shortfall by means of pre-service training. All the hours of the appointment are counted so that the 500-hours requirement can be met.

○ The salary of a trainee-teacher (LIO) is on a par with the salary of teachers who did not obtain a certificate of teaching competence. The tutor in the centre, institution or school is responsible for the guidance and support of trainees, trainee-teachers and beginning teachers. Tutors are teachers who, within the framework of task differentiation, have been granted less teaching duties so that they can dedicate themselves to their guidance task; they also receive special training in this regard. Tutors are appointed in mutual consultation between the centres, institutions or schools and the teacher-training colleges. Tutors themselves continue to work as teachers and their mentorship cannot exceed 50% of their overall education assignment (this also applies to higher education). At the start of or prior to his mentorship, the tutor must follow tutor training. Though, in this respect, the institutions, schools or centres make arrangements amongst themselves. Mentoring involves: ●

●

supporting the student or course participant during his internship. Internships takes place in an elementary school (mainstream and special), an institution for mainstream and special secondary education, an institution for part-time artistic education or a Centre for Adult Education authorized to offer secondary adult education. In this case the tutor makes a professional evaluation. the initial support during the teacher’s first year working as a teacher. This is provided for:

○ graduates of integrated teacher-training programmes, i.e., Bachelors in education: pre-primary, primary and secondary education;

○ graduates of specific teacher-training programmes who did not enter into an LIO

●

position agreement and who have fulfilled the practical component in the form of preservice training. (The initial support for people gaining work experience via an LIO position coincides with the LIO position). support for trainee-teachers. The LIO assessment is conducted in consultation between the tutor and the teacher-training college.

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As of school year 2007-2008 well over 5 million euro is being allocated to mentoring in mainstream and special elementary and secondary education, secondary adult education and part-time artistic education.

Expertise networks and regional platforms Institutions providing teacher training are encouraged to cooperate on educational and study activities, quality assurance and the use of infrastructure. For example, a university and several centres for adult education will in the future be able to enter into cooperation agreements on teacher-training programmes for Masters. This cooperation can also be structured through the development of Expertise Networks or regional platforms, funded by the government. ●

Expertise networks (Expertisenetwerken - ENW) are formed within an association (no more than 2 expertise networks can be established within one and the same association) and have a broad range of tasks which have been well-defined by decree:

○ the appointment of an institution in charge; ○ the development of a strategic policy plan on teacher training, in-service training and the scientific and social services for the professionalisation of teachers;

○ the cooperation and profiling of the various teacher-training programmes, a.o. in relation to accessibility, target-group policy, flexible learning paths and uncertified teachers;

○ the support and reinforcement of teacher training in the area of pedagogical, educational and subject-didactical research;

○ the synergy of the practical component and tutor training; ○ tackling internal and external quality assurance. ●

Regional platforms work in a cross-associative fashion and must facilitate the cooperation between teacher-training programmes which form part of a pluralistic association and teachertraining programmes of the same ideological purport which form part of a different association.

Quality assurance of the teacher training programmes will henceforth be dealt with in the same way as in higher education, i.e. self-evaluation, external reviews and accreditation. In December 2007 the reports from the quality-assessment agencies on the professional pre-primary, primary and secondary education Bachelor’s programmes were published. Cf. http://www.vhlora.be

8.1.5. Admission requirements The admission requirements for integrated teacher-training programmes are the exact same as those for the professional Bachelor's programmes hosted by the university colleges. Only students who have followed a specific teacher-training programme can qualify for an LIO position provided the person in question meets the ‘other’ skills-certificate condition. The required proofs of study or general levels of training are specified per individual level by the Flemish government decisions concerning skills certificates. Students following specific teacher-training programmes, organised by the university colleges ●

The qualification of teacher can only be conferred after a Bachelor's has been obtained to:

○ Holders of a professional Bachelor's degree (professioneel-gericht bachelordiploma PBA)

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○ Students of a PBA programme who have already acquired 120 credits ○ For 'Dance' teacher-training programmes: to candidates who meet the general

●

admission requirements of one-cycle initial programmes, who have passed an artistic entrance exam organised by the university college hosting the one-cycle initial programme 'Dance', and who can demonstrate that they have five years of useful experience as a professional dancer with a recognised company. The qualification of teacher can only be conferred after a Master's has been obtained to:

○ Holders of a Master's in the areas of study 'Commercial Sciences and Business Administration', ‘Audiovisual and Visual Arts’ or in the area of study ‘Music and Performing Arts’ (1).

○ Holders of a PBA degree who register for a bridging programme with a view to following one of the Master's programmes in the areas of study mentioned sub (1)

○ Holders of an academic Bachelor’s degree (academische Bachelor's - ABA) in the areas of study mentioned sub (1), on condition that they have registered for the Master's programme. Students following specific teacher-training programmes, organised by the universities The qualification of teacher can be conferred after a Master's has been obtained to:

○ Holders of a Master’s degree ○ Students who have followed a Master’s programme of 120 credits of which 30 credits of the teacher-training programme have been built in as specialisation

○ Holders of an academic Bachelor’s degree on condition that they are registered for a Master’s programme

○ Holders of a PBA degree who register for a bridging programme with a view to following a Master's programme. Students of specific teacher-training programmes in the areas of study 'Religious Studies' and 'Theology' organised by the Evangelical Theological Faculty in Heverlee and the Faculty of Protestant Theology in Brussels. The qualification of teacher can be conferred after a Master's has been obtained to:

○ Holders of a Master’s degree ○ Students who have followed a Master’s programme of 120 credits of which 30 credits of the teacher-training programme have been built in as specialisation

○ Holders of an academic Bachelor’s degree on condition that they are registered for a Master’s programme Course participants following specific teacher-training programmes, organised by the Centres for Adult Education The qualification of teacher can be conferred to:

○ ○ ○ ○

Course participants who have obtained a Bachelor's degree Course participants who have obtained a university-college Master's degree Course participants who have obtained a university Master's degree Students who have obtained a Master's degree at the Evangelical Theological Faculty in Heverlee or the Faculty of Protestant Theology in Brussels.

○ Course participants who have obtained a diploma of secondary education.

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If uncertified teachers (from a different profession) start teacher training, accreditation of prior learning (EVC) and prior qualifications (EVK) will be taken into account.

8.1.6. Curriculum, Special skills, Specialisation To be able to function as a fully-fledged beginning teacher each graduate must have acquired the relevant basic competences (description of knowledge, skills and attitudes). These basic competences enable the teacher to grow into the professional profile (description of knowledge, skills and attitudes of teacher when practising his profession). The professional profile is a common one for all teachers and is based on archetype functions described in the Decree of 1996 concerning teacher training and in-service training: The teacher as: ● ● ● ● ● ● ● ● ● ●

Guide in the learning and developmental processes Educator Content expert Organiser Innovator and researcher Partner of parents/carers Member of a school team Partner of outsiders Member of the educational community Participant in culture.

The basic competences have been sub-divided into 3 sets, one for pre-primary education, one for primary education and one for secondary education. The same clusters of competences are used both for the basic competences and for the professional profile, but they are referred to as functional units rather than as archetype functions. The following professional attitudes apply to all achetype functions and functional units: ● ● ● ● ● ● ● ●

Decision-making skills Rational-mindedness Critical attitude Inquisitiveness Organisational skills Sense of cooperation Sense of responsibility Flexibility

Teacher-training programmes are based on basic competences. Centres for Adult Education (CVOs) set their own specific teacher-training programmes on the basis of the basic competences required for teaching.

8.1.7. Evaluation, certificates By virtue of the reorganisation, the former diploma denominations 'pre-primary school teacher', 'teacher (onderwijzer), 'group-1 secondary education teacher', 'group-2 secondary education teacher', 'proof of pedagogical competence', as well as the 'Bachelor's in education' are all replaced by one 'professional degree': the qualification of teacher

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This reform does not alter the existing system of skills certificates in any way. So, therefore, people who did not obtain a proof of pedagogical competence will be able to continue to work as teachers.

8.1.8. Alternative training pathways Prior to the reorganisation of teacher training in 2007, the former higher social-advancement education offered initial teacher training (GPB-opleiding) (previously called the D-course). This training programme was aimed at people who already had a basic qualification and who wished to obtain a proof of pedagogical competence. This programme has now been integrated into the new teachertraining framework as a specific and separate teacher-training progamme, cf. 8.1.4..

8.2. Conditions of Service of Teachers Following the historical overview, 8.2.1., ongoing debates, 8.2.2. and the specific legislative framework 8.2.3. we shall discuss: ● ● ● ● ● ● ● ● ● ● ● ● ●

Planning policy, cf. 8.2.4. Entry to the profession, cf. 8.2.5. Professional status, cf. 8.2.6. Replacement measures, cf. 8.2.7. Supporting measures for teachers, cf. 8.2.8. Evaluation of teachers, cf. 8.2.9. In-service training, cf. 8.2.10.; mentoring in teacher training is discussed under 8.1.4. Salaries, cf. 8.2.11. Working time and holidays, cf. 8.2.12. Promotion, advancement, job and task differentiation, cf. 8.2.13. Transfers, cf. 8.2.14. Dismissal, cf. 8.2.15. Retirement and pensions, cf. 8.2.16.

Types of offices

Members of the teaching staff in special and mainstream elementary and secondary education can hold three types of offices: ● ● ●

Recruitment office (e.g. teacher, counsellor...), Selection office (e.g. vice-principal, technical advisor…), Management function (e.g. principal, technical advisor-coordinator).

Teaching staff in higher education are sub-divided into 3 groups. Group

Office

Junior practical lecturer (praktijklector) Senior practical lecturer (hoofdpraktijklector) Lecturer (lector) Senior lecturer (hoofdlector)

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2 Support staff

Assistant Doctor-assistant Senior research assistant (werkleider) Lecturer (docent) Senior lecturer (hoofddocent) Professor Professor ordinarius (gewoon hoogleraar)

HO of two cycles

HO of either one or two cycles

The offices of senior practical lecturer (hoofdpraktijklector), senior lecturer (hoofdlector) and senior research assistant (werkleider) can only be assigned through promotion or change of office. Appointments to any of the other offices may take place through recruitment. Since 1991, educational staff employed by the universities are no longer called teaching staff but academic staff. Academic staff conduct both scientific research and provide academic education. The Decree of 12 June 1991 classifies the academic staff at universities as follows: Autonomous academic staff (zelfstandig academish personeel - ZAP)

Academic support staff (assistered academisch personeel - AAP)

Lecturer Senior lecturer Professor Professor ordinarius Professor extraordinarius (buitengewoon hoogleraar) Assistant Doctor-assistant Practical assistant or junior practical lecturer (praktijkassistent of -lector)

There is no specific initial teacher training for the academic staff of universities or the teaching staff of university colleges.

8.2.1. Historical overview Both in GO!, community education, and in subsidised education the careers of staff have been regulated by a (legal) status since 1991. For community education, GO!, it replaced the two statuses of the sixties, while for subsidised education it meant the realisation of an initiative which had been announced as far back as 1973. Both statuses are now regulated in a less rigid fashion and grant autonomy to the local organising bodies. Since they came into being, the decrees of 1991 have been repeatedly amended and fundamentally adjusted due to structural changes in elementary and secondary education, adult education, Flemish Community education and on account of the transformation of the PMS centres (Psycho-Medical-Social Centres) into Pupil Guidance Centres, CLBs (Centra voor Leerlingenbegeleiding). The successive amendments aimed to achieve simplification and harmony between the levels of education. Nevertheless, some differences remain.

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8.2.2. Ongoing debates and future developments ● ●

●

Through secondments and also outplacements external mobility of teachers will be encouraged. Moreover, the entry of so-called uncertified teachers will also be stimulated. Fully-fledged job descriptions and evaluations will gradually be introduced in compulsory education, volwassenenonderwijs (adult education) the pupil guidance centres and part-time artistic education (cf. 8.2.9.1.). Simultaneously, professional procedures are being developed. During 2008, 13 million euro will be spent on job and task differentiation within secondary education. Schools will be able to allocate these resources to relieve teachers who also take on other tasks besides teaching. Salaries of elementary, secondary and adult-education principals and those of elementary and secondary education inspectors and the pedagogical counsellors were increased as of 1 September 2007, cf. 8.2.11.). Funds will also be invested in the training and further training of principals. To that end, a training fund has been set up and the institutions’ resources for further training have been increased. Centres for adult education, institutions offering part-time artistic education and the pupil guidance centres also received further-training budgets. Furthermore, additional training resources have been earmarked for school boards while training for staff working in the school secretariats has been reinstalled. Differences between the current legal statuses will be eliminated and schools and scholengemeenschappen (school communities) will be granted more autonomy, will be deregulated and will be given more responsibilities. After the integration of programmes into the Bachelor/Master structure, staff policy between university colleges and universities will have to become more attuned and there will be an evolution towards an integrated staff status.

8.2.3. Specific legislative framework We shall consecutively discuss ● ● ●

Elementary and secondary education University-college education University education

8.2.3.1. Elementary and secondary-school teachers

The decrees of 27 March 1991 concerning community education (now GO!, Flemish Community education) and subsidised education and the pupil guidance centres form the cornerstone of the legalstatus arrangement of staff working in elementary and secondary education, special education, boarding schools, part-time artistic education, adult education and the pupil guidance centres. The Decree of 25 February 1997 also features a number of legal-status provisos for elementary education. Likewise, the ‘decrees concerning education’ followed by a Roman number which have been promulgated on a regular basis legislate for the legal status.

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Decreet betreffende de rechtspositie van bepaalde personeelsleden van het Gemeenschapsonderwijs Decreet betreffende de rechtspositie van sommige personeelsleden van het gesubsidieerd onderwijs en de gesubsidieerde PMS-centra

8.2.3.2. Teaching staff at university colleges

The Decree of 13 July 1994 shapes the legal framework of the conditions of service of teaching staff at university colleges (hogescholen). Title III of the decree deals more specifically with the legal-status arrangement of university-college staff. The common stipulations relate to administrative matters (service activity, non-activity and reserve lists), evaluation, discipline, entry to offices, the end of an appointment and the end of a teaching career; while the stipulations for teaching staff specifically deal with the composition, the job description and assignment, recruitment, promotion, change of office, entry to the various offices, salary regulations and the regulations on combining offices.

8.2.3.3. Academic staff at universities

The legal framework concerning the conditions of service for academic staff at universities is regulated by the Decree of 12 June 1991 and the Decision of the Flemish government of 1 December 1998. The Decree dilates among others on the composition and assignments of academic staff, the appointments and permanent appointments of academic staff, the salary scales, remunerations and allowances, and finally also on evaluation.

8.2.4. Planning policy In a (2005) labour-market report the Department of Education and Training analyses the demand and supply on the education labour market and the anticipated 2005-2008 evolution. ● ● ●

● ●

●

For pre-primary education a surplus of more than 1,100 full-time staff is expected. In primary education one expects to have a surplus of over 2,100 full-time staff. For secondary education a surplus of 4,300 full-time staff is anticipated. However, a shortage for certain subjects will continue to exist: Catholic Religion, Dutch, French, Mathematics, General Nursing and Mechanics. Schools in urbanised areas and those on the language boundary find it harder to get relief teachers. Brussels especially has become a problem area. Young teachers often leave education quickly. In elementary education 19.5% of young teachers leave education 5 years after they have joined and in secondary education this figure even rises to 36%. http://www.ond.vlaanderen.be/schooldirect/BL503/arbeidsmarktrapport.pdf

No new labour-market report was compiled during 2006 or 2007. Generally speaking, the 2005 trends seem to persist, i.e. especially in pre-primary, primary and secondary education a surplus of teachers prevails. This is amongst others due to the fact that over the last few years considerably more students registered for teacher training and have now come onto the labour market. However, exact

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figures of the surplus cannot be produced. For certain subjects and regions (a.o. Brussels), shortages remain. Young teachers continue to leave education early. The 2006 figures show that 27% of young teachers left elementary education after five years while in secondary education this figure amounts to 34%. It is remarkable that these percentages are significantly higher for Brussels: during 2006, no less than 58% of young elementary-school teachers left the education sector after five years. In secondary education, 56% of teachers left. For that very reason, the new teacher-training programmes now put a lot of emphasis on guidance for beginning teachers, cf. 8.1.. To bring demand and supply within education closer together, VDAB (the Flemish Public Employment and Vocational Training Service) and the Department of Education and Training have jointly established a teacher database for elementary and secondary education. Cf. http://www.vdab.be/leerkrachtendatabank

Personeelsbeleid in Vlaamse scholen OBPWO-project 01.04 Eindrapport

8.2.5. Entry to the profession We shall consecutively deal with the regulations regarding: ● ● ●

Elementary and secondary education, cf. 8.2.5.1. Higher education, cf. 8.2.5.2. Universities, cf. 8.2.5.3.

8.2.5.1. Elementary and secondary-school teachers

The Flemish government specifies the skills’ certificates per subject, stage, education form (general secondary education (ASO), technical secondary education (TSO), vocational secondary education (BSO), artistic secondary education (KSO)) and per level of education. A skills’ certificate comprises a basic qualification, a certificate of teaching competence (teacher training) and/or useful experience. There are three types of qualifications, i.e., “required”, “acceptable” and “other” qualifications. Teachers with a “required” qualification have followed a specific form of previous education in function of the subject they teach. The diploma requirements in relation to the level depend on the type of subject, the stage and the branch of education. An “acceptable” qualification means that one has a basic qualification of the same level as the required qualification but not in the same specific field. A certificate of teaching competence (teacher training) is a prerequisite for either a “required” or an “acceptable” qualification. The inrichtende macht (organising bodies) are free to choose between candidates with a ‘required’ or an ‘acceptable’ qualification when recruiting new staff, and, in principle, schools should always give priority to people with a “required” or an “acceptable” qualification. However, schools may

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exceptionally deviate from this general rule and appoint someone with “other qualification”. In that case the candidate holds a basic qualification of a certain (minimum) level; for certain subjects three years’ “useful experience” is sufficient. www.ond.vlaanderen.be/ infolijn/faq/bekwaamheidsbewijzen/ gives an overview of all the valid qualifications. Other requirements are (Decrees of 27 March 1991): ●

● ● ● ● ●

Citizenship of a European Union Member State or one of the countries affiliated to the European Free Trade Association (exceptions are possible as the Flemish government can grant exemptions); Enjoying one’s civil and political rights (also in this case the Flemish government may grant an exemption which goes hand in hand with the aforementioned exemption); Compliance with the language laws. Dutch is the official teaching language; Being of irreproachable character, substantiated by a certificate of good conduct issued within the past 12 months; Compliance with the conscription laws; Medical suitability.

The teaching career of an elementary education, BaO, or secondary education teacher involves three important steps ● ● ●

1) The temporary appointment of definite duration 2) The temporary appointment of continuous duration 3) The permanent appointment.

We shall further elucidate these. ●

●

1) At the start of a teaching career the teacher is always given a temporary appointment of definite duration. This is an appointment of no more than one school year either in a vacant or non-vacant position. The member of staff must meet the financing or subvention conditions (cf. above). No further conditions are in place. 2) After a minimum of three school years a temporary member of staff can reach the second stage in his career: the temporary appointment of continuous duration (tijdelijke aanstelling van doorlopende duur - TADD). TADD has been a uniform priority system for elementary and secondary-school teachers since 1 September 2003. This type of appointment transcends school years and can be made either to a vacant or non-vacant position. The conditions are:

○ Having taught for at least 720 days, spread over a minimum of three school years. 600 of these 720 days must have been actually performed;

○ The last evaluation or assessment was not result “insufficient”. ●

3) A third stage in the teaching career is the permanent appointment.

○ Permanent appointment to a recruitment office (e.g. teacher), both within GO!, community education, and within subsidised education is conditional on:

▪

A number of person-related conditions (the financing and subvention conditions) being met;

▪

The teacher having accumulated a minimum of 720 days of service of which at least 360 days in the office to which the member of staff is to be permanently appointed,

▪

Having held a position of continuous duration on the 31 December preceding the permanent appointment.

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A permanent appointment to a selection office (e.g. vice-principal) or a management function (e.g. principal) is a promotion, (cf. 8.2.13.). No additional conditions regarding years of service apply to either.

8.2.5.2. Teaching staff at university colleges

The following general admission requirements prevail for offices at university colleges: ● ● ● ● ● ● ●

Citizenship of a European Union or European Free Trade Association Member State; Enjoying one’s civil and political rights; Being holder of a required qualification; Compliance with the relevant language legislation; Being of irreproachable character pursuant to the requirements of the office aspired to; Compliance with the conscription laws; Having the physical ability to exercise the office in question (Decree of 13 July 1994).

The formal qualification requirements are: ● ● ●

A qualification of a 1-cyle higher education programme for the offices of junior practical lecturer and senior practical lecturer; A qualification of university education or a qualification of a two-cycle higher education programme for the offices of lecturer, senior lecturer, assistant and senior research assistant; The degree of doctor for the offices of doctor-assistant, lecturer, senior lecturer, professor and professor ordinarius.

Candidates for the office of professor ordinarius must meet the following criteria: ● ● ●

The recruiting institution must be involved in a joint research agreement with a university within the field of research in question; The candidate must have a minimum of 6 years’ seniority in a group-3 or equivalent office; The scientific competences of the candidate must be assessed by a committee consisting of three professors ordinarii appointed to three different Flemish universities.

The university colleges themselves decide on any further specifications the candidates must meet to hold a particular office. There are four possible types of administrative positions: a temporary appointment, a contract extension, a permanent appointment and a promotion. Members of the teaching staff assigned to the programme components religion or niet-confessionele zedenleer (non-confessional ethics) are appointed by the university-college board, in consensus with the competent authority of the ideology (philosophy-of-life) in question. Appointments to vacant positions, with the exception of appointments for less than one academic year, must always be advertised first in the Belgisch Staatsblad (Belgian Official Gazette) (Decree concerning Education-X).

8.2.5.3. Academic staff at universities

To become a member of the academic support staff (AAP) one must be holder of a university diploma of licentiate or an equivalent qualification, pursuant to European Union directives or a bilateral

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agreement. To be appointed as practical assistant a qualification of a two-cycle long-type higher education programme or a qualification which is equivalent under the terms of European Union directives or a bilateral agreement suffices. In exceptional circumstances the board of governors may also appoint persons who have obtained a different foreign academic qualification, other than those listed in paragraph 1, to the position of assistant provided advice has been sought and their motives for doing so are thoroughly substantiated. In the interest of education or research the board of governors may also appoint non European Union citizens to an academic office. One important condition to be appointed as member of the autonomous academic staff (ZAP) is to hold a qualification of doctor or a qualification which is deemed to be equivalent (pursuant to European Union directives or a bilateral agreement). In exceptional circumstances the board of governors may, upon advice and based on an extensive motivation, appoint people who have shown extraordinary scientific merit or have specific expertise as part-time ZAP members.

8.2.6. Professional status We shall consecutively discuss the status for: ● ● ●

Elementary and secondary education, cf. 8.2.6.1. Higher education, cf. 8.2.6.2. Universities, cf. 8.2.6.3.

More information: http://www.ond.vlaanderen.be/gidsvoorleraren.

Onderwijszakboekje Statuut personeel gemeenschapsonderwijs (gecoördineerde versie)

8.2.6.1. Elementary and secondary-school teachers

In subsidised private educational institutions teachers are a type of employee whereas in the public educational institutions teachers are a type of civil servant. In its capacity of financier, the Flemish government has laid down the terms for recruitment, appointment, evaluation, promotion, dismissal etc. The teachers’ status is regulated by two decrees of 27 March 1991, cf. 8.2.3.1., which provide for a specific status for teachers in community education and one for teachers in subsidised education which differ from the normal status of staff in the public and private sector due to the specific nature and special needs of the field of education. On the basis of the type of contract a distinction can be made between contractual appointments, temporary appointments and permanent appointments. ●

There are different types of contractual appointments for which specific regulations were established, e.g.

○ Contractual staff members who come under the Department of Education and Training (contractuele personeelsleden ten laste van het department Onderwijs en

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Vorming - CODOs); these people have an open-ended contract and can build up permanent-appointment rights. Different categories of CODOs can be distinguished, depending on the office, the onderwijsnet (educational netwok) or the branch of education in which they are employed:

▪

Subsidised contract staff (gesubsidieerde contractuelen - GECOs) appointed under conventions between the Flemish Minister for Education and the Flemish Minister for Employment;

▪

GECOs appointed in schools on the basis of individual conventions between the inrichtende macht (organising body) and the minister in charge of employment;

▪

Contract staff appointed on the basis of the school’s operational resources (contractuelen aangesteld op basis van werkingsmiddelen van de school COWEs). → circular letter Pers/2003/06 (2/4/2004)

○ Conditions have been drawn up for GECOs, CODOs and COWEs under which they ●

●

can acquire service and office seniority on the basis of their earlier performances. A temporary appointment may be for a fixed or continuous duration (cf. 8.2.13.). A fixedduration appointment is valid for a maximum of one year. However, a temporary appointment of continuous duration (TADD) is valid throughout the school years. The benefits of a permanent appointment versus a temporary appointment are the guarantee of a steady position and salary, a place on the reserve list in the event of redundancy, and the subsequent right to reassignment and re-employment, the access to a number of leave systems, and the right to a state pension.

Placing redundant teachers on the reserve list, reassignment and reemployment

Permanently-appointed members of staff who have lost their position or whose duties have been reduced for reasons beyond their control come under the system of ‘placing redundant teachers on the reserve list, reassignment and re-employment’. This means that they are placed on a reserve list if they lose their position and get preferential treatment when vacancies arise; schools must give priority to these teachers. Reassignment takes place within the same office. Should this prove impossible the inrichtende macht (organising body) or the reassignment committee can re-employ the teacher in question. Re-employment means appointment to a ‘different office’, such as principal to the office of teacher and teacher to the office of educator or to the office of teacher but for subjects for which he has not obtained any required qualification (cf. 8.2.5.1.). For schools which belong to a school community, the reassignment and re-employment obligations fall to the school community. When staff members are placed on the reserve list they receive (a) redundancy pay (allowance). In certain cases staff members on the reserve list are obliged to accept their reassignment or reemployment. In some cases they may also be available to carry out pedagogical tasks. For these reassignments and re-employments various reassignments committees per educational sector were established: per school group and per school community. As of school year 2005, regional committees have been abolished and the interprovincial committees have been suspended for an indefinite period of time. The Flemish Reassignment Committee within the Ministry of Education and Training has the authority to take decisions but also acts as an appeal body which deals with notices of objection. This committee consists of a chamber for GO!, community education, and a chamber for subsidised education.

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8.2.6.2. Teaching staff at university colleges

The teaching staff at university colleges are, from a contractual point of view, employees in subsidised university colleges or a type of civil servant in funded university colleges. University-college staff are paid by the Flemish government. Although the legal status of teaching staff in subsidised and funded university colleges are not quite the same, there are only minor differences between the two. The Executive Board or the University-College Board may assign vacancies to candidates either on a temporary or permanent basis. Only assistants are always appointed on a temporary basis. Permanent appointments take place through recruitment, promotion or job changes.

8.2.6.3. Academic staff at universities

From a contractual point of view, academic staff are employees in subsidised private higher education and a type of civil servant in public higher education. Academic staff are paid by the universities. However, the differences in status between public and subsidised private university education are minor. The boards of governors have the authority to assign candidates to full-time or part-time vacancies. Academic support staff are appointed on a temporary basis, while the autonomous academic staff are appointed on a permanent basis with the exception of professors extraordinarii who hold a part-time university position.

8.2.7. Replacement measures In this section we shall discuss the different ways in which teaching staff may be (temporarily) replaced, per level of education.

8.2.7.1. Elementary and secondary-school teachers

Between 2000 and 2005 a relief-teacher pool was in operation, on account of the then prevailing shortage of teachers. Subsequently, a temporary project was launched â€˜replacements for short absencesâ€™ (i.e. less than 10 working days), in both elementary and secondary education. This project was extended for school year 2007-2008. Every year, elementary education schools can call on contingents of relief units assigned to every individual school on condition that the school operates within a school community or a cooperation platform with a school community and that it has concluded a covenant with the teacher unions regarding replacement terms and conditions. In secondary education, teachers who are absent for anything between 6 and 9 working days can be replaced, provided the available budget allows it.

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More often than not, shorter periods of absences are covered by one or several colleagues, who assume their absent colleagueâ€™s duties on top of their own, remunerated, task or on an honorary basis as part of the honorary part of their assignment (plage-opdracht). On the rare occasions no relief teacher is appointed, teaching periods can be replaced by study periods or pupils are sent to join other classes. If teachers are absent for more than 10 days, schools are automatically entitled to a replacement.

Circular letter PERS/2005/03 Decree of the Flemish government of 21 June 2006 to introduce a temporary project concerning replacements for short periods of absence, internships and mentoring.

8.2.7.2. Teaching staff at university colleges

The Decree of 13 July 1994 regulates the conditions of service of teaching staff at university colleges but does not make any provisos regarding the replacement of teaching staff who are (temporarily) unable to work.

8.2.7.3. Academic staff at universities

The board of governors makes its own regulations regarding temporary replacements for their academic staff. A temporary replacement of a member of the autonomous academic staff by an external person is rare though, and cannot exceed one academic year and ends in any event at the end of the academic year in question. As far as the person ensuring the relief is concerned, his term can not be renewed more than four times. To provide for temporary staff needs or temporary relief for members of staff, the board of governors may recruit new staff but only on a contractual basis. Pending a final appointment, vacancies can only be filled by relief staff for a period of two years or less (Decree of 12 June 1991).

8.2.8. Supporting measures for teachers The new teacher-training programmes now provide far more intensive guidance and support to trainees, trainee-teachers and beginning-teachers; this guidance and support is ensured by tutors. Mentoring is dealt with under 8.1.4.. Throughout their career, teaching staff are supported by the pedagogical counselling services (cf. 9.3.3.).

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8.2.9. Evaluation of teachers We shall successively discuss: ● ● ●

Elementary and secondary education, adult education, part-time artistic education and the pupil guidance centres, cf. 8.2.9.1. Higher education, cf. 8.2.9.2. Universities, cf. 8.2.9.3.

8.2.9.1. Job descriptions and evaluation of teaching staff in elementary and secondary education, adult education and part-time artistic education and the pupil guidance centres

Introduction

The decrees of 27 March 1991 (legal status of staff) introduced an evaluation system which also provides for job descriptions. The decree of 13 July 2007 reformed the evaluation system and linked evaluation to the introduction of individualised job descriptions. The decree concerning elementary education of 25 February 1997 already included arrangements regarding job descriptions while the Decision of the Flemish government of 10 June 1997 introduced a negative list of tasks which may not feature in job descriptions. As of 1 September 2007 the use of individualised job descriptions has been effectively implemented in elementary education, boarding schools, homes for children of parents with no fixed abode and in part-time artistic education. Evaluations in all those facilities will commence on 1 September 2009.

Secondary education schools and the centres for adult education have been using job descriptions since 1 September 2004, the pupil guidance centres since 1 September 2005. Evaluations pursuant to the new system started in these sectors on 1 September 2007.

Principles

The evaluation process must be a constructive and positive process, not a means to pursue a repressive staff policy; it cannot be a snapshot in time but should be an all-encompassing process. Reception and guidance of teachers is a very important aspect of this. The evaluation and support process bases itself on individualised job descriptions. Job descriptions are mandatory for each member of staff appointed for 104 days or more, but may also be drawn up for staff appointed for a shorter period of time. Job descriptions must be drawn up by the institution employing the member of staff in question, and for every office the person holds. Consequently, members of staff can have several job descriptions. The inrichtende macht (organising body) or the school community (subsidised education) and the board of principals (GO!, community education) negotiate the general arrangements regarding job descriptions within the local committee responsible for the institution. The subject-specific aspects featuring in the job descriptions for teachers teaching philosophy-of-life education must also be approved by the competent philosophy-of-life body.

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Evaluations are only valid for 4 school years at the most. After that, a new evaluation must be carried out. Each member of staff has two evaluators who work at the same institution (or institution appertaining to the same organising body, in the case of subsidised education) as the member of staff being evaluated. The role of the first evaluator is an essential one as he is in charge of guidance and coaching. Therefore, he should have a higher hierarchical ranking than the member of staff being evaluated. In GO!, evaluators are appointed by the school principal, whereas in subsidised education, they are appointed by the organising body. Training for evaluators is recommended and the government specifically provides funding for this. The subject-specific aspects of philosophy-of-life education are evaluated by the competent body of the ideology in question. All other aspects are assessed by the normal evaluator. Contents of the job descriptions

Job descriptions consist of three parts: ● ● ●

The tasks and institution-related assignments and the manner in which the member of staff must carry them out, The school-specific objectives The rights and obligations regarding continuing education and further training.

Personal and developmental objectives can be added after a performance interview or on the basis of agreements made at the end of an evaluation period. When the individualised job descriptions are being drafted, the relevant general agreements made at organising-body or school-community level and the provisos of the school rules, and in the case of subsidised education, the terms and conditions of employment, must also be taken into account. Job descriptions of staff working in elementary education may not include any tasks featuring on the so-called negative list of the Decision of the Flemish government of 10 June 1997 and must take the performance arrangements specified in the elementary education decree (BaO/97/08) into consideration. Some of the tasks which may not be included in the job descriptions are e.g. home visits, bus transport and supervision and maintenance of equipment. In secondary education, the main assignment, i.e. teaching, takes central stage. ●

This main assignment – the integrated-teacher assignment – comprises tasks such as:

○ ○ ○ ○ ○

●

Planning and preparing classes, Teaching per se, Class-specific pupil guidance, Evaluation of pupils (tests, homework, exams),

In-service training and consultation and cooperation with the school board (staff meetings and pedagogical study days), colleagues (class councils and departments), the CLB (follow-up of pupils) and parents (parent-teacher meetings). In addition, secondary education teachers may also be asked to perform a limited number of school-related tasks, such as:

○ Assuming responsibilities other than teaching (head of department, organising cultural and other types of activities, class tutoring...),

○ Taking on some specific role or assignment (welcoming new pupils, mentoring, coordination tasks),

○ Replacing absent teachers and providing extra supervision ○ Representing the school in certain bodies outside of school (umbrella organisations, town meetings, etc.).

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●

The principal of the school compiles a list of these tasks and presents it to the local negotiation committee for discussion. If these school-related tasks represent a major part of the teacher’s assignment, he may be (fully or partially) relieved from his teaching duties. The criteria on the basis of which teachers may be exempted from performing school-related tasks are also negotiated within the local negotiation committee. This modus operandi should guarantee a fair task distribution and a reduction in work pressure.

The evaluation process

Any evaluation process starts off with the appointment of evaluators, followed by the drafting of the job description and the evaluation process itself, including the staff member’s coaching and guidance. This results in an evaluation report and any consequences that might ensue. Normally speaking, the job description is drafted by the first evaluator in consultation with the member of staff concerned. If no consensus can be reached, the organising body takes the final decision. The first evaluator signs the individualised job description and the member of staff signs for acknowledgement. The performance interview, in which the evaluator and the member of staff are on an equal footing features within individual staff guidance. During the evaluation interview – which always rounds off any evaluation period – the performance of the member of staff is discussed on the basis of the pre-set job description. This always results in a descriptive and conclusive evaluation report. In the event the evaluation report would exceptionally produce the score ‘‘insufficient’, the member of staff in question can lodge an appeal with the evaluation appeal board. Appeals have a suspensive effect. If the ultimate ‘insufficient’ does not lead to dismissal, the member of staff must be re-evaluated after a minimum of 12 months of active service. Dismissal only applies to that particular office at that particular institution. The terms depend on the office held, and on whether the appointment was a temporary or permanent one. Temporary members of staff, appointed for a definite period of time are dismissed once they have received an ‘insufficient’ on their evaluation report. Permanently appointed staff are dismissed once they have received 2 consecutive final markings 'insufficient' or if they have scored 'insufficient' three times during their career. Appeal board

The evaluation appeal board has been established alongside the appeal bodies for disciplinary matters. It jointly seats representatives of employees and employers and consists of 3 chambers (one for (Community Education), one for gesubsidieerd vrij onderwijs (subsidised private education) and one for gesubsidieerd officieel onderwijs (subsidised public education) respectively). It is chaired by a magistrate. The evaluation appeal board examines whether the evaluation was carried out in a careful and qualitative fashion and rules on the reasonableness of the sanction. Its decisions require a simple majority and must be well-motivated. Transition measure for , Flemish Community education

The evaluation system used in Flemish Community education is not based on job descriptions. The current system will prevail until 2009, however, from 1/9/2009 GO! will also be subjected to the new evaluation system.

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8.2.9.2. Teaching staff at university colleges

The evaluation regulations are laid down by the university-college board (Decree of 13 July 1994). This evaluation is compulsory for each member of staff and is carried out at least every five years. However, there are a number of exceptions: ● ●

When a member of staff is given an “insufficient’ evaluation, a new evaluation must take place after one year; As a deviation from the five-year rule, the first evaluation of the staff member takes place at the latest three years after he has been initially appointed, permanently appointed or promoted.

If an “insufficient” evaluation is given, the member of staff can appeal this decision to the evaluation appeal board within a period of fifteen calendar days. Evaluations marked “insufficient” are considered to be final if the term provided to lodge an appeal has expired or once a final decision has been taken during the appeal procedure. Moreover, the staff member concerned is entitled to comment in writing on any evaluation which did not result in a final “insufficient”. This written response is then added to the evaluation file.

8.2.9.3. Academic staff at universities

In the course of an academic career, there are a number of evaluation moments: a temporary appointment, a contract extension, a permanent appointment and a promotion. In light of the qualityassurance system, individual lecturers are also subjected to an evaluation and the ensuing results can be used within the context of permanent appointments and promotion. The board of governors sets the regulations for the evaluation of the performance and functioning of academic staff (Decree of 12 June 1991). Evaluations on the manner in which each member of the academic staff has fulfilled his assignment over the past period must be conducted at least every five years. After every new appointment, permanent appointment or promotion, an evaluation must be made after three years. The evaluation procedures must provide for the opportunity to lodge an appeal with an independent appeal body. The procedure must guarantee optimum protection of the staff member’s rights. If the performance and achieved results are evaluated as being substandard, the board of governors may decide, in view of the next salary scale, to halve the accumulation of seniority for a period of one year. If an evaluation is concluded with a final “insufficient” the board of governors may decide to halt the build-up of seniority, with a view to the next salary scale, for a period of one year. If two consecutive evaluations result in a final “insufficient” or if the member of staff receives three “insufficient” markings in the course of his professional career, the board of governors can dismiss the member of staff in question. In these cases a notice term is observed which is equal to the period required to allow the member of staff enjoy his social security and unemployment benefits. During this notice period the member of staff is considered to be appointed on a temporary basis and the board of governors may assign a different task to the member of staff concerned. In that case, the member of staff in question receives the gross salary of the office to which he was appointed. The member of staff can fully or partially waiver this notice period. By 2006 at the latest, the Flemish government will assess the effects and results of the evaluation procedures used by the universities (Decree concerning education-X).

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Autonomous academic staff (ZAP) are also evaluated outside the university’s statutory context, for example when vying for national and international research funding.

8.2.10. In-service training The legal framework which regulates in-service training for educational staff consists of the following decrees and decisions. ● ●

Decree of 16 April 1996 concerning mentoring and in-service training in Flanders. Decision of the Flemish government of 22 October 1996 regulating the allocation procedures of further-training projects at the initiative of the Flemish government.

This decree introduced a system of demand-driven further training. Schools are in charge of and receive funds for their own in-service training policy. Apart from the schools, community education, GO!, and the representative groups of the organising bodies of subsidised education also receive a budget to train staff members which do not fit into the actual policy category of ‘in-service training’ (staff of boarding schools, pupil guidance centres (CLB) or pedagogical counselling services) and for further-training initiatives which are specific to their own pedagogisch project. There are no set rules for the structural organisation of in-service training programmes; they may be organised either at school or in a training centre and may run over one or several days. The organising bodies are responsible for the teaching methods and no official guidelines in this regard have been issued. Every year, schools must draw up an in-service training plan. This plan must be approved by a local negotiation committee, the school negotiating committee, the works council or the general staff assembly. The in-service training plan sets out the school’s requirements. Once these needs have been identified, a short or long-term priority plan may be drawn up. The legislation takes a broad view of further training as long as it can be demonstrated that the funded initiatives will contribute to the teacher’s professionalisation. Both management and all the staff members of a school can essentially call on in-service training funds. Though, proof that further training will benefit the member of staff’s assignments is required. Schools may refund the teachers’ transport and registration fees. Every year the government sets out a number of priority in-service training themes; in-service training projects which focus on these themes are offered free of charge, if they have been approved. For school year 2007-2008, these are ● ● ●

Increasing the native-tongue didactical competences of teams of teachers in all subjects taught in secondary education French during the transition from primary to secondary education Reinforcing the language skills in pre-primary school teachers and teachers of the 1st stage elementary education.

These themes will also be addressed during school year 2008-2009, and will be supplemented by the theme ‘language awareness in pre-primary and primary education’. The Department of Education also created a database on the range of in-service training programmes for teaching staff: http://www.ond.vlaanderen.be/nascholing/ To ensure that the use of ICT is given optimal chances of success, 5 Regional Expertise Networks (Regionale expertisenetwerken – RENs) were set up from 2000 onwards. The core task of the RENs consists in offering in-service training and using their expertise to provide technical and organisational support. The networks promote cooperation and pool and optimize all the available ICT-expertise and

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see to it that ICT is integrated into teacher training. Since 2004, the 5 Regional Expertise Networks have been integrated into one REN-Flanders Centre of Excellence. It offers both supply and demand-driven in-service training. 2006-2007 saw the launch of theme activities. This entails that, every year, 3 particular themes will be explored, each of which with its own theme-specific study day, linked to the development and dissemination of (teaching) equipment and in-service training provision. The full provision is available on http://www.renvlaanderen.be During school year 2007-2008, there is once again funding available for the continuing training of school principals and members of the school boards. Moreover, AGODI also relaunched its training for the schools’ secretarial staff. Further training for maintenance staff is also on the cards. Within higher education, a training fund was set up (CAO-II higher education) to provide guidance and support to new staff and to staff who were appointed to significantly-different positions.

8.2.11. Salaries We shall successively discuss: ● ● ●

Elementary and secondary education, cf. 8.2.11.1. Higher education, cf. 8.2.11.2. Universities, cf. 8.2.11.3.

For annual salaries: cf. 8.7.5. and 8.7.6. ●

● ● ●

●

From 1/9/2007, principals of medium-sized and large elementary schools were given an increase in holiday pay and a 7% increase in salary. Principals of smaller elementary schools saw a reduction in their teaching duties. Secondary-school principals already enjoyed an enhanced arrangement. However, some principals of full-time secondary education schools also received a pay increase. Boards will also be given more and further training. The directors of centres for adult education also enjoyed a pay increase from 1 September 2007. Salaries of elementary and secondary education inspectors and those of pedagogical counsellors were also raised. Staff will see a gradual increase in holiday pay so that by 2011 it will amount to 92% of their gross monthly salary earned during the month of March (as is already the case for the Flemish civil servants). In the lower salary brackets (esp. administrative and support staff) the number of salary scales will in time be reduced from 14 to 2.

8.2.11.1. Elementary and secondary-school teachers

Staff members of community education, GO!, receive a salary and the staff members of subsidised education receive a salary allowance which is paid directly and on a monthly basis by the Flemish Community. The salary in the education sector depends on the following factors: ●

The office held (types of offices and staff categories - recruitment or selection office or management function)

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● ● ● ● ● ● ●

The status (temporary or permanent appointment); The administrative situation (active, non-active…); The skills’ certificates and the thereto-related salary scales; The nature of the position (principal position, part-time position) and the scope of the position; The previous performance (seniority); The personal and family situation (additional financial benefits such as holiday pay, child allowance, travel expenses, end-of-year-bonus...) Other allowances such as pre-and after school childcare allowances and allowances for lunchtime supervision.

The salary scales are linked to a well-determined skills’ certificate and consist of a starting salary (minimum), a number of periodic pay raises (annual, bi-annual and at the end of the career) and a maximum salary in accordance with salary seniority. The salary seniority only starts to run once the minimum age has been reached. The salary-scale levels are linked to the increase in consumer prices. The salary scales may be consulted on the website of the Department of Education and Training. (http://www.ond.vlaanderen.be/wedde/weddenschalen/overzicht.htm) Besides the actual salary a member of staff can, in well-defined circumstances, qualify for the following allowances: ● ● ● ● ● ● ● ● ● ●

Home and post allowance, A non-acquired salary scale, e.g. compensation for specific certificates and diplomas, Holiday pay, End-of-year bonus, Maternity allowance, Child allowance, Travel expenses, Funeral allowance, Trade-union premium, Allowances for lunch-time supervision and pre- and after-school childcare.

In fact teachers have a special salary status in the sense that they are paid in accordance with the services rendered (on the basis of the number of teaching periods taught) but are not in a position to choose the number of teaching periods they wish to teach. Political measures which were proposed to introduce more flexibility regarding the number of teaching periods teachers can teach (and thus their salary) met with opposition. Another problem is that of the teachers’ professional expenses: in most cases they have to fund their own books and teaching materials.

8.2.11.2. Teaching staff at university colleges

The salaries of teaching staff at university colleges have been enacted by decree and decision (cf. table 8.7.5.). The calculation of their salaries is based on the same principles as those of teaching staff in other levels of education. University colleges are entitled to pay members of staff who have been assigned additional administrative tasks a bonus of maximum 20% of their normal salary (Decree of 13 July 1994 and Decision of the Flemish government of 3 May 1995).

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8.2.11.3. Academic staff at universities

Salaries of autonomous academic staff, academic support staff and the lecturers at universities have been enacted by decree and decision (Decree of 12 June 1991, Decisions of the Flemish government of 30 June 1998, 4 May 2001 and 31 January 2003). The salary scales of academic staff are shown in table 8.7.7. Essentially, universities may remunerate certain members of staff for special services. Universities use the opportunity to pay additional allowances for scientific services, post-academic training programmes and professors emeritii under the age of 65 who continue their activities.

8.2.12. Working time and holidays In elementary and secondary education working hours of teachers are expressed in teaching periods of 50 minutes and not in hours of work. Usually, this also applies to the assignment load in one-cycle programmes of higher education but there is a trend to change over to periods of 60 minutes. We shall successively discuss: ● ● ●

Elementary and secondary education, cf. 8.2.12.1. Higher education, cf. 8.2.12.2. Universities, cf. 8.2.12.3.

8.2.12.1. Elementary and secondary-school teachers Working time

The Elementary Education Decree introduced three concepts into elementary education: the assignment, the school assignment and the main assignment. ● ●

●

The assignment comprises all the tasks carried out by the member of staff, both in and out of school (e.g. at home). The school assignment consists of all the tasks the teacher performs at school itself, i.e. the main assignment (teaching duties) and a number of other tasks. In this regard the government stipulated (Decision of 17 June 1997) that the weekly school assignment may not exceed 26 clock hours and that attending parent or staff meetings is not included in the school assignment. The weekly main assignment has been enacted by Flemish government decree.

Full-time weekly main assignment

Number of teaching periods minimum

maximum

Teaching staff, mainstream elementary education

Primary school teacher, mainstream primary education

Pre-primary school teacher, mainstream pre-primary education

Teaching staff, special elementary education

Nursery school teacher general and social education (Algemene en Sociale Vorming – ASV), special elementary education

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In secondary education, teachers’ working hours are still expressed in the numbers of hours of actual teaching. ●

●

In mainstream secondary education the number of weekly teaching periods, depending on the stage the teacher is teaching and the office (general subjects, technical subjects, art subjects or practical subjects) amounts to a minimum of 20 teaching periods and a maximum of 29 teaching periods of 50 minutes. In special secondary education the weekly teaching periods total a minimum of 22 teaching periods for general education and social training teachers and 24 teaching periods for teachers providing vocationally-oriented training, with a maximum of 24 and 28 teaching periods respectively.

Holiday arrangement

The annual holidays consist of the official holidays and a number of days set by the individual educational institutions themselves. The annual holidays consist of the Christmas holidays (2 weeks), the Easter holidays (2 weeks), the Summer holidays (2 months), the autumn mid-term break and the spring mid-term break (1 week each) and a number of statutory holidays (+/- 4 days). Secondary education institutions have the option to take one extra day off while the institutions providing elementary education, BaO, and special secondary education are entitled to two optional days off. Holidays are paid and are equated to a period of service activities. However, temporary teachers are reported off duty on 30 June. Temporary leave

Furthermore, teachers can avail of: ● ● ● ● ● ●

Special leave (in the event of a wedding, birth, death of a family member...) Exceptional leave due to events of force majeure (illness or accident of a family member residing under the same roof as the teacher) Absence to fulfil civic duties or civic assignments (court cases, local elections…) Absence for childcare purposes in view of adoption or fostering Reduction in working time on account of social or family reasons or due to personal circumstances. Leave to hold certain public offices, political leave.

As is the case in the other sectors, teachers may also take a career break. Under certain conditions, temporarily and permanently-appointed members of staff may interrupt their professional activities for a certain period of time and still receive an allowance. More information is available on http://www.ond.vlaanderen.be/gidsvoorleraren/

8.2.12.2. Teaching staff at university colleges

The university-college board specifies the assignment and job description of its teaching staff. A fulltime position comprises 38.5 to 40 hours a week (including lesson preparation). Full-time availability of staff members does not imply however that they should be present at all times; full-time members of staff can be absent from the university college for two half days a week. Most university colleges have concluded a protocol with the staff representatives on work loads and timetables. This protocol contains the number of teaching periods and hours for other assignments (e.g. thesis guidance,

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performance of thematic scientific research…). University-college boards have the option of allocating less teaching periods to beginning teaching staff as they still need more time to prepare classes. The number of teaching periods can therefore vary from person to person and from university college to university college. Full-time staff are not entitled to hold another position or job. They may apply for an exemption if the other professional duties are of benefit to the educational institution and if these do not take up more than two half days per week. Under the legislation, teaching staff are entitled to a minimum of 9 weeks’ holidays. The universitycollege board lays down the holiday arrangements.

8.2.12.3. Academic staff at universities

Each member of staff has an individual job description which consists of teaching, research and policy assignments. Full-time members of staff may not hold another additional position unless these additional professional duties are of benefit to the educational institutions and do not take up more than two half days a week. The board of governors lays down the holiday arrangements.

8.2.13. Promotion, advancement We shall successively discuss: ● ● ●

Elementary and secondary education, cf. 8.2.13.1. Higher education, cf. 8.2.13.2. Universities, cf. 8.2.13.3.

8.2.13.1. Elementary and secondary-school teachers

Opportunities for promotion in elementary and secondary education are rather limited, thus, a teacher’s career is chiefly a level one. Promotion is possible through appointment to a selection office or management function. ● ● ●

Selection offices are the offices of vice-principal, technical advisor and coordinator. Management functions are the offices of BaO, elementary education principal, secondary education principal and the offices of technical advisor-coordinator in secondary education. In addition, there are a number of positions in both levels of education which may be considered to be a promotion. These are the positions of director of coordination of an elementary education school community, staff member of an elementary education school community, coordinating director of a secondary education school community and general director of a school group in community education, GO!, or of an organising body in subsidised education.

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To somewhat cut across the levelness of careers and to better cater for the specific competences and interests of teachers, job and task differentiation is being introduced (e.g. stage coordination, mentoring). During 2008, € 13 million will be invested in secondary education for this specific purpose.

8.2.13.2. Teaching staff at university colleges

The posts of senior practical lecturer (hoofdpraktijklector), senior lecturer (hoofdlector) and senior research assistant (werkleider) can only be filled through promotion or a shift in jobs. The criteria to be appointed to the posts of senior practical lecturer, senior lecturer, senior research assistant, senior lecturer (hoofddocent) and professor are seniority in combination with useful professional experience. For internal promotions, candidate junior practical lecturers (praktijklectors) must have at least two years of seniority to qualify for a promotion to senior practical lecturer. For external promotions to senior lecturer, candidates must have acquired a minimum of four years’ useful professional experience outside of the university college or must show that they have held the post of lecturer at a different university college or university for a minimum of two years. To be promoted to professor ordinarius the university college must first of all be active in joint research with a university in the area of research where the vacancy has arisen. Secondly, candidates must have held the post of lecturer, senior lecturer or professor during a six-year period at a university college or university and must during that time have been responsible for high-quality research work. The competence of candidates within a certain area of research is assessed by a ‘jury’ or committee of three professors ordinarii of different universities.

8.2.13.3. Academic staff at universities

Usually permanently-appointed academic staff start their career as lecturer. Departmental or faculty assessment committees vet candidates who seek to get promoted to autonomous academic staff (ZAP). Besides their qualification, other criteria are factors in this promotion. Candidates who wish to become lecturers must, on the basis of their previous achievements, fulfil the expectation that they will conduct sound scientific research and provide sound education. Candidates for the post of senior lecturer must have proven that they carry out sound scientific research and provide sound education. Evidence of scientific research consists of e.g. publications, conference participation, membership of editorial committees... People who get promoted to the office of professor are expected to be creative and productive researchers (including leading scientific research and obtaining research funding) as well as trainers with didactical qualities and a broad teaching experience. Candidates for the posts of professor ordinarius or professor extraordinarius must be first-rate researchers who enjoy national or international acclaim in their field. As educators they are expected to have the necessary didactical skills as well as a broad teaching experience and the necessary leadership qualities. The Flemish government has left the responsibility to set the seniority requirements for appointments to a certain ZAP-grade to the universities. The Decree on universities of 12 June 1991 merely specifies a number of minimum seniority requirements which must be observed for promotions. A lecturer must have been appointed to this position for a minimum period of two years before he can be promoted to the mandate of senior

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lecturer. To qualify for a permanent appointment or recruitment to the mandates of senior lecturer, professor ordinarius or professor extraordinarius, candidates must have been a ZAP member for no less than four years. Regulations are becoming stricter under the terms of the Decree concerning Education-X. Promotions can now be given once they have been internally advertised and the selection procedures laid down by the board of governors have been successfully passed. However, promotion to a function in a grade immediately above the grade held or the subsequent grade can be given without internal advertising or selection, provided it takes place within the framework of the board of governors’ prior career planning and within the limits of staff composition. This deviatory measure only applies to members of staff of outstanding performance. The promotion must be sufficiently motivated on the basis of an evaluation of the performance of the member of staff in question. A first promotion to a managerial function will always take place after internal advertising and selection. For each selection, the board of governors shall at least weigh up the candidates’ acquired knowledge and experience, education, technical and personal competences and the potential of the candidates against the job description and the function profile. The decision is motivated on the basis of this comparative assessment (Decree concerning Education-X). The Decree of 18 May 1999, concerning Education-X, further also states that when setting the composition of staff and the estimated annual occupancy rate, the number of positions of the autonomous academic staff, which is expressed in full-time units, may not exceed 70 percent of the total number of positions in the composition of academic staff. As long as this figure is exceeded no further appointments may take place in that particular staff category.

8.2.14. Transfers We shall successively discuss: ● ● ●

Elementary and secondary education, cf. 8.2.14.1. Higher education, cf. 8.2.14.2. Universities, cf. 8.2.14.3.

8.2.14.1. Elementary and secondary-school teachers

Traditionally, mobility between education and other sectors has been very limited. The new teachertraining programmes improve the training of so-called uncertified teachers (people with professional experience in other sectors), though it has also made it more taxing (cf. 8.1.). Through secondments and outplacements, the government wishes to promote transfers amongst teachers. Transfers of permanently-appointed staff between schools is rather limited.

Aantrekken, ontwikkelen en behouden van leerkrachten: achtergrondrapport Vlaanderen Waar staat de leraar in onze samenleving? Een onderzoek naar opvattingen over maatschappelijke waardering van leerkrachten

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8.2.14.2. Teaching staff at university colleges

Horizontal occupational mobility in university colleges is rather limited and this is mainly caused by the individual tie between the member of staff and the university college. Usually a member of staff is appointed to one particular university college and this appointment cannot just simply be transferred to another university college.

8.2.14.3. Academic staff at universities

Horizontal occupational mobility at universities is rather limited.

8.2.15. Dismissal We shall successively discuss: ● ● ●

Elementary and secondary education, cf. 8.2.15.1. Higher education, cf. 8.2.15.2. Universities, cf. 8.2.15.3.

8.2.15.1. Elementary and secondary-school teachers

A temporary member of staff may resign voluntarily provided he gives 7 calendar days’ notice (15 days in the case of temporary appointments of continuous duration). However, the principal (community education, GO!) or the inrichtende macht (organising body) (subsidised education) may agree to a shorter notice period. Permanently-appointed members of staff may also hand in their notice. In that case a minimum notice period of 15 calendar days applies unless a different time frame can be agreed with the inrichtende macht (organising body) (Heyvaert and Janssens). The principal (community education, GO!) or inrichtende macht (organising body) (subsidised education) may also dismiss any temporary member of staff appointed for a definite period of time for urgent reasons, without any prior notice. This in cases where an offence has been committed which is grave enough to render the continuation of the temporary appointment immediately and permanently impossible. Both temporary and permanent staff can be officially dismissed from their office without any prior notice. This applies to cases where members of staff, for no legitimate reason, barring cases of force majeure, fail to resume their duties after a period of legitimate absence and remain absent for a consecutive period of more than 10 calendar days. Permanently-appointed members of staff and temporary staff appointed for a continuous duration may be dismissed following disciplinary measures. When a member of staff is dismissed (community education, GO!) or made redundant (subsidised education) the permanently-appointed member of staff will be permanently removed from office. In this case, a notice period is observed which

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corresponds to the number of working days required to qualify for unemployment benefits (Heyvaert and Janssens). However, other sanctions have been enacted by decree for permanently-appointed staff and temporary staff appointed for a continuous duration such as: ● ● ● ● ● ●

A stain Docking of salary Suspension in the case of disciplinary measures Placement on the reserve list in the case of disciplinary measures Return to a temporary appointment Demotion.

Aside from disciplinary measures, evaluations (cf. 8.2.9.1.) can also constitute grounds for dismissal if and when a member of staff receives the final mark “insufficient” at the end of his evaluation once or several times during his teaching career. Within the evaluation framework, a permanently-appointed teacher or a temporary teacher appointed for a continuous duration is dismissed if he receives two final markings ‘insufficient” in two consecutive final evaluations or if he receives three final markings “insufficient” on final evaluations throughout his or her career. A temporary teacher (non-TADD) is dismissed if his final evaluation is concluded with “insufficient”. Duties

Members of staff must promote the interests of education, the institution and the pupils and the consultants. They shall fulfil the tasks entrusted to them with diligence and behave in a correct manner towards the pupils, parents and the general public. They will refrain from anything which may harm the trust of the general public or which may affect the honour and dignity of their position. They are not allowed to accept donations, gifts, remunerations or any other types of benefits. Their authority may not be used for political or commercial ends. They must observe professional secrecy (e.g. after deliberating class councils). They may not interrupt their office without the prior permission from the hierarchical authorities. In subsidised education the duties ensuing from the specificity of the pedagogical project must be observed (incompatibilities must be notified in writing by the school board/inrichtende macht (organising body) before staff commence their employment). The decree explicitly states that private issues which have no bearing on the relationship between the pupil and the member of staff or school life cannot lead to disciplinary measures from the school board or the inrichtende macht (organising body). In community education, GO!, members of staff must observe neutrality and shape the GO! pedagogisch project (pedagogical project). This declaration of neutrality can be found on www.go.be/SiteCollectionDocuments/tekstneutraal.doc

8.2.15.2. Teaching staff at university colleges

Under normal circumstances members of staff may be dismissed subject to a notice period of three months for every five years served (a newly-commenced period of five years is considered to be a full period). A member of staff may be dismissed (without notice) as a result of disciplinary measures or if he has received a negative evaluation during two consecutive years or five negative evaluations throughout his university-college career.

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The religion or niet-confessionele zedenleer (non-confessional ethics) teaching qualification of members of staff assigned to religion or non-confessional ethics comes lawfully to an end when the competent body of the philosophy-of- life in question so decides. This decision has to be explicitly motivated (Decree concerning Education-X). A permanently-appointed member of staff may resign at his own initiative, in which case a minimum notice period of 60 days must be observed. People who have been appointed on a temporary basis must observe a notice period of 30 days. In the event of dismissal for urgent reasons (e.g. fraud) no notice is given.

8.2.15.3. Academic staff at universities

The board of governors may dismiss a member of staff if the final marking on two consecutive evaluations was “insufficient” or if the person in question has received three final marks “insufficient” throughout his professional career. In these cases a notice term is observed which is equal to the period required to allow the member of staff to avail of social security and unemployment benefits. During this notice period the member of staff is considered to be appointed on a temporary basis and the board of governors may assign a different task to the member of staff concerned. In that case, the member of staff in question receives the gross salary of the office to which he was appointed. However, the member of staff may partially or fully waiver this notice period (Decree concerning Education-X).

8.2.16. Retirement and pensions The pension system for teaching staff is a federal (Belgian) responsibility. The system is identical for all levels of education. The pension is based on the number of years’ service and the average salary of the last 5 years of service. There are various arrangements in place (depending on whether the career in education commenced before or after 31 December 1960) for teachers wishing to take early retirement. To qualify for a pension a member of staff must: ● ● ● ●

Always submit a personal application (even though the person in question has the statutory obligation to end his professional career); Be permanently appointed; Have reached the required age of 60; Have a minimum of 5 years’ service.

8.3. School administrative and/or management staff Here we shall discuss the offices of principal and vice-principal and the mandates of director, general director scholengroep / inrichtende macht, (school group/ organising body) coordinating director (school community) and director of coordination of an elementary education school community. These members of staff are appointed by the organising bodies.

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Their administrative and management responsibilities for the educational institutions at school level are dealt with under 2.6.4.3.. Regarding positions at school-community level, cf. 2.6.4.4.

8.3.1. Requirements for appointment as school head

Principal and vice-principal

The office of principal is a management function within the category ‘management and teaching staff’. The office of vice-principal is a selection office within the category ‘management and teaching staff’. In community education, GO!, a trial period of 12 months applies for selection offices and management functions; this trial period can only be extended by one single period of 12 months. During this period the member of staff must actively perform in the trial-period office. Before he can be given a trial period the member of staff must: ● ● ● ● ●

Be holder of a required or acceptable qualification, Not have received an “insufficient” during his last evaluation or assessment, Meet the general recruitment conditions (cf. 8.2.5.1.), Have acquired the necessary skills for the office (laid down by the GO! Board) and pass a test, Have submitted his candidacy to the governing board.

Once the trial period has been successfully completed the governing board will appoint the member of staff on a permanent basis. In subsidised education there is no trail period. The member of staff is permanently appointed to the selection office or management function if he is holder of a required or acceptable qualification, if the last evaluation did not produce a final “insufficient” and if the candidate meets the general recruitment conditions (cf. 8.2.5.1.). A permanent appointment is only possible as a full-time office. Since 1 September 2002 a full-time position may however be given to one or two members of staff which are each assigned a part-time position. Aside from the permanent appointment to the office of principal, a permanently-appointed member of staff (subsidised education) or member of staff (GO!) can also be appointed as acting (vice-)principal. The Special Decree of 14 July 1998 concerning community education stipulates that the office of principal is assigned by mandate. The terms have been laid down in the Decree ‘legal status community education’ (GO!)’. Similar provisos have been incorporated in the Decree ‘legal status subsidised education’. The commencement date which was set for 1 September 2000 has meanwhile been postponed except in relation to pupil guidance centres. As of 1 September 2000 each new director of these centres – with the exception of the permanent resource centre− is appointed by mandate. This mandate is open-ended and both the member of staff and the inrichtende macht (organising body) resp. the governing board may terminate it. After this mandate the member of staff resumes his previous office. However, the member of staff in question and the inrichtende macht (organising body) can agree to a new change or a new assignment gesubsidieerd vrij onderwijs (subsidised private education). When the mandate is terminated as a result of an evaluation marked “insufficient” the member of staff resumes his previous office. General Director (Algemeen directeur – ALDI)

The Special Decree concerning community education (GO!) of 14 July 1998 stipulates that scholengroepen (school groups) are governed by a general meeting, a governing board, a board of principals and a general director. The mandate of general director is assigned by the governing board

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and ratified by the general meeting. Only principals of schools affiliated to the particular scholengroep (school group) in question can qualify for this mandate. The mandate is assigned for an indefinite period of time and can be terminated by the general meeting on the basis of well-founded reasons at any moment in time. The general director receives a non-acquired salary scale. In subsidised education the inrichtende macht (organising body) may appoint a principal of an institution to the mandate of general director of all its institutions. The general director receives a nonacquired salary scale. The office of general manager of a university college can also only be assigned by mandate. Coordinating director (Coördinerend directeur - CODI)

Both in community and subsidised secondary education a principal of an institution belonging to a particular school community may be given a full-time (or two people one part-time positions each) appointment as coordinating director, charged with tasks for all the institutions affiliated to that particular school community. The coordinating director also receives a non-acquired salary scale (which cannot be combined with the office of general director). If necessary, coordinating directors may be appointed on a full-time basis and can be relieved of their school duties. Director of coordination of an elementary education school community

Since 1 September, school communities within elementary education, BaO, also have the facility of appointing a director of coordination school community. Director of coordination is not a separate office but is exercised from the underlying position of principal. Per school community a maximum of two part-time or one full-time position may be established. This member of staff is appointed to provide support to the school community and does not have any class or school duties. Permanent appointments are out of the question. The member of staff does not receive any extra remuneration.

8.3.2. Conditions of service In relation to the conditions of service for principals and vice-principals – offices which fall into the category of non-teaching staff – we refer to 8.2.. As regards the evaluation procedures there is a difference with 8.2., in the sense that the (vice-) principal is assessed by the board (community education, GO!) or by the inrichtende macht (organising body in subsidised education).

8.4. Staff involved in monitoring educational quality In this section we shall discuss both the offices of the inspectorate and those of the Curriculum Entity. (In relation to their assignment and operations, cf. 9.3.1.and 9.3.2. respectively). These members of staff are appointed by the Flemish government. The offices the members of the inspectorate may hold are: ●

● ●

Inspector elementary education BaO, secondary education, artistic education, volwassenenonderwijs (adult education) (one adult-education inspector has been assigned to basiseducatie (adult basic education), pupil guidance centres. Coordinating inspector elementary education, secondary education Chief-inspector elementary education, secondary education

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●

Senior chief-inspector

In the Curriculum Entity there are the offices of: ● ● ●

Guidance officer Researcher Director

8.4.1. Requirements for appointment as an inspector To qualify for a position with the inspectorate one has to fall into one of the following staff categories: ●

● ● ● ● ●

Management and teaching, paramedical, social, medical, orthopedagogical and psychological staff in education; (educational staff employed in Centres for Adult Basic Education (CBEs) and in the Flemish Support Centre for Adult Basic Education); Staff from pedagogical counselling services; Technical staff from subsidised private and public centres, from the GO! centres and from state training centre; Directors and guidance officers of the Curriculum Entity; Autonomous academic and academic support staff from universities; Teaching staff from university colleges.

The following categories of staff members can qualify for a position with the CLB, pupil guidance centres’ inspectorate: ● ● ● ● ● ●

Directors – if they are in possession of the qualification which gives access to the office of physician or psycho-pedagogical counsellor; Physicians; Psycho-pedagogical counsellors; Paramedical staff; Social workers from the pupil guidance centres; Staff members from the pedagogical counselling services (Decree of 17 July 1991).

Whenever a vacancy arises at the inspectorate or the Curriculum Entity, this vacancy is published in the Belgian Official Gazette and on the website of the Department of Education and Training. Moreover a circular letter is sent out to the schools and a test is organised. The conditions of admission to the inspector’s test are: 1 2 3 4 5 6

Citizenship of a European Union Member State, Being of irreproachable character, Enjoying one’s civil and political rights, A minimum of ten years’ service seniority, Having been appointed or permanently appointed to one of the qualifying staff categories, Submitting a file containing one’s curriculum vitae and an exhaustive report of all the elements which allowed the candidate to widen and deepen his pedagogical insights, social skills and subject-didactical expertise. If necessary, the Flemish government may lay down other qualification criteria.

For guidance officer and researcher with the Curriculum Entity condition 5) does not apply and condition 6) only mentions pedagogical insight. Researchers do not need to have 10 years of service seniority but must however hold the qualification of doctorate and must have a minimum of 3 years’ experience in educational-scientific study activities, or must have obtained an academic qualification

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or an academic-level qualification and have at least 6 years of experience in educational-scientific study activities. The test comprises an oral and written section and is marked by a committee appointed by the Flemish government. The committee will nominate 2 candidates before the Flemish government takes a decision. Those selected must complete a one-year trial period under the guidance of a training supervisor who has been appointed by the competent chief-inspector, respectively the director of the Curriculum Entity. During the last month of the trial period, the member of staff in question submits a report which, as the case may be, will be assessed by the competent chief-inspector or the director of the Curriculum Entity, and the training supervisor. The trial period appraisal by the training supervisor and, as the case may be, by the competent chief-inspector or the Curriculum Entity director, will result in a report which is concluded with a well-motivated proposal for permanent appointment or dismissal of the member of staff in question. To qualify for the office of director of the Curriculum Entity, coordinating inspector, chiefinspector and senior chief-inspector one has to: ● ● ●

Be a permanently-appointed inspector, guidance officer or researcher; Have a minimum of three years’ service seniority; Have put forward one’s candidacy pursuant to the conditions of the vacancy.

However, the Flemish government may stipulate extra qualification criteria and useful experience. With the exception of the office of coordinating inspector, these offices may also be assigned by mandate to a candidate outside the Curriculum Entity or the inspectorate, provided this candidate ● ● ●

Shows to have profound pedagogical insight, Has held a managerial position for a minimum of 10 years, Has at least 15 years of useful experience in education (for which the inspectorate is competent) either partly in education and partly with education

8.4.2. Conditions of service The legal status of the members of the inspectorate is largely regulated by the Decree of 17 July 1991 concerning the inspectorate, the Educational Development Division (now Curriculum Division) and the pedagogical counselling services. In this section we shall only discuss the evaluation procedures members of the inspectorate are subjected to and the consequences linked to such evaluations. Normally, members of the inspectorate must complete a one year trial period and – when they receive a positive evaluation – are then appointed on a permanent basis (cf. 8.4.1.). For the senior chief-inspector, the chief-inspectors, the coordinating inspectors and the director of the Curriculum Entity a mandate formula applies: they have an open-ended mandate. The Flemish government may terminate this mandate subject to well-founded reasons and a 6 months’ notice period. When the mandate comes to an end the permanently-appointed staff member resumes his office of inspector, guidance officer or researcher or is placed on the reserve list. The member of staff who, prior to this mandate, was permanently appointed to the inspectorate or the Curriculum Entity, and who has been given a mandate in a vacant position will be permanently appointed to this office by the Flemish government when he reaches the age of 55 and if he so wishes.

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Evaluation

Each staff member who actively works for more than three months a year with the services of the inspectorate or the Curriculum Entity is assessed. Each member of staff receives an evaluation once every school year during the first three years of his career. Thereafter, an evaluation takes place at least every two school years unless the staff member asks to be assessed two years in succession. The evaluation takes place on the basis of the job description and the objectives and is an appraisal of the total performance of the staff member in question. When a staff member receives an evaluation marked “insufficient” he must be reassessed after one year. The member of staff may appeal this evaluation to the board of appeal (chief-inspectors, the senior chief-inspector and the director of the Curriculum Entity appeal their evaluation to the Flemish government). The staff member is dismissed on grounds of professional unsuitability if he has received an evaluation marked “insufficient” during two consecutive years or three times during his career (permanently-appointed member), or once (contractual or temporary member).

8.5. Educational staff responsible for support and guidance Here a distinction must be made between the staff of the pedagogical counselling services and the staff of pupil guidance centres. Both categories come under the denominator ‘non-teaching staff'. Staff members are appointed by the organising bodies Pedagogical counselling begeleidingsdiensten)

services,

PBD

(pedagogische

Within the pedagogical counselling services (cf. 9.3.3. regarding their assignment and working) (management) functions include the offices of pedagogical counsellor and pedagogical counsellorcoordinator (the head of the pedagogical counselling service). These positions can be held either on a part-time or full-time basis. The admission requirements to offices within the pedagogical counselling service of subsidised education vary slightly from those in community education, GO!. Generally speaking however, we can say that the candidates must have at least 10 years’ service seniority to qualify for a temporary or permanent appointment. Of course, the Flemish government can always lay down additional qualification criteria (Decree of 17 July 1991). A counselling assignment can also be given to teaching staff in the form of special-duty leave. Pupil guidance centres (Centra voor Leerlingenbegeleiding - CLBs)

Pupil guidance centres, CLB, (cf. 4.15.2.) have a number of permanent offices, ranging from director, (management function) physician, counsellor, psycho-pedagogical counsellor, social worker, administrative employee, paramedic, psycho-pedagogical worker to assistant. The office of director is a management function. Since 1 September 2000 every newly-appointed director of a CLB– with the exception of the permanent resource centre – is given a mandate. The administrative staff and assistants together form the administrative staff of a CLB, while the other offices make up the CLB’s technical staff. To be appointed to a CLB office certain skills’ certificates are required (Decision of the Flemish government of 12 December 2003). Staff members of CLBs can also be appointed on a permanent basis. As a rule, staff of the centres are on holidays on the days the centre is closed (cf. Circular letter CLB/2005/01). Moreover, staff are entitled to an extra 21 working days’ holidays. Each full-time

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member of staff of the pupil guidance centres is also entitled to a number of training days per school year as determined by the Flemish government (Decree of 1 December 1998, Decision of the Flemish government of 19 September 2003 & Circular letter CLB/2005/04).

8.6. Other educational staff or staff working with schools Aside from management and teaching staff, there are another number of categories of non-teaching staff in the Flemish education system ●

In mainstream elementary education:

○ Policy and support staff (administrative assistant, special-needs coordinator (cf. 10.5.3.3.), ICT coordinator)

○ Paramedical staff (childcare workers). ●

In special elementary education moreover:

○ Medical staff (physician), ○ Orthopedagogical staff (orthopedagogue), ○ Paramedical staff (occupational therapist, childcare worker, physiotherapist, speech therapist, nurse),

○ Psychological staff (psychologist) ○ Social staff (social worker). ●

In secondary education:

○ Administrative staff (a.o. junior clerk) ○ Support staff (administrative assistant, educator). ●

In special secondary education moreover:

○ Medical staff (physician), ○ Orthopedagogical staff (orthopedagogue), ○ Paramedical staff (occupational therapist, childcare worker, physiotherapist, speech therapist, nurse),

○ Psychological staff (psychologist) ○ Social staff (social worker). ○ Support staff (administrative staff, educator). ●

In higher education:

○ Administrative and technical staff ○ Mandates (general manager, head of department, librarian).

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8.7. Statistics 8.7.1. Management and teaching staff per level of education

Management and teaching staff per level of education (excluding UO) : number of budgetary full-time equivalents, divided per sex and statute; January 2007

Level of education

Sex Men

Women

Statute Total

Permanent appointments Temporary

Total

Elementary education

7,926

38,093

46,019

34,489

11,530

46,019

Special elementary education

1,111

4,573

5,684

4,115

1,569

5,684

23,639

32,195

55,834

41,333

14,501

55,834

2,236

3,133

5,369

3,745

1,624

5,369

3,884

3,659

7,543

4,662

2,881

7,543

1,549

2,573

4,122

2,434

1,688

4,122

384

318

702

355

347

702

1,768

2,008

3,776

2,784

992

3,776

42,497 86,552 129,049 Source: Statistical yearbook of Flemish education 2006-2007

93,917

35,132

129,049

Secondary education Special education

secondary

University education

college

OSP (secondary) OSP (higher) Part-time education

artistic

Total

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8.7.2. Management staff per level of education

Management staff per level of education (excluding UO); number of budgetary full-time equivalents (including all replacements TBS (Terbeschikkingstelling)+ en Bonus) - January 2007 (1)

Management staff

Mainstream elementary education (2)

General directors and coordinating directors

Total M W Total

1,441 1,300 2,741 48 15

Total

63 1,489 1,315 2,804

686 2,396 59

215

105

320

215

105

320

Social advancement secondary education (6)

182

Social advancement higher education (6)

138

166

138

166

Special secondary education (5)

Part-time artistic education (7)

1,710

226

Mainstream secondary education (4)

108

Special elementary education (3)

118

Total

119

67 1,769

109

694 2,463

(1) Persons who changed level of education for a temporary office were not included. (2) Management staff in mainstream elementary education are: the principal, the principal of a pre-primary school, the principal of a primary school, the principal of an elementary school, the vice-principal. (3) In special elementary education management staff are considered to be: the principal, the principal of a primary school, the principal of an MPI of the Flemish Community, the vice-principal. (4) Management staff in mainstream secondary education is composed of: the principal, the technical advisor, the technical advisor-coordinator, the coordinator, the vice-principal. (5) Management staff in special secondary education consists of: the principal, the technical advisor, the technical advisorcoordinator, the vice-principal. (6) In social advancement secondary and higher education management staff consists of: the principal, the vice-principal higher education, the vice- principal secondary education, the technical advisor, the technical advisor-coordinator. (7) The office of principal constitutes the management staff in part-time artistic education. (8) Only the general directors and coordinating directors were included who applied for a leave mandate for the offices of general director or coordinating director. Source: Statistical yearbook of Flemish education 2006-2007

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8.7.3. Management and teaching staff all levels of education (chart)

Management and teaching staff all levels of education (excluding UO), according to age, statute and sex, number of people; January 2007

Source: Statistical yearbook of Flemish education 2006-2007

8.7.4. University staff

Management & education staff university colleges (Bugetted full-time equivalents) January 2007

Men

Women

Total

3,884

3,659

7,543

University staff paid out of the operational resources (full-time units on 1 February 2007) (full-time equivalents on 1 February 2007) Men

Women

Total

2,085.9

456.3

2,542.1

874.7

913.7

1,788.4

Administrative and technical staff (ATP)

1,843.3

2,020.2

3,863.5

Total

4,803.9

3,390.2

8,194.0

Autonomous academic staff (ZAP) Academic support staff (AAP)

Source: Statistical yearbook of Flemish education 2006-2007

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8.7.5. Gross salary (€) of teaching staff

(Situation November 2006)

Pay scales

Starting

With a maximum number of years’ salary seniority

Pre-primary education

141

17,347.42

30,212.35

Primary education (teacher)

148

17,347.42

30,212.35

SO- group 1 (lower secondary school teacher)

301

17,347.42

30,212.35

SO - group 2 (licentiate/ higher SO teacher)

501

21,726.55

38,312.63

Director CLB

511

28,556,22

45,778.01

Salaries are in € amounts at 100%, they must be multiplied by a coefficient of 1.4002 (index on 1/11/2006)

8.7.6. Gross annual salary (€) of full-time academic staff

Situation in November 2006

Pay scales

With a maximum number of years’ salary seniority

Starting

University college Junior practical lecturer (praktijklector)

316

22,498.03

35,362.96

Senior practical lecturer (hoofdpraktijklector)

348

23,405.66

38,313.47

Lecturer

502

24,177.08

40,763.16

Senior lecturer (hoofdlector)

509

26,695.63

43,281.71

Senior research assistant (werkleider)

509

26,695.63

43,281.71 University

Assistant

502

23,468.58

39,716.10

Doctor-assistant

509

26,695.63

43,281.71

Lecturer (docent)

528

28,669.65

45,255.73

Senior lecturer (hoofddocent)

515

30,825.29

48,047.08

Professor (hoogleraar)

544

35,726.27

52,312.35

Professor ordinarius (gewoon hoogleraar)

520

46,272.53

70,692.49

The salaries are in € amounts at 100%, they must be multiplied by a coefficient of 1.4002 (index on 1/11/2006) Source: http//www.ond.vlaanderen.be/wedde/weddenschalen/overzicht.htm

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9. Evaluation of educational institutions and the education system: ● ● ●

Historical overview, cf. 9.1. Ongoing debates and future developments, cf. 9.2. The various authorities

○ The inspectorate, cf. 9.3.1. ○ The Curriculum Entity (ex-DVO), cf. 9.3.2. ○ The pedagogical counselling services

▪ ▪

In compulsory education: the pedagogical counselling services, cf. 9.3.3.1. In adult education: the Flemish Support Centre for all of Adult Education (Vlaams Ondersteuningscentrum voor het volwassenenonderwijs - het VOVCO), cf. 9.3.3.2.

○ The philosophy-of-life-courses inspectorate, cf. 9.3.4.1. ○ The inspectorate of cities and provinces, cf. 9.3.4.2. ●

The evaluation methods at the various levels of education

○ Internal evaluation, cf. 9.4.1. ○ External evaluation, cf. 9.4.2. ○ The accreditation of programmes in higher education, cf. 9.4.3. ● ●

The evaluation of the education system, cf. 9.5. Scientific evaluation research, cf. 9.6.

9.1. Historical overview Governmental supervisory powers over the education system, and especially its consequences, have always been a delicate issue in the Belgian (and now Flemish) world of education. The original sentence about public control was explicitly rejected during the drafting of the first Belgian Constitution in 1830. Special emphasis was put on the freedom of choice for parents on the one hand and the freedom of the organising bodies to organise schools on the other hand. For that reason many organising bodies and umbrella organisations of the subsidised networks developed their own inspectorate which also assumed the task of counselling service. This, alongside a state inspectorate which drew up the minimum study plans, checked diplomas and watched over the standard of education, to name just some matters. The organising bodies drew up the curricula and the minister approved them. The (state) inspectorate checked that these were implemented. Their inspectors also visited classes. The curricula of the subsidised networks had to be analogous to the state curricula, which served as a benchmark. Under the 1971 VSO law (reformed secondary education - vernieuwd secundair onderwijs) secondary education curricula were drawn up by the organising bodies and the so-called article-8 commission of that particular law issued its advice on whether or not to approve them. The granting of autonomy to the then state schools and the creation of an Autonomous Board of Community Education (Autonome Raad voor het Gemeenschapsonderwijs) required a redraft of the

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education policy from 1989. Quality assurance within education was profoundly reorganised by the new Decree of 17 July 1991. ●

●

● ● ●

●

The system of individual (subject) inspectors assessing individual teachers by means of (usually unannounced) class visits was replaced by a thoroughly-prepared and planned full inspection carried out by a team of inspectors (where necessary with the assistance of external experts). At the same time, a separation between control and counselling was implemented. Henceforth, the inspectorate concentrates on full inspections, quality assurance and quality enhancement as well as feedback. New pedagogical counselling services were set up to provide guidance to teachers and support to schools. The inspectorate became a community inspectorate (cf. 9.3.1.) under the sole authority of the Flemish Community, whereas the pedagogical counselling services (cf. 9.3.3.1.) would be developed network by network. The inspectorate would have no authority over the pedagogical methods used. Inspection of philosophy-of-life courses was not included in this decree (cf. 9.3.4.1.). The minimum expectations to be checked had to be crystallized in newly-to-be-developed minimum time tables, minimum curricula, eindtermen (final objectives) and ontwikkelingsdoelen (developmental objectives). To that end, an Educational Development Division (Dienst voor Onderwijsontwikkeling - DVO) was set up, now the Curriculum Entity (cf. 9.3.2.).

9.2. Ongoing debates and future developments The Minister for Education and training is developing an overall concept to support the quality policy of schools with important accents on: ● ● ●

Bringing pedagogical counselling and further training into line; The role of the support services when schools are given an unfavourable full-inspection report; The support to schools as professional organisations and efficient policy implementers. In the future, schools will have to be able to call on the pedagogical counselling services for both general support and for subject-related support. This should result in more effective support so that they can work on educational innovation and specific policy priorities.

To that end, the counselling services will be further developed and will be given extra resources. Henceforth, 2 education surveys a year will be organised, followed by broad consultations and quality debates about the results. Schools which don't feature in the survey will be able to avail of parallel versions (cf. 9.5.2. Self-evaluation processes at school level are recognised and valued. In the future, schools will conduct self-evaluations on a continuous basis. Survey participation or the taking of parallel tests can form part of these self-evaluations. The inspectorate will become a functional part of a new government agency which will steer the inspectorate under a management agreement with the minister. The Curriculum Entity will also be incorporated into this agency and will play the role of the development/standardization division. As from 2008-2009, the inspectorate will tackle the full inspections in a rather more differentiated fashion and will take school files, containing school indicators, the voluntary input of schools (such as self-evaluation reports), the previous full-inspection report and any follow-up reports or compulsory-

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guidance reports into consideration. To facilitate risk analysis a data warehouse will be developed during 2008 to calculate those very school indicators.

Also during 2008, a new full-inspection cycle for Pupil Guidance Centres, (centra voor leerlingenbegeleiding - CLBs) will commence. In this regard, especially the position on internal quality assurance within the centres (including a quality-assurance manual and quality-assurance plan) and the self-evaluations some CLBs were already performing needed to be clarified. Centres with sufficient experience in conducting such self-evaluations may consider including their self-evaluation report in the full inspections. In this way the assessment of the self-evaluation reports can feature in the preparatory phase of the full inspection and can impact on the format and scope of the full inspection. The full inspections can then focus on: ● ● ●

Whether the self-evaluation resulted in a reliable assessment of the quality aspects it investigated; Whether a quality policy was pursued and whether the results of this self-evaluation were followed up systematically; Whether results can be produced on the quality of the services and on the realisation of the health and school-career objectives.

To that end, a two-part protocol will be concluded with each of the 73 CLBs during 2008: ● ●

A commitment from the centre to engage in self-evaluation (at the centre’s own pace) and from the inspectorate to incorporate the centre’s self-evaluation report into its full inspection. A schedule drawn up by the centre which charts its initial situation and the way it plans to start the process of self-evaluation.

http:://www.onderwijsinspectie.be/CLB/thema/doorlichting.html During the second term of the 2007-2008 school year, the inspectorate will perform a second triannual GOK-check (equal educational opportunities policy – GOK) in elementary and secondary education.

9.3. Administrative and legislative framework ● ● ● ● ●

The inspectorate, cf. 9.3.1. The Curriculum Entity (formerly, the Educational Development Division, DVO), cf. 9.3.2. The pedagogical counselling services, cf. 9.3.3. The philosophy-of-life-courses inspectorate, cf. 9.3.4.1. The inspectorate of cities and provinces, cf. 9.3.4.2.

The following legislation is of significance here: ● ●

● ●

Decree of 17 July 1991 concerning the inspectorate, the Educational Development Division and the pedagogical counselling services. Decision of the Flemish government of 17 July 1991 to implement the Decree of 17 July 1991 concerning the inspectorate, the Educational Development Division and the pedagogical counselling services. Decree of 1 December 1993 concerning the inspection and guidance of philosophy-of-life courses. Decision of the Flemish government of 15 December 1993 to implement the Decree of 1 December 1993 concerning the inspection and guidance of philosophy-of-life courses.

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● ● ● ● ● ● ●

● ●

Decree of 23 October 1991 amending article 19 and article 108 of the Decree of 17 July 1991 concerning the inspectorate and the pedagogical counselling services. Decision of the Flemish government of 2 February 1999 concerning the manner in which some of the tasks of the inspectorate of the Flemish Community are carried out. Decree of 31 March 1999 amending the decrees concerning the inspectorate and the pedagogical counselling services. Decree of 28 June 2002 concerning Equal Educational Opportunities I. Decree of 14 July 1998 concerning Education IX. Decree of 16 April 1996 concerning teacher training and further training. Decree of 2 April 2004 laying down the ratification and implementation of the treaty between the Royal Netherlands and the Flemish Community of Belgium on the accreditation of programmes within Dutch and Flemish higher education, signed in The Hague on 3 September 2003. Decision of the Flemish government of 9 July 1996 laying down the ratification of the operational rules of the pedagogical counselling services within education. Decree of 4 April 2003 concerning the restructuring of higher education in Flanders.

9.3.1. The inspectorate The inspectorate of the Flemish Community operates under the authority of the Flemish government and has the task to monitor the quality of education. The Decree of 17 July 1991 lays down the structure and the workings of the inspectorate for all levels of education, with the exception of the universities and the two-cycle programmes offered by university colleges. Hereafter we shall discuss the organisation 9.3.1.1. and the tasks 9.3.1.2. of the inspectorate. Other aspects are dealt with elsewhere: ● ● ● ● ● ●

Modus operandi of full inspections: 9.4.2.1. Annual report of the inspectorate, The Onderwijsspiegel [Mirror of Education]: 9.5.2. Inspection of the philosophy-of-life courses: 9.3.4.1. The office of inspector: 8.4. Inspection of urban and provincial education: 9.3.4.2. Cf. also: http://www.onderwijsinspectie.be

9.3.1.1. Organisation of the inspectorate

The inspectorate is subdivided into 5 level corps: ● ● ● ● ●

Elementary education Secondary education volwassenenonderwijs (adult education) + adult basic education Part-time artistic education () Pupil Guidance Centres (CLBs)

The board of inspectors, chaired by the senior chief-inspector (coördinerend inspecteur-generaal – CIG) and composed of the chief-inspectors Elementary Education, BaO, and Secondary Education, SO, and the coordinating inspectors steers the inspectorate’s activities. The core tasks of the Board of Inspectors is to ensure the proper functioning of the inspectorate and to steer the quality-assurance tasks the inspectorate carries out on behalf of the Flemish government vis-à-vis the educational

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institutions and centres. The board promotes cooperation between the various departments of the inspectorate. In addition, it is in regular contact with the Department of Education and Training and, if necessary, puts forward policy suggestions. It coordinates and steers the various concepts, tools and procedures used within the framework of the inspection assignments. Moreover, the Board of Inspectors also coordinates the drafting of the inspectorate’s annual report on the state of education. (Article 13 of the Decree of 14 July 1998 concerning Education IX, which amends the Decree of 17 July 1991.) The senior chief-inspector: ● ● ●

Coordinates the activities of the inspectorate; Coordinates and organises the activities of the inspectors covering artistic education, the CLB centres and volwassenenonderwijs (adult education); Coordinates and organises the administrative duties of the philosophy-of-life-course inspectors.

The elementary education chief-inspector is in charge of elementary education, BaO, including special elementary education. The chief-inspector is assisted by various coordinating inspectors. Each province has been sub-divided into a number of districts. Special elementary education also comes under the remit of these coordinating inspectors. Officially, one single coordinating inspector could be put in charge of all of special education throughout Flanders. The secondary education chief-inspector is charged with directing the secondary education inspectorate, and also covers special secondary education and part-time vocational education. The chief-inspector is assisted by two coordinating inspectors. One cross-level coordinating inspector has both special elementary education and special secondary education under his remit. The Resource Centre is an autonomous cell within the inspectorate and its chief task is to provide conceptual support to the Board of Inspectors and to the inspectorate of elementary education, secondary education, the pupil guidance centres, volwassenenonderwijs (adult education) and parttime artistic education. The resource centre counts some concept staff members and is headed by a coordinating inspector. The staff jointly work on developing cross-level or cross-corps concepts and their corresponding implementations. The support tasks currently consist in developing and integrating a tool for risk analysis in full inspections, the integration of a manageable datamanagement system and the participation in cross-level project groups.

9.3.1.2. Tasks of the inspectorate

By means of full inspections the inspectorate checks whether the school fulfils its social task and/or whether the funds provided by the Community are used sensibly. On this basis, the inspectorate issues advice on whether or not schools should be recognised or subsidised. The inspection team has authority over all the subjects taught at school, with the exception of the philosophy-of-life courses. In addition, the inspectorate has an advisory function in relation to policy. The information on the effects policies have on schools and on education in general is important for further policy outlining. The inspectorate’s obligation to publish an annual “Report on the State of Education’ has been enacted by decree. Under the terms of this decree, this report is in first instance intended for the Members of the Flemish Parliament. For some years now, this report has been published under the name “Onderwijsspiegel” (Mirror of Education). The Board of Inspectors specifies its content very early on. Furthermore, every three years

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a more detailed report is written based on the full-inspection reports of the 3 previous years. That report then homes in on the specific aspects investigated during each full inspection. In the 2 intervening years the “Onderwijsspiegel” features themes which have been determined in advance and which are investigated in a more targeted fashion (either in the course of the full inspections or separately). Usually, the Board of Inspectors chooses the themes or they may be special topics the Minister wishes the Inspectorate to take a closer look at. Cf. http://www.onderwijsinspectie.be/onderwijsspiegel/onderwijsspiegel.htm The tasks of the inspectorate, enacted by law, are: ● ●

● ● ● ●

Checking whether the educational institutions develop and realise the curricula which were approved by the government; Checking whether the subject-related or area-of-learning-related eindtermen (final objectives) are attained and whether the educational institutions adequately pursue the ontwikkelingsdoelen (developmental objectives) and/or the cross-curricular or across the area's of learning eindtermen (final objectives); Checking and enforcing school times; Checking the hygiene in school accommodation, the compliance with the language legislation, the educational and school equipment; Issuing advice on the funding of educational institutions; Issuing policy advice on education.

The inspectorate does not merely check whether a number of statutory regulations on education are complied with, but also pays attention to the wider school context such as school climate, the relationships between the various actors within education, the infrastructure The inspectorate is not qualified to assess the educational institutions’ teaching methods or their schoolwerkplan (developmental plan). These come under the freedom of education. Neither may it inspect the subjects Religion or niet-confessionele zedenleer (non-confessional ethics). The representative bodies of each recognised ideological or religious community organise the inspection of and the support for these subjects themselves. Cf. 9.3.4.1.. For information on the number of full inspections, please refer to 9.7..

9.3.2. The Curriculum Entity (formerly the Educational Development Division, DVO) At the time of its foundation, in 1991, DVO was a study service within the inspectorate. Originally, this new service was assigned 4 tasks: ● ● ● ●

Formulating proposals on eindtermen (final objectives); Developing analysis- and evaluation tools to inspect schools, for instance in relation to the attainment of the eindtermen (final objectives); Developing methods to draw up curricula and timetables, for instance in light of the professional profiles; Working out proposals on the introduction of members and advanced training for the members of the inspectorate.

The Decree on teacher training and further training of 16 April 1996 also assigns the following tasks to the Educational Development Division: 'The Flemish government specifies the professional profile and

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the basic competences for each type of teacher upon advice from the Flemish Education Council. To that effect, the Educational Development Division drafts proposals for the Flemish Education Council.' In 1999 the task and position of the division which had been enacted by decree were somewhat adjusted. DVO became a study service for the minister and the Flemish government. Within the framework of the policy-preparation assignment of the Department of Education and Training, the Educational Development Division must issue scientifically-based advice to the Flemish government and the minister in charge of education’. This remit chiefly consists of the following tasks: ● ● ● ●

Formulating proposals on the development of the programme structure; Developing criteria for the approval of curricula and individual educational plans (2.6.4.3.10.6.7.); Formulating proposals on ontwikkelingsdoelen (developmental objectives), eindtermen (final objectives) and basic competences; Developing analysis and evaluation tools to inspect schools and centres.

The task of the Curriculum Entity, specified by decree, currently translates into the following activities (DVO, 2005): ● ● ● ● ● ● ● ● ●

Developing eindtermenontwikkelingsdoelen (developmental objectives) and specific eindtermen; Developing basic competences for teacher training; Developing study profiles; Developing tools for quality control; Developing criteria for curricula and individual education plans on a pedagogical-didactical level Screening courses of study and modular course itineraries Preparing a programmes’ structure; Advice and input of expertise; Publishing the contents, evaluation and implementation of curricula.

These activities apply to elementary education, special education, secondary education, volwassenenonderwijs (adult education), and higher education as far as teacher training is concerned. In addition, there are also a number of cross-level themes. In 2006, within the framework of Better Public Management (cf. 1.2.2.) the DVO became the Curriculum Entity within the Department of Education and Training. Within this department, the Curriculum Entity continues to fulfil the same tasks as those specified in the Decree of 1989. http://www.ond.vlaanderen.be/dvo/ For information on the various offices within the Curriculum Entity, please refer to 8.4.

9.3.3. Pedagogical counselling Guidance in compulsory education (cf. 9.3.3.1.) and guidance in adult education (cf. 9.3.3.2.) will be discussed separately.

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9.3.3.1. Pedagogical counselling services (Pedagogische begeleidingsdiensten PBDs)

As the Decree of 17 July 1991 thoroughly reassigned the responsibilities of the inspectorate and the network-related pedagogical counselling services, the main control functions are assigned to the inspectorate while an advisory and support task has been given to the network-related pedagogical counselling services. Pedagogical counselling used to concentrate on compulsory education. Counselling services in adult education (social-advancement education) used to be rather limited. However, the new decree on adult education considerably increased the adult-education counsellingservice resources cf. 9.3.3.2. The pedagogical counselling services enhance the quality of education and support teachers, school administrations, schools etc. in their realisation of school-board (organising bodies) specific pedagogical projects. These services are organised for every onderwijsnet (educational network) individually. Pedagogical counsellors are more often than not teachers who are exempted from teaching duties for one year or more so that they can dedicate themselves to counselling work. (For information on the different offices within the pedagogical counselling services, please refer to 8.5.). In addition, there are now also statutory counsellors who work under the same status as the members of the inspectorate. The operating principles of the pedagogical counselling services of each network were ratified by the Decision of the Flemish government of 9 July 1996. Their tasks include: ●

● ●

External support to the educational institutions in questions in accordance with their own pedagogical concept, for instance in matters such as drafting the schoolwerkplan (school development plan); Developing initiatives to enhance the quality of education provided by the educational institutions concerned; Stimulating initiatives to strengthen vocational competence of the staff members in the institutions in question.

The pedagogical counselling services have no authority in matters of philosophy-of-life courses. For these courses special procedures apply. More detailed information on pedagogical counselling can be obtained from the educational umbrella organisations: ● ●

● ● ●

For information on the pedagogical counselling services operating within GO!, Community education, cf. http://pbd.gemeenschapsonderwijs.net/ Within the VSKO (Flemish Secretariat of Catholic Education), the General Pedagogical Counselling Service looks after the training, further training and guidance of counsellors; it coordinates the various counselling bodies and acts as a study and information service to support counsellors , cf. http://ond.vsko.be/portal/page?_pageid=533,41187&_dad=portal&_schema=portal&p_portal_i d=6&p_folder_id=41187 Regarding cities and municipalities, cf. http://www.ovsg.be For provincial education Flanders, please refer to http://www.pov.be As to the Federation of Independent Pluralist Emancipatory Alternative Schools (Federatie van Onafhankelijke Pluralistische Emancipatorische Methodescholen – FOPEM), cf. http://users.skynet.be/fopem

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● ●

Regarding the Flemish Schools' Forum (Vlaams Onderwijs Overlegplatform – VOOP), cf. http://www.voop.be Regarding pedagogical counselling for the Federation of Steiner Schools, cf. http://www.steinerscholen.be

Bevorderen en bewaken van de kwaliteit van het onderwijs, de opleiding en de vorming Visietekst: de pedagogische begeleiding BVR houdende bekrachtiging van de werkingscodes van de pedagogische begeleidingsdiensten in het onderwijs

9.3.3.2. Pedagogical counselling in adult education & the Flemish Support Centre for all of Adult Education (Vlaams ondersteuningscentrum voor het volwassenenonderwijs – VOCVO)

In adult basic education, the Flemish Adult Basic Education Support Centre (Vlaams Ondersteuningscentrum voor de basiseducatie – VOCB) supports the Centres for Adult Basic Education, CBEs. The pedagogical counselling services used to provide support to the Centres for Adult Education, CVOs, albeit it to a limited extent. The new Adult-Education Decree dd. 15 July 2007 also reformed guidance and support. A new VOCVO, Flemish Support Centre for all of Adult Education shall henceforth support those Centres for Adult Basic Education, CBEs and Centres for Adult Education, CVOs which are not taken into account in the composition of the supporting pedagogical counselling services staff. It shall provide social and organisational support, expertise enhancement, coordination and stimulation of educational reform and quality assurance and shall also assist the centres with their realisation of the final objectives, specific final objectives and basic competences in course participants. Every five years, the Flemish government concludes a cooperation agreement with the VOCVO and subsidises it to the tune of a minimum of 788,000 euro. The VOCVO is a non-profit organisation and its general meeting is composed of one representative from each of the affiliated centres. The pedagogical counselling services will be given an extra 722,000 euro a year to support adult education. The VOCVO and the pedagogical counselling services will conclude a cooperation protocol and will have to use 20% of the resources allocated to them for joint knowledge and expertise development in adult education. To that effect, a steering committee will be set up which will be composed of representatives from the boards and teachers of the CBEs (3) and the CVOs (3) – appointed by their representative associations – the VOCVO (2) and the pedagogical counselling services (4). Their task shall include: ● ● ● ● ●

Developing a vision and new concepts in the area of education, non-formal education and training for adults; Evaluation of final objectives, specific final objectives and basic competences in function of amendments to existing programme profiles or the development of new ones; Coordination of the development of new programme profiles or amending the existing ones; Formulating proposals on establishing experimental new areas of learning and areas of study; Coordination of the cross-network development of curricula;

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● ●

Coordination of and support for the development of tools and procedures concerning accreditation of prior learning; Expertise development and exchange on distance learning, e-learning and combined education and the tackling of literacy problems.

9.3.4. Special arrangements Here we shall discuss: ● ●

The philosophy-of-life-courses inspectorate, cf. 9.3.4.1. The inspectorate and counselling services of cities and provinces, cf. 9.3.4.2.

9.3.4.1. Control of and support for the philosophy-of-life courses:

The Constitution guarantees all pupils, who must attend compulsory education, two teaching periods per week of moral or religious education at school as part of the curriculum. These subjects are by no means subjected to any form of government control – as long as society’s basic principles of democracy are respected. The Decree of 17 July 1991 on the inspectorate and the counselling services quite specifically did not include philosophy-of-life courses. Inspection of and pedagogical support for the philosophy-of-life courses at elementary and secondary level and in teacher training (in university colleges) were regulated by a separate Decree of 1 December 1993. The recognised bodies of the recognised religions (Roman Catholic, Orthodox, Protestant Evangelical, Anglican, Israeli and Islamic religions) and the recognised association of the non-denominational community specify the operations of the inspectorate and the guidance for the religions in question and for niet-confessionele zedenleer (non-confessional ethics). They are moreover in charge of the curricula of these subjects and of further training for the teachers concerned. The appointed inspectors-advisors have amongst others the following tasks and responsibilities: ● ● ● ● ● ● ●

●

Checking that the timetable and the statements regarding the choice of religion or nietconfessionele zedenleer (non-confessional ethics) are adhered to; Checking the learning tools; Checking the habitability, didactical suitability and hygiene of class rooms; Issuing policy advice; Checking that the curricula are implemented and supervising the standard of education; Providing external support and assessing the vocational and pedagogical competences of the teachers in question and stimulating initiatives to enhance professional quality; Developing initiatives to enhance the quality of education of the subject of study concerned and guarding and stimulating the pedagogical project which was adapted to accommodate the philosophy-of-life within the subject of study; Any other tasks assigned to them under the terms of laws or decrees.

The inspectors-advisors furnish information to: ●

The recognised bodies of the recognised religions and the recognised association for nietconfessionele zedenleer (non-confessional ethics) on the contents, the curricula and the vocational competence of teachers;

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●

The senior chief-inspector – who heads the inspectorate, on the application of the legal and administrative regulations.

Within the philosophy-of-life-courses inspectorate, a consultation cell, the Philosophy-of-Life Courses Commission, (Commissie Levensbeschouwelijke Vakken - CLBV) has been set up. This is a consultation cell for inspector-advisers of all recognised philosophies-of-life. It issues common advice, applicable to the various subjects. Moreover a Further Training Institute for Philosophy-of-Life Courses vzw (‘Nascholingsinstituut Levensbeschouwelike vakken vzw’) was set up in which all recognised and taught philosophies-of-life are also represented. http://www.onderwijsinspectie.be/LBV/indexlbv.htm http://www.ribz.be

9.3.4.2. Inspectorate and counselling services of cities and provinces

Some of the larger cities (Antwerp and Ghent) and provinces (Antwerp, Limburg and East-Flanders) pay their own ‘inspectorate staff’ and/or counselling service. These should in fact be seen as senior officials who act on behalf of these authorities, in their role of inrichtende macht (organising body) for subsidised public education, cf. 1.2.4..

9.4. Evaluation of schools/institutions The evaluation of educational institutions comprises: ● ● ●

Internal evaluation at the behest of the schools themselves or their organising bodies, cf. 9.4.1.; External evaluation by the inspectorate, cf. 9.4.2. The accreditation of programmes in higher education, cf. 9.4.3..

In 2005, DVO published the comparative study "Equilibrium: evenwicht tussen interne en extreme evaluatie op de Europese scène” (“Equilibrium: balance between internal and external evaluation on the European stage") online. Cf. http://www.ond.vlaanderen.be/dvo/publicaties/equilibrium/equilibrium.htm

9.4.1. Internal evaluation Flanders did not build up a strong institutional tradition in self-evaluation. In fact, it is quite recent that self-evaluation is officially encouraged as part of the present inspection system and the current-day programmes for external support of schools; the principle of self-evaluation can also be found in the most recent legislation on higher education. Over the past number of years several self-evaluation tools were developed but the implementation of such self-evaluation procedures still comes under the exclusive authority of the schools and their organising bodies (Van Petegem, 1996). Self-evaluation systems for pre-primary, primary and secondary education have been developed (cf. 9.4.1.1.)

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On the basis of the secondary education self-evaluation tool developed by the University of Antwerp, the OVSG pedagogical counselling service developed a DKO scanner (part-time artistic-education scanner) for the academies offering part-time artistic education. http://www.ovsg.be/content/Nieuws/Item%2028.pdf As regards the university colleges and universities, the decrees on universities and university colleges provide for a quality-control system in which self-evaluation forms an essential part (cf. 9.4.1.2.).

Handboek zelfevaluatie in het secundair onderwijs. Vormgeven aan schoolbeleid: effectieve scholenonderzoek als inspiratiebron voor de zelfevaluatie van scholen Zelfevaluatie en beleidseffectiviteit in Vlaamse scholen: het gelijkeonderwijskansenbeleid als casus Zelfevaluatie versus externe evaluatie: zinvolle beleidsaspiraties?

9.4.1.1. Internal evaluation in elementary and secondary education

Internationally, there is a growing trend amongst schools to critically question themselves and to investigate, in a more systematic way, whether their own objectives are attained (Michielsens, 2002). The performance of self-evaluations has also become an important aspect of quality control within Flemish education. Self-evaluation centres on the question whether elementary or secondary schools meet their own objectives which were formulated on the basis of their own pedagogisch project (pedagogical project). However, full inspections carried out by the inspectorate focus first and foremost on whether the school meets the minimum expectations society (i.e. the policy) lays down vis-Ă -vis the school. (Michielsens, 2002). The majority of self-evaluations are initiated by the schools themselves, and not imposed by the authorities. To that end, schools can avail of a range of tools which were developed with a view to self-evaluation in elementary education, BaO, and secondary education. The diversity of the self-evaluation tools goes back to the various interpretations of the level of education, the aspects to be questioned, the methodologies followed, the functions of the self-evaluation, the guidance schools receive and such more. So, normally schools decide for themselves whether they will carry out a self-evaluation and how they will go about it. The Decree concerning equal educational opportunities I (GOK-I) (B.S. (Belgian Official Gazette) 14/09/02) grants, for the first time, the status of statutory expectation to the self-evaluations of schools. Elementary and secondary schools which can avail of GOK-resources are expected to carry out a selfevaluation of the policy implemented during the Equal Educational Opportunities policy period. However, it is part of the schoolâ€™s autonomy how they will concretely interpret this self-evaluation.

9.4.1.2. Internal evaluation in higher education

The format of internal and external quality control in higher education differs from the quality control system known in pre-primary, primary and secondary education. Both the Decree on universities and the Decree on university colleges provide for a bipartite quality-control structure. On the one hand, both decrees provide for quality control by the university colleges and the universities themselves and on the other hand the government has the task to monitor the quality control of the universities and

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university colleges. So, in higher education one also differentiates between internal and external quality control (cf. 9.4.2.3.). As regards internal quality control each institution is bound to permanently check its own educational and research activities. Here, we shall consecutively discuss internal quality control at university colleges, cf. 9.4.1.2.1. and at the universities, cf. 9.4.1.2.2..

9.4.1.2.1. Internal quality control at university colleges

Each university college is expected to continuously assess the quality of the education it provides and the research it carries out and to include actions to improve matters in the university college’s annual report. Students must be actively involved in this process. Moreover, graduates and other people from the occupational field on which the area of study focuses must be involved in this evaluation as much as possible. This self-evaluation should be concluded with a report of which the status and distribution is decided by the University College Board. Currently most university colleges use the EFQM-system (European Foundation for Quality Management), although various applications are used. One such evaluation tool is PROZA (Project group for the development of a self-evaluation - tool for quality assessment - Projectgroep Ontwikkeling Zelfanalyse – instrument kwaliteitszorg, i.e. a project group called into being to develop a self-evaluation tool for quality assessment). This tool requires university colleges’ evaluation teams to work in different stages: ● ● ●

Preparation of the self-evaluation: Who shall coordinate it? What should be assessed? What scoring system will be used, etc.; The composition of the evaluation team; The steps to be taken, i.e. individual self-evaluation, discussing the individual questionnaires in group form; the plan of action to improve the situation (Schoofs, 1997-1998).

It transpires from the study carried out by the Flemish Council of University Colleges (Vlaamse Hogeschoolraad –VLHORA) entitled ‘Optimisation of university college education’ (2000) ('Optimalisatie van het hogeschoolonderwijs') that most university colleges opt for a Comprehensive Quality Assurance (Integrale Kwaliteitszorg - IKZ) system. This means that quality assurance goes beyond education and research; it also covers the systematic management and continuous improvement of the workings of the entire university college as an organisation to ensure that its mission is achieved. Therefore, comprehensive quality assurance relates to all the organisational aspects of the university college and as such becomes a matter for all the sections of the university college (Rottiers, 2001; Bronders, 2001).

9.4.1.2.2. Internal quality control at universities

In exchange for increased autonomy, the Flemish universities set up an internal and external qualityassurance system in 1991. The government left full responsibility for and ownership of the qualityassurance system to the institutions. Just like the university colleges, the universities see to the internal and external quality assurance of their educational and research activities. On their own initiative they permanently monitor the quality of their educational activities. The Decree concerning universities puts involvement of students, the alumni and external experts from the occupational field in question at the forefront of this internal quality-control process.

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One central aspect of quality control in higher education is the so-called external reviews which are coordinated by the Flemish Interuniversity Council (Vlaamse Interuniversitaire Raad - VLIR). The external-review system consists of three stages (cf. 9.4.2.3.). During the first stage, the focus of attention lies on internal evaluation. This involves a critical self-analysis of the programmes to be reviewed by all the parties involved: academic, administrative and technical staff, students, graduates and representatives from the occupational field. This process of self-questioning takes about one year. The results of this process are then compiled in a comprehensive self-evaluation report. These self-evaluations are a form of control within the overall internal quality-assurance system. Its periodicity is laid down by the board of governors with due regard for elements such as the duration of the programme and the frequency of the external reviews.

9.4.2. External evaluation External quality control is based on the full inspection of schools in elementary education, secondary education, volwassenenonderwijs (adult education) (incl. basiseducatie) (adult basic education), parttime artistic education and on a system of external reviews in higher education. Here we shall consecutively discuss the external-evaluation procedures in:

● ● ●

Elementary, secondary, adult and part-time artistic education, cf. 9.4.2.1. CLB, pupil guidance centres, cf. 9.4.2.2. Higher education, cf. 9.4.2.3.

9.4.2.1. Inspections in elementary, secondary, adult and part-time artistic education

The inspectorate aims to inspect all schools in cycles of six years. In secondary education, the schedule is drawn up with a focus on scholengemeenschappen (school communities - all schools affiliated to one school community are inspected during one particular period). To ensure uniformity, all inspection teams use the same set of instruments. Moreover, inspection procedures are identical throughout the Flemish Community. Depending on the level, specific emphases are put, though with a common basis. Cf. the strategies for the various levels on http://www.onderwijsinspectie.be/

9.4.2.1.1. Instruments

For quality control the inspectorate uses the CIPO-model (context, input, process, output) as a structural framework which allows the interrelationship of findings to be looked at. Interpretation of these aspects is as follows: ●

●

Context: stable information regarding location, organising body, physical and structural conditions under which the school must operate and on which it hardly has any influence at all. Input: information on the conditions under which and the resources with which the school must develop its processes, but which it can influence to a certain extent such as staff (profile, further training and training), financial resources, courses of study offered, pupils (offer, profile)…

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● ●

Process: all the pedagogical and school-organisational characteristics which indicate what efforts the school makes to achieve the objectives laid down by the government. Output: both the hard output data which show to what extent the objectives (eindtermen (final objectives), curricula, progression/transition...) to be attained are achieved and the softer output data such as the well-being of pupils and teachers.

This choice of model implies that the inspectorate sees the performance of the teachers and principal within the overall school performance and that the school performance is placed within the local context. This model is used from a perspective of accountability and school development. The school inspection is both a means to check data within the school (accountability) and may be an occasion for the school to optimise the quality of the education it provides (development). In addition, the inspection team checks whether the school’s infrastructure is adequate and whether statutory provisions are properly adhered to.

9.4.2.1.2. Procedure

2 3

School inspections are always announced well in advance by means of a letter to the chairperson of the inrichtende macht (organising body), the school principal (and in secondary education the coordinating director of the school community). In community education, the general principal of the scholengroep (school group) and the Board of Community Education are also notified. The number of inspectors inspecting a school depends on the number of staff members in the school team, the number of geographical locations and the level. Each full inspection is carried out by a minimum of three inspectors. The inspector-reporter is in charge of the organisation of the full inspection and the drafting of the report. The duration of the school stage (the actual full-inspection visit by the inspectorate) varies according to the level (in BaO maximum 4 days, in SO (Secondary Education) essentially one working week). During the period preceding the school stage, the inspector-reporter compiles a number of basic data on the school. Then a preparatory talk/information session takes place with school management on the school-information files and the full inspection in which the practical organisation is discussed as well as the CIPO-analysis framework, the preparation, the proceedings of the full inspection and the report. Subsequently, a contact meeting is organised with the school to provide assistance with the completion of various files. If necessary, any of the administration’s data must be rectified by the school. Moreover, the inspectorate’s website lists all the relevant documents and provides comprehensive information on the full-inspection proceedings. The actual inspection (in secondary education, which we use here as the most elaborate example) commences with an introduction between the inspectorate’s team and the principal. Then management is invited to briefly introduce the school. The first day of the full inspection the inspectors take cognizance of additional information available at the school itself. This extensive information period is concluded with a team discussion and will result in a targeted inspection activities’ plan. The actual activities of the inspection team are listed hereafter.

○ Talks: these are aimed at completing or refining the information featuring in the information file and the findings. The talks with pupils will centre around general themes, based on the scales and subscales of the scientifically-developed survey ‘well-being of pupils”. These talks are not intended as an evaluation of staff members. Talks with teachers are a.o. aimed at fine-tuning the information already obtained, discovering any possible new aspects or points of interest, safeguarding the personal input and initiative of the teacher in the full-inspection process and imparting findings. Discussions with the heads of subject or subject departments are useful at the start of the actual inspection to clarify observations and any information featuring in the documents (for instance, the subject or course-of-study information file) and to discuss the factual findings at the end of the actual inspection. Talks with parents and/or outsiders are aimed at assessing how school life is perceived by third parties.

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○ Class observations: the inspectors attend classes. These class visits are not aimed at evaluating individual teachers, but contribute to the findings in relation to the efficiency with which subjects are taught.

○ Sub-investigations: For certain sub-aspects, such as the cross-curricular eindtermen (final objectives) and ontwikkelingsdoelen (developmental objectives), safety, the wellbeing and the language policy, the inspectorate uses specific tools. To schools, these tools are available from the website of the inspectorate.

○ Participation in school life: visiting the pupils’ canteen, playground, informal encounters with teachers in the staff room, attending class councils.

○ Subject meetings: at the end of the inspection the inspectors concerned may discuss 5

the findings on subjects or areas of subjects at a meeting with the departments or with individual teachers. After the school stage is completed each inspector sorts his information based on the analysis framework so that an overall picture of the school can be obtained which is as objective as possible. At the end of the processing period the inspector-reporter organises a meeting with all the members of the team. This meeting is of a deliberating nature and will result in the final report and advice. At the latest 60 days after the full inspection, a meeting takes place at which the inspectorate imparts its findings to the school board. At the latest 30 days after this meeting, the inspectorate sends its report to the school board. This advice may be:

○ favourable; ○ favourable but for a limited time only: in that case a number of shortcomings have been established which must be rectified within a pre-set time frame. Once that period has expired, a progress check will be carried out in relation to said shortcomings; 7

○ unfavourable; this will lead to the lifting of a school’s recognition or part thereof. The procedure is not completed until the report is returned to the inspectorate, duly signed and then the report in question can be consulted at the Department’s website. Reports which ended in a negative advice are not published on the website as long as the appeal procedure has not been completed.

Inspections of the centres for adult education, Centres for Adult Basic Education (CBEs) and institutions providing part-time artistic education are comparable to inspections in elementary and secondary education. The instruments employed also meet the CIPO-classification and the inspection procedures are also comparable.

9.4.2.1.3. Full-inspection reports

The report must be put on the agenda of a staff meeting within thirty days of the principal receiving it. It must be discussed in its entirety. The full-inspection reports on institutions (compulsory and part-time artistic education (DKO)) inspected after 1 January 2007 can be consulted on the website of the Department of Education and Training 3 months after the full inspection has been completed, at the very earliest. Any reports produced prior to that date can be requested by e-mail. http://www.ond.vlaanderen.be/doorlichtingsverslagen/

Onderwijsspiegel - Kwaliteit van het onderwijs

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9.4.2.1.4. Further follow-up of the inspection

Follow-up procedures were revised in 2006. When a school has been fully inspected a follow-up inspection will take place after three school years (in principle one day). Intermittent follow-ups are only possible if, due to very specific problems, this was so agreed with the inspection team and if it features in the inspection advice. The follow-up will be based on an adjustment plan the school has drawn up which differentiates between the urgent points of action and 3 points of action the school has chosen within the framework of the follow-up. When schools receive a favourable advice at the end of their full inspection, the follow-up is ensured by the inspector-reporter. In the case of a ‘time-limited favourable advice’ also other inspectors (from the full-inspection team), alongside the inspector-reporter will be brought in, in relation to the shortcomings highlighted in the full inspection advice.

9.4.2.2. Full inspection of the Pupil guidance centres (Centra voor Leerlingenbegeleiding - CLBs)

The Decree of 1 December 1998 concerning CLBs provides for quality control by means of a system of external reviews just like in higher education. During the CLBs’ start-up period, the CLBinspectorate mainly concentrated its inspections on the transformation of PMS (Psycho-Medical-Social Centres) and MST (Centres for Medical Supervision in schools) to CLB. In 2005-2006 & 2006-2007, CLBs were only inspected in terms of recognition, funding or subvention. As of 2003 one started to investigate how quality control could be organised by means of qualityassessment agencies. This resulted in a 3-year pilot project with trial external reviews. On the basis of these results, a decision was taken to opt for full inspections contiguous to compulsory education. The further development of an internal quality-assurance system should result in periodical self-evaluation reports which will form the basis for quality assessment by the inspectorate in conjunction with external experts. (cf. 9.2.). This in view of the experiments with the external-review system. A new full-inspection cycle commenced early 2008.

9.4.2.3. External reviews in higher education

Internal quality assurance comes under the autonomy of the institutions for higher education. For Bachelor’s and Master’s programmes, external assessments per programme or cluster of programmes must take place at least every eight years (Decree concerning the reorganisation of higher education in Flanders (B.S. 18.08.2003). VLHORA and VLIR (cf. 2.7.2.2.) see to the organisation and coordination of these so-called external reviews of programmes. They have developed a qualityassurance protocol which the external review panels use when assessing quality. The external evaluation of a programme or cluster of programmes is ensured by external review panels, composed of external experts. All institutions offering a programme or cluster of programmes which are due to be assessed are involved in this external review. These are the procedures: 1

The quality-assurance agency starts off from the self-evaluation report, which was compiled by the programme departments (cf. 9.4.1.2.).

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The quality-assessment agency visits the institution in question. On the basis of the externalreview activities it will come to a consensus on the strong points and the points for which the agency wishes to formulate recommendations for improvement. The visit is rounded off with an oral report on the main findings to the persons in charge of policies at the institution involved. The external review is geared towards a process of quality enhancement. The quality-assessment agencies compile the results of their evaluation in a public report.

The external-review protocols and reports may be found on http://www.vlir.be > documenten (documents); http://www.vlhora.be > visitaties & accreditatie (external reviews & accreditation ).

Het hogeronderwijsregister (databank - opleidingen hoger onderwijs) NVAO, Nederlands-Vlaamse Accreditatie Organisatie BVR houdende de machtiging tot uitvoering en de bekrachtiging van sommige regelingen van de Nederlands-Vlaamse Accreditatieorganisatie Decreet tot bekrachtiging van het reglement van de Nederlands-Vlaamse Accreditatieorganisatie tot bepaling van de bestuursbeginselen die van toepassing zijn bij de besluitvorming inzake accreditatie en toets nieuwe opleiding ten aanzien van hoger onderwijs

9.4.3. The accreditation of higher education programmes. In light of the Bologna process a decision was taken to introduce accreditation (alongside internal evaluations and external reviews) as the final piece in the existing quality-assurance system. In time, accreditation should lead to an automatic recognition of the conferred Flemish diplomas in the rest of Europe. The term ‘accreditation’ means awarding a ‘quality mark’ which indicates that certain reference points on quality have been met. In Flanders, accreditation is a prerequisite for government funding/financing of a Bachelor’s or Master’s programme and for the right to confer officiallyrecognised qualifications. The initiative to apply for accreditation falls to the institution for higher education. Programmes are assessed on the basis of 6 topics: objectives of the programme, the programme itself, dedication of staff, facilities, internal quality assurance and results.

To that end, a joint Dutch-Flemish accreditation organisation was set up, the NVAO (NederlandsVlaamse accreditatieorganisatie) by the Netherlands and Flanders. The programme’s evaluation report by the quality-assessment agency, i.e. the external-review report, forms the basis for the NVAO’s accreditation decision. This decision is either favourable or unfavourable. To reach its decision, the NVAO will examine whether the basic quality of the programme in question is up to standard. To that effect the NVAO developed an accreditation framework. When a favourable accreditation decision is made the programme in question is accredited for a period of eight academic years. In the event of an unfavourable accreditation decision, an appeal can be lodged with the Flemish government or an application can be made to the Flemish government to grant temporary accreditation. Temporary accreditations are valid for a period of one academic year and may be extended twice. The NVAO regulations were ratified by the Decree of 27 January 2006. Cf. http://nvao.net & http://www.hogeronderwijsregister.be

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9.5. Evaluation of the education system Flanders does not have a national-examination system. However, other channels were developed to assess the quality of the education system. In this regard we refer to the periodical surveys and the participation in international comparative studies. Of course, the inspectorate also plays a significant role in this.

9.5.1. The annual report from the inspectorate Based on their findings during the evaluation of educational institutions (cf. 9.4.2.) the inspectorate writes a yearly report on the state of play within education. This annual report of the inspectorate (the so-called Onderwijsspiegel (Mirror of Education) describes the state of education during the previous school year and puts forward a number of policy recommendations, both at general-policy level and at school level. Under the terms of a decree it is in first instance intended for the Members of the Flemish Parliament.

9.5.2. Periodical surveys on final objectives For a number of years now the government has regularly conducted a survey on a cluster of eindtermen (final objectives). By means of representative sample surveys the performance of pupils is examined in all anonymity and the results are calculated at education-system level. By means of these periodical surveys the government wants to get an insight into the realisation of the eindtermen (final objectives) within Flemish education. These surveys are always conducted at the end of a stage of education or at the end of a stage in secondary education. Thus a survey on the eindtermen (final objectives) of elementary education is always conducted at the end of the sixth grade of primary education due to the fact that eindtermen (final objectives) have also been formulated per level of education or per stage. The surveys provide vital information on the performance of the education system in terms of what pupils have actually learned, what they know and what they can do. These reliable nationwide data are used to enhance and check the quality of the education system. Aside from other information on the implementation of the eindtermen (final objectives), this information can also be used to assess or possibly to review these final objectives. The surveys can also be used to steer the educational provision and the learning and teaching methods used and to gain an idea of the need for guidance and further training of teachers. From school year 2007, 2 surveys a year will be organised and the methodology employed has been adjusted. The surveys will be conducted by a K.U.Leuven survey team for a period of 5 years. Henceforth larger sample surveys are conducted with the use of additional data. This allows for a more accurate analysis. In that manner, a survey can for instance provide a better insight in how pupil performance is linked to certain school characteristics. Similar schools who did not participate can also learn from these interrelationships. Moreover, parallel versions of the previous yearâ€™s surveys will be made available from 2008 onwards. These parallel versions will allow schools which were not surveyed to test themselves and analyse and compare their results. The test assignments in these versions differ from the authentic surveys but they do however measure the same knowledge and/or skills.

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Henceforth, the minister wishes to organise consultations and quality debates with experts and professionals (pedagogical counsellors, teacher trainers, people following further training, the developers of learning tools, the inspectorate, school boards, CLBs, pupils, parents, academics and teachers) on foot of the results of these surveys. He also wants to give schools feedback on the results. During 2007, the first open conferences on the 2004, 2005 & 2006 surveys took place. The summary reports of these conferences have been published online at: Conferenties The following surveys have already been conducted. 2002

Elementary education

Mathematics and comprehensive reading st

2004

Secondary education 1 stage, A-stream Information acquisition and processing

2005

Elementary education

‘Nature’ within the area of learning ‘world studies’ st

2006

Secondary education 1 stage, A-stream Biology

2007

Secondary education 1 stage, A-stream French: reading, listening and writing

Elementary education

Dutch, comprehensive reading (rerun of 2002) and listening

The results of the surveys can be found at the website of the Curriculum Entity (ex-DVO): http://www.ond.vlaanderen.be/dvo/ Indicative survey schedule (May-June) and the repeat-survey schedule for the next few years (this will be preceded by a developmental phase) 2008

Elementary education

French st

Secondary education 1 stage, B-stream Mathematics (to this effect, initial tests were held at the end of school year 2006/2007 – cf. circular letter SO/2006/04) 2009

Elementary education

Mathematics (rerun) st

Secondary education 1 stage, A-stream Mathematics 2010

Elementary education

World studies: ‘time’, ‘space’ and ‘society’ rd

Secondary Education, 3 stage 2011

Social participation or Dutch

Secondary education 1 stage, A-stream Dutch st

Secondary education 1 stage, A-stream Information acquisition and processing Secondary Education, 2 2012

stage

Mathematics

Elementary education

Information acquisition and processing

Secondary Education, 3rd stage

Modern foreign languages

9.5.3. Participation in international comparative studies Flanders participates very regularly in international comparative studies. On the basis of an international comparison of various characteristics of the Flemish education system, information is gained which allows the performance of the education system to be evaluated. Here, output information plays an important role but it is systematically supplemented with context, input and process information. We list the most important international comparative studies on education in which Flanders recently took part.

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Trends in International Mathematics and Science Study (TIMSS). th

TIMSS charts the pupils’ performance in mathematics and science in the 4 grade of primary nd education and the 2 grade of secondary education internationally. Flemish primary schools participated in this test for the first time in 2003. However, Flanders will not take part in TIMSS 2007. Info: ● ●

Comparing NAEP, TIMSS, and PISA in Mathematics & Science, cf.

http://timss.bc.edu/

●

http://nces.ed.gov/timss/pdf/naep_timss_pisa_comp.pdf http://www.ond.vlaanderen.be/publicaties/eDocs/pdf/209.pdf

Programme for International Student Assessment (PISA) This is an international study organised by the OECD which surveys the knowledge and skills of 15year-olds regardless of the grade they are in. Rather than on the command of an academic curriculum, PISA focuses on the extent to which pupils understand terms and concepts, have mastered processes and can apply knowledge and skills to various true-to-life situations. PISA measures the compounded effect of skills and competences in reading proficiency, mathematical literacy and scientific literacy regardless of where youngsters acquired these skills or competences. ● ●

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 Problems in Flanders – First Results from PISA 2003 (report Flemish Community of Belgium) http://www.ond.vlaanderen.be/publicaties/eDocs/pdf/235.pdf

PISA works in 3-year cycles. PISA 2000 focussed on reading proficiency. PISA 2003 concentrated on mathematical literacy and problem solving (2003). The PISA-2003 sample survey was conducted across 162 Flemish schools amongst which a number of special secondary schools. In each school some 35 pupils were randomly selected. Flemish youngsters find themselves in the top of the world ranking for reading proficiency and mathematical literacy and in the sub-top for scientific literacy. These excellent results were attained without any significant differences between pupils who obtained either the highest or the lowest scores. In Flanders, differences between pupils from a higher or lower social-economic background are relatively high. However, pupils from disadvantaged areas in Flanders performed as well as pupils from comparative groups abroad. But they do have to ‘compete’ with pupils from families enjoying a higher socio-economic status who perform unusually well. The difference between indigenous pupils and pupils from ethnic minorities also seems remarkably high. The PISA study showed how, for mathematics, Flanders climbed from a third position to a first position in the world rankings. However, TIMSS established declining trends. According to the researchers this was due to the ‘thermometer’ used. ●

●

TIMSS especially tests conventional academic knowledge. Mathematics is approached in a theoretical and abstract fashion. The test items are based on exercises which are usually presented at school. PISA places the assignments in real-life situations. They take a functional approach to mathematics: how can I use this in daily life? Pupils must solve ‘genuine’ problems with the help of mathematical formulae and reasoning instead of performing traditional mathematical exercises. More emphasis is put on (problem-solving) skills rather than on knowledge. And for this reason PISA uses the term ‘mathematical literacy’. The fact that Flemish pupils score higher in PISA is, according to the researchers, because eindtermen (final objectives) precisely put more emphasis on those skills than on theoretical knowledge. This different

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approach to mathematics could also explain why more and more pupils claim to enjoy mathematics. PISA 2006 checked scientific literacy amongst 15-year-olds across 57 countries. In Flanders, little over 5,000 pupils from 162 schools sat the tests. Flanders came eighth in the ranking and performed better than its immediate neighbouring countries. 88 percent of Flemish pupils attained the basic level required to apply genuine scientific skills. In the average OECD country only 81 percent of pupils attain this level. The difference between the strongest and weakest pupils is slightly smaller in Flanders than in the average OECD country. On average, girls and boys scored equally well but the influence of the socio-economic background characteristics in Flanders is immense. As regards mathematical literacy (which was not at the centre of this survey) Flanders scored slightly lower this time around, but has nevertheless retained its position in the top group. In matters of reading, Flanders came fifth. Meanwhile, Flanders has started preparing for the Pisa 2009 study. ● ●

http://www.ond.vlaanderen.be/nieuws/2007p/1204-PISA.htm

● ● ●

http://www.pisa.oecd.org http://www.oecd.org/department/0,2688,en_2649_35845621_1_1_1_1_1,00.html http://www.ond.vlaanderen.be/publicaties/eDocs/pdf/235.pdf

The full report on the Flemish results of PISA 2006: http://www.ond.vlaanderen.be/onderwijsstatistieken/

PIRLS, Progress in International Reading Literacy Study In reading skills of pupils in the fourth grade of primary education, Flemish schools scored thirteenth in the Progress in International Reading Literacy Study (PIRLS), i.e. an international study on comprehensive reading.

ICALT, International Comparative Analysis of Learning and Teaching During 2007, the Flemish inspectorate participated in an international comparative study on reading and teaching. 'International Comparative Analysis of Learning and Teaching' (ICALT) ran simultaneously in a number of European countries. In each country, inspectors observed the teaching of mathematics to pupils of the fourth grade in as many elementary schools as possible. In first instance this study wanted to chart the quality of the teaching of mathematics to the target group in question. It also wanted to check whether the indicators and descriptions employed could be used to grasp the quality of learning and teaching in a broader sense. Some of the indicators included: a safe and stimulating learning environment, clear and activating instructions, efficient class management…. In Flanders only the elementary-school inspectors took part in this study. They conducted the survey in question in the schools they were inspecting during that particular school year. All fourth grades of those schools were surveyed. In addition, Flanders also collects data with a view to comparing aspects of the education system in international publications such as Education at a Glance (OECD) and Key data on Education in Europe (European Commission).

Het hoger secundair onderwijs in Vlaanderen geschetst. resultaten van de International Survey of Upper Secondary Schools (IUSS) Vlaanderen in TIMSS 2003

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9.6. Research into Education linked to evaluation of the education system Education Policy and Practical Scientific Research Study (Onderwijskundig Beleidsen Praktijkgericht Wetenschappelijk Onderzoek – OBPWO) OBPWO is a research programme for policy-oriented research. Each year the Minister for Education and Training allocates a part of the budget to ‘Education Policy and Practical Scientific Research ('Onderwijskundig Beleids- en Praktijkgericht Wetenschappelijk Onderzoek' - OBPWO). In 2006 the OBPWO budget amounted to € 1.6 million. Its research programming ties in closely with the strategic and operational objectives as formulated in the policy green paper and the minister’s policy letters. The annual procedure runs as follows: ●

● ● ● ●

1 The minister and a joint meeting of the ad-hoc policy committee on educational policy and practical scientific research composed of the secretary-general of the Department of Education and Training and officials from the policy area education and training on the one hand and the board of chief-inspectors, on the other hand, propose a number of themes to be researched. 2 These are presented to VLOR for further advice. 3 The minister specifies the themes which should be prioritized. 4 The universities are notified of these themes by means of an open call for proposals. 5 The proposals are classified twice by two separate juries working independently from one another.

○ The policy relevancy is assessed by a committee of leading civil servants. ○ The scientific merit is assessed by an international, interdisciplinary scientific jury. ○ 6 Once they have been approved by the Budget Minister, the selected projects are presented to the Flemish government for approval.

○ 7 During its lifetime (on average 2 years) each research project is followed-up by a steering group which safeguards the scientific quality and the policy relevancy of the project in question. Each steering group is composed of both policy makers and scientific experts. The researchers undertake to formulate a number of policy recommendations on the basis of their findings.

○ 8 In consultation with the steering group a suitable valorisation and publication initiative is developed for each research project (e.g. study day, seminar, publication of a brochure for schools). In 2006 and 2005 research projects on the following themes were approved: ● ●

● ● ● ● ●

Evaluation of the CLB-decree. Cross-curricular eindtermen (final objectives) in secondary education: a study on the social and pedagogical relevance of cross-curricular eindtermen (final objectives) and their attainability; An investigation into the profession of teacher (profile and career in comparison to other groups of professions); The private, fiscal and social return on investments in higher education; Learning as it stands, in adults with literacy problems; Monitor for ICT integration in Flemish education. "Who repeats?" Sociographic charts, learning pathways and motivation of participants in second-chance education and the central examination board.

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During 2007, 4 new projects were approved. ● ● ● ●

An evaluation of the professionalization policy in elementary and secondary schools. An evaluation of school communities in elementary and secondary education Social inequality during the transition from pre-primary to primary education: an investigation into the orientation process. An in-depth study of the survey results in relation to the consultation of tables and charts.

During 2007, the following survey results were presented. ● ● ● ● ●

The cost of study in elementary education Extra efforts special-education schools might make by virtue of GOK (equal educational opportunities policy) characteristics in their pupil population. Customer satisfaction with the Pupil Guidance Centres: tool development First PISA-2006 results. Drop-out in higher education. Survey on the background to and motives for students dropping out during their first year of higher education.

In 2008, a seminar was hosted by the Project Strategic Education and Training Policy from the Department of Education and Training and the departments Work and Social Economy and Culture Youth, Sport and Media on EVC (accreditation of prior learning) in policy and practice: challenges for Flanders as a result of an OECD review on the issue. In 2007 VLOR formulated an advice on the merits of the education study at its own initiative. http://www.ond.vlaanderen.be/obpwo/ Decree of the Flemish government of 7 September 1994 to regulate the procedures regarding education policy and practical scientific research projects.

Centres for policy-relevant research of interest to education The SLL Centre, ‘Study and school careers’ – (Studie- en schoolloopbanen) – formerly the LOA centre (Centre for policy-relevant research on careers of pupils and students within education and on their transition to the labour market - Steunpunt voor beleidsrelevant onderzoek van loopbanen van leerlingen en studenten in het onderwijs en bij de overgang naar de arbeidsmarkt) is a Flemish multidisciplinary centre of excellence funded by the Flemish government with as central objectives to build and unlock databases which would allow us to establish which path youngsters take from the start of elementary education until they enter the labour market and to carry out policy-oriented research and to provide scientific services. The prime focal point lies in first instance on devising specialised surveys on elementary education and the transition from school to work. Cf. http://www.steunpuntloopbanen.be BVR van 15 september 2006 betreffende de steunpunten voor beleidsrelevant onderzoek (Decree of the Flemish government of 15 September 2006 concerning centres for policy-relevant research

University research groups Finally, there are a number of Flemish university research groups involved in fundamental and practical scientific research on the performance of (aspects of) the Flemish education system.

EduBROn, Begeleiding, Research, Onderwijs, Universiteit Antwerpen FWO, Fonds voor wetenschappelijk onderzoek - Vlaanderen

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HIVA, Hoger Instituut voor de Arbeid - Onderwijs en Arbeidsmarkt ICOR, Interuniversitair Centrum voor Onderwijsrecht K.U. Leuven, Centrum voor Onderwijsbeleid en -vernieuwing Steunpunt Studie- en Schoolloopbanen (voorheen Steunpunt LOA) Steunpunt WSE, Werk en Sociale Economie Universiteit Gent - Vakgroep Onderwijskunde VFO, Vlaams Forum voor Onderwijsonderzoek VUB, Vrije Universiteit Brussel - Vakgroep Onderwijskunde BVR betreffende de steunpunten voor beleidsrelevant onderzoek

Onderwijssociologie en Theoretische sociologie

9.7. Statistics 9.7.1. Number of full school inspections 2006-2007

Number of full inspections Elementary education

Mainstream elementary education

Total

Special elementary education

GO!

Public education

Subsidised private education

199

221

Total

303

338

Number of full inspections Secondary education GO! Public education Subsidised private education Total

Full-time mainstream education

Part-time vocational education 34

Special secondary education 3

Total

113

128

161

Adult education: 12 centres were inspected (2 GO! centres, 3 Public-Education centres, 7 freeeducation centres)

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Part-time artistic education Music - Word Craft - Dance Visual Arts

Total

Pupil Guidance Centres: 12 centres were inspected.

9.7.2. Number of inspectorate members 2008

Senior chief-inspector

Elementary education Chief-inspector

Coordinating inspectors

Inspectors

Coordinating inspector BuO (Special Education)

Secondary education Chief-inspector

Coordinating inspectors

Inspectors

Pupil Guidance Centres

Adult education + adult basic education

Part-time artistic education

4 158

Total Philosophy-of-life-courses inspectorate

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10. Special educational support In Flanders, there is a dichotomy within the education system, on the one hand we have “mainstream education” and on the other hand we also offer "special education" (cf. 10.6.), in separate schools, for children suffering from certain disabilities who can not be accommodated in mainstream education. The thorough reform of special education, scheduled for 2009, will cut across this dichotomy (cf. 10.2.). In fact, over the last decades numerous new initiatives for children with special educational needs have already been taken. Some children suffering from disabilities are catered for within mainstream education which, in turn, receives support from special education.

○ GON, integrated education (cf. 10.5.1.) which also includes higher education (cf. 10.5.1.4.)

○ ION, inclusive education for type-2 mentally-disabled pupils, (cf. 10.5.2.) Pupils who, due to their disability, are entirely unable to attend classes at school can avail of Home Schooling (Permanent Onderwijs aan Huis – POAH), (cf. 10.6.4.. (Temporary home schooling, TOAH, for pupils in mainstream education is dealt with 4.17.3..) There are various projects for migrant pupils and pupils from ethnic-cultural minorities: ● ●

The educational-priority policy (Onderwijsvoorrangsbeleid – OVB) aimed at migrant pupils in special education, cf. 10.7.1. OKAN, reception education for non-Dutch speaking newcomers in mainstream education, cf. 10.7.2.

To enhance the transition of pupils from disadvantaged backgrounds, the equal educational opportunities policy (gelijkeonderwijskansenbeleid - GOK) has been developed, cf. 10.5.3.. More and more pupils speaking a different mother tongue are attending schools within the BrusselsCapital Region, the Flemish Periphery and the language-boundary municipalities. Those schools receive extra resources and support to cater for these pupils, cf. 10.7.3..

10.1. Historical overview In 1901 Decroly founded an ‘institute for abnormal children’. For severely disabled people a number of institutions were set up during the 1930s. In 1956, teacher training colleges organised grades for children who had suffered brain damage. In 1968 46,000 pupils attended special schools. At that moment buitengewoon lager onderwijs (Special primary education - BLO) reached its saturation point and it became clear that two categories were being mixed up: on the one hand pupils with learning difficulties and, on the other hand, disabled pupils who genuinely needed special education. The law of 1970 on special education specified the future policy including a.o. admission procedures for pupils, organisation of the various levels of education, staff categories, government intervention, councils and committees. In 1978 the current classification into types was established, (cf. 10.3.).

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From school year 1976-1977, pupils who were falling behind were given extra help by a ‘remedial teacher’ in a special 'remedial class'. The position of remedial teacher was made organic from school year 1977-1978 onwards. 1980 saw the launch of the project Integrated Education (Geïntegreerd Onderwijs - GON), in which children suffering from physical or sensory disabilities were catered for within mainstream education, with the assistance from a special-education school. During the early nineties and under the influence of social developments, the Flemish education policy started to focus on other target groups, especially on children from ethnic minorities. This resulted in two projects to which the government allocated extra resources: ●

●

the ‘educational priority policy’ (onderwijsvoorrangsbeleid’ – OVB (1991)) which had to focus on erasing educational delays amongst migrant children and had to work on their social integration; this project was also expanded to special education in 1998; The project ‘extending special-needs provision in mainstream schools’ (‘zorgverbreding’ – ZVB (1993)) which was geared towards enhancing the facilities to cater for learning disabilities in mainstream education which would reduce the numbers of pupils ending up in special education.

Parallel to this policy, a circular letter was sent out (1991) encouraging all elementary schools to allocate part of there teaching-periods package to the appointment of a remedial teacher. This teacher had the specific task of following up educationally-challenged pupils and to remedy any delays. To this end, reception classes for non-Dutch speaking newcomers were set up in mainstream elementary and secondary education. They were also introduced in part-time vocational education (deeltijds beroepssecundair onderwijs - DBSO) during 2003. One feature of the OVB and ZVB projects was that the extra resources were linked to certain (socioeconomic and cultural) indicators. Extra staffing was linked to the fact whether a certain ‘type’ of pupil attended school or not. On 28 June 2002, the Decree concerning Equal Educational Opportunities (GOK Decree) was ratified. As of 2002-2003, the right to register in a school of choice was embedded in to the so-called right of registration. And linked to this, local consultation platforms (lokaal overlegplatform) and a Commission on Pupils' Rights were established, with the specific purpose of safeguarding the right to registration. At the same time the former OVB and ZVB resources were enacted in a decree and were thus given (a more stable) character under the common denominator ‘integrated support provision’: still on the basis of their pupil populations’ socio-economic and cultural indicators, schools can generate these extra resources to develop their own equal opportunities policy. This allows them to work on the prevention and combating of developmental and learning lags, on providing language-skills education, intercultural education, enhanced progression and orientation, social-emotional development and pupil and parent participation. Since 1 September 2007, extra hours are also being allocated to pre-primary education. From 2003-2004 (within the framework of the ‘redesigning the elementary education landscape’ arrangement), this care provision has been opened up and all schools, regardless of indicators, now receive extra resources to implement a special-needs policy in which the special-needs coordinator plays a pivotal role. These resources are supplementary to any GOK resources schools already qualified for. This stage is like a breath of fresh air through the Flemish education landscape. Now, extra resources are no longer granted on a conditional basis, but are now for the first time granted linearly, i.e. on the basis of the number of pupils registered. On 1 September 2007, a Care+ lump sum was introduced to boost infant participation and schools catering for 40% or more GOK pupils now also receive GOK+ teaching periods for pre-primary education.

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Meanwhile, the thorough reform of special education continues to feature on the political agenda. It wasn’t until 2007, after 1.5 years of debate and consultation that a political agreement was reached on the green paper from the Minister for Education and Training. This should lead to a new decree which will be phased in gradually from 1 September 2009 and should be completely in force in 2016. (Zorgcahier. De effecten van zorguren in niet GOK-scholen, een vergelijking met GOK-lestijden in GOK-scholen. Inspectie Basisonderwijs 2007) (Special-needs exercise book. The effects of specialneeds hours in non-GOK schools, a comparison with GOK teaching periods in GOK schools. Elementary Education Inspectorate (2007))

10.2. Ongoing debates and future developments During 2007, a political agreement was reached on the introduction of a new learning-care framework in mainstream and special education in 2009. This should allow mainstream schools, with assistance, to provide a more suitable support to pupils with difficulties, while special schools would be in a position to cater for more diverse groups. In the new learning-care framework, 5 learning-care levels will replace the dichotomy mainstream-special education and pupil characteristics are grouped into 4 clusters. Four clusters on the basis of pupil characteristics will replace the 8 education types within special education. ●

● ● ●

No restrictions: i.e. all the pupils who do not qualify under other clusters. However, also pupils who need extra attention (for example, pupils with non-Dutch speaking parents) are included; Learning disabilities, for instance dyslexia; Function disabilities, for instance hearing problems; Social-interaction disabilities, for instance autism.

These four clusters group a number of specific problems which are wider than the existing education types, so that pupils can be oriented in a more flexible fashion. This clustering should ensure that both mainstream and special education learn to deal with a greater diversity. This modus operandi can partially remedy problems in relation to school transport and the poor geographical spread of facilities offering special education. Five special-needs levels replace the dichotomy mainstream and special education. ●

● ●

●

The first two levels are geared towards mainstream schools. Level one is aimed at prevention, differentiation, remediation and compensation, level two at compensation and dispensation. Schools pursue a common curriculum and pupils receive a diploma. In the third level, pupils may attend both mainstream and special education. Schools in mainstream education receive the same support as schools in special education. Pupils in special-needs level four attend special education. Both in levels three and four, schools individualise and work with an individual educational plan, (cf. 10.6.7.), they pursue an individual curriculum and pupils are presented with alternative certificates. Aside from the four special-needs levels there is also a separate special-needs level for children who do not go to school, or who are temporarily unable to attend school. This level comprises hospital schools and preventoriums, permanent or temporary home schooling and education provided in youth psychiatric services (K-services), (cf. 4.17.).

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The learning-care levels relate to the level of adjustment schools must make to cater for the needs of pupils. These adjustments refer amongst others to the type of educational provision, the pedagogicaldidactical approach and the nature and intensity of the support. The higher the level, the more care a pupil requires. The Pupil Guidance Centres select the most appropriate special-needs level for a pupil in close consultation with the school, the parents and the pupil in question. Pupils may also change specialneeds levels. A pupil can only enter a higher special-needs level if the school demonstrates that it has made all possible efforts at the current special-needs level. The new learning-care framework in the green paper:

Abbreviations

Target groups

A: Certificate

A: Severe learning disability

BuO: Special education

B: Mild intellectual disability

CLB: Pupil guidance centre

C: Moderate and severe intellectual disability

COM: Compensation

D: Physical disability

DIF: Differentiation

E: Aural disability

DIS: Dispense

F: Visual disability

E: Outsiders (or Outside-assistance)

G: Behavioural and emotional disorder

GO: Mainstream education

W: Pervasive developmental disorder

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GC: Common curriculum and standard certification GV: Well-founded report

Cluster 1: no disorders

IC: Individual curriculum with alternative certification

Cluster 2: learning disability

IHP: Individual educational plan

Cluster 3: functional disability

IND: Funding at pupil level

Cluster 4: social interaction disability

ORG: Funding at organisational level P: Prevention

Learning care level I / II / III / IV / V

PBD: Pedagogical counselling service R: Remediation SOL: Special teaching aids Z: Special needs policy

* For alternative certification in levels III and IV a procedure will be set up to allow for a comparison with the standard certification of mainstream education. In the case of parity, certificates will be conferred which are identical to those conferred in levels I and II. The Leaning-Care green paper can be found on: http://www.ond.vlaanderen.be/leerzorg/conceptnota ASS, autism spectrum disorders are currently not included in the special-education typology. They will be catered for in a new learning-care framework. However, while awaiting this new learning-care framework, some measures have already been taken for pupils afflicted by autism. ● ● ● ●

To optimise GON for pupils suffering from autism, extra support hours have been earmarked. Since 1 September 2007, a diagnosis of ASS has to be made by either a (child)psychiatrist or by a Centre for Developmental disorders (Centrum voor Ontwikkelingsstoornissen – COS). A new decree will create a temporary framework for suitable additional support within special education. Extra funds are also being provided for this. The pedagogical counselling services and seven BuSO (special secondary education) schools have been allocated extra resources for pupils suffering from autism, both for 2007-2008 and for 2008-2009. These extra resources should facilitate the organisation of more and higherquality work-experience and should enhance the transition towards the labour market.

To facilitate the integration of BuSO within the existing secondary education scholengemeenschappen (school communities) the support staff in both types of education were brought into line.

10.3. Definition and diagnosis of the target group(s) Pupils suffering from disabilities

The RD of 28 June 1978 and the elementary education decree of 25 February 1997 defined 8 types of special education on the basis of the nature and degree of the (main) disability within a certain group, cf. 10.6.): ● ● ● ●

Education - type 1: children with a mild mental (= intellectual) disability; Education - type 2: children with a moderate or severe mental disability;· Education - type 3: children with severe emotional and/or behavioural problems; Education - type 4: children with a physical (= corporal) disability;

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● ● ● ●

Education - type 5: children admitted to hospitals or residing in preventoriums on medical grounds; Education - type 6: children with a visual disability (= visually impaired); Education - type 7: children with an aural disability (= aurally impaired); Education - type 8: children with severe learning disabilities.

Education - types 1 and 8 are not catered for in buitengewoon kleuteronderwijs (special pre-primary education). Moreover, education - type 8 is not available at secondary education level. With the exception of education-types 2 & 5, pupils of all education types have the opportunity to attend mainstream education, under certain conditions (cf. GON, integrated education 10.5.1.. Within the framework of inclusive education (ION), (cf. 10.5.2.), pupils suffering from a moderate or severe intellectual disability (education - type 2) can also be catered for in mainstream primary and secondary education. Within secondary education, four education forms are organised which can accommodate pupils of the various education types, in accordance with the nature or the degree of their disability (Broekaert et al., 1993).

Education form Nature and degree of disability (Onderwijsvorm – OV)

Qualifying certificate

OV 1

Children who are unable to live an independent life.

type 2, 3, 4, 6 or 7

OV 2

Children who can manage by themselves to a certain extent and are given training to prepare themselves for work in a sheltered labour and living environment.

type 2, 3, 4, 6 or 7

OV 3

Pupils capable of following vocational education which prepares them for a job in a normal working environment.

type 1, 3, 4, 6 or 7

OV 4

Pupils with sufficient intellectual capacities to attend mainstream education but for whom special teaching methods and arrangements are used, adapted to their specific disability

type 3, 4, 5, 6 or 7

Chronically-ill or delicate pupils

Disadvantaged pupils

Under the equal educational opportunities policy, schools catering for a minimum of disadvantaged pupils can also receive additional support (cf. 10.5.. To define this target group, disadvantage indicators are operated in elementary education and the 1st stage of secondary education, while in the 2nd and 3rd stages of mainstream secondary education learning-delay indicators are used (cf. 10.5.3.3.).

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Migrant pupils and pupils from ethnic-cultural minorities

These pupils can also avail of the measures which have been designed for disadvantaged pupils. In addition, the Educational Priority Policy (Onderwijsvoorrangsbeleid - OVB) focuses on migrant children in special elementary and secondary education, who, because of their ethnic origin and due to social, cultural and economic circumstances are faced with learning and developmental difficulties or who are at risk of falling behind (cf. 10.7.1.).

Non-Dutch speaking newcomers

Pupils who only recently arrived in Belgium who do not have a command of Dutch and children residing in open asylum centres can avail of reception education for non-Dutch speaking newcomers (OKAN), within mainstream education (cf. 10.7.2.).

10.4. Financial support for pupils’ families The allowance system is not any different from the system operated in mainstream education (cf. 4.5.): pupils in secondary and tertiary education receive financial support through the regular study allowance system (cf. 5.9. and 6.8.). Children attending special education can avail of bus or taxi transport which is organised and funded by the government. Parents receive various types of extra financial contributions: ●

●

An increased family allowance, in function of the degree of the disability, from the Family Allowance Fund; the disability percentage is calculated according to the Official Belgian Disability Scale (officiële Belgische schaal ter bepaling van de graad van invaliditeit – OBSI), which is based on 3 cornerstones: the degree of the child’s incapacity, the child’s activity and participation potential, the burden on the family; Tax relief, depending on income from the Federal Public Service Finance (Federale Overheidsdienst Financiën - FOD Financiën).

Disabled pupils attending volwassenenonderwijs(adult education) are exempted from registration and tuition fees.

10.5. Special provision within mainstream education Here we shall discuss: ● ● ●

Integrated education (GON), cf. 10.5.1. Inclusive education (ION), cf. 10.5.2. The equal educational opportunities policy (GOK), cf. 10.5.3.

Measures for children of minority groups attending mainstream education are discussed under 10.7..

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Integrated education is available at pre-primary, primary, secondary and higher education level (with the exception of university level). GON pupils attend mainstream education and receive support from a member of staff working within special education. The system came into effect in 1983 for pupils with education - type 4, 6 and 7 certificates and was further expanded in 1994 to include education - types 1, 2 (pre-primary), 3 and 8. Education - type 2 pupils can enter inclusive education (ION) up to a certain extent, cf. 10.5.2. Number of pupils: cf. 10.8.7. ff.

10.5.1.1. Specific legislative framework

Integrated education (GON) is regulated by the following education legislation: ● ●

● ● ●

Law of 6 July 1970 on special and integrated education (including the implementation orders). Decree of 13 July 1994 concerning university colleges in the Flemish Community which a.o. specifies the admission requirements for integrated higher education and any possible exemptions. Elementary education Decree of 25 February 1997 which specifies a.o. the additional admission requirements for integrated elementary education. Circular letter GD/2003/05 (11/09/2003). Circular letter SO 75, Reception education for non-Dutch speaking newcomers in mainstream full-time secondary education (30/06/2006).

10.5.1.2. General objectives

Integrated education is in fact a collaboration between mainstream education and special education. It has been set up so that pupils suffering from a disability and/or learning and behavioural difficulties can partake in all or a number of classes or activities in a school offering mainstream education either on a temporary or permanent basis. This with the assistance from a special-education school which, in turn, receives additional teaching periods and/or additional hours (GON package) as well as an integration allowance via the operational budget.

10.5.1.3. Specific support measures

Several conditions must be met to receive funding or subsidies for a pupil in integrated education: ● ● ●

The GON pupil must be in possession of a registration record (= certificate and protocol) allowing him to attend special-needs education. GON pupils who are oriented towards education - types 1, 3 and 8 must have attended a minimum of nine months full-time special education during the previous school year. An integration plan must have been drawn up for the GON pupil. This is an action-oriented declaration of commitment containing essential details, covering an extended period of time. This plan contains a.o.

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○ A description of the problems and the type of assistance asked for by the pupil, the parents and the school team;

○ The substance of the collegial support (team-oriented action), pupil-oriented action and parent-oriented action;

○ The plan of activities (intensity, evolution throughout the school year, the disciplines involved, location...);

○ Adjustments to equipment and material support (special learning tools); ○ Involvement from the pupil guidance centre (Centrum voor Leerlingenbegeleiding CLB) In the case of full integration, the pupil attends all classes and partakes in all activities provided by mainstream education. In the case of partial integration the pupil attends mainstream education for a minimum of two half days a week. GON support is ensured by a school for special education. To this end the institution receives ● ●

A financial allowance in the form of an integration allowance. This is a.o. used to pay travel expenses for staff members travelling from the special school to the mainstream school; A GON package for the appointment of GON counsellors. This package is allocated to the school for special education, to provide pupils and schools with pedagogical and/or paramedical, medical, social, psychological and orthopedagogical assistance. It is used to provide guidance to teachers in mainstream education where these pupils attend school (collegial consultation) and to support the pupils and/or parents. The package depends on the education-type certificate and on the degree of disability: moderate or severe.

Type 3

Moderate (Primary, secondary, higher education) 2 hours, 1year

4 6/7 8

Severe

2 hours, 2 years

2 hours, every year

2 hours, 2 years

4 hours, every year

(primary education only) 1 or 2 hours, 1 year

Henceforth, the number of GON pupils is taken into account when a decision is made to relieve special education school management from teaching duties (pursuant to Education Decree XVI). For university-college education similar conditions and regulations apply, although there are no special higher education schools. So, the student attends higher education with the necessary GONspecific adjustments and support. This support is ensured by special secondary education

10.5.1.4. Higher education

For university-college education similar GON conditions and regulations apply, although there are no special higher education schools. So, the student attends higher education with the necessary GON-specific adjustments and support provided by special secondary education. In January 2008, the Support Centre for Learning and Working with Function Disabilities within Higher Education (Steunpunt voor Leren en Werken met Functiebeperkingen in het Hoger Onderwijs) opened its doors. This centre will help institutions with the drafting of their special-needs policy. People suffering from function disabilities who (would like to) embark on higher education or who (would like to) work within higher education can call on them for advice and help. The existing

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Flemish Expertise Centre for Disability and Higher Education (Vlaams Expertisecentrum Handicap en Hoger Onderwijs - VEHHO) was incorporated into the new structure. In the new financing decree, a.o. students suffering from function disabilities, carry extra weight when the operational resources for universities and university colleges are being fixed, (cf. 2.8.6.).

10.5.2. Inclusive education (ION) Inclusive education (ION) is a project aimed at the guided intake of children suffering from a moderate or severe intellectual disability (education - type 2) by mainstream primary and secondary education. This project initially started with 5 pupils in 1999-2000. Support for this project was regulated by a Decision of the Flemish government of 12 December 2003. Currently all 50 available places have been taken up.

Onderzoek inclusief onderwijs

10.5.2.1. Specific legislative framework

Decision of the Flemish government of 12 December 2003 concerning the integration of pupils suffering from a moderate or severe intellectual disability in mainstream primary and secondary education (B.S. 02/03/2004).

10.5.2.2. General objectives

The project wants to support the integration of pupils with a moderate or severe intellectual disability into mainstream primary and secondary education (not in pre-primary education). Pupils must be in possession of a special-needs education certificate which shows that education - type 2 is appropriate.

10.5.2.3. Specific support measures

This support comprises: ● ●

5.5 additional teaching periods/teacher hours per pupil; A fixed annual integration allowance of 250 euro per pupil.

This support is allocated to schools organising education-type 2 special education which support pupils suffering from a moderate or serious intellectual disability within mainstream education. This ensures that pedagogical and didactical support can be provided to the class teacher, the team and the pupil. It should allow for the pupil’s optimum integration within the regular class situation and enable the pupil in question to participate in the classes and activities. The maximum number of pupils who can qualify has been limited to 50 (but this number will be increased to 70 in the course of 2008).

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University colleges can also apply for personal support or follow-up by students or higher education trainees. This is usually provided by university colleges offering an advanced daytime specialeducation programme. ● ●

http://www.ond.vlaanderen.be/gok/inclusief/ www.inclusiefonderwijs.be

10.5.3. Integrated equal educational opportunities policy (GOK) The Equal Educational Opportunities - GOK Decree of 2002 wants to counter exclusion, social segregation and discrimination and therefore specifically focuses on children from disadvantaged backgrounds. The Equal Educational Opportunities Policy consists of three sections: ● ● ●

The right to registration: the right of a child to register in a school of his choice and the way in which this right is guaranteed, (cf. 2.3.1.2.). Local consultation platforms (Lokale overlegplatforms - LOPs) and the Committee on Pupils’ Rights. Integrated educational support which allows schools to develop a broad care focussed on disadvantaged children.

During school year 2007-2008, the GOK Centre was given the task to develop a project to boost and enhance the school-life involvement of non-Dutch speaking parents of pupils attending elementary and secondary education and to improve their Dutch-language skills.

http://www.ond.vlaanderen.be/gok/

10.5.3.1. Specific legislative framework

● ● ● ● ● ● ● ●

The equal educational opportunities policy has its legal basis in Equal Educational Opportunities Decree – I of 28 June 2002, as amended by the Decree of 15 July 2005. The Decision of the Flemish government of 28 June 2002 established local consultation platforms. The Decision of the Flemish government of 19 July 2002 regulates integrated support in mainstream elementary education. The Decision of the Flemish government of 6 September 2002 regulates integrated support in mainstream secondary education. The Decision of the Flemish government of 27 September 2002 established the Committee on Pupils’ Rights. Circular letter SO/2005/07, the equal educational opportunities policy for secondary education from school year 2006-2007 (15/08/2005). Circular letter BaO/2005/13, the equal educational opportunities policy for elementary education from school year 2006-2007 (20/07/2005). Circular letter BaO/2006/01, the equal educational opportunities policy for elementary education.

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●

Decision of the Flemish government of 31 March 2006 concerning temporary projects on art initiation for disadvantaged minors and/or minors from ethnic minorities.

10.5.3.2. General objectives

Thanks to the Equal Educational Opportunities (GOK) Decree, schools with a relatively high number of disadvantaged pupils can provide extra support. It concerns pupils who are at a disadvantage due to e.g. their home situation, because they have a different mother tongue or because they have already fallen behind. Sometimes GOK hours are confused with special-needs hours. The latter are used to provide support for a broad special-needs policy in schools and are therefore aimed at all pupils requiring special care due to developmental or learning delays or socio-emotional problems. On the basis of an analysis of the initial situation, the school determines which concrete objectives it wishes to pursue with these extra resources, how it wants to achieve these objectives and how it will conduct a self-evaluation. Objectives may be chosen from amongst the following themes: ● ● ● ● ● ●

Preventing and remedying developmental and learning delays, Linguistic-skills education, Intercultural education, Progression and orientation, Socio-emotional development, Pupil and parent participation.

Or within a cluster of which the objectives have been specified beforehand. These clusters are: ● ● ●

Cluster 1: remedying developmental and learning delays and booking learning progress; Cluster 2: enhancing pupils’ linguistic skills; Cluster 3: boosting pupils’ positive self-image and social skills.

10.5.3.3. Specific support measures

Conditions: indicators

minimum

thresholds

and

equal

educational

opportunities

Under the terms of the equal educational opportunities policy schools may receive additional support (extra teaching periods or extra teacher hours) for a period of three consecutive years, if at least 10% of the school’s pupil population is made up of target-group pupils (in elementary education and the 1st stage of secondary education) or if at least 25% of the school’s population is made up of target-group pupils (in the 2nd and 3rd stages of secondary education) who meet one or more equal education opportunities indicators. ●

In mainstream elementary education, BaO, and in the first stage of mainstream secondary education, these are disadvantage indicators:

○ The family is living solely on benefits; ○ The minor has been temporarily or permanently taken into care by a family, individual, a facility or social service as intended by the coordinated special child-protection decrees of 4 April 1990, with the exception of boarding schools funded or subsidised by the department;

○ The parents are members of the travelling community;

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○ The mother does not have a secondary education diploma, a study certificate of the second grade of the third stage vocational secondary education or equivalent proof of study; ●

○ Dutch is not the family’s mother tongue. For the second and third stages of mainstream secondary education delay indicators are operated: ○ The pupil has a scholastic delay of at least two years; ○ The pupil is a newly-arrived school entrant (neveninstromer) (i.e. a pupil who is registered in a grade of the second or third stage of vocational secondary education, respectively technical education who was not registered in the school during the previous school year and has obtained an orientation certificate B or C in that previous school year);

○ The pupil attended reception education (education for non-Dutch speaking newcomers) during the previous school year. Extra special-needs hours

The second cycle of GOK came into operation on 1 September 2003 and since then all mainstream elementary schools can count on extra special-needs hours. The number of special-needs hours is allocated in the form of a lump sum, which is calculated on the basis of the number of pupils registered. These special-needs hours are granted over and above the existing GOK teaching periods. The GOK count of 1/2/2005 fixed the number of GOK teaching periods for school years 2005-2006 through to 2007-2008. As more pupils qualified for GOK support an extra 8 million euro was earmarked during 2006. In 2007, schools catering for high numbers of disadvantaged infants were given GOK+ hours. This meant that an extra 157 infant teachers could be deployed. Schools will also be given more thorough support. On 1 September 2007, the number of GOK hours in the 2nd and 3rd stage of secondary education had risen by 30 %. Any schools who had already been allocated GOK hours for the 2nd and 3rd stages were granted a proportional increase. For this measure an extra € 2 million euro has been earmarked per school year. This corresponds to 50 full-time jobs across 109 schools. The main objective of this new special-needs policy is that children with a learning difficulty first and foremost feel happy at school. Appropriate care will increase their motivation and make learning more pleasurable for them. This also means that children with learning difficulties will have the opportunity to remain in mainstream education. The special-needs counsellor or special-needs coordinator is in charge of special-needs care within a school. His task is far broader than merely coordinating the care within the school or assisting pupils. He or she also offers guidance to teachers who wonder how children with a specific problem should be handled and can also form the link between the pupil, school, parents, CLB, therapist and all other bodies who can assist with providing enhanced child support. Contrary to the earlier temporary projects teachers can be appointed to equal educational opportunities policy hours in elementary education, BaO, and the 1st stage of secondary education. In its Onderwijsspiegel 2006 [Mirror of Education] (the inspectorate’s annual report) the inspectorate reports on its GOK evaluation and the sticking points that came to light. The elementary education inspectorate also examined the effects of special-needs hours in non-GOK schools and compared the effects of GOK teaching periods in GOK schools; it published its findings in a ‘Zorgcahier’ (‘Special-Needs Exercise Book’) during 2007.

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10.5.3.4. Self-evaluation

Under the equal educational opportunities policy, self-evaluation by the schools forms an integral part of the three-year GOK cycle. An interim self-evaluation must be carried out during the second term of nd the second school year. During 2007, this took place in light of the 2 GOK cycle. The Flemish Education Council (Vlaamse Onderwijsraad -VLOR) and the GOK centre therefore adjusted the text ‘Encouraging Self-evaluation within GOK’ (‘Aanzetten tot Zelfevaluatie binnen GOK') on the basis of experiences in the first GOK cycle. These new versions (one for elementary education and one for secondary education) have been published on the VLOR website.

GOK-evaluatie: inspiratietekst basisonderwijs GOK-zelfevaluatie: inspiratietekst secundair onderwijs VLOR, Vlaamse Onderwijsraad

10.5.3.5. Temporary projects on art initiation

Within the framework of the Equal Educational Opportunities-I Decree, the Flemish government initiated projects on art initiation for disadvantaged children and/or children from ethnic minorities in elementary and secondary education from school year 2002-2003. This 3-year trial period has meanwhile been extended by the Decree of 15 July 2005 concerning Education XV (Chapter IX, section III) At the same time, a new 3-fold objective was formulated: ● ● ●

Boosting the self-image of pupils who are at risk of falling behind at school; Promoting cultural competence within these target groups; Increasing the involvement of the neighbourhood and parents in the school.

The project is run by a cooperative which must be composed of: ● ● ● ●

The school which takes the initiative; One or more schools providing part-time artistic education; A cultural organisation (e.g. a cultural centre, or an arts-education organisation); A neighbourhood-oriented organisation (e.g. neighbourhood committee, community centre, local ethnic minority community…).

The Equal Educational Opportunities Decree itself provides three possible methods to accomplish the three-fold project objective: ● ● ●

Artistic coaching of the minors in question by artists; Professionalisation of school teachers in elementary education or secondary education in relation to the integration of art education into an intercultural school environment; Organising art initiation which dovetails with the social environment of the minors concerned.

Support is provided in the form of a lump sum which increases gradually as more elementary or secondary schools participate in the project. The school is free to decide how it spends these funds: ● ●

Extra hours for teaching staff, policy and support staff, administrative staff or pedagogical support staff; Additional resources for operational expenses or lecturers.

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By analogy with ICT coordination each assignment hour is given a rating. Teachers from elementary and secondary education as well as teachers from part-time artistic education can get involved in these projects. Until 2008, € 497,000 a year will be set aside for this project. Cf. http://www.ond.vlaanderen.be/schooldirect/BL502/KI_info.doc

10.5.3.6. GOK Centre (Steunpunt GOK)

The Equal Educational Opportunities Policy Centre provides support to Flemish GOK schools and the GOK policy: http:// www.steunpuntgok.be A number of other centres are also involved in the GOK centre: ●

●

Steunpunt Diversiteit & Leren (Centre Diversity and Learning (previously the ICO Centre, Intercultural Education - Steunpunt ICO), connected to the Ghent University: http://www.steunpuntico.be The Centre for Language and Education (Centrum voor Taal en Onderwijs – CTO) (previously Centre for Dutch-as-a-second-language - Steunpunt Nederlands Tweede Taal), connected to the K.U.Leuven: http://www.nt2.be ECEGO, Centre of Excellence for Experience-based Education (Expertisecentrum voor Ervaringsgericht Onderwijs), linked to the K.U.Leuven: http://www.cego.be

10.5.3.7. Local consultation platforms, (Lokale overlegplatforms – LOPs) & the Committee on Pupils’ Rights

LOPs, local consultation platforms were set up to help implement the equal educational opportunities policy on a local level. They are made up of education providers and local actors such as representatives from ethnic minorities and disadvantaged and poor indigenous communities, people from the integration sector, socio-economic partners, etc… (cf. also 2.3.1.2.); http://www.lop.be The Brussels’ Elementary Education LOP must try and find a consensus on the principle of simultaneous priority for children with Dutch as mother-tongue and for GOK pupils. In 2006, it increased the 30% priority-threshold for children who speak Dutch at home to 45% and the 20% priority-threshold for GOK pupils to 30%. These percentages and other agreements regarding the registration policy are basically valid for 4 years but are thoroughly assessed after 2 years. In 2003, the Committee on Pupils’ Rights was established which is a central appeal body which adjudicates when disputes arise on the right to register in a school of one’s own choice (cf. also 2.3.1.2.); http://www.ond.vlaanderen.be/leerlingenrechtencommissie

10.6. Separate special provision Aside from ‘mainstream education’, Flanders also offers ‘special education’ at both elementary and secondary education level which is provided by separate schools catering for pupils with specific educational needs. Flanders’ special-education system caters for some 46,000 pupils as against 1.1

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million pupils in mainstream education. The number has increased by 40% compared to 15 years ago. At that time, it amounted to 2.9% as against 4% at this current moment. Cf. also: ● ●

● ●

The structure of BuO in function of the various target groups, cf. 10.3. The educational priority policy (Onderwijsvoorrangsbeleid – OVB) aimed at migrant pupils in special education, cf. 10.7.1. The equal educational opportunities policy, which also applies to special education, cf. 10.5.3. GON, integrated education which caters for disabled pupils in mainstream education, cf. 10.5.1. ION, inclusive education accommodating education-type 2 pupils within mainstream education, cf. 10.5.2.

10.6.1. Specific legislative framework The Elementary Education Decree of 25 February 1997 is of importance to special elementary education. The Law of 6 July 1970 concerning special and integrated education regulates special secondary education. ontwikkelingsdoelen (developmental objectives) ● ●

● ●

●

Decree of 2 March 1999 ratifying the Decision of the Flemish government of 1 December 1998 specifying the developmental objectives for special elementary education type 2. Decree of 18 January 2002 laying down ratification of the Decision of the Flemish government of 27 April 2001 defining the developmental objectives for special elementary education type 8. Decree of 22 March 2002 ratifying the Decision of the Flemish government of 23 November 2001 specifying the developmental objectives for special elementary education type 1. Decree of 19 July 2002 ratifying the developmental objectives for general and social education in education form 3 of special secondary education (ratifying the Decree of the Flemish government of 19/04/02). Decree of 23 May 2003 ratifying the Decision of the Flemish government of 31 January 2003 specifying the developmental objectives for special elementary education type 7.

As regards Permanent Home Schooling (POAH), the Decision of the Flemish government of 13 July 2007 concerning home schooling for sick children and youngsters For the legislation regarding the educational priority policy in special education, cf. 10.7.1.1.. In relation to the legal framework of the equal educational opportunities policy we refer to 10.5.1..

10.6.2. General objectives Both in the Law on special education of 6 July 1970 and in the Elementary Education Decree of 25 February 1997, special education is defined in terms of the extent to which mainstream education is capable of catering for the overall personal development of pupils. The Elementary Education Decree reads: ''it is education which, on the basis of a pedagogisch project (pedagogical project), provides an

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appropriate education, upbringing, care and therapy for pupils whose overall personal development cannot be or is not sufficiently catered for by mainstream education, be it on a temporary or on a permanent basis” (Decree of 25 February 1997). This definition is based on the real concept of special needs. The decree refers in first instance to the difficulties and the incapability of mainstream education to look after the optimum and personal and social development of all children rather than to the disabilities of the child.

10.6.3. Geographical accessibility In general, special education is organised in schools which are independent from mainstream schools; in some cases they are connected to other social and educational institutions for disabled people. The special-education provision is not evenly spread neither across elementary education nor across secondary education. This is especially the case at elementary and secondary level for education-type 3 (emotional, social behaviour), 6 (visual) and 7 (aural) and for education forms 1 (independence out of the question) & 4 (can be integrated into mainstream education with support) at secondary level. On top of that, pupil transport is organised on a network-by-network basis. This means, that pupils often spend ages on the bus travelling from home to school and back. For that reason parents are sometimes forced to ‘opt’ for boarding schools. This unbalanced provision also results in pupils being oriented in function of the locally-available provision, which, in a number of cases, will not be the educational provision most suited to the child’s upbringing and educational needs. During school year 2006-2007, a project involving free pupil transportation for special-education pupils was tested out in one particular region. On the basis of this project, the pupil-transport regulations were amended in 2007-2008. At the same time, a Commission on Pupil Transport for special education was set up to demarcate new pick-up areas, to simplify its administration and to enhance communication with parents. Training for school bus attendants will also be continued. http://www.ond.vlaanderen.be/leerlingenvervoer/buitengewoon/

OZB Algemene omzendbrief leerlingenvervoer

10.6.4. Admission requirements and choice of school

Age condition Infants must be at least 2.5 years of age before they can attend buitengewoon kleuteronderwijs (special pre-primary education). The 5 entry dates prevailing in mainstream pre-primary education (cf. 3.6.) do not apply to special pre-primary education (Circular letter BaO/2007/02). Children may be registered in buitengewoon kleuteronderwijs (special pre-primary education) until they are 6 years old, or exceptionally until the age of 7 if this is deemed to be more suitable for the child. In general, children start their primary education at the age of 6, but pupils who turn 5 years of age before 1 January of the school year in question, may sometimes also be registered. The minimum age to enter special secondary education is 13 years and the maximum age is 21.

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Admission procedures Pupils who wish to register in a special-education school must be in a position to submit a registration record which consists of two parts: ● ●

A certificate containing information on the onderwijstype (education type) and/or the opleidingsvorm (education form) and the level of education the child needs to follow; A justification protocol which accounts for the certificate issued on the basis of a multidisciplinary assessment.

This certificate must be drawn up by a pupil guidance centre (CLB) or by an institution which offers the same guarantees regarding choice of study or vocation and is presented to the parents. Every year a list is compiled of the competent centres and institutions (Circular letter CLB/2006/03). Every province boasts an Advisory Commission for Special Education (Commissie van Advies voor het Buitengewoon Onderwijs - CABO) (Decree of the Flemish government of 24 June 1997) which is in charge of granting compulsory-education exemptions, adjudicates on the crossing of age limits, is in charge of moving pupils from mainstream schools to special schools and vice versa and of moving pupils to a more suitable special-education school and of granting pupils the right to avail of permanent home schooling. Aside from parents and adults with a disability or their legal representative, advice may also be sought by a member of the inspectorate, a principal or a physician from the pupil guidance centre (CLB). If parents or an adult with a disability refuse to cooperate or completely disagree with a CABO decision they have the option to lodge an appeal.

Path counselling Based on scientific research conducted in 1998 regarding the process of guiding mainstreameducation pupils towards special education, consultation with the CLB sector has begun on how the this process could be optimised. Following a number of pilot projects, a new guidance methodology was developed for pupils with special educational needs. This methodology is characterised by intense action orientation and involvement of the school, CLB, parents and pupils throughout the actual drafting of the path-counselling programme. It resulted in the 2007 publication of a manual for CLB staff and schools. http://www.ond.vlaanderen.be/leerzorg/documenten/project_CLB_%20begeleidingstraject_eindverslag .pdf

Equal educational opportunities As a result of the equal educational opportunities regulations (cf. 10.5.), schools are no longer permitted to refuse the registration of pupils with a valid certificate for the education type and opleidingsvorm (education form) they offer, merely because they focus on a specific target group within that particular education type and opleidingsvorm (education form). Registrations of pupils must be recorded chronologically. Parents must subscribe to the school’s pedagogisch project (pedagogical project) and the school regulations. These registrations continue until the school/geographical location/the education type (elementary education)/the opleidingsvorm (education form) (secondary education)/the administrative group/the pupil group (secondary education)/the pedagogical unit is full and pupils can be refused on material grounds. On the basis of its register, which contains all registrations in chronological order, the school must be able to demonstrate that no more new pupils were registered after another pupil was refused. If parents are of the opinion that they have been wrongfully refused, they may file a complaint with the Committee on Pupils’ Rights. (Circular letters BaO/2005/13 and SO/2005/07).

Home Schooling (Permanent onderwijs aan huis - POAH) for sick children

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Pupils of school age who meet the admission requirements for special education but who, due to their medical condition (e.g. extremely brittle bones, increased risk in case of infections) are unable to receive long-term (one or several years) education in a school environment because of their complaint, are entitled to home schooling. The special-education school which will provide home schooling receives funding or subsidies for four additional teaching periods a week for the pupil in question. The school is assigned by the Advisory Commission for Special Education, CABO, which takes the free choice of the parents into consideration. In special elementary education, this regulation has been in existence for longer. Currently four to five pupils a year are taught in this way. From 1 September 2005, this regulation also applies to special secondary education. ● ● ● ●

Decree of 15 July 2005 concerning Education-XV. Decision of the Flemish government of 13 July 2007 Circular letter BaO/97/5 of 17 June 1997 Circular letter SO/2005/06 (BuSO) of 22 July 2005

10.6.5. Age levels and grouping of pupils Special education is organised at pre-primary, primary and secondary education level. At primary-school level, eight types of special education have been defined in function of pupil characteristics, cf. 10.3. Education - types 1 (slight mental disabilities) and 8 (serious leaning disabilities) are not catered for by special pre-primary education. At secondary education level an additional four education forms are organised which can cater for pupils of the various education types – as defined at elementary education level – in accordance with the nature and degree of their disability (cf. 10.3.). No special secondary education is provided for education - type 8 youngsters (serious learning disabilities). The school boards decide on the placement of pupils in pedagogical units within the education types and education forms. The class councils place the pupil in the most appropriate class group. Normally, pupils leave primary education at the age of 13, or possibly at the ages of 14 or 15. They may attend secondary education up to the age of 21 (Law of 28 June 1983). Derogations on the age limit of 21 may be given upon recommendation from the Advisory Commission for Special Education (CABO), (cf. 10.6.4.).

10.6.6. Organisation of the school year The organisation of the school year, the school week and school day is comparable to that in the corresponding levels of mainstream education as described in chapters 3, 4 and 5, although the daily activities are more geared towards the individual needs of the pupils. In secondary education the organisation varies according to the opleidingsvorm (education form). ● ●

Education form 1: one single section comprising a minimum of four study years. Education form 2: two sections comprising a minimum of two study years each.

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●

Education form 3: three stages plus an optional integration stage:

○ 1° the observation stage: comprises the first grade and is limited to one full school year;

○ 2° the training stage: comprises a minimum of two school years; ○ 3° the qualification stage: comprises a minimum of two school years; ○ 4° the optional integration stage: this stage comprises one full school year in the form ●

of alternance vocational training (Decision of the Flemish government of 6 December 2002). Education form 4: this form has the exact same timetables as the corresponding mainstream schools, as this education form must have the exact same structure as that of secondary education.

10.6.7. Curriculum, subjects Special education does not make pupils follow a common curriculum but provides individualised curricula which are adapted to the needs and capabilities of each pupil. To that end, the school team selects the ontwikkelingsdoelen (developmental objectives) it wants to pursue in a particular pupil or pupil group. This selection is defined in the individual educational plan. School teams may select ontwikkelingsdoelen (developmental objectives) from: ● ● ●

the ontwikkelingsdoelen (developmental objectives) laid down for a specific onderwijstype (education type) or a particular education form; The eindtermen (final objectives) or ontwikkelingsdoelen (developmental objectives) prevailing in mainstream elementary or secondary education The ontwikkelingsdoelen (developmental objectives) laid down for other education types.

Special elementary education

To date ontwikkelingsdoelen (developmental objectives) have been defined for special elementary education - type 1 (slight mental disability), 2 (moderate/serious mental disability), 7 (aural disability) and 8 (serious learning difficulties). The ontwikkelingsdoelen (developmental objectives) for special elementary education have been classified according to areas of learning. These areas of learning are largely the same as those in mainstream elementary education, BaO. (cf. 4.10.). To respond to the specificity of the target group, certain areas of learning have been developed more elaborately or differently. For certain education types the eindtermen (final objectives) for certain areas of learning prevailing in mainstream elementary education have been taken on board in the form of ontwikkelingsdoelen (developmental objectives). This selection of objectives is defined in the individual educational plan.

Special secondary education

In special secondary education, ontwikkelingsdoelen (developmental objectives) have been defined for: ●

Education form 3 (capable of following vocational education) – general education and social skills;

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â—?

Education form 4 (can be integrated into mainstream education with support), here the same (final objectives), ontwikkelingsdoelen (developmental objectives) and specific eindtermen (final objectives) apply as those prevailing in the corresponding level of mainstream secondary education;

For the vocationally-oriented section of education form 3 of special secondary education the training profiles are indicative of how the curriculum should be drawn up. These training profiles contain the competences pupils must acquire before they can obtain a certificate of a particular training course or a certificate of a complete training unit which leads to employability on the labour market. (Decision of the Flemish government concerning the organisation of special secondary education, education form 3 of 6 December 2002). Within education form 3 (training and qualification stage) and education form 4 (second and third stages) of special secondary education experiments with modular education have started since 1 September 2001.

The individual educational plan

The individual educational plan also lists the developmental objectives and schedules the multidisciplinary teamwork and how social, psychological, orthopedagogical, medical and paramedical assistance can be integrated into the upbringing and education provided. This individual educational plan is drawn up by the class council in consultation with the CLB and, if possible, also in conjunction with the parents. The individual educational plan is the result of a cyclical process in which, at every stage, the initial situation (including the pupilâ€™s educational and training needs) is charted, developmental objectives are selected and their achievement prepared; this plan and strategy is then implemented and subsequently the entire process is assessed. Aside from process evaluation, an evaluation of pupil progress is carried out to asses whether or not the ontwikkelingsdoelen (developmental objectives) pursued are achieved. This evaluation then forms the starting point for the new initial phase of the next planning period.

10.6.8. Teaching methods and materials In special education teaching methods are strongly individualised. For each child an individual educational plan is worked out (cf. 10.6.7.). Decisions regarding teaching methods and teaching materials appertain to the freedom of the organising bodies.

10.6.9. Progression of pupils Evaluation and guidance of pupils are strongly interwoven. In special education evaluation plays a largely formative role. The class councils, assisted by the pupil guidance centres (CLB), decide on class composition, whether a certain pupil must remain in a certain pupil group and whether pupils progress to different classes or to a certain onderwijstype (education type) or education form.

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10.6.10. Educational/vocational guidance, education/employment links Aside from the school board and the teaching staff, staff in special education also consists of paramedical, medical, social, psychological and orthopedagogical staff who are a.o. responsible for the support of pupils in special education. In addition, also the pupil guidance centres (CLBs) focus on the guidance of pupils in special education (Decree of 1 December 1998). Pupil guidance centres for instance assist special education with developmental problems and reducing risk behaviour, with effective and qualitative referrals of pupils in mainstream education to special education and vice versa and help to provide a safe school career (in particular safety and hygiene and the impact of practical subjects on health) (Decree of 1 December 1998). In education form 3 of special secondary education (aimed at pupils who are capable of following vocational education which prepares them for a career in an ordinary work environment), pupils in the integration stage are explicitly supported by a guidance team. On the one hand, this guidance team is composed of staff members employed by the educational institution and on the other hand by outsiders from the world of enterprise, social organisations or other experts who can provide meaningful support to pupils. (Decision of 6 December 2002). One of the measures taken to attune education to the world of employment is social training and work-experience placements. ●

Education form 1: (independence out of the question): social training may be organised for pupils who have reached the age of 18 or who turn 18 in the course of that particular school year. This social training runs for a maximum of 21 calendar days or for up to 28 calendar days in the school year presumed to be the pupil’s final year in special education. The objectives of social training are comparable to those of work-experience placements. Social training can only be provided by institutions which have been approved (or are in the process of being approved) to take in disabled adults who do not carry out production-oriented work (e.g. a day centre, an activity home…) (Circular letter SO/2002/11).

●

Education form 2 (independence within a sheltered environment)

○ Stage 1: Work-experience placements are forbidden ○ Stage 2: Work-experience placements are possible and must be available to all pupils ●

(cf. below under qualification stage 3 of education form 3). Educational-form 3 (capable of following vocational education)

○ Observation stage 1 and training stage 2: Work-experience placements are forbidden ○ Qualification stage 3: Work-experience placements are compulsory and all pupils

●

must be given indiscriminate access to work-experience placements. Even people who do not have a residence permit for more than three months can, from school year 2003-2004, be given employment in Belgium in the form of pupils’ work-experience placements (Royal Decree of 6 January 2003). Educational-form 4 (pupils can be integrated into mainstream education with support): no special regulations are in place here. Work-experience placements are identical to those in mainstream secondary education. These pupils, the same as all their peers, will end up on the labour market. Larger companies have the statutory obligation to employ at least some few people suffering from a disability (depending on the number of employees working in the company). As a result visually-impaired people are for instance employed as switchboard operators.

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Within education form 3, a one-year alternance vocational training (alternerende beroepsopleiding – ABO) is organised. Here, education at school is alternated with 3 days’ unpaid alternance work experience in an ordinary company. This initiative receives financial support from the European Social Fund, cf. Circular letter SO/2007/09 (BuSO). The Vocational Training Service (Dienst Beroepsleiding – DBO) coordinates numerous projects in this area (a.o. on behalf of the European Social Fund): cf. http://www.ond.vlaanderen.be/dbo/projecten²/projecten.htm. Cf. also 7.15..

10.6.11. Certification In certain cases, pupils in special elementary education can also be conferred a certificate which has the same value as a certificate obtained in mainstream elementary education. In special secondary education the following proofs of study can be obtained: ● ● ●

Education form 1: (independence out of the question): BuSO (special secondary education) social-adaptation certificate Education form 2 (independence within a sheltered environment): BuSO social adaptation and employability certificate Education form 3 (capable of following vocational education) (old structure):

○ For pupils who passed: a qualification certificate (kwalificatiegetuigschrift) ○ For pupils who do not qualify for the above: certificate (attest) of special vocational ●

secondary education Education form 3 (new structure):

○ Pupils who passed their training or part of their training:

▪ ▪

Certificate (getuigschrift) Certificate (getuigschrift) of acquired competences for an accomplished unit

○ Pupils who do not qualify for a certificate:

▪ ▪

Certificate (attest) of acquired competences Certificate (attest) of special vocational secondary education

○ If pupils attended the integration stage:

▪ ▪

●

Successfully: certificate (getuigschrift) of alternance vocational training

Unsuccessfully or in the case of an early drop-out: certificate (attest) of alternance vocational training Education form 4 (pupils can be integrated into mainstream education with support): certificates and diplomas just like in mainstream secondary education (SO)

10.6.12. Private education Cf. 4.16.

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10.7. Special measures for the benefit of immigrant children/pupils and those from ethnic minorities Here we shall discuss: ● ● ● ●

OVB, the educational priority policy in special education 10.7.1. OKAN, reception education for non-Dutch speaking newcomers in mainstream education 10.7.2. Support measures for the Brussels’ peripheral and language boundary municipalities 10.7.3. Extra resources for higher education 10.7.4.

GOK, the equal educational opportunities policy in mainstream education which is also of importance to migrant pupils and children of ethnic-cultural minorities is discussed under 10.5.3.. Projects aimed at enhancing the link between education and the labour market also focus on the issues of children from ethnic minorities and poorly-educated and disadvantaged youngsters; this is dealt with under 5.18.. A brief historical overview: Since 1991-1992 an educational priority policy has been pursued in elementary and secondary education to further the integration of disadvantaged and migrant pupils. For educationally-challenged and disadvantaged pupils from ethnic minorities a project to extend the special-needs provision in mainstream schools was launched in elementary education, BaO, during school year 1993-1994. Schools catering for a certain percentage of target-group pupils were given extra teaching periods which had to be used in certain spheres of action. To qualify, schools also had to submit an allocation plan. In 1993, the Flemish Minister for Education and the umbrella organisations of the organising bodies signed a non-discrimination agreement which resulted in cross-network agreements on countering segregation and special schools for migrants. However this turned out to be more of a dispersal policy rather than an admission policy. In view of the European directive on equal opportunities these measures were revised and integrated into GOK, equal educational opportunities policy from 2002 cf. 10.5.3.. However, the educational priority policy project continues to run in special education, cf. below under 10.7.1..

10.7.1. The educational priority policy (OVB) in special education The educational priority policy is aimed at migrant children in special elementary and secondary education. The educational priority policy measures in mainstream education were integrated into the GOK policy, cf. 10.5.3..

10.7.1.1. Specific legislative framework

● ● ● ● ●

Decree concerning elementary education of 25 February 1997, art. 168-172. Decree concerning equal educational opportunities I of 28 June 2002, art. X1 § 1. Education Decree XV. Decision of the Flemish government of 14 July 1998 concerning the temporary educational priority project in elementary education. Circular letter BaO/2005/06.

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406

●

Circular letter SO/2005/03.

10.7.1.2. Target group

OVB is aimed at migrant children in special elementary and secondary education who encounter learning and developmental difficulties on account of to their ethnic background and social, cultural and economic circumstances or who are at risk of falling behind. Moreover they must simultaneously meet the two conditions of the definition ‘educational priority pupil’, i.e. ● ●

Their maternal grandmother was not born in Belgium or does not have either the Belgian or Dutch nationality by birth; Their mother followed no further education once the school year in which she turned 18 came to an end.

10.7.1.3. Specific support measures

In these cases schools may be granted extra teaching periods or teaching hours. However they must have: ●

An allocation plan which is kept at the school for perusal by the inspectorate; this plan must contain the following undertakings:

○ A contract with a recognised welfare or socio-cultural association or with a recognised local or regional integration centre for migrants focussed on increasing the involvement of parents;

○ Cooperation with the Pupil Guidance Centre (CLB); ○ Participation of teachers in (further) training initiatives regarding the educational priority policy; ●

○ Support by the pedagogical counselling service of the network; A favourable inspection report on the previous school year.

10.7.1.4. Spheres of action

These extra teaching periods can be used for the following spheres of action: ● ● ● ●

Intercultural education (ICO), geared towards developing skills and attitudes to deal positively and efficiently with people from different ethnic and/or cultural backgrounds; Dutch-language skills; Prevention and remediation of learning and developmental problems specifically in function of the target group; Involvement of parents.

Flemish Eurydice report 2008

Special educational support

407

10.7.1.5. Lifetime

From school year 1999-2000 up to and including school year 2004-2005, extra teaching periods were allocated to special education, specifically for this purpose. These 2004-2005 teaching periods have been extended for the schools in question by another 3 school years up to and including school year 2007-2008.

10.7.2. Reception education for non-Dutch speaking newcomers (OKAN) in mainstream education Reception classes for non-Dutch speaking newcomers (OKAN) in mainstream elementary and secondary education were launched in 1991. Reception education wants to teach newcomers Dutch as quickly as possible to integrate them into an education form and course of study suited to their individual capacities. As of 1 September 2006 reception education was considerably expanded and adjusted with the introduction of coaching for teachers working in regular education by reception classes. ● ●

●

The nationality condition is replaced by the language spoken at home and/or mother tongue and by the condition of being a newcomer. After an initial reception year the newcomer to elementary education can progress to a second follow-up year. In secondary education newcomers can progress to mainstream education with extra support from the reception class. Henceforth, the number of newcomers in elementary education can be counted per school or per school community, just like in secondary education.

For this project well over € 5 million per school year is set aside. During the 2005-2006 school year, 1,450 newcomers attended reception education spread across 133 elementary schools, while 1,749 youngsters availed of reception education hosted by 38 secondary schools. During 2008, extra resources will be provided to offer reception education to children residing in open asylum centres (and who often end up staying in Belgium for more than 1 year). As of 2009, this budget will increase considerably and will amount to € 833,000. At the same time, instructions have been given to develop developmental objectives for non-Dutch speaking newcomers in secondary education.

Cf. http://www.ond.vlaanderen.be/onthaalonderwijs

10.7.2.1. Specific legislative framework

● ●

Elementary Education Decree of 25 February 1997. Decision of the Flemish government of 17 June 1997 concerning the composition of staff in mainstream elementary education.

Flemish Eurydice report 2008

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408

●

● ● ●

Decision of the Flemish government of 22 September 1998, as amended by the Decision of the Flemish government of 8 February 2002 concerning allowances for non-Dutch speaking newcomers. Circular letter BaO/2006/03 Reception education for non-Dutch speaking newcomers (30 June 2006) Circular letter SO 75 (30 June 2006). Between March 2003 and 2005 the reception-education regulations for part-time vocational secondary education, DBSO, were included in the Decision of the Flemish government of 4 July 2003 concerning experimental reception education for non-Dutch speaking newcomers in DBSO. As of school year 2005-2006 it has been incorporated into the Experimental-Projects Decree.

10.7.2.2. Target group

Non-Dutch speaking newcomers are pupils who simultaneously meet the following conditions at the time of their registration (however, the Department for Education and Training may grant some derogations): ● ● ● ● ● ●

Dutch is not their mother tongue; Insufficient proficiency in the teaching language to attend classes successfully; Dutch is not their home or native language; Not yet having followed a full school year in a school where the teaching language is Dutch; Being a newcomer i.e. not having lived in Belgium for more than one continuous year; Being 5 years of age or more in the case of elementary education, BaO, or being between the ages of 12 and 18 in the case of secondary education.

10.7.2.3. Specific support measures

To cater for non-Dutch speaking newcomers, schools can avail of extra teaching hours and an extra operational allowance per non-Dutch speaking newcomer. ●

●

In elementary education: 2 additional teaching periods per school, 1.5 additional teaching periods per non-Dutch speaking newcomer. In pre-primary education from the age of 5. For the follow-up year: 1 additional teaching period per former non-Dutch speaking newcomer. In secondary education: 2.5 teacher hours per non-Dutch speaking newcomer in the reception year; in part-time vocational secondary education 3.4 hours. Each contact school receives 22 teacher hours to provide support to former non-Dutch speaking newcomers during and after their progression to regular education on condition that a reception year was organised by the school or school community in question during the previous year. Should a school or school community cease to organise a reception year it can however continue to avail of those 22 teacher-hours support for a period of 3 school years.

The allowance for reception years amounts to 12.5 euro per full calendar month per non-Dutch speaking newcomer; during the follow-up year no extra allowance is provided. Conditions

●

In elementary education and depending on the type of school a minimum of 4 to 6 non-Dutch speaking newcomers must be registered as regular pupils or 12 pupils per school community

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●

(or an increase of 4 over and above the former quota). No minimum number applies for the follow-up year. In secondary education a minimum of 25 newcomers per school community are required. Within part-time vocational secondary education, DBSO, reception education can be organised in one DBSO centre per network. Centres can not cater for more than 60 non-Dutch speaking newcomers. Moreover, schools must organise structured and systematic consultations with a view to pedagogical-didactical and organisational attunement; they must work in conjunction with the CLB and must allow teachers to partake in specific further training.

Support for pupils

Elementary schools must draw up an individual work plan for each and every non-Dutch speaking newcomer. In secondary education ● ●

●

Schools must draw up a ‘general plan’ which ties in with the objectives of the reception year. From school year 2006-2007 the new subject ‘Dutch for newcomers’ will be taught in reception years alongside Religion and/or niet-confessionele zedenleer (non-confessional ethics) and the optional 4 weekly teacher hours per non-Dutch speaking newcomer. The weekly timetable in reception years consists of a minimum of 28 teacher hours and a maximum of 32. Schools cannot allocate more than 4 teacher hours per week to other subjects than to the teaching of Dutch. Within this general plan schools must work out a learning pathway for each and every nonDutch speaking newcomer, in conjunction with the relevant CLB which must show clearly how pupils are followed up. It must also contain the way in which pupils are assessed. All available information must be furnished when the pupil goes on to regular education. Even when the pupil has progressed to regular education the follow-up and support must continue. This support may be provided within the school community or in dialogue with one or several schools of another school community. Enhancing the understanding and expertise of regular teachers in and outside of reception schools through coaching by reception-education teachers, the presence of a follow-up school coach, proper circulation of pupil information and regular contact with former reception-education pupils can have a significant impact on the school results of former reception-education pupils.

Support

Specifically for secondary education, the Centre for Language and Education (Centrum voor Taal en Onderwijs – CTO) developed a ‘frame of reference for reception education’. It gives an overview of 15 general ontwikkelingsdoelen (developmental objectives) for non-Dutch speaking newcomers, based on the language-skill objectives which can be used at a cross-curricular level. The ontwikkelingsdoelen (developmental objectives) are grouped into 4 contexts where pupils do need Dutch: participation in class and at school, understanding and processing of class contents, establishing informal contacts and social participation. The CTO also develops materials, provides training and information and conducts research; http://www.ond.vlaanderen.be/onthaalonderwijs/inhoud/Centrum/ During the previous two school years the “Secondary School Policy Implementation Department” drew up a 'Reception-Education Report' which provides figures on pupils, schools and teachers.

Flemish Eurydice report 2008

Special educational support

410

10.7.2.4. Ratification of the studies

At the end of the school year every non-Dutch speaking newcomer who attended the reception year as a regular pupil receives a certificate stating that the pupil has followed the reception year.

10.7.3. Education in Brussels, peripheral and language-boundary municipalities (and adjacent municipalities) Within the Flemish government, the current Minister for Education and Training is also responsible for the Flemish Periphery of Brussels (cf. 2.6.2.1. and the white paper â€œcooperation on proper Flemish governance in the Flemish periphery -"samenwerken voor een goed Vlaams bestuur in de Vlaamse rand").

10.7.3.1. Support measures for Dutch-speaking elementary schools in the peripheral and language-boundary municipalities and adjacent municipalities

In the Flemish coalition agreement, the reinforcement of Dutch-speaking education and the integration of the many non-Dutch speaking children in the Flemish Periphery are major focal points. Implementation takes place in stages (cf. BaO/2006/02). 1

Dutch-speaking elementary schools in the six peripheral municipalities of Brussels as well as the Dutch-speaking elementary schools in the language-boundary municipalities have been granted structural additional teaching periods since 1 September 2005 to deal with the many non-Dutch speaking pupils attending these schools. These teaching periods have been calculated on the total number of pupils registered in the school. Since 9 January 2006, elementary schools in the 13 municipalities of the wider Flemish periphery of Brussels have also been receiving additional teaching periods. After all, schools in the municipalities bordering on Brussels or on one of the six peripheral municipalities are faced with similar problems as the Dutch-speaking schools in the six peripheral municipalities of Brussels and the language-boundary municipalities. From school year 2006-2007 an organic system is introduced which will apply both to the Dutchspeaking elementary schools in the peripheral and language boundary municipalities and to the elementary schools in the wider Periphery of Brussels. Additional teaching periods were allocated for the integration of non-Dutch speaking pupils for the school years 2006-2007 and 2007-2008.

The number of additional teaching periods depends on the % of pupils who do not speak Dutch at home (TNN pupils) The minimum number has been set at 10%. % TNN-pupils (pupils who do not speak Dutch at home)

Number of additional teaching periods

10% or more & not exceeding 25%

Over 25% and less than 40%

6 + (the number of pupils above 25% x 0.315)

40% or more

6 + (the number of pupils above 25% x 0.4)

Flemish Eurydice report 2008

Special educational support

411

Moreover, since 2006 the counselling services have set up a joint structure with a view to reinforcing elementary education school teams. There is disagreement between the Flemish and French-speaking Communities about the support given to institutions who provide education in the language of the Community on the territory of the other Community. There is also disagreement on the quality control of the Flemish inspectorate in French-speaking schools within the Flemish municipalities with linguistic facilities. Regulations ●

●

Circular letter BaO/2006/02 Additional teaching periods for the integration of non-Dutch speaking pupils in Dutch-speaking schools within the peripheral and language-boundary municipalities. Decision of the Flemish government of 17 March 2006 concerning the temporary project regarding the allocation of extra teaching periods for elementary education schools in municipalities bordering on the peripheral municipalities of Brussels and in the municipalities bordering on the Brussels-Capital Region. Decision of the Flemish government of 1 September 2006 concerning the allocation of additional teaching periods for the integration of non-Dutch speaking pupils.

10.7.3.2. Flemish-speaking education in Brussels

In Brussels, control on truancy has been debilitated because Flemish and French-speaking education operate separate registration lists. As recently as 2007, no one could establish how many children between the ages of 6 and 18 were complying with compulsory education within the Brussels-Capital Region. At the start of 2007 the Flemish and French-speaking ministers of Education agreed to come to a common list and to jointly monitor compliance with compulsory education from school year 2007-2008 onwards. In addition time-out projects (cf. 2.2.) will be used to counter truancy. The number of pupils in Flemish schools continues to rise; however, an increasing number of pupils do not have Dutch as mother tongue. To that end, the Flemish Minister for Education and Training and the Minister for the Brussels-Capital Region, as member of the Flemish Community Commission in charge of Dutch-speaking education in Brussels, organised a round-table conference on Dutchspeaking education in Brussels during 2007. The final findings of the study groups were compiled into a final report. In 2008 the Ministers compiled their policy intentions in a green paper. As from school year 2009-2010, the school regulations of all Flemish schools, and also those of the Dutch-speaking schools in Brussels, will become a tool for mutual involvement: the mutual commitments and expectations will have to feature clearly in the school regulations. This will crystallise the concept of a “commitment statement” from parents, which was proposed at a Brussels’ round-table conference. School regulations may for instance contain topics such as the parents’ duty to ensure that their children regularly attend school, attendance of parents at parent-teacher meetings, guidance cooperation... As of 2010-2011, children can only be registered in a Dutch-speaking school if they have attended one year of Dutch-speaking pre-primary education, or – in exceptional circumstances – if they can show that they have attained a certain proficiency in Dutch. http://www.ond.vlaanderen.be/nieuws/2008p/files/0123-conceptnota.pdf Batterij maatregelen voor Nederlandstalig onderwijs in Brussel Cf. also 2.6.3.1. & 2.6.4.1.6. http://www.ond.vlaanderen.be/brussel.

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Special educational support

412

The support structures will be reinforced and the Brussels’ curriculum will remain in place.

Brussels’ variants in the 1st stage of secondary education

Language skills amongst pupils in secondary education in Brussels are extremely heterogeneous: many non-Dutch speaking pupils, pupils coming from elementary schools in Brussels who have a better knowledge of French; pupils coming from outside of Brussels who have a limited secondlanguage package. To allow for this more successfully, a 3-year experiment was launched during school year 2004-2005, i.e., the so-called Brussels’ Curriculum, for the 1st first stage of secondary education. The Brussels’ curriculum gives schools in Brussels the opportunity to organise one or two alternative curricula, alongside their normal programme. ● ● ●

The first variant spreads the 1st stage over 3 grades. st The second variant maintains the 2-grade structure of the 1 stage but allocates less hours to the core curriculum (24 hrs). Both variants may use the ‘multilingualism project’ for up to 8 hours, as well as the PALsystem (Periodic A-synchronised Teaching - Periodiek Asynchroon Lesgeven), in which not all pupils must follow the same subject at the same time as certain subjects may be clustered into periods of about eight weeks. This offers opportunities for project education, extramural activities, more intensive language training etc.

The Decision of the Flemish government of 14 July 2004 provided a legal basis but did not provide for any extra teaching periods or teaching resources. http://www.ond.vlaanderen.be/secundair/brusselscurriculum/default.htm Support structures

BROSO, the Brussels’ Support Centre for Secondary Education (Brussels ondersteuningscentrum secundair onderwijs) is a cross-network guidance initiative for Dutch-speaking secondary schools in the Brussels-Capital Region which has been operational since 2006. It focuses on teachers and boards whom it wants to assist with boosting the linguistic skills of pupils and with the organisation of language tests. 80% of BROSO resources are provided by the Flemish Community while the remaining 20% is funded by the Flemish Community Commission (Vlaamse Gemeenschapscommissie –VGC). The VBB, Priority Policy Brussels (Voorrangsbeleid Brussel) supports cross-network elementary schools in the areas of language-skills education, coping with diversity and differentiation in an effective fashion and cooperation with parents and with other education partners. Its main objective is to enhance professionalism of teachers with a view to reducing learning and development delays in pupils. Boards are supported in their role as school leaders and school innovation guides. This support is provided by a team of external counsellors. The emphasis of the VBB support lies on intensive contextual and thematic support to individual teachers, school teams and school boards. On average, a VBB counsellor provides guidance to about one-hundred teachers, either individually or in group. Currently VBB is gradually switching over to more demand-oriented guidance. Reception of new teachers and school boards, as well as the exchange of equipment and experiences between schools will feature higher on the agenda.

10.7.4. Higher education

Flemish Eurydice report 2008

Special educational support

413

Certain target groups, such as disadvantaged people, people from ethnic minorities and people suffering from function disabilities remain underrepresented. For 2008, a budget of € 3 million has been earmarked to encourage institutions to canvas people from underrepresented target groups and to provide enhanced support for those particular students. In the new financing decree, students receiving grants and students suffering from function disabilities shall carry extra weight when the operational resources for universities and university colleges are being fixed. It has transpired that the success rate of students from ethnic minorities in the first year of higher education is three time lower than that of Belgian students: only 19.4% of youngsters from Turkish or North-African origin pass their first year of higher education, as against 56% of Belgian nationals. Almost 60% of non-nationals from the Islam region following their first year of higher education have incurred educational delays, this against 20% in the indigenous population. It has been established that many students from ethnic minorities are unrealistic in their choice of course, that they tackle their studies rather inefficiently and that they have difficulties adjusting. "Allochtonen in het hoger onderwijs Factoren van studiekeuze en studiesucces bij allochtone eerstejaarsstudenten Onderwijskundig onderzoek in opdracht van de Vlaamse minister van Werk, Onderwijs en Vorming" - OBPWO 03.03 brochure, Nederlands, 2007, 37 blz., gratis (“People from ethnic minorities in higher education. Factors in the choice of course and success rate amongst firstyear students from ethnic minorities. Educational Survey commissioned by the Flemish Minister for Work, Education and Training – OPBWO 03.03 brochure, Dutch, 2007, 37 pages, free”)

10.8. Statistics 10.8.1. Number of pupils in special pre-primary education, 2006-2007

Type of disability

Type 2 mental

Type 3

Type 4

behavior al physical

Type 6

Type 7

visual

aural

Total

GO!

378

128

569

Subsidised private education

624

147

139

235

1,178

108

275

303

1,907

Municipal education Flemish Community Commission Total

1,069 211 Source: Statistical yearbook of Flemish education 2006-2007

Flemish Eurydice report 2008

Special educational support

414

10.8.2. Number of pupils in special primary education, 2006-2007

Kind of disability

Type 1

Type 2

Type 3

Light Moderate mental mental

Type 4

Type 6

Beha vioral

physical

visual

Type 7

Type 8

Total

Speech/ Language aural /learning

GO!

2,244

1,044

390

453

1,745

5,944

Subsidised private education

6,011

2,243

1,274

499

100

594

5,818

16,539

Provincial education

337

340

677

Municipal education

1,644

166

101

1,551

3,563

132

775

9,454

26,794

Flemish Community Commission Total

10,236 3,453 1,785 985 Source: Statistical yearbook of Flemish education 20065-2007

10.8.3. Evolution of the number pupils in special education

Flemish Eurydice report 2008

Special educational support

415

Buitengewoon kleuteronderwijs Buitengewoon lage onderwijs Buitengewoon secundair onderwijs Schooljaar Jongens Meisjes

Special pre-primary education Special primary education Special secondary education School year Boys Girls

10.8.4. Number of pupils in special secondary education, 2006-2007

Flemish Eurydice report 2008

Special educational support

416

Gemeenschapsonderwijs Privaatrechtelijk Provinciaal

GO! Subsidised private education Provincial education

Gemeentelijk Vl. Gemeenschapscommissie Intercommunale

Municipal education Flemish Community Commission Intermunicipality

Opleidingsvorm Licht mentaal Matig en/of ernstig mentaal KarakteriĂŤel Visueel

Education form Mild mental disability Moderate or severe mental disability Behavioral problems Visually impaired

Auditief

Aurally impaired

Source: Statistical yearbook of Flemish education 2005-2006

Flemish Eurydice report 2008

Special educational support

417

PER EDUCATION FORM BuSO Secundary education BuSO Social-Adaptation Secondary Education BuSO Social-Adaptation and Employability Secondary Education BuSO Vocational Education

10.8.5. Number of pupils in integrated education, 2006-2007

Source: Statistical year book of Flemish education 2006-2007

Flemish Eurydice report 2008

Special educational support

418

Aard handicap

Nature of disability

Lichamelijk

Physical

Mentaal

Mental

KarakteriĂŤel

Behavioral

Visueel Auditief Normaal

Visual Aural Normal

VP: (volledige integratie, permanent) VT: Full temporary integration GP: Partial permanent integration GT: Partial temporary integration Normaal Licht Matig Ernstig

Full permanent integration Volledige integratie, tijdelijk Gedeeltelijke integratie, permanent Gedeeltelijke integratie, tijdelijk Normal Light Moderate Severe

10.8.6. Evolution of the number of GON pupils who received support from special elementary education

School year

Subsidised

Community education

Private Educ.

Total

Public Educ.

1991-1992

393

115

574

1992-1993

376

120

550

1993-1994

438

130

647

1994-1995

491

156

744

1995-1996

105

552

147

804

1996-1997

540

167

790

1997-1998

101

611

179

891

1998-1999

118

737

176

1031

1999-2000

148

793

179

1,120

2000-2001

170

909

210

1,289

2001-2002

216

1,053

247

1,516

2002-2003

291

1,266

317

1,874

2003-2004

430

1,630

344

2,404

2004-2005

734

2,189

439

3,362

2005-2006

1,025

2,769

537

4,331

2006-2007

1,351

3,437

651

5,439

Source: Statistical yearbook of Flemish education 2006-2007

Flemish Eurydice report 2008

Special educational support

419

10.8.7. Evolution of the number of GON pupils who received support from special secondary education

School year

Subsidised

Community education

Private Educ. (VGO)

Total

Public Educ. (OGO)

1991-1992

146

195

1992-1993

201

260

1993-1994

224

286

1994-1995

245

313

1995-1996

233

304

1996-1997

200

263

1997-1998

246

311

1998-1999

272

344

1999-2000

337

435

2000-2001

377

466

2001-2002

412

491

2002-2003

495

598

2003-2004

658

772

2004-2005

123

920

1,088

2005-2006

190

1,250

100

1,540

2006-2007

225

1,538

157

1,920

Source: Statistical yearbook of Flemish education 2006-2007

10.8.8. GOK

count on 1/2/2002

count on 1/2/2005

1,808

1,899

Number of GOK pupils

119,935

128,270

Number of pupils who score on at least one GOK indicator

137,104

158,487

37,825

40,478

467,000

527,716

376

400

GOK details elementary education Number of schools with GOK teaching periods

Number of GOK teaching periods allocated Number of pupils in schools who made a GOK application st

GOK details secondary education 1 stage Number of schools with extra GOK teacher hours

Flemish Eurydice report 2008

Special educational support

420

Number of GOK pupils

25,255

26,145

Number of pupils who score on at least one GOK indicator

28,111

30,672

5,503

6,580

120

109

14,696

14,149

2,582

2,704

Number of extra GOK teacher hours nd

GOK details secondary education 2 and 3 stage Number of schools with extra GOK teacher hours Number of GOK pupils Number of extra GOK teacher hours

The number of GOK pupils is the number of pupils who generate GOK teaching periods/teaching hours, only counted in schools which were granted GOK teaching periods/teaching hours. GOK pupils in schools who – for whatever reason – were not allocated any GOK teaching periods/teaching hours have not been included. Pupils who score on at least one GOK indicator are the same as the previous category (GOK pupils) + pupils who only score on “Dutch not spoken at home”. After all, the latter group are not GOK pupils. Here also only pupils in schools which were allocated GOK teaching periods/teaching hours have been included. The number of 1/2/2002 GOK teaching periods/teaching hours are the number of teaching periods/teaching hours allocated on the basis of the 1/2/2002 count, but which only came into force from school year 2003-2004 as during the 2002-2003 school year a transitional GOK arrangement prevailed. The table shows the number of GOK teaching periods/teaching hours allocated for 20052006. 8 elementary schools were given an unfavourable inspection report and for that reason only received half of the hours. In the 1st stage of secondary education, 7 schools were given an unfavourable inspection report and therefore only received half of the hours. This was not taken into consideration in this table. The province of Antwerp caters for about one third of all GOK pupils. Source: Statistical Yearbook 2005-2006

Flemish Eurydice report 2008

Special educational support

421

10.8.9. Number of Belgian and foreign national pupils/students per level of education

Gewoon kleuteronderwijs Buitengewoon kleuteronderwijs Gewoon lager onderwijs Buitengewoon lager onderwijs Gewoon secundair onderwijs Buitengewoon secundair onderwijs

Flemish Eurydice report 2008

Mainstream pre-primary education Special pre-primary education Mainstream primary education Special primary education Mainstream secondary education Special secondary education

Special educational support

422

Pre-primary education Mainstream BuO education B G B G EUROPE EU countries Bulgaria Germany France Italy the Netherlands Poland Portugal Spain U.K. Other countries Total Non-EU countries Albania BosniaHerzegovina The Ukraine Russia Serbia Other

63 110 159 81

57 100 161 59

1 1 -

95 8 16 6 4

3.357 3.180 29 13 4.858 4.849 424 251 5.539 4.412 470 187

267

102 4.11 3

350

325

4 10 22 13

8 4 13 18

115 106 154 211

254

129 119 131 231

255

7 9 12 20

DKO

9 3.143 3.137 280 142 4.140 2.939 357 104 1 390 414 15 6 243 245 12 3 147 149 16 7 113 131 10 8 132 89 4 12 124 132 8 2 1 111 143 4 1 79 100 2 2

246

93 116 206 177

DBS O

23 5 20 18

219

99 127 216 143

Secondary education Mainstream BuO education B G B G

3 5 16 12

2.235 2.078 19 247 237 3 82 101 2 85 73 76 68 -

Primary education Mainstream BuO education B G B G

16 107 85 71 3.56 2 32 21 46 71

144

148

128

42 40 349 266 111

42 32 317 238 104

1 4 1 1

2 1 -

99 73 520 431 229

115 88 533 433 176

7 2 22 57 28

10 2 12 65 27

70 105 524 270 197

47 103 502 240 174

8 2 19 75 23

7 7 72 24

10 1 23 89 53

4 44 183 3 27

Flemish Eurydice report 2008

Special educational support

423

countries Total Total Europe AFRICA CongoKinshasa Morocco Ghana Other countries Total Africa AMERICA ASIA Afghanistan Armenia Iran Kazakhstan Pakistan Thailand Turkey Other countries Total Asia OCEANIA Refugees

874

4 1.496 1.493 130 122 1.294 1.162 137 115

184

4.231 3.992 37 17 6.354 6.342 554 373 6.833 5.574 607 302

451

302 4.41 5

6 88 14

11 149 29

2 21 4

405 401 8 3 556 602 61 41 478 504 54 31 1.247 1.213 14 11 2.424 2.482 235 137 1.604 1.809 179 139

69 258

48 75

94 684 64

812

116 648 48

1 5 -

126 127 17 6 1.681 1.702 150 2 61 51 7

145

280

289

83 88 66 37 62 18 383

62 75 56 35 63 25 345

2 5

158 150 16 196 156 8 1 148 115 3 1 76 77 4 110 84 5 102 108 3 2 1.169 1.166 131

14 4 6 4 3 78

199 207 159 116 85 65 545

111 224 133 105 70 96 566

10 7 7 4 8 5 77

7 5 2 3 7 1 60

21 30 10 9 3 96

10 45 52 32 12 23

712 634 37 25 665 581 35 16 4 2.671 2.490 207 134 2.041 1.886 153 101 1 7 7 8 2 282 291 38 36 177 138 33 23

48 217

185 359 2 25

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83 120 11 922 1.035 103 121 150 11

136

419 443 9 1.156 1.104 16 5 3 155 145 1

296

8 83 5

Special educational support

424

11. The European and international dimension in education Following the historical overview, 11.1., ongoing debates, 11.2. and national policy guidelines/specific legislative framework 11.3., we shall discuss: ● ● ●

National programmes and initiatives, bilateral 11.4.1. and multilateral 11.4.2. European/international dimension through the national curriculum 11.5. Mobility and exchange, of pupils/students 11.6.1. and of teaching and academic staff, cf. 11.6.2..

11.1. Historical overview In the aftermath of World War II, Belgium concluded cultural agreements with various countries to encourage mobility and exchanges between the various partners. After the Belgian state reform of 1982, these types of agreements have now fallen to the Communities. In 1993 Flanders was given the powers to conclude its own international treaties which resulted in a whole host of treaties on all the various areas under Flanders’ remit. These treaties allow for working programmes to be developed which extend far beyond the fields of education and culture, open the doors to various forms of financing and facilitate thematic co-operation. These agreements are bilateral agreements of which the purport for some countries changes as the supranational theme changes. As for instance the European programmes such as LPP gain significance, the impact of bilateral exchanges decreases. This is also due to the fact that the Flemish Ministry of Education and Training shows a preference for EU-programme integration. Important bilateral treaties or co-operation agreements on education which are still running but which were concluded pre-1993 are those entered into with the Netherlands (1990) and with the Russian Federation (1991). Subsequently, in 1996 the Community agreement with South Africa was concluded, followed by the education agreement with Morocco (2001-2004). The following sections will enter into more details about these treaties and agreements. During the 60-80s the European education policy was essentially marked by intergovernmental cooperations. The end of the 80s sees the arrival of European programmes in which Flanders actively participated right from the start. During the Belgian presidency the cornerstones of the European Objectives’ Process were developed even further and Flanders plays an active part in the various working groups. Flanders also played an instigating role in the Copenhagen Process (originally the Bruges Process) whose workings are further discussed sub 11.2.. In the course of multilateral co-operations (UNESCO, Council of Europe and OECD) the opportunities of these structures for the Ministry for Education and Training are examined regularly. Participation in those bodies occurs mainly on a project basis, which leads to a considerable turnover of partners. Flanders chiefly seeks out particular projects which dovetail with the Flemish education policy or selects support projects in which Flanders can make a structural contribution.

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11.2. Ongoing debates and future developments First we shall discuss the current European influences on the Flemish education system and then the various European co-operation agreements.

11.2.1. Current European influences on the Flemish education system Ever since 1998, Flemish schools have been participating in EU pilot projects on quality assurance and self-evaluation at primary and secondary education level and from 2003 similar EU initiatives were undertaken in relation to adult education. The Dutch-Flemish co-operation on inspections took a more concrete shape through the intensive exchange of output data obtained from full school inspections. We list some of the striking European influences on the Flemish higher education system: The reform of Flemish higher education during the 90s was a.o. aimed at increasing participation of the institutions for higher education in international programmes. Every institution for higher education has established a service to support the development of international contacts and relations at administrative level. The decree of 4 April 2003 introduces the new international Bachelor’s-Master’s structure in accordance with the Bologna process. The institutions for higher education can now offer programme components taught by non-Dutchspeaking guest professors and can allow their students to follow programme components taught in a different language at a higher education institution abroad. Flemish students following (language) teacher training go and teach or do their teaching practice in schools abroad which benefits a.o. their CLIL-skills (Content and Language Integrated Learning). Boards may offer fully non-Dutch programmes for foreign students specifically or offer non-Dutch speaking programmes when they feature within the framework of European and international programmes. This very decree also ratifies the compulsory use of the Diploma Supplement, pursuant to UNESCO directives, introduced for all Flemish university qualifications in 1991 and for all Flemish university college qualifications in 1994. The international Diploma Supplement, jointly developed by the European Commission, the Council of Europe and UNESCO, was modelled on the Flemish Diploma Supplement. The introduction of the Flemish credit system, fully based on the European ECTS-system (European Credit Transfer System) during the 90s, furthers the mutual exchange of higher education students in other European countries. Thanks to the decree of 30 April 2004 concerning the flexibilisation of higher education in Flanders, students may opt for a model itinerary of some 60 credits per academic year or may choose an individual combination of programme components. This choice is laid down in a study contract between the student and the institution. Once all proofs of credit for all relevant programme components have been obtained or when the board of examiners deems that the overall programme objectives have been duly achieved, the student receives a qualification. The Flemish higher education institutions very actively and successfully organise 'Joint Degrees' and Master’s programmes within the framework of the Erasmus Mundus programme.

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11.2.2. European co-operations Here we shall briefly discuss the Bologna Process, the European Objectives’ Process and the Bruges/Copenhagen Process. Since 2004 activities within these processes come under the common 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, the successor to the Sorbonne Declaration of 1998. The Bologna Process aims to create a European Higher Education Space by 2010 to bring about more uniformity within the European field of higher education. 46 countries are currently involved in this process. (For information on the key principles, cf. 6.1.3. The next ministerial conference will be hosted by the universities of Leuven and Louvain-la-Neuve on 28-29 April 2009. Up and until then, the Benelux Bologna Secretariat will look after the official website. http://www.ond.vlaanderen.be/hogeronderwijs/bologna/

11.2.2.2. The European Objectives’ Process

Following on the policy priority ‘Offering a solution to the challenges of the future’ ('een antwoord bieden op uitdagingen van de toekomst'), the Flemish government and the representatives of the Flemish centre field signed the so-called Pact of Vilvoorde on 22 November 2001, which was brought up-to-date in 2005. It contains 21 concrete long-term objectives for the 21st century (to be realized by 2010). Three of these objectives relate specifically to education and can also be found back in the European Objectives’ Report. ● ● ●

By 2010 at least 12.5 percent of the Flemish population between the ages of 25 and 65 will avail of continuing education. By 2010 the number of youngsters leaving education without the necessary initial qualifications will at least be reduced by half. Every youngster living in Flanders will be given the opportunity to acquire experience abroad, for instance within the framework of development co-operation, cultural training or education.

The European Ministers for Education and the European Commission have taken their task assigned to them by the ‘Lisbon Summit’ to become the most dynamic and competitive knowledge-based economy in the world, very much to heart. The objectives the ministers approved are ambitious and have certain consequences for Flemish education. Via the open-coordination method, the European Union wants to follow up the realisation of the 3 strategic objectives: ●

●

Improving the quality and efficiency of the education and training systems within the EU by amongst others improving the education and training of teachers and trainers, optimum use of funds, access to ICT for all, etc. Improved accessibility to education and training systems for all by making learning more attractive, active participation of citizens in society, etc.

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●

Throwing the education and training systems wide open to the outside world by encouraging entrepreneurship, improving foreign-language education, boosting mobility and exchange etc.

Flanders actively participates in the various expert work groups (a.o. on Active Citizenship and on Adult Competences). In addition, Flanders made it their business to make the department and field of education aware of the report through various communication actions. http://www.vlaanderen-in-actie.be/nlapps/docs/default.asp?id=266

11.2.2.3. The Copenhagen Process

A common European policy on vocational education and training was set in motion at a meeting of the directors-general of vocational education in Bruges in 2001. This was anchored by the Copenhagen Declaration at an intergovernmental conference of European ministers in charge of vocational education and training in 2002. It responded to the call from European government leaders during the 2002 European Council meeting in Barcelona to set up an initiative regarding vocational education and training by analogy with the Bologna Process for higher education. A number of actions are ongoing in relation to the following four sub-aspects of European co-operation in the area of vocational education and training. ● ● ● ●

European dimension Recognition of skills and qualifications Transparency, information and tutoring Quality control

In light of this, a European Qualification Framework (EQF) and European Credit System for Vocational Education and Training (ECVET) are currently being developed. Due to the wider social and international context of vocational education and training, consultation with the social partners and links with the Employment Strategy must be ensured and this starting from 2005 within the Lisbon “Growth and Jobs” strategy. http://www.ond.vlaanderen.be/hogeronderwijs/bologna/qf/qf.asp

11.3. National policy guidelines/specific legislative framework For extensive information and documentation on Flemish foreign policy we refer to the various websites of the Flemish government. Here we list some websites which have a direct bearing on education. Flemish Department of Foreign Affairs (Internationaal Vlaanderen) NADIA (1) Regarding policy framework, white papers, Flemish coalition agreement

http://iv.vlaanderen.be/nlapps/default.asp

http://nadia-burger.vlaanderen.be/nadia http://www.vlaandereninactie.be/nlapps/docs/default.asp?id=195 and http://iv.vlaanderen.be/nlapps/docs/default.asp?fid=2

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(section foreign policy and international cooperation) Internationalisation within education Flanders and the European Union The Lisbon Strategy OECD Council of Europe UNESCO

http://www.ond.vlaanderen.be/internationaal http://iv.vlaanderen.be/nlapps/docs/default.asp?fid=33 http://iv.vlaanderen.be/nlapps/docs/default.asp?fid=45 and http://www.vlaandereninactie.be/nlapps/docs/default.asp?fid=54 http://iv.vlaanderen.be/nlapps/docs/default.asp?fid=59 http://iv.vlaanderen.be/nlapps/docs/default.asp?fid=60 http://iv.vlaanderen.be/nlapps/docs/default.asp?id=91

(1) NADIA, Netwerk Archivering van Documenten m.b.t. Intergouvernementele en Internationale Akten - Vlaamse Overheid (Archives Network for Documents on Intergovernmental and International Treaties – Flemish government). Database of the Policy Division of the Flemish Department of Foreign Affairs (Internationaal Vlaanderen). This database contains the intergovernmental deeds in relation to internal cooperation agreements concluded between the Flemish and the federal government and/or the governments of the other Communities and/or Regions. The international treaties are international undertakings the Flemish government are committed to. EPOS implements the European "Lifelong Learning Programme" (LLP) into which the former Leonardo and Socrates programmes were integrated, cf. 11.4.2.4.

11.4. National programmes and initiatives Here we shall separately discuss: ● ●

Bilateral programmes, cf. 11.4.1. Multilateral programmes, cf. 11.4.2.

11.4.1. Bilateral programmes and initiatives Bilateral co-operation is based on: ● ● ● ●

Cultural agreements and co-operation programmes, cf. 11.4.1.1. Flemish treaties, cf. 11.4.1.2. Education agreements, cf. 11.4.1.3. Circular letters on cross-border co-operations, cf. 11.4.1.4.

11.4.1.1. Cultural agreements and co-operation programmes

One form of bilateral co-operation can take place within the framework of cultural agreements and cooperation agreements. Some of these agreements were still concluded by Belgium, but are now looked after by the regions. Other agreements (exclusive agreements) were entered into by Flanders itself once it was given the powers to sign treaties in 1993. Currently, Flanders is involved in co-

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operation programmes with some 30 countries. Though this form of co-operation relates to all levels of education, co-operation on higher education is more intense and covers specialisation and research grants for students in post-academic programmes of higher education, the exchange of professors and lecturers, the organisation of Dutch-language and culture summer courses. To implement the Flemish policy regarding Central and Eastern Europe, Flanders has, aside from exclusive treaties, also a number of co-operation programmes with Central and Eastern Europe with a view to contributing to the further development of a democratic society, to the development of a free-market economy and a fair social model.

11.4.1.2. Flemish treaties

In 2000 the co-operation treaty between Flanders and South Africa – which had been in existence since 1996 – was renewed and expanded to cover all the policy areas under Flanders’ remit. Three provinces, i.e. Free State, KwaZulu-Natal and Limpopo were designated as geographical priority areas. In relation to development co-operation, the Flemish Department of Foreign Affairs continues to observe these geographical priorities and the Department of Education and Training also tries to take these into consideration to the best of its ability. In April 2007 the permanent joint committee Flanders – South Africa approved the work programme for 2007 and 2008. Within the framework of this work programme the following projects are currently running: ●

●

Early Childhood Development in the Free State. This is a follow-up (second stage) of a 2004 development co-operation project with an (intrinsic and financial) input from the Department of Education and Training. The general objective of the project is ‘to improve elementary education and health services for young pupils in the Free State’. In December 2006 two new projects were launched in South Africa, i.e. the ‘Support for Educator Development Programmes in Language, Mathematics and Science in the Othukela District’ in KwaZulu-Natal and the ‘Support for Free State Foundation Phase Educators to manage the First Additional Language and the Language of Learning and Teaching effectively’ in the Free State. These projects are carried out by the NGO ‘Culture of Learning Association’. In December 2007 the project ‘Support for Free State Foundation Phase Learners with barriers to Language Learning’ saw the light of day. This project focuses on efficient language education for children suffering from learning disabilities. It offers a specialist support programme for the 25 school communities selected within the wider LoLT, Language of Learning and Teaching Project (cf. above).

11.4.1.3. Education agreements

Here we shall discuss the bilateral co-operation between the Department of Education and Training and partner countries based on education agreements, more specifically: ● ● ●

The co-operation with the Netherlands The agreement with Russia The co-operation with Morocco

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11.4.1.3.1. Co-operation with the Netherlands

This co-operation is based on various treaties and agreements and there are a number of ongoing joint ventures. The Cultural Treaty between Flanders and the Netherlands

This treaty on close co-operation in the areas of culture, education, science and well-being was signed in 1995. The official co-operation on education between Flanders and the Netherlands is enacted in the GENT-agreements (cf. next §). ● ●

http://www.cvn.be/cult/index.htm http://cvn.be/samen/index.htm

The Dutch Language Union Treaty established the Dutch Language Union

So that a number of Dutch language matters, amongst which language training and education, could be tackled on a joint basis, the Netherlands and Flemish Community founded the Dutch Language Union. This supranational body ensures that both Flanders and the Netherlands can operate as one single language union at international level. Within the Netherlands and Flanders the Language Union develops a number of initiatives in the area of Dutch-language education, for instance: ● ● ● ● ● ● ●

The Language Union Education Prize; A thesis prize for students of Dutch Studies. Support for Dutch-Flemish field organisations; Framework texts on vision development Spelling adjustments Developing language-infrastructure tools The Taalunieversum (Language Universe) website, which provides a number of services for teachers:

○ An electronic current-awareness list containing summaries of articles on the teaching of Dutch published by Dutch and Flemish specialist journals;

○ A glossary of Dutch, Surinam and Flemish education terminology and/or abbreviations;

○ A digital NT2 file (Dutch-as-a-second-language – NT2) featuring articles on NT2 adult education within a Dutch and Flemish context;

○ A vade mecum on Dutch language/NT2 education. ○ Cf. http://taalunieversum.org/

GENT-agreements

This educational co-operation between Flanders and the Netherlands has been running since 1990. GENT stands for the Entire European Dutch language Region ('Gehele Europese Nederlandse Taalgebied'.) ●

The GENT-5 agreement ran from 2000 up to and including 2003 and comprised a.o.:

○ Co-operation regarding the foundation of the transnational Universiteit Limburg (Limburg University);

○ Consultation and co-operation on ICT; ○ Co-operation between the Flemish schools providing part-time artistic education (DKO) and the Dutch Arts’ Centres;

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○ Participation internships: exchanges between Flemish and Dutch elementary schools ●

in which, every year, teachers from 16 Flemish schools go and observe Dutch schools for one week and vice versa. Every 3-year cycle features a well-defined theme. In 2003, the GENT-6 agreement was signed which extended the co-operation for another 4 years. The GENT-7 agreement negotiations got under way in 2008.

The Accreditation Treaty

On 3 September 2003 Flanders and the Netherlands signed a co-operation treaty on the accreditation of higher education programmes in light of the introduction of the Bachelor’s-Master’s structure following the Bologna agreements. Under this treaty the joint Dutch-Flemish Accreditation Organisation (Nederlands-Vlaamse Accrediteringsorganisatie - NVAO) was founded. Together with the Act on the Reform of Higher Education (structuurdecreet) of 4 April 2003, this treaty formed the decretal basis for the introduction of accreditation in Flanders. The accreditation framework which was developed by the NVAO, determines that, for accreditation purposes, programmes are judged on the basis of 6 points: objectives of the programme, the programme itself, dedication of staff, services, internal quality assurance and results. ● ●

Cf. http://nvao.net

The accreditation of programmes in higher education features in 9.4.3.

External reviews

As far back as 1992, the Organisation of Cooperating Dutch Universities (Vereniging van Samenwerkende Nederlandse Universiteiten - VSNU) and the Flemish Interuniversity College (Vlaamse Interuniversitaire Raad - VLIR) concluded a co-operation agreement on external reviews within education. Quality-assessment agencies composed of Dutch and Flemish members check the quality of the programmes. In light of the introduction of accreditation within Flemish higher education, The Flemish Interuniversity Council (VLIR) and the Flemish Council of University Colleges (Vlaamse Hogescholenraad - VLHORA) have jointly worked out a thoroughly reformed external review protocol. This protocol may be used for all external reviews of all professional and academic programmes at Flemish universities, university colleges and other officially-registered higher education institutions, in preparation for an accreditation application to the NVAO. This protocol is both a manual for the programmes (in the sense of preparing self-evaluation) and a manual for the quality-assessment agencies (providing instructions on their visit and their subsequent reports).

The treaty on the Transnational University Limburg (TUL)

In 1991 the Universiteit Maastricht (Maastricht University) and the Limburgs Universitair Centrum (University Centre Limburg) in Diepenbeek decided to set up a joint course of study on Knowledge Technology. The TUL treaty was signed in 2001. Gradually the programmes Knowledge Technology, Biomedical Sciences, Information and Communication Technology, Sciences of Education are being introduced by TUL. Cf. http://www.tul.edu/

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Co-operation between universities and university colleges

There are numerous forms of co-operation between Dutch and Flemish universities and university colleges. The Flemish Community’s IWETO-database (Science and Innovation Administration Research Database System – Inventaris Wetenschappelijk en Technologish Onderzoek Databank) contains over 1,000 scientific joint ventures between Flemish universities (not university colleges or scientific institutions) and Dutch institutions. At times this co-operation extends even further. For instance, the universities of Aachen, Liège, Maastricht and Diepenbeek (The Meuse-Rhine Euregion) work together under the common denominator ALMA while co-operation between university colleges is known under the name HORA EST. Furthermore every year a number of Dutch-Flemish meeting days are held on higher education.

Open University

1984 saw the launch of the Dutch Open University (Nederlandse Open Universiteit). The Open University (Open Universiteit- OU) offers people the opportunity to follow a university-level programme at their own pace outside of the normal day-time programmes offered by the universities. Since 1981 contacts have been in place between Flanders and the Netherlands to cooperate in the area of OU. The Flemish Interuniversity Council (VLIR) concluded a co-operation agreement with the Dutch OU, which saw the creation of four Flemish OU centres at Flemish universities, cf. www.ou.nl/

The Scolarta Foundation

Every year, the Scolarta Foundation offers secondary schools from Dutch and Belgian Limburg the opportunity to show their achievements in the areas of music, the performing arts and visual arts cf. http://www.cvn.be/samen/inh_090500_varia.asp

11.4.1.3.2. Agreement with Russia

Since 1991 various co-operation agreements and protocols have been concluded between the Flemish and Russian Ministers for Education and, in implementation of these, tens of projects were set up. Flanders and Russia cooperate for instance in the following areas: education for children with special needs, pupil guidance and vocational education. A new agreement was signed in 2005. In implementation of this new agreement 4 projects ran until the end of 2007, i.e. 2 on pupil guidance and 2 on children and youngsters with special needs. Negotiations on a new agreement are well under way.

11.4.1.3.3. Co-operation with Morocco

The significant numbers of Moroccan children in Flemish schools was one of the reasons to conclude a co-operation agreement with Morocco in 2001. This co-operation agreement came to an end in 2004 but since then twinning projects have been set up, i.e. exchanges between Flemish and Moroccan schools on the basis of cross-curricular projects in which development of identity and tolerance play a key part. Meanwhile, a protocol on the extension of school partnerships has been concluded, so that

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twinning projects can continue http://www.ond.vlaanderen.be/twinning/

until

either

party

terminates

the

protocol.

Cf.

11.4.1.4. Co-operation with neighbouring countries

There are various ongoing programmes and some will be discussed more elaborately under exchange programmes. Since 1995 the GROS programme (Cross-border co-operation – Grensoverschrijdende samenwerking) has given Flemish and Dutch secondary schools the opportunity to organise class exchanges. From school year 2004-2005 this programme was also opened up to Belgium’s immediate neighbours, i.e., the Netherlands, Luxembourg, Germany, France and the United Kingdom. The GROS programme focuses on co-operation projects with neighbouring countries at secondary education level, cf. 11.6.1.2.. The Neighbouring-Countries programme covers co-operation with neighbouring countries in matters of elementary education, BaO, cf. 11.6.1.1. (pupil exchanges) and 11.6.2. (exchanges of teaching staff). French summer courses are organised by the International Relations Division in conjunction with the French embassy. ●

●

In-service training courses (immersion) French for teachers teaching French, principals, teachers who will teach French in the near future and teachers providing or who will provide French language initiation (10 days); Training for trainers in French (formation des formateurs), for those who followed the inservice training course and who want to pass on their knowledge (14 days).

Formacom II is a co-operation with France regarding the training of trainers for the subject French ● ●

●

It has been designed for teachers who teach French in secondary education and volwassenenonderwijs (adult education) (Social-Advancement Education - OSP). First, teachers attend a training seminar in France. Subsequently, follow-up days are organised in Flanders and the trainers organise workshops for their French-teaching colleagues. Programme organised by the Department of Education and Training in co-operation with the French embassy, Flemish universities and Flemish educational umbrella organisations, within the framework of the Flanders-France cultural agreement. The programme is funded by the Department of Education and Training, the French government and Comenius 22C-grants. The participants’ schools (school communities) pay a nominal fee to fund the follow-up days in Flanders. Cf. http://www.form-a-com.org

In conjunction with the German authorities there are in principle annual exchange and furthertraining activities: an in-service training course for Flemish teachers teaching German, hosted in Germany, and an in-service training course for German teachers teaching French, hosted in Flanders, cf. also 11.6.2.

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11.4.2. Multilateral programmes and initiatives Here we shall discuss co-operation within the framework of: ● ● ● ●

The Council of Europe, cf. 11.4.2.1. OECD, cf. 11.4.2.2. UNESCO, cf. 11.4.2.3. EU-programmes, cf. 11.4.2.4.

11.4.2.1. Co-operation within the framework of the Council of Europe

The Council of Europe was founded in 1949 and is currently composed of 46 Member States. The third summit of government leaders held in Warsaw on 16 and 17 May 2005 formulated the following objectives as the key tasks for the Council of Europe in the years to come: ● ● ●

Promoting common values on human rights, legal certainty and democracy; Reinforcing the safety and security of European citizens, combating terrorism, organised crime and human trafficking; Stimulating co-operation with other international and European organisations.

The education programme is specified by the Steering Committee for Education (Comité Directeur de l’Education - CDED), which is composed of representatives of the Ministers for Education from the Member States. The programme ‘Higher Education and Scientific Research’ is steered by the Committee for Higher Education and Scientific Research; the Department of Education and Training partakes in the activities of both committees. The Council of Europe launched various educational projects. ●

●

The project Education for Democratic Citizenship (Democratische Burgerschapseducatie EDC) which was launched in 1997 and is aimed at the purport of participation democracy and the values and skills required for civic education. The Council of Europe proclaimed 2005 the 'European Year of Citizenship through Education', in which Flanders also took part. The Council also drew up a 'Charter for democratic schools without violence' and established a 'European Day of Languages' to promote the learning of languages. Education for Democratic Citizenship: http://www.ond.vlaanderen.be/burgerschap/ European year of citizenship: http://www.coe.int/T/E/Com/Files/Themes/ECD/ Higher education and research. Here, the priorities are:

○ Contributing to the creation of a European Higher Education Space (Bolognaprocess);

○ ○ ○ ○

●

Recognising qualifications within the European region; Reform of higher education in South-Eastern Europe; Facilitating access to higher education (HO);

Preserving the autonomy and heritage of European universities. The project "languages, diversity, citizenship" wants to contribute to a diversified approach to language education within the context of democratic civic education in Europe. September 26 was proclaimed the ‘European Day of Languages’ Cf. http://www.ond.vlaanderen.be/edt

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●

The project "learning and teaching Europe’s 20th century history” produced study material for secondary education (amongst which a text book) which should contribute to the reform of teacher training.

Council of Europe: http://www.coe.int/t/nl/com/about_coe/default.asp

11.4.2.2. Co-operation within the OECD framework

The OECD Directorate for education has 6 strategic objectives: ● ● ● ● ● ●

Promoting lifelong learning and improving the links to the socio-economic policy; Evaluation and improvement of education results; Promoting high-quality education; Rethinking tertiary education within the global economy; Enhancing social cohesion through education; Developing future-oriented education.

There are 7 spheres of activity: ● ● ● ● ● ● ●

Education and training policy (ETP) Centre for Educational Research and Innovation (CERI) Indicators of education systems (INES) Programme for international student assessment (PISA) Institutional management in higher education (IMHE) Education infrastructure (Programme on educational building - PEB) Unit for co-operation with non-member economies (NME)

The Flemish Community funds various OECD activities and is member of various committees and working groups through the Flemish Department of Foreign Affairs, cf. http://docs.vlaanderen.be/channels/hoofdmenu/vlaanderenint/multilateraal/oeso.jsp Child and Family (cf. 3.) now leads an international network on Early-Childhood Education and Care. The Department of Education and Training participates in a structural manner in the INES (gathering indicators regarding education and training) and PISA (Programme for International Student Assessment, cf. 9.5.3.) and also takes part in various other programmes: ● ● ● ● ● ● ● ●

PIAAC (Programme for International Assessment of Adult Competencies) (under preparation) TALIS (Teaching and Learning International Survey) OECD project on the development of value-added models in education systems Thematic review of tertiary education Monitoring internationalisation and trade in education CERI’s Youth Empowerment Partnership Programme (in which special-needs education of the City of Antwerp takes part) Schooling for Tomorrow Economic review of Belgium (2004 secondary & tertiary education, 2006 tertiary education)

For an overview of the OECD publications on education featuring Belgium: cf. http://www.oecd.org > country Belgium > topic education. The following reports have recently been published: ●

2006

○ CERI - Schooling for Tomorrow: International Seminar “Demand, Autonomy and Accountability in Schooling” (Brussels, 15-16 May 2006)

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○ Country Profiles: An Overview of Early Childhood Education and Care Systems in Participating Countries - Belgian Flemish Community

○ Thematic Review of Tertiary Education - Country Background Report - Flemish Community of Belgium ●

2007

○ Improving School Leadership - Country Background Report for Flanders ○ Equity in Education Thematic Review Country Analytical Report - Flemish Community of Belgium

○ Improving School Leadership - Belgium: The Flemish approach to School Leadership for systemic improvement ●

2008

○ Belgium Background Report: Teaching, Learning and Assessment for Adults: Improving Foundation Skills In 2008, a seminar was hosted by the Department of Education and Training and the Departments of Work and Social Economy and Culture Youth, Sport and Media on EVC (accreditation of prior learning) in policy and practice; challenges for Flanders as a result of an OECD review on the issue. http://www.ond.vlaanderen.be/obpwo/studiedagen/20080131/

11.4.2.3. Co-operation within the UNESCO framework

The "International Bureau of Education, IBE'' is an UNESCO institution specialised in teaching contents, methods and structures. Every few years it organises an international conference where the th Ministers for Education and other relevant parties meet. The 47 conference was held in Geneva in September 2004 under the theme: ‘Quality education for all youngsters: challenges, trends and priorities’. Officials from the Department of Education and Training regularly attend the general UNESCO conference (which not only deals with education) and the specific meetings (for instance, on higher education). The foundations of the co-operation between Flanders and UNESCO are laid down in a co-operation agreement which was concluded on 6th March 1998. It is one of the rare UNESCO agreements with sub-statal bodies (an agreement was also concluded with the Basque Country) and is currently the only one with a Belgian Community. In 2004 the Flemish government founded the Flemish UNESCO Commission which also includes delegates from the Ministry of Education and Training. UNESCO also developed a network of associated schools, the ASPnet, (the Associated Schools Project Network) to promote peace and tolerance and to teach students how to live in a multi-cultural society. The affiliated schools set up pilot projects in four areas of study: global issues and the role of the United Nations in finding a resolution; human rights, democracy and tolerance; intercultural learning and the environmental issue. 4 Flemish elementary schools and 19 Flemish secondary schools are affiliated to this network. International Bureau of Education (IBE) Flemish UNESCO Commission

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11.4.2.4. EU-programmes and initiatives

The European Union has set a number of education and training programmes in motion with a view to promoting the European dimension and improving the quality of education through co-operation between the member states. 2007 saw the start of the 2007-2013 Lifelong Learning Programme (Levenslang Leren Programma LLP) with the following sub-programmes: ● ● ● ● ● ●

Comenius (Elementary education, BaO, secondary education, SO); Erasmus (Higher Education, HO); Leonardo Da Vinci (vocational education and training); Grundtvig (adult education); the transversal programme (policy development, languages, ICT, exchange of good practices); the Jean Monnet programme (Jean Monnet Action, European institutions, European associations).

With the LLP Europe wants to: ● ● ● ●

support a European lifelong-learning space; stimulate the contribution of lifelong learning to social cohesion, active citizenship, intercultural dialogue...; enhance the quality of education and training; bring about a more intensive participation in lifelong learning in people of all ages, including people with special needs and disadvantaged citizens.

LLP aims to integrate all projects and partnerships into the curriculum as strongly as possible. The new Agency vzw EPOS, successor to the Flemish Leonardo Da Vinci Agency and the Flemish Socrates Agency, is in charge of its implementation. EPOS also acts as coordinator for a number of other programmes such as Erasmus Mundus and Erasmus Belgica. The National Europass Centre is also part of EPOS vzw. For figures on Flanders’ participation: cf. 11.7.1. (Socrates/Erasmus), 11.7.2. (Comenius), 11.7.3. (Grundtvig), (Leonardo). Here we give an overview of the relevant Flemish websites. ●

● ● ●

EPOS, European education, training and co-operation programmes Lifelong Learning / Erasmus Mundus (higher education) / Erasmus Belgica (a co-operation project between the Flemish Community and the French-speaking and German-speaking Communities of Belgium to enhance mobility of higher education students between the Communities of Belgium) / Comenius (schools) / Leonardo da Vinci (vocational education and training) / Grundtvig (adult education) / transversal programme / Europass. http://epos-vlaanderen.be/ European higher education programmes http://www.ond.vlaanderen.be/hogeronderwijs/ep/ NARIC-Flanders http://www.ond.vlaanderen.be/hogeronderwijs/NARIC/ ECTS helpline: information on the introduction of the European Credit Transfer System, the Diploma Supplement and the Bologna process http://www.ects-helpline.be/

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● ●

ESF: http://www.esf-agentschap.be/ Internationalisation of elementary education http://www.ond.vlaanderen.be/edulex/database/document/document.asp?docid=13571

11.5. European/international dimension through the national curriculum The eindtermen (final objectives) and ontwikkelingsdoelen (developmental objectives) focus on human rights, global issues, the workings of international organisations, the countries of the European Union, the unfair distribution of wealth and the diversity in ways of life. ‘Civic Education’ is one of the cross-curricular themes covered by secondary education. Subjects such as levensbeschouwelijke vorming (philosophy-of-life courses), world studies, community studies, history and geography also deal specifically with the European and international dimension and civic education. In 2005, Flanders took part in the European Year of Citizenship (cf. Council of Europe 11.4.2.1.), cf. http://www.ond.vlaanderen.be/burgerschap/ On matters of European training and internationalisation in schools, the Department for Education and Training woks in conjunction with the: ● ●

Ryckevelde Foundation, cf. http://www.ryckevelde.be/ Land commandership Alden-Biesen (Landcommanderij Alden-Biesen), cf. http://www.aldenbiesen.be

Both provide amongst others information on organising cross-border projects.

11.6. Mobility and exchange ●

● ● ● ●

Mobility and exchange activities within the framework of bilateral education agreements and co-operation with neighbouring countries have already been discussed in 11.4.1.3. and 11.4.1.4.. For European exchange programmes we refer to the links included in 11.4.2.4.. More detailed information on mobility and exchange programmes of pupils and students is available in 11.6.1.. Mobility and exchange programmes for teachers are discussed in 11.6.2.. In this section we shall take a closer look at Europass and at the recognition and validation of foreign diplomas and qualifications.

Recognition and validation of foreign diplomas and qualifications

The procedures prevailing for the various levels of education are contained in various decisions of the Flemish government. These can be found on the Department’s website (www.ond.vlaanderen.be/edulex). The procedures are largely the same across the various levels of education and always involve four steps: submitting an application, the administrative investigation into the completeness of the file, advice from experts and the decision whether or not equivalence recognition is granted.

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Compiling an application file basically comes down to meeting three aspects: providing information on the course of study/programme followed, presenting the proofs of study and providing a sworn translation of any documents not drawn up in Dutch, French, German or English. Each procedure provides solutions and/or alternatives for applicants who cannot present any proofs of study. NARIC Flanders, the Flemish division of the NARIC and ENIC Networks, is in charge of recognising qualifications of higher education. NARIC stands for 'National Academic Recognition and Information Centres' and the NARIC Network is a 1984 initiative from the European Commission, which wants to promote the recognition of qualifications and study periods within the European Economic Area Member States. ENIC stands for 'European National Information Centres' and the ENIC Network is an initiative from the Council of Europe and UNESCO. Both networks cooperate very closely and meet on an annual basis to discuss the recognition perils and solutions. The international Diploma Supplement model is one such example of this intensive cooperation. The decree of 4 April 2003 confirms that the recognition of foreign higher education qualifications in Flanders follows the principles of the ''Lisbon Recognition Convention'' of 1997 laid down by the Council of Europe and UNESCO. Europass

Europass is a compilation file of 5 documents to facilitate job applications or applications regarding new studies abroad; a CV to be completed by the candidate and a language passport, a qualification and certificate supplement and a mobility summary to substantiate any European learning experiences, cf. http://www.europass-vlaanderen.be.

11.6.1. Mobility and exchange of pupils/students We shall individually discuss the programmes for elementary education, BaO, secondary education and higher education. For information on European exchange programmes, cf. 11.4.2.4..

11.6.1.1. Programmes for elementary education

Cf. Circular letter BaO/2005/01

Neighbouring Countries

● ●

●

The “Neighbouring Countries” programme is open to school boards, teaching staff, policy and support staff, paramedical staff and pupils from mainstream and special elementary education. It wants to stimulate common educational projects with one or several elementary schools from the immediate neighbouring countries of Belgium: the Netherlands, Luxembourg, Germany, France and the United Kingdom. The class exchange (in principle at least one entire class) must ensue from a common educational project between schools which is embedded in the pupils’ normal curriculum.

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● ● ●

Visiting a partner school involves a minimum stay of 2 days and 1 night at the place of destination, excluding travel time. Accommodation is ideally provided by a host family. The number of projects which qualify for funding depends on the overall budget available. There is also an exchange facility for teaching and other types of staff, cf. 11.6.2.

Exchanges within the framework of the Prince Philippe Fund

● ● ●

● ●

These exchanges are designed for pupils attending mainstream and special elementary and secondary education. They must be held between classes from at least 2 out of the 3 Belgian Communities. Classes jointly work on one common theme. Pupils visit each other for at least one full day in each other’s Community. During this encounter pupils work on a common final product. As far as possible, project work is done on the basis of the final objectives. The exchanges are subsidised by the Prince Philippe Fund (which is administered by the King Baudoin Foundation) and the Departments of Education of the three Communities. http://www.prins-filipfonds.org

11.6.1.2. Programmes for secondary education

Cf. http:www.ond.vlaanderen.be/internationaliseringSO/ Please, also refer to the exchanges for elementary and secondary education within the framework of the Prince Philippe Fund, 11.6.1.1.

GROS (Cross-border co-operation secondary education)

● ● ● ● ●

with

neighbouring

countries

within

This programme is open to all secondary education pupils. Class exchanges can take place with schools from Belgium’s immediate neighbouring countries, i.e., the Netherlands, Luxembourg, Germany, France and the United Kingdom. The class exchange (in principle at least one entire class) must ensue from a common educational project between schools which is embedded in the pupils’ normal curriculum. When visiting a partner school, pupils must remain at their destination for a minimum of 3 days and 3 nights, excluding travel time (2 for BuSO). The number of projects qualifying for funding depends on the overall budget available and is limited to one project per school and per school year.

Cf. Circular letter SO/2004/04

Euro classes (European class exchanges)

● ● ● ● ●

This programme is open to pupils from the 4 grade of secondary education onwards. Class exchanges can take place with schools in countries who participate in the European Union Socrates programme. The class exchange (in principle at least one entire class) must ensue from a common educational project between schools which is embedded in the pupils’ normal curriculum. When visiting a partner school, pupils must remain at their destination for a minimum of 6 days and 6 nights, excluding travel time (4 for BuSO). The number of projects qualifying for funding depends on the overall budget available and is limited to one project per school and per school year.

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Cf. Circular letter SO/2004/05

11.6.1.3. Programmes for higher education

Erasmus Belgica

This is a co-operation project between the three Communities of Belgium to enhance the mobility of higher education students between these Communities and to give them the opportunity to follow part of their programme at a university or university college in another Community. The programme follows the same principles as the European Erasmus programme. This project was launched in February 2004 and the first exchanges took place during academic year 2004-2005. Since academic year 20062007, the Erasmus Belgica programme has been expanded and now also includes exchanges between higher education lecturers, cf. 11.6.2. http://www.epos-vlaanderen.be/

Exchanges within the framework of the Prince Philippe Fund

● ● ● ●

●

The Prince Philippe Fund assists exchanges between students from university colleges and universities from at least 2 out of the 3 Belgian Communities. Exchanges should run over a minimum of 5 consecutive days. A minimum of 5 students per university college or university should take part in the project. Priority is given to projects with an innovative and interdisciplinary approach to knowledge about the 3 Communities and to projects which enhance proficiency in the three official languages. http://www.prins-filipfonds.org/tria.html

11.6.2. Mobility and exchange of teaching and academic staff For information on European exchange programmes, cf. 11.4.2.4..

Inter-Community exchanges within the framework of the Prince Philippe Fund

●

The fund finances special and mainstream elementary and secondary-school teachers who, during the course of their exchange, teach classes at a partner school of the other Community in their own native tongue. While the teacher in question is taking part in the exchange, he is replaced by one of his colleagues from the partner school. Communication with the other school teachers takes place in the language of the reception school so that the teachers are immersed in the language spoken at the school they are visiting. An exchange comprises a minimum of 5 days a year with up to a maximum of 10, either or not consecutively. Principals of special and mainstream elementary and secondary education schools can apply for an exchange of maximum 5 days a year (either or not consecutively). Within the same school year, both school boards must spend some time at the partner school of the other Community. They receive travelling expenses. The fund also supports co-operations between university colleges and universities from at least 2 out of the 3 Belgian Communities. Lecturers (lectoren and docenten) and professors

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●

must dedicate a minimum of 3 meeting days to developing common pedagogical material. The co-operation projects can be funded for a period of 2 or 3 years. Since academic year 2006-2007, the Erasmus Belgica programme has been extended to include exchanges between higher education lecturers from the 3 Communities. To that end, participating university colleges and universities must conclude bilateral agreements with their partners from the other Community.

Exchanges between Dutch and French-speaking teachers in Brussels.

The Flemish and French-speaking Community Ministers for Education concluded an agreement during 2007 under which teachers from Flemish and French-speaking schools in Brussels are given the opportunity to temporarily take over one another’s teaching assignment. During a first experimental stage, the exchange only includes teachers teaching in the 5th and 6th grades of elementary education and in the first stage of secondary education. These projects involve a minimum of 2 full-time weeks a year or 50 part-time teaching periods. Guest teachers address pupils in their own language though speak the schools’ language when dealing with their colleagues, cf. Circular letter NO/2008/01.

Neighbouring-Countries programme for elementary education

●

● ● ● ●

The “Neighbouring Countries” programme is open to boards, teaching staff, policy and support staff as well as paramedical staff working within mainstream and special elementary education. It wants to boost contacts with elementary schools from the immediate neighbouring countries of Belgium: the Netherlands, Luxembourg, Germany, France and the United Kingdom. Staff members can visit an elementary school in a neighbouring country for a minimum of one full day. They can also receive subsidies for in-service training courses hosted in neighbouring countries. There is also an exchange facility for pupils, cf. 11.6.1.1.

German teachers

In co-operation with the German authorities one annual in-service training course is hosted in Germany for Flemish teachers teaching German and one in-service training course is held in Flanders for German teachers teaching French.

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11.7. Statistics 11.7.1. Erasmus

Evolution of the participation of students in the Socrates/Erasmus programmes from school year 1990-1991

Academic year

Men (university colleges + universities)

Women (university University colleges + colleges (men + women) universities)

Universities (men + women)

Total

1990-1991

383

445

252

576

828

1991-1992

503

637

291

849

1,140

1992-1993

590

837

462

965

1,427

1993-1994

883

1,051

595

1,339

1,934

1994-1995

1,133

1,017

834

1,316

2,150

1995-1996

1,069

1,301

976

1,394

2,370

1996-1997

1,006

1,382

1,004

1,384

2,388

1997-1998

1,085

1,422

1,166

1,341

2,507

1998-1999

1,124

1,570

1,304

1,390

2,694

1999-2000

1,086

1,614

1,355

1,345

2,700

2000-2001

1,016

1,559

1,245

1,330

2,575

2001-2002

1,048

1,680

1,400

1,328

2,728

2002-2003

1,047

1,615

1,406

1,256

2,662

2003-2004

1,055

1,620

1,482

1,193

2,675

2004-2005

1,087

1,641

1,481

1,247

2,728

2005-2006

1.099

1.746

1.504

1.341

2.845

2006-6007

1.143

1.774

1.415

1.502

2.917

Final total

16.357

22.911

18.172

21.096

39.268

Source: http://aps.vlaanderen.be Controversy arose during 2008 on the place of these figures within a broader framework. As the statistical service originally compared them against the overall number of higher education students it resulted in a percentage of 1.7% which gave the impression that very few students actually do get experience abroad. However, the fact that students can only qualify for one Erasmus grant, and therefore can only feature in the Erasmus statistics once during their academic career had not been taken into account, even though, as registered students, they feature in the statistics for a number of consecutive years. A more accurate basis of comparison is therefore the number of qualifications conferred during the academic year in question. This results in a percentage of 8.72%. Cf. http://www.ond.vlaanderen.be/nieuws/2008p/0115-Erasmus.htm

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Deelname van studenten aan het Erasmusprogramma, 1990-1991 tot en met 2004-2005

1.800

1.600

1.400

aantal studenten

1.200

1.000

800

600

400

200

2004-2005

2003-2004

2002-2003

2001-2002

2000-2001

1999-2000

1998-1999

1997-1998

1996-1997

1995-1996

1994-1995

1993-1994

1992-1993

1991-1992

1990-1991

academiejaar mannen (hogescholen + universiteiten)

vrouwen (hogescholen + universiteiten)

hogescholen (mannen + vrouwen)

universiteiten (mannen + vrouwen)

Participation of students in the Erasmus programme, 1990-1991 up to and including 2004-2005

Evolution of the participation of Flemish lecturers according to destination

Sweden Spain Netherlands Portugal France Poland Rumania Germany Finland Italy Greece Austria Czech Republic Hungary United Kingdom Turkey Ireland Bulgaria Cyprus Denemark Estonia Latvia Lithuania Malta Norway

Flemish Eurydice report 2008

2002-2003 23 84 50 34 36 31 27 30 62 30 18 25 20 17 34 0 11 6 2 17 3 4 13 3 13

2003-2004 19 80 58 33 41 30 25 31 71 32 16 17 24 19 27 0 17 15 1 14 2 6 14 6 18

International

2004-2005 26 78 59 39 36 31 31 30 80 24 23 22 21 17 16 16 15 9 1 14 5 9 10 4 11

2005-2006 25 68 73 54 43 43 21 27 73 24 25 21 30 22 28 33 15 12 0 20 12 14 20 5 20

2006-2007 32 82 70 50 49 29 20 24 86 30 19 20 13 20 22 31 13 8 7 23 12 10 11 2 19

445

Slovakia Slovenia Iceland Luxembourg Total

11 5 1 0 610

11 8 2 1 638

5 6 1 0 639

8 6 0 0 742

6 9 0 0 717

Source: http://www.epos-vlaanderen.be/

11.7.2. Comenius, approved elementary, secondary and adult-education projects

Comenius 2007 Elementary education Secondary education

Multilateral school partnerships Multilateral school partnerships Bilateral school partnerships

67 100 5

Source: http://www.epos-vlaanderen.be/

11.7.3. Grundtvig, number of approved adult education projects 2002 13 10 25

Learning partnerships Preparatory visits Further training grants

2003 19 18 25

2004 19 26 42

2005 27 6 36

2006 33 19 12

2007 34 24 28

Number of transfers within the Grundtvig learning partnerships Staff Men 2003 2004 2005 2006

Women 23 56 38 98

Flemish Eurydice report 2008

32 42 61 111

Course participants Men Women 13 16 14 18

International

Total 29 11 31 37

97 125 144 264

446

11.7.4. The Leonardo Da Vinci vocational education and training programme

Leonardo programme 2007 2006 2005 2004 2003 2002 2001 2000 Type of participant Secondary education pupils 465 376 409 261 234 197 161 264 University-college and university students Young employed people, recent graduates 181 434 338 338 281 270 250 280 Total 646 810 747 542 504 447 441 504 Evaluation of student participation

Number of participants and projects within the Leonardo framework Number of projects 34 29 29 27 21 19 15 Number of participants 465 376 409 261 234 197 161 Secondary schools/pupils Average number of participants per project 13,7 13 14,1 9,7 11,1 10,4 10,7 University colleges, Number of projects 16 29 18 17 19 16 17 universities, the Number of participants 181 434 338 281 270 250 280 employed Average number of and job-seekers participants per project 11,3 15 18,8 16,5 14,2 15,6 16,5 Number of projects 50 58 47 44 40 35 32 Number of participants 646 810 747 542 504 447 441 Total Average number of participants per project 12,9 14 15,9 12,3 12,6 12,8 13,8 Estimates for 2005: this relates to projects selected during 2005, which ran from 1 June 2005 to 31 May 2007. Mutatis mutandis for 2006 and 2007. From 2007 studentsâ€™ internships (universities and university colleges) form part of the Erasmus programme. Final figures for the period 1998-2004. Source: http://aps.vlaanderen.be

Flemish Eurydice report 2008

International

20 264 13,2 18 240 13,3 38 504 13,3

447

GLOSSARY ASO (Algemeen Secundair Onderwijs) : (General Secondary Education): One of the 4 vertical branches in the 2nd and 3rd stages of secondary education. Here, greater emphasis is put on theory and on the transition to higher education. Cf. 5.13.3.2.2. BaO (Basisonderwijs) : (Elementary or Basic Education): In Flanders, this term refers to both preprimary and primary education. Cf. 4. Not to be confused with "basiseducatie" (adult basic education) which forms part of adult education. Basiseducatie : (Adult basic education): Programmes for poorly-educated adults: general language and arithmetic skills, social skills, citizenship, and preparation for other courses of study or work. Not to be confused with "basisonderwijs" (elementary education), which refers to mainstream or special pre-primary and primary education. See 7.x.1. BSO (Beroepssecundair Onderwijs) : (Vocational, secondary education): One of the 4 vertical branches in the 2nd & 3rd stages of secondary education, geared towards specific labour-market oriented skills. There is also a 4th stage and a part-time form, i.e., Part-time Vocational Secondary Education (DBSO). It aims at specific vocational skills & competencies. Cf. 5.13.3.2.5. Buitengewoon kleuteronderwijs : (Special pre-primary education): A type of education which, on the basis of an educational project, offers education, care, and therapy adjusted to the capacities of the pupils whose general personal development cannot or cannot be sufficiently catered for within mainstream pre-primary education, either temporarily or permanently. Cf. 10.6. Buitengewoon Lager Onderwijs (BLO) : (Special primary education): A type of education which, on the basis of an educational project, offers education, care, and therapy adjusted to the capacities of pupils whose general personal development cannot or cannot be sufficiently catered for within mainstream primary education, either temporarily or permanently. Cf. 10.6. BuSO (Buitengewoon Secundair Onderwijs) : (Special secondary education): A type of education which, on the basis of an educational project, offers education, care and therapy adjusted to the capacities of pupils whose general personal development cannot or cannot be sufficiently catered for within mainstream secondary education, either temporarily or permanently. Cf. 10.6. CLB (Centrum voor Leerlingenbegeleiding,Centra voor Leerlingenbegeleiding,CLB's) : Pupil Guidance Centre(s): These centres organise guidance activities in the areas of learning and studying, the school career, preventative healthcare and the psychological and social integration of pupils in compulsory education. Cf. 4.15.2. DBSO (Deeltijds Beroepssecundair Onderwijs) : (Part-time Vocational Secondary Education): A form of alternance training within the framework of part-time compulsory education available to pupils from the age of 15 or 16 years upwards. Cf. 5.13.3.2.6. DKO (Deeltijds Kunstonderwijs) : Part-time artistic education, outside of compulsory education, for youngsters and adults is offered by academies for visual arts, music, word craft and dance either in the evening, on Wednesday afternoons or during weekends. Cf. 7.x.5. Eindtermen : Final objectives (primary education, secondary education, adult education) are minimum objectives which are ratified by decree. They constitute the minimum of knowledge, understanding and skills all pupils/course participants in a particular pupil/course-participant group must acquire during the learning process as well as the minimum attitudes schools must pursue in their pupils/course participants. The final objectives must be incorporated into the curricula and the textbooks. Their implementation is checked by the inspectorate. Besides that, also developmental and basic competences are used. Cf. a.o. 2.3.5. & 4.10.

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Gesubsidieerd officieel onderwijs : (Subsidized Public Education): Education organised by municipalities and provinces. Cf. 2.3.2. Gesubsidieerd vrij onderwijs : (Subsidized Private Education): Education organised by private associations and non-profit organisations. Cf. 2.3.2. GO! (onderwijs van de Vlaamse Gemeenschap,) : (Flemish-Community education): Education organised by the representative bodies of the Community: the 28 school groups and the Board of Flemish-Community education. (Previously community education and prior to the federalisation State education). Cf. 2.3.2. Inrichtende macht (inrichtende machten; schoolbestuur; schoolbesturen) : (Organising body (organising bodies, school board, school boards)): The ‘organising body’ of an educational institution is the initiator who organises the educational facilities and who is the institution’s decision-making authority. The legislation concerning elementary education operates the term ‘school board’. Cf. 2.3.2. KSO (Kunstsecundair Onderwijs) : (Artistic Secondary Education): One of the 4 vertical branches in the 2nd and 3rd stages of secondary education, geared towards artistic training and preparing pupils for higher education, either artistic or otherwise. Cf. 5.13.3.2.4. Levensbeschouwelijke vorming : (Philosophy-of-life education): Philosophy-of-life courses are compulsory in all grades of primary and secondary education. Denominational schools offer religionbased courses (Catholicism, Protestantism, Judaism). Public schools must offer a choice between a course in one of the recognised religions (including Islam) and a course in non-confessional ethics. The few non-denominational subsidised private schools only offer a course in non-confessional ethics. Cf. 2.3.1. & 2.3.2. Niet-confessionele zedenleer : (Non-confessional ethics): Courses in non-confessional ethics must be offered in all public schools and in all the different grades. The freedom to opt for a course in nonconfessional ethics is guaranteed under the Schools Pact Act and the Constitution. Cf. 2.3.1. & 2.3.2. Onderwijsnet (onderwijsnetten) : (Educational network(s)): Schools, even those organised by different organising bodies, are grouped into educational networks on the basis of their legal status. Under the terms of the constitutional freedom of education, educational networks may be organised by public authorities such as the communities and municipalities and by private persons (private persons, private associations or non-profit organisations). Cf. 2.3.2. Onderwijstype (onderwijstypes,Type 1,Type 2,Type 3,Type 4,Type 5,Type 6,Type 7,Type 8,types) : (Education Type(s)): (Education Type 1, Type 2, Type 3, Type 4, Type 5, Type 6, Type 7, Type 8): SEN division in special primary education, according to the nature of the disability: T1, mild mental disability, T2 moderate or serious mental disability, T3 severe emotional and/or behavioural problems, T4 physical disability, T5 illness, T6 visual disability, T7 aural disability, T8 learning problems. Within secondary education, there are 4 educational forms. Ontwikkelingsdoelen : (Developmental objectives): ‘Developmental objectives’ constitute an important element within the government’s balanced quality-control system. These are minimum objectives regarding knowledge, skills and attitudes the government deems desirable and which must be pursued by the school in all its pupils. They are implemented in mainstream pre-primary education, in the B-steam of mainstream secondary education, in special primary and secondary education and in adult basic education. Schools must incorporate these objectives into their classes and courses. Cf. a.o. 2.3.5. & 4.10. Opleidingsvorm (opleidingsvormen) : (Education form(s)): Special-secondary education division according to type and level of disability: OV1 independence out of the question, OV2 socially independent within a sheltered environment, OV3 vocational training and work possible, OV4 integrated education possible. Cf. 10.3. & 10.6.6. Pedagogisch project : (Pedagogical project): The ‘pedagogical project’ encompasses all the educational and pedagogical keynotes, specified by the school board on the basis of a particular view on mankind and the world. Cf. 2.3.1. & 2.6.4.1.2

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Glossary

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Scholengemeenschappen (scholengemeenschap) : (School community(ies)): Voluntary cooperations between schools offering the same level of education within one or two of the 44 geographical areas, for economy-of-scale purposes. They have been in existence in secondary education since 1998 and in elementary education since 2003. Cf. 2.6.4.4. Scholengroep (scholengroepen) : (School group(s)): Within GO!, Flemish-Community education, a collaboration between elementary and secondary schools (and possibly also between a pupil guidance centre) within one of the 28 school zones. In conjunction with the central Board, school groups form the organising bodies of GO!. Cf. 2.6.2.1.2. Not to be confused with ‘school communities’. Schoolpact (Schoolpactwet) : (Schools pact (Schools Pact Act)): The ‘schools pact’ essentially means that non-State run education, so, in the main subsidised private education, would accept some form of State control in lieu of partial subventions, with the proviso that the organising bodies would fully and autonomously enjoy what became known as ‘pedagogical freedom’. Cf. 2.1. & 2.3.2 Schoolwerkplan : (School development plan): The ‘school development plan’ is a plan drawn up by the school which minimally contains the following elements: - the description of the pedagogical project, i.e., the whole of fundamental keynotes, specified by the school board for the school in question; - the school’s organisation and especially the division into pupil groups; - the manner in which the pupils’ learning process is to be evaluated and how this will be reported; - the provisions within mainstream education for pupils suffering from a disability or for pupils who are educationallychallenged, including forms of collaboration with other schools within mainstream and/or special education. (Cf. 2.6.4.3.3.) TSO (Technisch Secundair Onderwijs) : (Technical Secondary Education): One of the 4 vertical branches in the 2nd and 3rd stages of secondary education, focussed on general and technicaltheoretical education. It is in first instance geared towards preparing pupils for higher technical education or a professional career. Cf. 5.13.3.2.3. Volwassenenonderwijs : (Adult education): Comprises since 2007 the former social-advancement education, including second-chance education and adult basic education. It is organised by CVOs (centres for adult education); adult basic education continues to be organised separately by CBEs (centres for adult basic education). ‘Adult education’ and especially ‘continuing education’ are used to denote all educational systems catering for adults. Cf. 7.

Flemish Eurydice report 2008

Glossary

451

LEGISLATION Belgian Law organising works councils (Belgian Law) : 20/09/48, B.S. 27/09/1996

Belgian Royal Decree defining types and organisation of special education including admission requirements (Belgian Royal Decree) : 28/06/1978, B.S. 29/08/1978.

Belgian Special Law on the financing of the Communities and Regions (Belgian Special Law) : 16/01/89, B.S. 17/01/1989

Besluit van de Minister betreffende de erkenning van de instanties van de erkende godsdiensten en van de vereniging van de niet-confessionele gemeenschap (Ministerial Decision) : 1/03/2004, B.S. 15/03/2004

Besluit van de Minister tot vaststelling van de centra voor deeltijds beroepssecundair onderwijs (Ministerial Decision) : 28/05/2004, B.S. 22/06/2004

Besluit van de Vlaamse Regering ter uitvoering van het decreet houdende de regeling van de basiseducatie voor laaggeschoolde volwassenen (Decision of the Flemish Government) : 18/07/1990, B.S. 04/10/1990

Bijzonder Decreet houdende de deelname van gemeenschapsinstellingen aan de associaties in het hoger onderwijs (Flemish special decree) : 04/04/03, B.S. 06/07/2003

BVR aanwendingspercentage van het aantal uren-leraar (Decision of the Flemish Government) : 15/07/2002, B.S. 10/09/2002

BVR betreffende de basiscompetenties van de leraren (Decision of the Flemish Government) : 5/10/2007, B.S. 17/01/2008

BVR betreffende de beroepsprofielen van de leraren (Decision of the Flemish Government) : 5/10/2007, B.S. 29/11/2007

BVR betreffende de Commissie inzake leerlingenrechten (Decision of the Flemish Government) : 27/09/02, B.S. 31/10/2002

BVR betreffende de concordantie en tot wijziging van het besluit van de Vlaamse regering van 1 december 2000 houdende de vaststelling van de vakken en de indeling van de vakken in algemene vakken, technische vakken en praktische vakken in het secundair onderwijs voor sociale promotie (Decision of the Flemish Government) : 10/01/2003, B.S. 20/03/2003

Flemish Eurydice report 2008

Legislation

453

BVR betreffende de concordantie van de specialiteiten in opleidingsvorm 3 van het buitengewoon secundair onderwijs (Decision of the Flemish Government) : 14/01/2003, B.S. 09/07/03

BVR betreffende de controle op de inschrijvingen van leerlingen in het secundair onderwijs (Decision of the Flemish Government) : 16/09/1997, B.S. 31/10/1997

BVR betreffende de goedkeuring van tijdelijke projecten in het deeltijds kunstonderwijs vanaf het schooljaar 2007-2008 (Decision of the Flemish Government) : 15/06/2007, B.S. 17/07/2007

BVR betreffende de Huizen van het Nederlands (Decision of the Flemish Government) : 22/07/2005, B.S. 16/09/2005

BVR betreffende de Leertijd, bedoeld bij het Decreet van 23 januari 1991 betreffende de vorming en de begeleiding van de zelfstandigen en de kleine en middelgrote ondernemingen, gewijzigd bij Besluit van de Vlaamse Regering van 10/2/1998 en 3/5/2002 (Decision of the Flemish Government) : 24/07/1996, B.S. 30/8/1996

BVR betreffende de lokale overlegplatforms inzake Gelijke Onderwijskansen (Decision of the Flemish Government) : 28/06/02, B.S. 24/09/2002

BVR betreffende de minimale studieomvang van de voortgezette lerarenopleidingen in de Vlaamse Gemeenschap (Decision of the Flemish Government) : 22/06/1999, B.S. 29/09/1999

BVR betreffende de modulaire structuur van het OSP (een hele reeks verschillende besluiten) (Decision of the Flemish Government) : 18/11/2005

BVR betreffende de omvorming van de lerarenopleiding van de hogescholen in de Vlaamse Gemeenschap (Decision of the Flemish Government) : 15/07/97, B.S. 02/09/1997

BVR betreffende de omvorming van sommige afdelingen van het HO voor sociale promotie naar de bachelor-masterstructuur van het hoger onderwijs in Vlaanderen (Decision of the Flemish Government) : 17/09/2004, B.S. 10/12/2004

BVR betreffende de opleidigs- en begeleidingscheques voor werknemers (Decision of the Flemish Government) : 18/07/03, B.S. 25/08/2003

BVR betreffende de organisatie van het buitengewoon secundair onderwijs van opleidingsvorm 3 (Decision of the Flemish Government) : 06/12/02, B.S. 06/02/2003

BVR betreffende de organisatie van het voltijds secundair onderwijs (Decision of the Flemish Government) : 19/07/02, B.S. 04/12/2002

BVR betreffende de programmatie in het secundair volwassenenonderwijs voor het schooljaar 2003-2004 (Decision of the Flemish government) : 18/07/03, B.S. 27/08/2003

Flemish Eurydice report 2008

Legislation

454

BVR betreffende de puntenenveloppe voor scholengemeenschappen basisonderwijs (Decision of the Flemish government) : 15/03/2004, B.S. 11/06/2004

BVR betreffende de steunpunten voor beleidsrelevant onderzoek (Decision of the Flemish Government) : 15/9/2006, B.S. 04/12/2006

BVR betreffende de studiebekrachtiging in het volwassenenonderwijs (Decision of the Flemish Government) : 19/07/2007, B.S. 28/08/2007

BVR betreffende de studiefinanciering en studentenvoorzieningen in het hoger onderwijs van de Vlaamse Gemeenschap (Decision of the Flemish Government) : 28/05/2004, B.S. 28/07/2004

BVR betreffende de toekenning van aanvullende lestijden voor de integratie van anderstaligen (Decision of the Flemish Government) : 1/9/2006, B.S. 24/11/2006

BVR betreffende de toekenning van middelen voor mentorschap in het onderwijs (Decision of the Flemish Government) : 7/09/2007, B.S. 17/12/2007

BVR betreffende de toekenning van subsidies aan time-outprojecten voor welzijn en onderwijs (Decision of the Flemish Government) : 5/05/2006, B.S. 17/07/2006

BVR betreffende de toekenning van subsidies voor naschoolse opleidingsinitiatieven in de landbouwsector. (Decision of the Flemish Government) : 4/06/2004, B.S. 16/11/2004

BVR betreffende de toelage voor anderstalige nieuwkomers in het basisonderwijs (Decision of the Flemish Government) : 22/09/1998, B.S. 06/03/1999

BVR betreffende de uitreiking van premies aan leerlingen in studierichtingen van het secundair onderwijs die leiden naar de invulling van knelpuntberoepen (Decision of the Flemish Government Decision of the Flemish Government Decision of the Flemish Government Decision of the Flemish Government Decision of the Flemish Government) : 10/02/2006, B.S. 24/03/2006

BVR betreffende de vastlegging van de prestaties van een ambt in het buitengewoon secundair onderwijs (Decision of the Flemish government) : 14/03/03, B.S. 09/07/2003

BVR betreffende de voortgezette vorming, bedoeld in artikel 11 van het decreet van 23 januari 1991 betreffende de vorming (Decision of the Flemish government) : 04/04/03, B.S. 30/05/2003

BVR betreffende het erkennen van centra voor landbouweducatie en het subsidiĂŤren van landbouweducatieve activiteiten (Decision of the Flemish Government) : 17/07/2004, B.S. 10/09/2004

BVR betreffende het experimenteel secundair onderwijs volgens een modulair stelsel (Decision of the Flemish Government) : 01/03/02, B.S. 19/06/2002

Flemish Eurydice report 2008

Legislation

455

BVR betreffende het geĂŻntegreerd ondersteuningsaanbod in het gewoon basisonderwijs (Decision of the Flemish Government) : 19/07/02, B.S. 04/12/2002

BVR betreffende het geĂŻntegreerd ondersteuningsaanbod in het gewoon secundair onderwijs (Decision of the Flemish Government) : 06/09/02, B.S. 07/11/2002

BVR betreffende het tijdelijk project onderwijsvoorrang in het basisonderwijs (Decision of the Flemish Government) : 14/07/98, B.S. 20/10/1998

BVR betreffende het tijdelijke project voor de toekenning van extra lestijden aan de scholen van het basisonderwijs in de gemeenten die grenzen aan de Brusselse randgemeenten en in de gemeenten die grenzen aan het Brussels Hoofdstedelijk Gewest (Decision of the Flemish Government) : 17/03/2006, B.S. 20/04/2006

BVR betreffende onderwijs aan huis voor zieke kinderen en jongeren (Decision of the Flemish Government) : 13/07/2007, B.S. 31/08/2007

BVR betreffende structuurwijzigingen in het hoger onderwijs voor sociale promotie (Decision of the Flemish Government) : 30/04/2004, B.S. 08/11/2004

BVR betreffende taak- en functiedifferentiatie in het secundair onderwijs (Decision of the Flemish Government) : 21/09/2007, B.S. 14/11/2007

BVR betreffende tijdelijke projecten inzake kunstinitiatie voor kansarme en/of allochtone minderjarigen (Decision of the Flemish Government) : 31/03/2006, B.S. 16/06/2006

BVR houdende bekrachtiging van de werkingscodes van de pedagogische begeleidingsdiensten in het onderwijs (Decision of the Flemish Government) : 9/07/1986, B.S. 12/09/1996

BVR houdende de machtiging tot uitvoering en de bekrachtiging van sommige regelingen van de Nederlands-Vlaamse Accreditatieorganisatie (Decision of the Flemish Government) : 16/09/2005, B.S. 22/11/2005

BVR houdende de oprichting en samenstelling van de afdeling deeltijds kunstonderwijs van de Vlaamse Onderwijsraad (Decision of the Flemish Government) : 15/10/1996, B.S. 21/11/1996

BVR houdende de organisatie van de arbeidsbemiddeling en de beroepsopleiding (Decision of the Flemish Government) : 21/12/1988, B.S. 14/01/1989

BVR houdende de organisatie, de normering en de financiering van deeltijdse vormingen die voor de vervulling van de deeltijdse leerplicht in aanmerking komen (Decision of the Flemish Government) : 8/07/2005, B.S. 09/09/2005

BVR 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 (Decision of the Flemish Government) : 16/04/2004, B.S. 19/11/2004

Flemish Eurydice report 2008

Legislation

456

BVR houdende inrichting van het deeltijds beroepssecundair onderwijs (Decision of the Flemish Government) : 31/07/1990, B.S. 26/09/1990

BVR houdende organisatie van het deeltijds kunstonderwijs, studierichting "Beeldende kunst". (Decision of the Flemish Government) : 31/07/1990, B.S. 29/03/1991

BVR houdende organisatie van het deeltijds kunstonderwijs, studierichtingen "Muziek", "Woordkunst" en "Dans". (Decision of the Flemish Government) : 31/07/1990, B.S. 29/03/1991

BVR houdende uitvoering van het decreet van 4 april 2003 betreffende het sociaalultureel volwassenenwerk (Decision of the Flemish Government) : 13/06/2003, B.S. 23/07/2003

BVR inzake de organisatie van onthaalonderwijs voor anderstalige nieuwkomers in het gewoon voltijds secundair onderwijs (Decision of the Flemish Government) : 24/05/2002, B.S. 11/09/2002

BVR met betrekking tot de organisatie van de Vlaamse administratie (Decision of the Flemish Government) : 3/06/2005, B.S. 22/09/2005

BVR tot bepaling van de beroepen waarvoor een titel van beroepsbekwaamheid kan worden uitgereikt (Decision of the Flemish Government) : 25/11/2005, B.S. 29/12/2005

BVR tot bepaling van de ontwikkelingsdoelen voor het buitengewoon basisonderwijs type 8 (Decision of the Flemish Government) : 27/04/2001, B.S. 18/09/2001

BVR tot bepaling van de ontwikkelingsdoelen voor het buitengewoon basisonderwijs type I (Decision of the Flemish Government) : 23/11/2001, B.S. 10/04/2002

BVR tot bepaling van de ontwikkelingsdoelen voor het buitengewoon onderwijs basisonderwijs type 7 (Decision of the Flemish government) : 31.01.03, B.S. 01/04/2003

BVR tot invoering van een tijdelijk project betreffende vervangingen van korte afwezigheden, bedrijfsstages en mentorschap (Decision of the Flemish Government) : 27/01/2006, B.S. 19/04/2006

BVR tot ontvankelijkheid en gelijkwaardigheid van een aanvraag tot afwijking op de decretale specifieke eindtermen voor het algemeen secundair onderwijs (Decision of the Flemish Government) : 16/09/2005, B.S. 05/12/2005

BVR tot operationalisering van het beleidsdomein Onderwijs en Vorming (Decision of the Flemish Government Decision of the Flemish Government) : 31/03/2006, B.S. 30/06/2006

BVR tot oprichting en samenstelling van de lokale comitĂŠs voor de personeelsleden van het gemeenschapsonderwijs (Decision of the Flemish Government) : 28/08/2000, B.S. 26/10/2000

Flemish Eurydice report 2008

Legislation

457

BVR tot oprichting en samenstelling van een Vlaams onderhandelingscomitĂŠ voor het hoger onderwijs (Decision of the Flemish Government) : 21/01/2005, B.S. 18/02/2005

BVR tot organisatie van het schooljaar in het basisonderwijs, in het deeltijds onderwijs en in het onderwijs voor sociale (Decision of the Flemish Government) : 17.04.91, B.S. 11/07/1991

BVR tot regeling van de procedure voor de projecten van het onderwijskundig beleidsen praktijkgericht wetenschappelijk onderzoek (Decision of the Flemish Government) : 7/09/1994, B.S. 07/12/1994

BVR tot regeling van een aantal aangelegenheden van het Begeleid Individueel Studeren (Decision of the Flemish Government) : 08.11.02, B.S. 24/12/2002

BVR tot uitvoering van het decreet van 1 december 1993 betreffende de inspectie en de begeleiding van de levensbeschouwelijke vakken (Decision of the Flemish government) : 15/12/1993, B.S. 08/02/1994

BVR tot uitvoering van het decreet van 17 juli 1991 betreffende inspectie, dienst voor onderwijsontwikkeling en pedagogische begeleidingsdiensten (Decision of the Flemish government) : 17/07/1991, B.S. 31/08/1991

BVR tot uitvoering van het decreet van 30 april 2004 betreffende het verwerven van een titel van beroepsbekwaamheid (Decision of the Flemish Government) : 23/09/2005, B.S. 30/11/2005

BVR tot vaststelling en indeling van de ambten in de instellingen van het gewoon basisonderwijs (Decision of the Flemish Government) : 25/06/2004, B.S. 18/11/2004

BVR tot vaststelling en indeling van de ambten in het buitengewoon onderwijs (Decision of the Flemish government) : 24.01.03, B.S. 11/04/2003

BVR tot vaststelling van de bekwaamheidsbewijzen en de salarisschalen van de personeelsleden van de centra voor leerlingen (Decision of the Flemish Government) : 12/12/2003, B.S. 01/06/2004

BVR tot vaststelling van de bij decreet te bekrachtigen decretale specifieke eindtermen "topsport" Algemeen en technisch secundair onderwijs (Decision of the Flemish Government) : 10/03/2006, B.S. 20/04/2006

BVR tot vaststelling van de bij decreet te bekrachtigen decretale specifieke eindtermen voor het algemeen secundair onderwijs (Decision of the Flemish Government) : 17/10/2003, B.S. 13/01/2004

BVR tot vaststelling van de eindtermen van het derde leerjaar van de derde graad van het gewoon beroepssecundair onderwijs (Decision of the Flemish Government) : 20/09/2002, B.S. 28/11/2002

Flemish Eurydice report 2008

Legislation

458

BVR tot vaststelling van de nadere regels over de werking van het college van algemeen directeurs van de hogescholen (Decision of the Flemish Government) : 29/09/2006, B.S. 05/12/2006

BVR tot vaststelling van de ontwikkelingsdoelen algemene en sociale vorming in het buitengewoon secundair onderwijs van opleidingsvorm 3 (Decision of the Flemish Government) : 19/04/02, B.S. 26/07/2002

BVR tot vaststelling van de salarisschalen van de leden van het onderwijzend personeel van de hogescholen in de Vlaamse Gemeenschap (Decision of the Flemish Government) : 03/05/1995, B.S. 29/08/1995

BVR tot wijziging van het BVR 27 juli 2004 tot bepaling van de bevoegdheden van de leden van de Vlaamse regering (Decision of the Flemish Government) : 23/12/2005, B.S. 21/01/2006

BVR tot wijziging van het BVR van 4 april 2003 ter ondersteuning van brugprojecten tussen economie en onderwijs (Decision of the Flemish Government) : 4/06/2004, B.S. 23/09/2004

BVR van 12 december 2003 betreffende de integratie van leerlingen met een matige of ernstige verstandelijke handicap in het gewoon lager en secundair onderwijs (Decision of the Flemish Government) : 12/12/2003, B.S. 02/03/2004

Circular letter concerning the organisation of the school year in secondary education (Circular Letter) : 12/06/ 2001, SO 74

De Grondwet (Constitution) : 17/02/1994

Decision of the Flemish Government adopting the final and developmental objectives for mainstream basic education (Decision of the Flemish Government) : 27/05/1997, B.S. 28/08/1997.

Decision of the Flemish Government concerning the developmental objectives for special primary education â€œtype 2â€? (Decision of the Flemish Government) : 01/12/1998, B.S. 18/05/1999

Decision of the Flemish Government concerning the entrepreneur training (Decision of the Flemish Government) : 23/02/99, B.S. 06/05/1999

Decision of the Flemish Government concerning the final objectives for the second and third stage of mainstream secondary education (Decision of the Flemish Government) : 23/06/2000, B.S. 29/11/2000

Decision of the Flemish Government concerning the Inspectorate of the Flemish community (Decision of the Flemish Government) : 02/02/99, B.S. 01/04/1999

Decision of the Flemish government concerning the organisation of the school year in secondary education. (Decision of the Flemish Government) : 31/08/2001, B.S. 24/10/2001

Flemish Eurydice report 2008

Legislation

459

Decision of the Flemish Government concerning the tasks, composition and the functioning of the consultative commissions for special education (Decision of the Flemish Govenment) : 24/06/1997, B.S. 17/09/1997.

Decision of the Flemish Government to determine the way of executing the SOCRATESdecision for the Flemish Community (Decision of the Flemish government) : 28/05/2004, B.S. 25/10/2004

Decree concering the working conditions in subsidized schools and Centres for Pupil Guidance (Flemish Decree) : 27/03/91, B.S. 25/05/1991.

Decree concerning adult basic education (Flemish Decree) : 12/07/90, B.S. 04/10/1990.

Decree concerning basic education (Flemish Decree) : 25/02/97, B.S. 17/04/1997.

Decree concerning Developmental Objectives for special primary education type 2 (Flemish Decree) : 02.03.99, B.S. 26/05/1999

Decree concerning equal educational opportunities I (Flemish Decree) : 28/06/02, B.S. 14/09/2002

Decree concerning final objectives, developmental objectives and specific final objectives for full-time secondary education (Flemish Decree) : 18/01/02, B.S. 08/02/2002

Decree concerning the developmental objectives for special basic education type 8 (Flemish Decree) : 18/01/2002, B.S. 16/02/2002

Decree concerning the financing of universities in the Flemish community (Flemish Decree) : 07/12/2001, B.S. 12/02/2002

Decree concerning the inspectorate and pedagogical counselling services (Flemish Decree) : 17/07/91, B.S. 31/08/1991

Decree concerning the inspectorate for philosophy of life courses (Flemish Decree) : 01.12.93, B.S. 08/02/1994.

Decree concerning the subsidizing of student umbrella organisations (Flemishe Decree) : 30/03/1999, B.S. 15/09/1999.

Decree concerning the umbrella organisations for parents (Flemish Decree) : 20/06/1996, B.S. 09/08/1996.

Decree creating Centres for Pupil Guidance (Flemish Decree) : 01/12/1998, B.S. 10/04/1999.

Flemish Eurydice report 2008

Legislation

460

Decree ratifying the agreement between the Netherlands and the Flemish Community of Belgium concerning the trans-national university Limburg (Flemish Decree) : 13/07/2001, B.S. 08/08/2001

Decreet betreffende de afwijkingsprocedure voor de ontwikkelingsdoelen en eindtermen (Flemish Decree) : 15/07/97, B.S. 29/08/1997.

Decreet betreffende de de inhaalbeweging voor schoolinfrastructuur (Decree) : 7/07/2006, B.S. 15/09/2006

Decreet betreffende de flexibilisering van het hoger onderwijs en houdende dringende hogeronderwijsaangelegenheden (flexibiliseringsdecreet), gewijzigd bij decreet van 20 mei 2005 (Flemish Decree) : 30/04/2004, B.S. 12/10/2004

Decreet betreffende de herstructurering van het hoger onderwijs in Vlaanderen (Flemish decree) : 04.04.03, B.S. 14/08/2003

Decreet betreffende de Huizen van het Nederlands (Flemish Decree) : 7/05/2004, B.S. 19/11/2004

Decreet betreffende de lerarenopleiding in Vlaanderen (Decree) : 15/12/2006, B.S. 06/02/2007

Decreet betreffende de organisatie van tijdelijke projecten in het DKO (Decree) : 13/07/2007, B.S. 22/08/2007

Decreet betreffende de rechtspositie van bepaalde personeelsleden van het Gemeenschapsonderwijs (Flemish Decree) : 27/03/91, B.S. 25/05/1991.

Decreet betreffende de rechtspositieregeling van de student, 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 (Flemish Decree) : 19/03/2004, B.S. 10/06/2004

Decreet betreffende de regionale technologische centra en houdende noodzakelijke en dringende onderwijsbepalingen (Flemish Decree) : 7/05/2004, B.S. 31/08/2004

Decreet betreffende de studiefinanciering en studentenvoorzieningen in het hoger onderwijs van de Vlaamse Gemeenschap (Flemish Decree) : 30/04/2004, B.S. 28/07/2004

Decreet betreffende de studiefinanciering van de Vlaamse Gemeenschap (Decree) : 8/06/2007, B.S. 19/07/2007

Decreet betreffende functiebeschrijving en evaluatie in het onderwijs (Decree) : 13/07/2007, B.S. 31/08/2007

Decreet betreffende het landschap basisonderwijs (Flemish decree) : 10.07.03, B.S. 24/10/2003

Flemish Eurydice report 2008

Legislation

461

Decreet betreffende het mentorschap en de nascholing in Vlaanderen (Flemish Decree) : 16/04/1996, B.S. 12/06/1996

Decreet betreffende het onderwijs II (Flemish Decree) : 31/07/90, B.S. 18/08/1990.

Decreet betreffende het onderwijs IX (Flemish Decree) : 14/07/98, B.S. 29/08/1998.

Decreet betreffende het onderwijs VIII (Flemish Decree) : 15/07/1997, B.S. 21/08/1997.

Decreet betreffende het onderwijs XI (Flemish Decree) : 18/05/99, B.S. 31/08/1999.

Decreet betreffende het onderwijs XII-Ensor (Flemish Decree) : 20/10/00, B.S. 16/12/2000

Decreet betreffende het Onderwijs XIII-MozaĂŻek (Flemish Decree) : 13/07/01, B.S. 27/11/2001

Decreet betreffende het onderwijs XIV (Flemish Decree) : 14/02/03, B.S. 01/07/2003

Decreet betreffende het onderwijs XVI (Decree) : 7/07/2006, B.S. 31/08/2006

Decreet betreffende het onderwijs-XV (Decree) : 15/07/2005, B.S. 16/09/2005

Decreet betreffende het sociaal-cultureel volwassenenwerk (Flemish decree) : 04/04/03, B.S. 28/05/2003

Decreet betreffende het verwerven van een titel van beroepsbekwaamheid (Decree) : 30/04/2004, B.S. 26/11/2004

Decreet betreffende het volwassenenonderwijs (Decree) : 15/06/2007, B.S. 31/08/2007

Decreet betreffende participatie op school en de Vlaamse Onderwijsraad (Flemish Decree) : 2/04/2004, B.S. 06/08/2004

Decreet betreffende tijdelijke projecten in het onderwijs (Decree) : 09/12/2005, B.S. 02/02/2006

Decreet houdende de Middelenbegroting van de Vlaamse Gemeenschap voor het begrotingsjaar 2007 (Decree) : 22/12/2006, B.S. 29/12/2006

Decreet houdende diverse maatregelen met betrekking tot het secundair onderwijs en tot wijziging van het decreet van 25 februari 1997 betreffende het basisonderwijs (Flemish Decree) : 14/07/1998, B.S. 29/08/1998.

Flemish Eurydice report 2008

Legislation

462

Decreet houdende een aanpassing van de regelgeving betreffende het tertiair onderwijs (Flemish Decree) : 20/04/2001, B.S. 13/07/2001

Decreet houdende goedkeuring en uitvoering van het verdrag tussen het Koninkrijk der Nederlanden en de Vlaamse Gemeenschap van BelgiĂŤ inzake de accreditatie van opleidingen binnen het Nederlandse en het Vlaamse hoger onderwijs (Flemish Decree) : 2/04/2004, B.S. 18/05/2004

Decreet houdende ondersteuning van de federatie van erkende organisaties voor volksontwikkelingswerk (FOV) en houdende ondersteuning van de Vereniging van Vlaamse Cultuurcentra (Flemish Decree) : 6/07/2001, B.S. 17/08/2001

Decreet tot bekrachtiging van de decretale specifieke eindtermen "topsport" algemeen en technisch secundair onderwijs (Decree) : 2/06/2006, B.S. 13/07/2006

Decreet tot bekrachtiging van de decretale specifieke eindtermen voor het algemeen secundair onderwijs (Flemish Decree) : 7/05/2004, B.S. 08/11/2004

Decreet tot bekrachtiging van de eindtermen van het derde leerjaar van de derde graad van het gewoon beroepssecundair onderwijs (Flemish decree) : 20.12.02

Decreet tot bekrachtiging van de schrapping en de aanpassing van eindtermen voor het studiegebied Algemene Vorming van het Secundair onderwijs voor sociale promotie (Decree) : 24/04/2007, B.S. 2/07/2007

Decreet tot bekrachtiging van het besluit van de Vlaamse regering van 23 november 2001 tot bepaling van de ontwikkelingsdoelen voor het buitengewoon b (Flemish Decree) : 22.03.02, B.S. 27/04/2002

Decreet tot bekrachtiging van het BVR van 15/6/2007 betreffende de goedkeuring van tijdelijke projecten in het DKO vanaf het schooljaar 2007-2008 (Decree) : 13/07/2007, B.S. 22/08/2007

Decreet tot bekrachtiging van het BVR van 16 september 2005 tot ontvankelijkheid en gelijkwaardigheid van een aanvraag tot afwijking op de decretale specifieke eindtermen voor het algemeen secundair onderwijs. (Flemish Decree) : 27/01/2006, B.S. 21/02/2006

Decreet tot bekrachtiging van het BVR van 23 juni 2006 betreffende de organisatie van tijdelijke projecten in het basis- en secundair onderwijs (Decree) : 14/07/2006, B.S. 08/11/2006

Decreet tot bekrachtiging van het BVR van 23 november 2001 tot bepaling van de ontwikkelingsdoelen voor het buitengewoon basisonderwijs type 1 (Flemish Decree) : 22/03/2002, B.S. 27/04/2002

Decreet tot bekrachtiging van het BVR van 31 januari 2003 tot bepaling van de ontwikkelingsdoelen voor het buitengewoon basisonderwijs type 7 (Flemish decree) : 23.05.03, B.S. 16/07/2003

Flemish Eurydice report 2008

Legislation

463

Decreet tot bekrachtiging van het BVR van 5 oktober 2007 betreffende het beroepsprofiel van de leraar (Decree) : 7/12/2007, B.S. 21/01/2008

Decreet tot bekrachtiging van het reglement van de Nederlands-Vlaamse Accreditatieorganisatie tot bepaling van de bestuursbeginselen die van toepassing zijn bij de besluitvorming inzake accreditatie en toets nieuwe opleiding ten aanzien van hoger onderwijs (Flemish Decree) : 27/01/2006, B.S. 21/03/2006

Decreet tot bekrachting van de ontwikkelingsdoelen algemene en sociale vorming in het buitengewoon secundair onderwijs van opleidingsvorm 3 (Flemish decree) : 19.07.02, B.S. 10/09/2002

Decreet tot oprichting van het intern verzelfstandigd agentschap met rechtspersoonlijkheid "Agentschap voor Infrastructuur in het Onderwijs" (Flemish Decree) : 7/05/2004, B.S. 07/06/2004

Decreet tot oprichting van het publiekrechtelijk vormgegeven extern verzelfstandigd agentschap " Vlaams Agentschap voor Ondernemersvorming - Syntra Vlaanderen ". (Flemish Decree) : 7/05/2004, B.S. 09/06/2004

Decreet tot oprichting van het publiekrechtelijk vormgegeven extern verzelfstandigd agentschap " Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding" (Flemish Decree) : 7/05/2004, B.S. 07/06/2004

Decreet tot wijziging van de decreten betreffende de inspectie en begeleidingsdiensten. (Flemish Decree) : 13/04/99, B.S. 05/05/1999

Flemish Decree adopting the final and developmental objectives for the first stage of mainstream secondary education (Flemish Decree) : 24/07/1996, B.S. 14/08/1996.

Flemish Decree creating a new autonomous organising body for the former state schools, now community education (Flemish Special Decree) : 19/12/88, B.S. 29/12/1988.

Flemish decree organising consultation procedures at the school level between staff (incl. teachers) and the "Inrichtende Machten" (Organising Bodies) within subsidized free schools (Flemish Decree) : 05/04/1995, B.S. 08/06/1995.

Het ministrieel 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 (Ministerial decision) : 16/05/1999, B.S. 11/08/1999

Kaderdecreet Bestuurlijk Beleid van 18 juli 2003 (Decree) : 18/07/2003, B.S. 22/08/2003

Koninklijk Besluit inzake gebruik rijksregisternummer door het Departement Onderwijs als uniek leerlingennummer (Belgian Royal Decree) : 07.07.02, B.S. 17/09/2002

Law concerning the fnancing of communities & regions (Belgian Law) : 23/05/00, B.S. 30/05/2000

Flemish Eurydice report 2008

Legislation

464

Law concerning the 'school pact' (Belgian Law) : 29/05/59, B.S. 19/06/1959.

Law concerning the use of the official language in education (Belgian Law) : 30/07/63, B.S. 22/08/1963.

Law on special and integrated education (Belgian Law) : 06/07/70, B.S. 25/08/1970

MB betreffende de toekenning van subsidies voor naschoolse opleidingsactiviteiten in de landbouwsector (Ministerial Decision) : 26/11/2007, B.S. 11/12/2007

Ministerieel besluit tot uitvoering van het besluit van de Vlaamse Regering van 4 april 2003 ter ondersteuning van brugprojecten tussen economie en onderwijs (Ministerial Decision) : 12/05/2006, B.S. 17/07/2006

Onderwijsdecreet XVII (Decree) : 22/06/2007, B.S. 21/08/2007

OZB Aanvullende lestijden voor de integratie van anderstaligen in de Nederlandstalige scholen in de rand- en taalgrensgemeenten (Circular letter) : 4/07/2007, BaO/2006/02

OZB Afwezigheden en in- en uitschrijvingen in het buitengewoon secundair onderwijs (Circular Letter) : 15/08/2002, SO/2002/05/buso

OZB Afwezigheden en in- en uitschrijvingen in het voltijds gewoon secundair onderwijs en het deeltijds secundair onderwijs (Circular Letter) : 8/07/2005, SO/2005/04

OZB Algemene omzendbrief leerlingenvervoer (Circular letter) : 4/09/2007, NO/2007/05

OZB Beginmeting en peiling in de B-stroom van de eerste graad van het secundair onderwijs (Circular Letter) : 25/08/2006, SO/2006/04

OZB Bekwaamheidsbewijzen deeltijds kunstonderwijs: wijzigingen vanaf 1 september 2002 (Circular Letter) : 10/07/2002, PV/2002/7

OZB Bijzondere maatregelen voor de contractuele personeelsleden tewerkgesteld in CODOprojecten in de verschillende onderwijsniveaus en de centraliserende (Circular Letter) : 18/07/2003, PERS/2003/06

OZB Buitengewoon secundair onderwijs - Onderwijsbeleid voor migranten - Maatregelen vanaf het schooljaar 2005-2006 (Circular Letter) : 30/06/2005, SO/2005/03.

OZB Controle op de leerplicht (Circular letter) : 14/07/1998, BaO/98/3

Flemish Eurydice report 2008

Legislation

465

OZB Controle van de leerlingen in het buitengewoon basisonderwijs (Circular Letter) : 9/10/2006, BaO/2006/05

OZB Controle van de leerlingen in het gewoon basisonderwijs (Circular Letter) : 9/10/2006, BaO/2006/04

OZB De leerplicht (Circular Letter) : 1/03/2000, SO 68

OZB De organisatie van het volwassenenonderwijs - Centra voor Basiseducatie (Circular letter) : 5/07/2007, VWO/2007/02 (CBE)

OZB De organisatie van het volwassenenonderwijs - Centra voor Volwassenenonderwijs (Circular letter) : 5/07/2007, VWO/2007/01 (CVO)

OZB De verwerving van financiĂŤle steun van het ESF voor de Alternerende Beroepsopleiding (ABO) in het buitengewoon secundair onderwijs van opleidingsvorm 3 - ESF doelstelling 2 prioriteit 1 AS 1 (Circular letter) : 4/12/2007, SO/2007/09 (BuSO)

OZB Deeltijdse vormingen die in aanmerking komen voor de vervulling van de deeltijdse leerplicht (Circular Letter) : 10/11/2005, SO/2005/09

OZB Doventolken in het voltijds gewoon onderwijs (Circular Letter) : 9/05/2006, NO/2006/01

OZB EUROKLASSEN: Europese samenwerking in het secundair onderwijs (Circular Letter) : 3/04/2004, SO/2004/05

OZB Experimenteel secundair onderwijs volgens een modulair stelsel (Circular Letter) : 26/07/2001, SO 76

OZB Functiebeschrijving en evaluatie (Circular letter) : 29/10/2007, PERS/2007/09

OZB GeĂŻntegreerd onderwijs (Circular Letter) : 11/09/2003, GD/2003/05

OZB GROS: Grensoverschrijdende Samenwerking met de buurlanden in het secundair onderwijs (Circular Letter) : 2/04/2004, SO/2004/04

OZB Het gelijke onderwijskansenbeleid voor het secundair onderwijs vanaf het schooljaar 2006-2007 (Circular Letter) : 15/08/2005, SO/2005/07

OZB Het gelijkeonderwijskansenbeleid voor het basisonderwijs (Circular Letter) : 13/06/2006, BaO/2006/01

OZB Het gelijkeonderwijskansenbeleid voor het secundair onderwijs (Circular Letter) : 30/04/2004, SO/2003/01

Flemish Eurydice report 2008

Legislation

466

OZB Instellingen die attesten voor inschrijving in het BuO mogen afleveren. Schooljaar 20062007 (Circular Letter) : CLB/2006/03

OZB Leerlingenstages en sociaal-maatschappelijke training in het buitengewoon secundair onderwijs (Circular Letter) : 16/09/2002, SO/2002/11

OZB Leerlingenstages in het voltijds secundair onderwijs (Circular Letter) : 16/09/2002, SO/2002/09

OZB Lokale participatieregeling in het basis- en secundair onderwijs (Circular Letter) : 13/07/2004, GD/2004/03

OZB Maatregelen ter stimulering van de participatie van kleuters aan het onderwijs (Circular letter) : 22/06/2007, BaO/2007/04

OZB Mentorschap ter ondersteuning van de stagiair, de startende leraar en de leraar in opleiding in het gewoon en buitengewoon BaO en SO, het DKO en het secundair VWO in het schooljaar 2007-2008 (Circular letter) : 10/07/2007, PERS/2007/03

OZB Nieuwe structuur van opleidingsvorm 3 (Circular Letter) : 15/60/02, SO/2002/08

OZB Onderwijs aan huis (Circular letter) : 17/06/97, BaO/97/5

OZB Onderwijs voor zieke jongeren (BuSO) (Circular Letter) : 22/07/2005, SO/2005/06 (BuSO)

OZB Onderwijs voor zieke jongeren (SO) (Circular Letter) : 22/07/2005, SO/2005/05

OZB Onderwijsbeleid voor migranten. Maatregelen voor de schooljaren 2005-2006 tot en met 2007-2008 (Circular Letter) : 10/06/2005, BaO/2005/06

OZB Onthaalonderwijs voor anderstalige nieuwkomers (Circular Letter) : 30/06/2006, BaO/2006/03

OZB Onthaalonderwijs voor anderstalige nieuwkomers in het gewoon voltijds secundair onderwijs (Circular Letter) : 23/07/2001, SO 75

OZB Organisatie van het Deeltijds Beroepssecundair onderwijs (Circular Letter) : 30/06/1999, SO 66

OZB Overzicht subsidies en toelagen aan gewoon en/of buitengewoon gefinancierd en/of gesubsidieerd onderwijs" (Circular letter) : 26/02/02, BaO/2002/04

OZB Peiling eindtermen biologie in de a-stroom van de eerste graad van het secundair onderwijs (Decision of the Flemish Government Circular Letter) : 7/03/2006, SO/2006/02

Flemish Eurydice report 2008

Legislation

467

OZB Personeelsaangelegenheden in het onderwijs voor sociale promotie (Circular Letter) : 16/08/2005, PV/2005/5 (OSP)

OZB Procedure voor de erkenning van de specifieke vorming inzake leidinggeven (art. 48 van het DCLB) (Circular Letter) : 12/12/2005, CLB/2005/04

OZB Puntenenveloppen voor scholen en scholengemeenschappen basisonderwijs: personeelsformatie en personeelsaspecten (Circular letter) : 30/06/2005, BaO/2005/12

OZB Scholengemeenschappen basisonderwijs (Circular Letter) : 30/06/2005, BaO/2005/11

OZB Scholengemeenschappen secundair onderwijs (Circular letter) : 30/04/1999, SO 62

OZB Structuur en organisatie van het voltijds secundair onderwijs (Circular Letter) : 25/06/1999, SO 64

OZB Structuur van de lineaire en modulaire taalopleidingen in het volwassenenonderwijs (Circular Letter) : 10/06/2004, PV/2004/04

OZB SubsidiĂŤring consortia volwassenenonderwijs - schooljaar 2007-2008 (Circular letter) : 22/08/2007, VWO/2007/03 (Cons)

OZB Taak- en functiedifferentiatie in het gewoon en buitengewoon secundair onderwijs (Circular letter) : 10/07/2007, SO/2007/03 (pers)

OZB Toelatingsvoorwaarden en inschrijvingsverslag leerlingen in het buitengewoon basisonderwijs (Circular letter) : 10/05/2007, BaO/2007/02

OZB Toelatingsvoorwaarden leerlingen in het gewoon basisonderwijs (Circular Letter) : 10/08/01, BaO/2001/1

OZB Vakantieregeling in de centra voor leerlingenbegeleiding (Circular Letter) : 30/05/2005, CLB/2005/01

OZB Vaststelling van het pakket "uren-leraar" in het voltijds secundair onderwijs (Circular letter) : 31/07/1998, SO 55

OZB Vreemdetalenonderwijs in het gewoon basisonderwijs (Circular Letter) : 11/06/2004, BaO/2004/02

OZB Wijziging van de besluiten van de vlaamse regering van 31 juli 1990 houdende de organisatie van het deeltijds kunstonderwijs, studierichting â€œbeeldend (Circular Letter) : 9/07/2001, OND/13EA/SBT 20

Flemish Eurydice report 2008

Legislation

468

Royal Decree concerning the establishment of the tasks of the administrators, educatorscaretakers and executive secretaries in the educational institutions of the basic, special, secondary and technical education, and in the teacher training schools (Belgian Royal Decree) : 15/07/1969, B.S. 25/07/1969.

Special Decree concerning Community Education (Flemish Special Decree) : 14/07/98, B.S. 30/09/1998.

Wet betreffende de leerplicht (Belgian Law) : 29/06/83, B.S. 07/07/1983

Wet ter bevordering van de werkgelegenheid (Law) : 24/12/1999, B.S. 27/01/2000

Wet tot regeling van de betrekkingen tussen de overheid en de vakbonden van haar personeel (Belgian Law) : 19/12/74, B.S. 24/12/1974

Flemish Eurydice report 2008

Legislation

469

INSTITUTIONS ACOD, Algemene Centrale der Openbare Diensten - Sector Onderwijs Fontainasplein 9-11 B-1000 Brussel Tel: +32.2.508.58.80 E-mail: onderwijs@acod.be Website: http://www.acodonderwijs.be (28/03/2008) Administratie der pensioenen Victor Hortaplein 40 B-1060 Brussel Tel: +32.2.558.60.00 Agentschap Sociaal-Cultureel Werk voor Jeugd en Volwassenen - Team Sociaal-Cultureel Volwassenenwerk Arenbergstraat 9 B-1000 Brussel Tel: +32.2.553.42.45 E-mail: sociaalcultureelwerk@cjsm.vlaanderen.be Website: http://www.vlaanderen.be/sociaalcultureelwerk (28/03/2008) AGIOn, Agency for Schoolinfrastructure Koningsstraat 94 B-1000 Brussel Tel: +32.2.221.05.11 E-mail: info@agion.be Website: http://www.agion.be (28/03/2008) AgODI, Agentschap voor Onderwijsdiensten H. Consciencegebouw Koning Albert II-laan 15 1210 Brussel Tel: +32.2.553.93.76 E-mail: agodi@vlaanderen.be Website: http://www.agodi.be (28/03/2008) AHOVOS, Agentschap voor Hoger Onderwijs, Volwassenenonderwijs en Studietoelagen H. Consciencegebouw Koning Albert II-laan 15 B-1210 Brussel Website: http://www.ahovos.be (28/03/2008) Alden Biesen - European Classes Landcommanderij Alden Biesen Kasteelstraat 6 B-3740 Bilzen Tel: +32.89.51.93.59 E-mail: annemarie.vandeweyer@cjsm.vlaanderen.be Website: http://www.alden-biesen.be/paginas/eurowerking/index.php? (28/03/2008) AOC, Agentschap voor Onderwijscommunicatie Hendrik Consciencegebouw Koning Albert II-laan 15 1210 Brussel Tel: 32.2.553.96.52 E-mail: onderwijscommunicatie@vlaanderen.be Website: http://www.ond.vlaanderen.be/wegwijs/com/ (28/03/2008)

Flemish Eurydice report 2008

Institutions

471

Belgian Federal Public Service Employment, Labour and Social Dialogue Directie van het betaald educatief verlof Ernest Blerotstraat 1 B-1070 Brussel Tel: +32.2.233.41.11 E-mail: fod@werk.belgie.be Website: http://www.werk.belgie.be (28/03/2008) CEGO, Centre for Experiential Education Schapenstraat 34 B-3000 Leuven Tel: +32.16.32.57.40 E-mail: cego@ped.kuleuven.be Website: http://www.cego.be/ (28/03/2008) Centre for sociological research Parkstraat 45 bus 3601 B-3000 Leuven BelgiĂŤ Tel: +32.16.32.32.05 E-mail: jef.verhoeven@soc.kuleuven.be Website: http://perswww.kuleuven.be/~u0003309/School/EducationAndTheory/indexE_css.html (8/4/2008) COC, Christelijke Onderwijscentrale Trierstraat 33 1040 Brussel Tel: +32.2.285 04 40 E-mail: coc.brussel@acv-csc.be Website: http://www.coc.be (28/03/2008) Commissie inzake Leerlingenrechten H. Consciencegebouw Koning Albert II-laan 4 A 25 1210 Brussel Tel: 32.2.553.93.85 Website: http://www.ond.vlaanderen.be/leerlingenrechtencommissie/ (28/03/2008) Commissie Zorgvuldig Bestuur Vlaams ministerie van Onderwijs en Vorming AgODI t.a.v. Marleen Broucke Koning Albert II-laan 15 1 C 24 B-1210 Brussel Tel: +32.2.553.65.56 E-mail: zorgvuldigbestuur.onderwijs@vlaanderen.be Website: http://www.ond.vlaanderen.be/zorgvuldigbestuur/ (28/03/2008) COV, Christen Onderwijzersverbond Koningsstraat 203 B-1210 Brussel Tel: +32.2.227.41.11 E-mail: cov@acv-csc.be Website: http://www.cov.be (28/03/2008) DBO, Dienst Beroepsopleiding (Departement Onderwijs en Vorming) Hendrik Consciencegebouw Koning Albert II-laan 15 1210 Brussel Tel: +32.2.553.87.00

Flemish Eurydice report 2008

Institutions

472

Website: http://www.ond.vlaanderen.be/DBO/ (28/03/2008) Departement Cultuur, Jeugd, Sport en Media Vlaams ministerie van Cultuur Arenberggebouw Arenbergstraat 9 B-1000 Brussel Tel: +32.2.553.68.00 E-mail: cultuur@vlaanderen.be Website: http://www.vlaanderen.be/cultuur/ (28/03/2008) Departement landbouw & visserij, Afdeling Landbouwvorming, Voorlichting en Duurzame Landbouw Ellipsgebouw (6e verdieping) Koning Albert II-laan 35 bus 40 B-1030 Brussel Tel: +32.2.552.78.92 Fax: +32.2.552.78.71 E-mail: jean.steenbergen@lv.vlaanderen.be Website: http://lv.vlaanderen.be/nlapps/docs/default.asp?fid=36 (28/03/2008) Departement Onderwijs Vlaams Ministerie van Onderwijs en Vorming Hendrik Consciencegebouw Koning Albert II-Laan 15 B-1210 Brussel Tel: +32.2.552.68.00 Website: http://www.ond.vlaanderen.be/wegwijs/departement/ (28/03/2008) DIVA, Dienst Informatie Vorming en Afstemming Hendrik Consciencegebouw Koning Albert II-laan 15 1210 Brussel Tel: +32.2.553.96.29 E-mail: info@diva-vlaanderen.be Website: http://diva.vlaanderen.be (28/03/2008) DPF, Federale Politie, Directie van de Opleiding Luchtmachtlaan 10 B-1040 Etterbeek Tel: +32.2.642.69.05 E-mail: dpf@police.ac.be Website: http://www.police.ac.be (28/03/2008) EduBROn, Begeleiding, Research, Onderwijs, Universiteit Antwerpen Universiteit Antwerpen Campus Drie Eiken Universiteitsplein 1 - Gebouw A B-2610 Antwerpen E-mail: edubron@ua.ac.be Website: http://www.edubron.be (28/03/2008) Entiteit Curriculum (ex-DVO) Consciencegebouw Koning Albert II-Laan 15 B-1210 Brussel Tel: +32.2.553.88.37 E-mail: jean.vanholder@ond.vlaanderen.be Website: http://www.ond.vlaanderen.be/dvo/ (28/03/2008)

Flemish Eurydice report 2008

Institutions

473

EPOS, Leonardo Da Vinci Koning Albert II-laan 15/C7 B-1210 Brussel E-mail: http://www.epos-vlaanderen.be/contact.html Website: http://www.epos-vlaanderen.be (28/03/2008) ESF-Agentschap (Europees Sociaal Fonds - Vlaanderen) Gasthuisstraat 35 1000 Brussel Tel: +32.2.546.22.11 E-mail: info@esf-agentschap.be Website: http://www.esf-agentschap.be/ (28/03/2008) Examencommissie van de Vlaamse Gemeenschap voor het voltijds secundair onderwijs Hendrik Consciencegebouw Koning Albert II-Laan 15 B-1210 Brussel Tel: +32.2.528.09.40 Website: http://www.ond.vlaanderen.be/secundair/examencommissie/ (28/03/2008) Federatie Centra Basiseducatie St. Elooisdreef 56A B-8500 Kortrijk Tel: +32.473.17.09.53 Website: http://www.basiseducatie.be/ (28/03/2008) Federatie Steinerscholen Vlaanderen Nachtegaalstraat 8 B-2060 Antwerpen Tel: +32.3.213.23.33 E-mail: steinerscholen@telenet.be Website: http://www.steinerscholen.be (28/03/2008) FOD Defensie - Algemene Directie Vorming (DG FMN) Kwartier Koninklijke Militaire School Renaissancelaan 30 B-1000 Brussel Website: http://www.mil.be/fmn (28/03/2008) FOD FinanciĂŤn, Administratie der Thesaurie, Centrale dienst der vaste uitgaven - pensioenen Kunstlaan 30 B-1040 Brussel Tel: +32.2.257.257.11 E-mail: cdvupensioenen.thesaurie@minfin.fed.be Website: http://www.cdvupensioenen.fgov.be (28/03/2008) FOPEM, Federatie van Onafhankelijke Pluralistische Emancipatorische Methodenscholen Kartuizerlaan 20 B-9000 Gent Tel: +32.9.233.94.90 E-mail: fopem@skynet.be Website: http://www.fopem.be (28/03/2008) FOV, Federation of Organisations active in the popular(non-formal) adult education scene Gallaitstraat 86 bus 12 B-1030 Brussel Tel: +32.2.244.93.39 E-mail: info@fov.be Website: http://www.fov.be/ (28/03/2008) Freinetbeweging Vlaanderen

Flemish Eurydice report 2008

Institutions

474

E-mail: info@freinetbewegingvlaanderen.be Website: http://www.freinetbewegingvlaanderen.be/ (18/07/2007) GO! onderwijs van de Vlaamse Gemeenschap Emile Jacqmainlaan 20 1000 Brussel Tel: +32.2.790.92.00 E-mail: info@g-o.be. Website: http://www.g-o.be/ (28/03/2008) GO! Ouders Emile Jacqmainlaan 20 B-1000 Brussel Tel: +32.2.790.92.00 E-mail: info@g-o.be Website: http://www.g-o.be (28/03/2008) HIVA, Higher Institute of Labour Studies Parkstraat 47 B-3000 Leuven Tel: +32.16.32.33.70 E-mail: hiva@kuleuven.be Website: http://www.hiva.be (28/03/2008) Huizen van het Nederlands Website: http://www.huizenvanhetnederlands.be (28/03/2008) ICOR, Interuniversitair Centrum voor Onderwijsrecht Arthur Goemaerelei 52 B-2018 Antwerpen Tel: +32.3.238.44.23 E-mail: info@Onderwijsrecht.be Website: http://www.onderwijsrecht.be/ (28/03/2008) IPCO, Raad van inrichtende machten van het Protestants-Christelijk Onderwijs Lakenmakersstraat 271 2800 Mechelen Tel: +32.15.55.61.52 E-mail: info@ipco.be Website: http://www.ipco.be/ (28/03/2008) K.U. Leuven, Centrum voor Onderwijsbeleid en -vernieuwing Vesaliusstraat 2 B-3000 Leuven Tel: +32.16.32.62.89 Website: http://www.kuleuven.be (28/03/2008) Kind & Gezin Hallepoortlaan 27 1060 Brussel Tel: +32.2.533.12.11 E-mail: info@kindengezin.be Website: http://www.kindengezin.be/KG/ (28/03/2008) Kinderrechtencommissariaat Leuvensesteenweg 86 1000 Brussel Tel: 02/ 552.98.00 Fax: 02/ 555.98.01 Website: http://www.kinderrechtencommissariaat.be (28/03/2008)

Flemish Eurydice report 2008

Institutions

475

Koning Boudewijnstichting Brederodestraat 21 B-1000 Brussel Tel: +32.2.511.18.40 E-mail: info@kbs-frb.be Website: http://www.koningboudewijnstichting.be/ (28/03/2008) KOOGO, Koepel van Ouderverenigingen van het Officieel Gesubsidieerd Onderwijs Ravensteingalerij 27 bus 8 B-1000 Brussel Tel: +32.2.512.88.74 Website: http://www.sip.be/bo/gbs/oudervereniging/koogo.html (28/03/2008) NARIC-Vlaanderen Administratie Hoger Onderwijs Hendrik Consciencegebouw Koning Albert II-laan 15 B-1210 Brussel E-mail: Naric@vlaanderen.be Website: http://www.ond.vlaanderen.be/hogeronderwijs/interna/Naric/ (28/03/2008) Nederlandse Taalunie Lange Voorhout 19 2514 EB Den Haag Nederland Tel: + 31.70.346.95.48 E-mail: info@taalunie.org Website: http://taalunieversum.org/taalunie/ (28/03/2008) NVAO, Nederlands-Vlaamse Accreditatie Organisatie Parkstraat 28 NL-2514 JK Den Haag Nederland Tel: +31.70.312.23.00 E-mail: info@nvao.net Website: http://nvao.net/ (28/03/2008) OKO, Overlegplatform Kleine Onderwijsverstrekkers Kasteellaan 54 9000 Gent Tel: 9-233.04.06 Fax: 9-233.04.06 Kamiel Van Herp OVSG, Onderwijssecretariaat van de Steden en Gemeenten van de Vlaamse Gemeenschap Ravesteingalerij 3 bus 7 B-1000 Brussel Tel: +32.2.506.41.50 E-mail: info@ovsg.be Website: http://www.ovsg.be/ (28/03/2008) POV, Provinciaal Onderwijs Vlaanderen Boudewijnlaan 20/21 B-1000 Brussel Tel: +32.2.514.19.00 E-mail: provinciaal.onderwijs@pov.be Website: http://www.pov.be/ (28/03/2008) Prins Filipsfonds c/o koning Boudewijnstichting Brederodestraat 21

Flemish Eurydice report 2008

Institutions

476

B-1000 Brussel Tel: +32.2.549.61.91 E-mail: info@prins-filipfonds.org Website: http://www.prins-filipfonds.org (28/03/2008) Provincie Antwerpen, Dienst Onderwijs Koningin Elisabethlei 22 B-2018 Antwerpen Tel: +32.3.240.50.11 Website: http://www.provant.be/ (28/03/2008) Provincie Limburg, 1Â° Directie onderwijs en onderwijsinspectie Universiteitslaan 1 3500 Hasselt Tel: +32.11.24.73.11 E-mail: onderwijs@limburg.be Website: http://www.limburg.be/onderwijs/ (28/03/2008) Provincie Oost-Vlaanderen, 7e directie onderwijs Provinciehuis Gouvernementstraat 1 B-9000 Gent Tel: +32.9.267.80.00 E-mail: info@oost-vlaanderen.be Website: http://www.oost-vlaanderen.be (28/03/2008) Provincie Vlaams-Brabant, Dienst Onderwijs Provinciehuis Provincieplein 1 B-3010 Leuven Tel: +32.16.26.76.40 E-mail: onderwijs@vlaamsbrabant.be Website: http://www.vlaamsbrabant.be (28/03/2008) Provincie West-Vlaanderen Provinciehuis Boeverbos Koning Leopold III-laan 41 B-8200 Brugge Tel: +32.50.40.31.11 E-mail: provincie@west-vlaanderen.be Website: http://www.west-vlaanderen.be (28/03/2008) Research Foundation - Flanders Egmontstraat 5 B-1000 Brussel Tel: +32.2.512.91.10 E-mail: post@fwo.be Website: http://www.fwo.be (28/03/2008) Rijksdienst voor Kinderbijslag voor Werknemers E-mail: info@rkw.fgov.be Website: http://www.rkw.be/ (28/03/2008) RSVZ, Rijksinstituut voor de Sociale Verzekeringen der Zelfstandigen Jan Jacobsplein 6 B-1000 Brussel Tel: +32.2.546.42.11 E-mail: info@rsvz-inasti.fgov.be Website: http://www.rsvz-inasti.fgov.be/ (28/03/2008)

Flemish Eurydice report 2008

Institutions

477

SERV, Sociaal-Economische Raad van Vlaanderen Wetstraat 34-36 1040 Brussel Tel: +32.2.20.90.111 Website: http://www.serv.be (28/03/2008) Socius, Steunpunt voor Sociaalcultureel Volwassenenwerk Gallaitstraat 86 bus 4 B-1030 Brussel Tel: +32.2.215.27.08 E-mail: info@socius.be Website: http://www.socius.be (28/03/2008) St.A.M.-Vlaanderen, Studiegroep Authentieke Middenscholen Kasteelstraat 12 B-8580 Avelgem Tel: +32.56.64.42.12 E-mail: info@stam-vlaanderen.be Website: http://www.stam-vlaanderen.be/ (28/03/2008) Stad Antwerpen, Lerende Stad Lange Gasthuisstraat 15 B-2000 Antwerpen Tel: +32.3.201.33.14 Website: http://antwerpen.be/ (28/03/2008) Stad Brussel, Openbaar onderwijs Anspachlaan 6 B-1000 Brussel Tel: +32.2.279.38.23 Website: http://www.brunette.brucity.be/ (28/03/2008) Stad Gent, Departement Onderwijs en Opvoeding Nederpolder 2 B-9000 Gent Tel: +32.9.269.70.00 E-mail: onderwijs@gent.be Website: http://onderwijs.gent.be (28/03/2008) Steunpunt Diversiteit & Leren (voorheen Steunpunt intercultureel onderwijs) Sint- Pietersnieuwstraat 49 B-9000 Gent Tel: +32.9.264.70.38 E-mail: info@diversiteitenleren.be Website: http://www.steunpuntdiversiteitenleren.be/ (28/03/2008) Steunpunt GOK, Gelijke Onderwijskansen Blijde-Inkomststraat 7 3000 Leuven Tel: +32.16.32.53.64 E-mail: info@steunpuntgok.be Website: http://www.steunpuntgok.be (28/03/2008) Steunpunt Nederlands Tweede Taal (NT2) Blijde Inkomststraat 7 3000 Leuven Tel: 016/32.53.67 Steunpunt Studie- en Schoolloopbanen (voorheen Steunpunt LOA) Parkstraat 47

Flemish Eurydice report 2008

Institutions

478

B-3000 Leuven Website: http://www.steunpuntloopbanen.be/ (28/03/2008) Steunpunt WSE, Werk en Sociale Economie Parkstraat 45 bus 5303 B-3000 Leuven Tel: +32.16.32.32.39 E-mail: steunpuntwse@econ.kuleuven.be Website: http://www.steunpuntwse.be Stichting Ryckevelde Ryckevelde 6-10 B-8340 Damme Tel: +32.50.35.27.20 E-mail: info@ryckevelde.be Website: http://www.ryckevelde.be/ (28/03/2008) SYNTRA-Vlaanderen Kanselarijstraat 19 B-1000 Brussel Tel: +32.2.227.63.93 E-mail: info@syntravlaanderen.be Website: http://www.syntra.be/ (28/03/2008) Universiteit Gent - Vakgroep Onderwijskunde H. Dunantlaan 2 B-9000 Gent Tel: +32.9.264.86.64 E-mail: Monique.Verstraete@UGent.be Website: http://www.onderwijskunde.ugent.be/ (28/03/2008) VCLB, Vrije-CLB-Koepel Anatole Francestraat 119 bus 1 B-1030 Brussel Tel: +32.2.240.07.50 E-mail: info@vclb-koepel.be Website: http://vclb.bmgroup.be/ (28/03/2008) VCOV, Vlaamse Confederatie van Ouders en Ouderverenigingen Interleuvenlaan 15A B-3001 Leuven Tel: +32.16.38.81.00 E-mail: info@vcov.be Website: http://www.vcov.be (28/03/2008) VDAB, Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding Keizerslaan 11 B-1000 Brussel Tel: +32.2.508.38.11 E-mail: info@vdab.be Website: http://www.VDAB.be (28/03/2008) VFO, Vlaams Forum voor Onderwijsonderzoek Venusstraat 35 B-2000 Antwerpen E-mail: vfo@ua.ac.be Website: http://www.vfo.be (28/03/2008) VGC, Vlaamse Gemeenschapscommissie - Directie Onderwijs Technologiestraat 1

Flemish Eurydice report 2008

Institutions

479

B-1082 Sint-Agatha-Berchem Tel: +32.2.482.00.72 E-mail: onderwijs@vgc.be Website: http://www.vgc.be/onderwijs/ (28/03/2008) Vlaams minister van Werk, Onderwijs en Vorming Hendrik Consciencegebouw Koning Albert II-Laan 15 B-1210 Brussel Tel: +32.2.552.68.00 E-mail: kabinet.vandenbroucke@vlaanderen.be Website: http://www.ministerfrankvandenbroucke.be/ (28/03/2008) Frank Vandenbroucke Vlaamse Unesco Commissie Farasijnstraat 32 B-8670 Koksijde Tel: +32.58.51.44.79 E-mail: info@unesco-vlaanderen.be Website: http://www.unesco-vlaanderen.be (28/03/2008) VLHORA, Vlaamse Hogescholenraad Wolvengracht 38/2 B-1000 Brussel Tel: +32.2.211.41.90 Website: http://www.vlhora.be/ (28/03/2008) VLIR, Flemish Interuniversity Council Ravensteingalerij 27 B-1000 Brussel Tel: +32.2.792.55.00 E-mail: administratie@vlir.be Website: http://www.vlir.be/ (28/03/2008) VLOR, Vlaamse Onderwijsraad Kunstlaan 6 bus 6 B-1210 Brussel Tel: +32.2.219.42.99 E-mail: info@vlor.be Website: http://www.vlor.be/ (28/03/2008) VOCVO, Vlaams Ondersteuningscentrum voor het Volwassenenonderwijs Kardinaal Mercierplein 1 B-2800 Mechelen Tel: +32.15.44.65.00 E-mail: info@vocvo.be Website: http://www.vocb.be (28/03/2008) VOOP, Vlaams Onderwijs OverlegPlatform Koninklijkelaan 9 B-2600 Berchem Tel: +32.3.230.03.84 Website: http://www.voop.be/ (28/03/2008) VSK, Vlaamse Scholierenkoepel Paleizenstraat 90 B-1030 Brussel Tel: +32.2.215.32.29 E-mail: info@vsknet.be Website: http://vsknet.be/ (28/03/2008)

Flemish Eurydice report 2008

Institutions

480

VSKO, Vlaams Secretariaat van het Katholiek Onderwijs Guimardstraat 1 B-1040 Brussel Tel: +32.2.507.06.01 E-mail: secretariaat@vsko.be Website: http://ond.vsko.be (28/03/2008) VSOA-onderwijs, Vrij Syndicaat voor Openbare Ambten - Groep Onderwijs PoincarÃ©laan 72-74 B-1070 Brussel Tel: +32.2.529.81.30 E-mail: info@vsoa-onderwijs.be Website: http://www.vsoa-onderwijs.be/ (28/03/2008) VUB, Vrije Universiteit Brussel - Vakgroep Onderwijskunde Pleinlaan 2 1050 Brussel Tel: +32.2.629.13.10 E-mail: kvdbergh@vub.ac.be Website: http://www.vub.ac.be/ONKU/ (28/03/2008) VVS, Vlaamse Vereniging van Studenten Zavelput 20 1000 Brussel Tel: +32.2.502.01.22 E-mail: vvs@vvs.ac Website: http://www.vvs.ac./ (28/03/2008)

Flemish Eurydice report 2008

Institutions

481

BIBLIOGRAPHY Aantrekken, ontwikkelen en behouden van leerkrachten: achtergrondrapport Vlaanderen / Geert Devos, Karlien Vanderheyden . - Brussel : Vlaamse Gemeenschap, Departement Onderwijs en Vorming , 2004 . Aanwerving van leraren technische en praktijkvakken / Jef Verhoeven, Koen Stassen . - Gent : Academia , 2006 . Academische opleidingen in Vlaanderen 2004-2005; masteropleidingen vanaf 2007-2008 . Brussel : VLIR , 2004 . Accent op talent - historiek van het project (2000 - 2004) / Koning Boudewijnstichting . : Koning Boudewijnstichting , 2006 . http://www.kbs-frb.be/code/page.cfm?id_page=125&ID=182&lang=NL Accent op talent. Competenties in balans. Zoeken naar afstemming tussen competentieontwikkeling in school en bedrijf / Koning Boudewijnstichting . - Brussel : Koning Boudewijnstichting , 2006 . Accent op talent. Een agenda voor vernieuwing / Koning Boudewijnstichting . - Brussel / Antwerpen : Koning Boudewijnstichting / Garant , 2004 . Accent op talent. Een geĂŻntegreerde visie op leren en werken. Eindrapport van de commissie 'een nieuw perspectief voor technische en technologische beroepen en opleidingen' aan de Koning Boudewijnstichting / Koning Boudewijnstichting . - Brussel, Antwerpen : Koning Boudewijnstichting / Garant , 2002 . Accent op talent. Leren van elkaar. Samenwerking tussen scholen en bedrijven / Koning Boudewijnstichting . - Brussel / Antwerpen : Koning Boudewijnstichting / Garant , 2006 . Accent op talent. Meer techniek in algemene vorming / Koning Boudewijnstichting . - Brussel : Koning Boudewijnstichting , 2006 . Accent op talent. Onderwijsinnovatie in Europa. Voorbeelden van goede praktijk uit 10 Europese landen / Koning Boudewijnstichting . - Brussel : Koning Boudewijnstichting , 2004 . Cd-rom. Accent op talent. Stages, een win-win activiteit voor leerlingen, scholen en bedrijven / Koning Boudewijnstichting . - Brussel : Koning Boudewijnstichting , 2006 . ADIOV (onderwijsliteratuurdatabank) / Departement onderwijs . http://www.ond.vlaanderen.be/adiov Alles over basiseducatie / Centra voor basiseducatie . 2004 . http://www.basiseducatie.be Beleidsbrief Onderwijs en Vorming 2005 - 2006 / Minister Frank Vandenbroucke . : Vlaamse Gemeenschap, Departement Onderwijs en Vorming , 2005 . http://www.ond.vlaanderen.be/beleid/brief/beleidsbrief2005-2006-full.htm Beleidsbrief Onderwijs en Vorming 2006-2007 / Minister Frank Vandenbroucke . : Vlaamse Gemeenschap, Departement Onderwijs en Vorming , 2006 . http://ond.vlaanderen.be/beleid/brief/beleidsbrief2006-2007-full.htm Beleidsbrief onderwijs en vorming 2007-2008. Gelijke kansen op de hele onderwijsladder. Een tienkamp / Minister Frank Vandenbroucke . : Vlaamse Gemeenschap, Departement Onderwijs en Vorming , 2007 .

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483

http://ond.vlaanderen.be/beleid Beleidsnota onderwijs en vorming 2004-2009. Vandaag kampioen in wiskunde, morgen ook in gelijke kansen. Beleidsnota 2004-2009 / Minister Frank Vandenbroucke . - Brussel : Vlaamse Gemeenschap, Departement Onderwijs en Vorming , 2004 . Beleidsplan ICT in het onderwijs 2007-2009. Competenties voor de kennismaatschappij / Minister Frank Vandenbroucke . : Vlaamse Gemeenschap, Departement Onderwijs en Vorming , 2007 . http://www.ond.vlaanderen.be/beleid Beleidsvoerend vermogen van scholen ontwikkelen: een verkenning / VLOR . - Antwerpen : Garant / VLOR , 2005 . Belgielex, kruispuntbank van de wetgeving (databank) . - Brussel , . http://www.belgielex.be. http://www.belgielex.be Belgisch Staatsblad (databank) . - Brussel , . http://www.ejustice.just.fgov.be/cgi/welcome.pl. http://staatsblad.be Belgische statistieken portaal (databank) . : FOD Economie - Algemene Directie Statistiek en Economische Informatie , . http://statbel.fgov.be Belgostat (databank) . : Nationale Bank , . http://www.nbb.be/DOC/DQ/N/dq3/BelgoHome.htm. http://www.nbb.be/belgostat/startSDW.do Bevorderen en bewaken van de kwaliteit van het onderwijs, de opleiding en de vorming / B. Maes . : Brussel: DVO , 1998 . Bevordering van deelnamekansen inzake arbeidsmarktgerichte permanente vorming (DIAP) / Herman Baert, Mia Douterlungne, Dirk Van Damme e.a ; K.U. Leuven, Hiva, Universiteit Gent . Leuven , 2000 . BOP, Brussels Onderwijspunt (databank) / Vlaamse Gemeenschapscommissie (VGC) . http://www.bop.vgc.be Caleidoscoop (tijdschrift van de vrije CLB's) . - Brussel : VCLB , . http://www.caleidoscoop.be. Case study: Belgium (Flemish Community) / David Rosen ; Inge De Meyer . : OECD , 2008 . - ( Teaching, learning and assessment for adults improving foundation skills ) CLB-werking vandaag: een introductie . - Brussel : VCLB , 2005 . Comenius 1 in Vlaanderen: een sociologisch onderzoek naar het functioneren van een internationaal onderwijsproject (Socrates) / Jef Verhoeven, Leen Dom, Greet Indesteege . Leuven : K.U. Leuven, Centrum voor Onderwijssociologie , 2004 . Competentiematrix bachelor in onderwijs: lager onderwijs / Kristien Carnel en Jos Vanwigh . Leuven : Acco , 2005 . Concept volwassenenonderwijs - 8 mei 2005 / Frank Vandenbroucke . : Vlaamse Gemeenschap, Departement Onderwijs en Vorming , 2005 . http://www.ond.vlaanderen.be/beleid/nota/conceptVO.htm De arbeidsmarkt in Vlaanderen. Jaarboek / Steunpunt WAV . - Leuven : Steunpunt WAV , .

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De flexibilisering van het secundair onderwijs in Vlaanderen. Een organisatie-sociologische studie van macht en institutionalisering / Devos, G . - Leuven-Amersfoort : Acco , 1995 . De grondwetsherziening van 1988 en het onderwijs. De schoolvrede en zijn toepassing / Jan De Groof . - Gent : Story Scientia , 1989 . De profielengids / VLOR . - Brussel : VLOR , 2005 . cd-rom met beroepsopleidingsprofielen SO en HO. http://www.vlor.be De Regionale Technologische Centra: een uitgebreide kennismaking / Ruben Plees . - Mechelen : Kluwer , 2005 . School en samenleving (besturen en participeren > regionale technologische centra > Algemeen 1). De rol van de schoolbesturen in het schoolmanagement / Devos, G.; Verhoeven, J.C.; Beuselinck, I.; Van den Broeck, H. & Vandenberghe, R . - Antwerpen : Garant , 1999 . De school als ontwerpopgave. Schoolarchitectuur in Vlaanderen 1995-2005” met katern “Aanbevelingen bij de inhaaloperatie in de scholenbouw (2006-2010) / Verschaffel, Bart ; e.a . : A&S/books & De Vlaamse Gemeenschap/ Team Vlaams Bouwmeester , 2006 . http De Schoolpactwet. Coördinatie en annotatie / J. De Groof . - Brussel : E. Story Scientia , 1996 . De transitie van het initieel beroepsonderwijs naar de arbeidsmarkt met speciale aandacht voor de onderwijsverlaters / Hilde Creten, Veerle Van de Velde, Jan Van Damme, met medewerking van Dieter Verhaest . - Leuven : HIVA , 2004 . De universitaire regelgeving. Coördinatie en annotatie / Yvette Janssens, Jan De Groof . Nijmegen (Nederland) : Wolf Legal Publishers , 2005 . De verlenging van de leerplicht. Veertig jaar Belgische onderwijspolitiek / Dirk De Ceulaer . Leuven : Universitaire pers Leuven , 1990 . Delta: tijdschrift voor hoger onderwijs (voortzetting van Universiteit en beleid) / VLIR, VLHORA, Vlaamse Raad voor Wetenschapsbeleid . - Brugge : Die Keure , . Ecodata (databank) . : FOD economie, kmo, middenstand & energie , 2006 . http://ecodata.mineco.fgov.be. http://mineco.fgov.be/barometers/ecodata/home_nl.htm Education in Flanders: the Flemish educational landscape in a nutshell . - Brussels : Ministry of Flanders, department of education , 2005 . Educational Effectiveness. An introduction to international and Flemish research on schools, teachers and classes / Jan Van Damme, M.-C. Opdenakker, G. Van Landeghem, B. De Fraine, H. Pustjens & E. Van de gaer ; K.U. Leuven, Centre for Educational Effectiveness and Evaluation . Leuven : Acco , 2006 . Edulex, de Vlaamse onderwijswetgeving en omzendbrieven (databank) . - Brussel : Vlaamse Gemeenschap, Departement Onderwijs en Vorming , . http://www.ond.vlaanderen.be/edulex. http://www.ond.vlaanderen.be/edulex Een ontwerp van profiel voor de centra voor leerlingenbegeleiding / Minister Frank Vandenbroucke . : Vlaamse Gemeenschap, Departement Onderwijs en Vorming , 2007 . http://ond.vlaanderen.be/beleid

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