Flemish_eurydice_report_ 2007.pdf by Vlaanderen-be

Flemish Eurydice report 2007 Belgium â€“ Flemish Community

Chief Editor: Gaby Hostens Flemish Ministry for 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 for Education & Training Printery Besides this brochure, the Flemish Ministry for 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 II-laan 15, 1210 Brussel, tel: +32-(0)2-553.66.53 – fax: +32-(0)2-553.66.54 – e-mail: onderwijspublicaties@vlaanderen.be You can find a list of all Eurydice publications at www.eurydice.org D/2008/3241/126

This report is also available in Dutch. The full reports with annexes can be consulted on the Eurydice website: http://www.eurydice.org > Browse by country > Belgium – Flemish Community > Eurybase > Belgium – English speaking These annexes comprise lists of relevant: Legislation Institutions Bibliography Terminology.

ACKNOWLEDGEMENTS

Numerous experts provided accurate information and checked the texts, or were instrumental in bringing these experts on board. I want to sincerely thank Véronique Adriaens, Frank Baert, Bea Buysse, Wim Cloots, Geert D'Hooghe, An De Scheemaeker, Guy De Smet, Annemie Dewael, Valérie Dorchain, Els Exter, Frederic Geers, Elke Ghijssels, Steven Heymans, Ruth Lamotte, Dirk Lappeirre, Hilde Lesage, Marc Leunis, Bart Maes, Erwin Malfroy, Nina Mares, Sabine Meuwis, Bart Meysmans, Peter Michielsens, Monika Van Geit, Renilde Reynders, Micheline Scheys, Willy Sleurs, Nicole Speleers, Roger Standaert, Jean Steenbergen, Sonja Van Craeymeersch, Liselotte Van de Perre, Caroline Van Brabant, Rik Vercammen, Annemie Vercruysse, Hugo Verdurmen, Geert Vermeulen, Floriaan Vossen, Nancy Willems and Marleen Wouters. The websites of numerous institutions were a valuable source of information but the website of the Department for 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 for 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 Gaby Hostens for their most stimulating and supportive guidance.

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1. THE POLITICAL, SOCIAL AND ECONOMIC BACKGROUND ....................................................................... 15 1.1. HISTORICAL OVERVIEW ................................................................................................................................... 15 1.1.1. Towards a federal state with communitarization of education .............................................................. 15 1.1.2. Structure of political decision-making ................................................................................................... 16 1.1.3. Political parties in Flanders ................................................................................................................... 18 1.2. LEGISLATIVE AND EXECUTIVE POWERS AT DIFFERENT LEVELS.............................................................................. 19 1.2.1 Federal .................................................................................................................................................. 19 * National education ** Junior minister National Education *** Restructuring of national education ............... 21 1.2.2. Flemish Community and the Flemish Region ....................................................................................... 22 1.2.3 Brussels Capital Region ........................................................................................................................ 23 1.2.4 Provinces, cities and towns ................................................................................................................... 23 1.3. RELIGION AND EDUCATION .............................................................................................................................. 24 1.4. LANGUAGES .................................................................................................................................................. 24 1.5. DEMOGRAPHIC INDICATORS............................................................................................................................. 25 1.6. ECONOMIC INDICATORS .................................................................................................................................. 26 1.6.1. Economic situation of Flanders ............................................................................................................ 26 1.6.2. The Flemish active population .............................................................................................................. 28 1.7. STATISTICS ................................................................................................................................................... 33 2. GENERAL ORGANISATION OF THE EDUCATION SYSTEM ........................................................................ 35 2.1. HISTORICAL OVERVIEW ................................................................................................................................... 35 2.2. CURRENT DEBATES AND FUTURE DEVELOPMENTS .............................................................................................. 36 2.3. FUNDAMENTAL PRINCIPLES AND LEGISLATION .................................................................................................... 39 2.3.1. Freedom of education........................................................................................................................... 39 2.3.1.1. Freedom of establishment, orientation and organisation of education ................................................ 39 2.3.1.2. Freedom of choice of school and right of registration ............................................................................ 39 2.3.2. Educational networks ........................................................................................................................... 41 2.3.3. Legal provisions for subsidised schools ............................................................................................... 41 2.3.4. Teaching methods and ‘pedagogical project’ ....................................................................................... 42 2.3.5. Final objectives and curricula ............................................................................................................... 43 2.3.6. General regulations .............................................................................................................................. 43 2.4. GENERAL STRUCTURE AND MOMENTS OF DECISION IN EDUCATION ....................................................................... 45 2.5. COMPULSORY EDUCATION ............................................................................................................................... 45 2.5.1. Historical overview................................................................................................................................ 45 2.5.2. Current legislation................................................................................................................................. 46 2.5.3. Monitoring compulsory education ......................................................................................................... 46 2.6. GENERAL ADMINISTRATION .............................................................................................................................. 47 2.6.1. General administration at national level: the federal state .................................................................... 47 2.6.2. General administration and management at regional level: the Flemish Community ........................... 48 2.6.2.1. Education and training ................................................................................................................................ 49 2.6.2.2. Vocational education and entrepreneurial training ................................................................................. 49 2.6.2.3. Training in agriculture ................................................................................................................................. 50 2.6.2.4. Socio-cultural adult work ............................................................................................................................ 50 2.6.2.5 Towards an integrated policy for education, training and work.............................................................. 50 2.6.2.5.1. Policy formulation: the Ministerial Committee on Education, Training and Work (Ministerieel Comité Onderwijs, Vorming en Werk) ................................................................................................................ 51 2.6.2.5.2 Policy preparation and planning: the interdepartmental O, V and W steering group................... 51 2.6.2.5.3 Policy-implementing entities ................................................................................................................ 51 2.6.3. General administration and management at local level ........................................................................ 51 2.6.3.1. Cross-network consultation structures at city level .................................................................... 52 2.6.3.2. Support of local education policy from the Flemish government ............................................ 53 2.6.4. Educational institutions, administration and management .................................................................... 53 2.6.4.1. Organising bodies ....................................................................................................................................... 53 2.6.4.1.1. Community education, GO! (Gemeenschapsonderwijs) ................................................................ 54 2.6.4.1.2. Subsidised private Catholic education .............................................................................................. 55 2.6.4.1.3. Subsidised private non-Catholic education ...................................................................................... 55 2.6.4.1.4. Provincial education............................................................................................................................. 55 2.6.4.1.5. City and municipal education.............................................................................................................. 56 2.6.4.1.6. Dutch-language education in the Brussels Capital Region ............................................................ 56 2.6.4.2. The educational umbrella organisation .................................................................................................... 57 2.6.4.3. Educational institutions, administration and management in the schools ........................................... 58 2.6.4.3.1. Administrative bodies and offices ...................................................................................................... 58

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2.6.4.3.2. Responsibilities..................................................................................................................................... 58 2.6.4.3.3. Organisation and planning .................................................................................................................. 59 2.6.4.4. Educational institutions, administration and management in the school clusters .............................. 60 2.6.4.4.1. Elementary education .......................................................................................................................... 60 2.6.4.4.2. Secondary education ........................................................................................................................... 61 2.6.4.5. Educational institutions, administration and management in the university colleges ........................ 62 2.6.4.5.1. General management structures and administrative offices.......................................................... 62 2.6.4.5.2. Lower-level administrative structures and offices............................................................................ 63 2.6.4.6. Educational institutions, administration and management in universities ........................................... 63 2.6.4.6.1. General management structures and administrative offices.......................................................... 63 2.6.4.6.2. Important offices at the top: the vice-chancellor .............................................................................. 64 2.6.4.6.3. Lower-level administrative structures and offices............................................................................ 64 2.6.4.7. Educational institutions, administration and management in the associations................................... 65 2.7. INTERNAL AND EXTERNAL PARTICIPATION AND CONSULTATION STRUCTURES ......................................................... 65 2.7.1. Internal participation and consultation in elementary and secondary education ................................... 66 2.7.1.1. Pedagogical council, parent council and pupil council at school level................................................. 66 2.7.1.2. The school council....................................................................................................................................... 66 2.7.1.2.1. Community education.......................................................................................................................... 66 2.7.1.2.2. Subsidised education........................................................................................................................... 66 2.7.1.3. The representative advisory board at school cluster level..................................................................... 67 2.7.1.4. Class councils .............................................................................................................................................. 67 2.7.1.5. Informal consultation bodies: departments and staff meetings............................................................. 68 2.7.2. Participation and consultation between the different actors in the field of education ............................ 68 2.7.2.1. Flemish Education Council (Vlaamse Onderwijsraad - VLOR)............................................................. 68 2.7.2.2. Flemish Interuniversity Council (Vlaamse Interuniversitaire Raad - VLIR) and Flemish Council of University Colleges (Vlaamse Hogescholenraad - VLHORA) ............................................................................. 69 2.7.2.3. Umbrella parents’ organisations................................................................................................................ 69 2.7.2.4. Teachers’ Unions......................................................................................................................................... 69 2.7.2.5. Pupil and pupil umbrella organisations..................................................................................................... 70 2.7.2.6. Participation on labour conditions ............................................................................................................. 70 2.7.2.6.1. Official education.................................................................................................................................. 71 2.7.2.6.2. Subsidised private education.............................................................................................................. 72 2.7.2.6.3. Higher education .................................................................................................................................. 72 2.7.2.6.4. Elementary education .......................................................................................................................... 72 2.7.2.7. Relation with the labour market and other training providers................................................................ 72 2.8. FINANCING AND EDUCATION BUDGET ................................................................................................................ 73 2.8.1. The origin of the education budget ....................................................................................................... 73 2.8.2. The scope of the education budget and budget items .......................................................................... 73 2.8.3. Financing of the different educational networks ................................................................................... 74 2.8.4. Financing of school infrastructure and school construction .................................................................. 75 2.8.5. Financing of continuing education ........................................................................................................ 76 2.8.6. Financing of university colleges ............................................................................................................ 78 2.8.7. Financing of universities ....................................................................................................................... 79 2.8.8. Financing integrated higher education.................................................................................................. 80 2.9 STATISTICS .................................................................................................................................................... 83 29.1 School population in full-time education according to organising body and sex, school year 2005-200683 2.9.2 Evolution of the total school population in full-time education as of school year 1993-1994 ................. 85 2.9.3. Number of educational institutions per level of education and per network; school year 2005-2006 .... 86 2.9.4. Home education; school year 2005-2006 ............................................................................................. 86 2.9.4.1 Home education in elementary education................................................................................................. 86 2.9.4.1 Home education in secondary education .................................................................................................. 86 2.9.5. Teacher-pupil ratio per level of education; school year 2005-2006 ...................................................... 87 2.9.6 Evolution of the cost per pupil/pupil per level of education (in €) 2004-2006 ......................................... 88 2.9.7. Relation between education budget and the budget of the Flemish Community and the Gross Regional Product (in thousands €) ................................................................................................................................ 90 2.9.8. Education budget per organisation department (in thousands €); evolution 2004-2005 ....................... 91 2.9.9. Education budget per expense category, in thousands € (evolution 2004-2006) ................................. 93 2.9.10. School population in Dutch-speaking mainstream education, Brussels Capital Region ..................... 96 3. CHILDCARE ..................................................................................................................................................... 97 3.1. HISTORICAL OVERVIEW ................................................................................................................................... 97 3.2. CURRENT DEBATES AND FUTURE DEVELOPMENTS .............................................................................................. 97 3.3. LEGAL FRAMEWORK........................................................................................................................................ 98 3.4. GENERAL OBJECTIVES .................................................................................................................................... 98

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3.5. GEOGRAPHICAL ACCESSIBILITY ...................................................................................................................... 100 3.6. ADMISSION REQUIREMENTS AND CHOICE OF SCHOOL ....................................................................................... 100 3.7. FINANCIAL SUPPORT FOR THE FAMILY ............................................................................................................. 100 3.8. AGE LEVELS AND AGE GROUPS ...................................................................................................................... 100 3.9. ORGANISATION OF SCHOOL TIME.................................................................................................................... 100 3.10. CURRICULUM AND ACTIVITIES ...................................................................................................................... 101 3.11. EDUCATIONAL METHODS AND TEACHING AIDS ................................................................................................ 101 3.12. EVALUATION OF PUPILS ............................................................................................................................... 101 3.13. SPECIAL CARE FOR PUPILS .......................................................................................................................... 101 3.14. PRIVATE CHILDCARE CENTER ....................................................................................................................... 101 3.15. OTHER TYPES OF ORGANISATION ................................................................................................................. 101 3.16. STATISTICS ............................................................................................................................................... 101 4. ELEMENTARY EDUCATION.......................................................................................................................... 102 4.1. HISTORICAL OVERVIEW ................................................................................................................................. 102 4.2. CURRENT DEBATES AND FUTURE DEVELOPMENTS ............................................................................................ 103 4.3. LEGAL FRAMEWORK...................................................................................................................................... 103 4.4. GENERAL OBJECTIVES .................................................................................................................................. 103 4.5. GEOGRAPHICAL ACCESSIBILITY ...................................................................................................................... 104 4.6. ADMISSION REQUIREMENTS AND CHOICE OF SCHOOL ....................................................................................... 104 4.7. FINANCIAL SUPPORT OF THE FAMILY ............................................................................................................... 105 4.8. AGE LEVELS AND AGE GROUPS ...................................................................................................................... 105 4.9. ORGANISATION OF SCHOOL TIME.................................................................................................................... 106 4.9.1. Organisation of the school year .......................................................................................................... 106 4.9.2. Organisation of the school week and the school day.......................................................................... 106 4.10. CURRICULUM, AREAS OF LEARNING, NUMBER OF TEACHING PERIODS ............................................................... 107 4.11. TEACHING METHODS AND TEACHING AIDS...................................................................................................... 108 4.12. EVALUATION OF PUPILS ............................................................................................................................... 109 4.13. PROGRESSION OF PUPILS............................................................................................................................ 109 4.14. CERTIFICATION .......................................................................................................................................... 109 4.15. SUPPORT .................................................................................................................................................. 109 4.15.1. Special support for pupils ................................................................................................................. 109 4.15.2. The role of the pupil guidance centres (CLB) ................................................................................... 110 4.16. PRIVATELY-RUN EDUCATION ........................................................................................................................ 111 4.17. OTHER ORGANISATIONAL FORMS ................................................................................................................. 112 4.17.1. Educational Type 5 (hospital schools and preventoria) .................................................................... 112 4.17.2. Permanent Home Education (Permanent onderwijs aan huis - POAH) ............................................ 112 4.17.3. Temporary Home Education (Tijdelijk Onderwijs Aan Huis - TOAH) ................................................ 112 4.17.4. K-services (youth psychiatric services)............................................................................................. 113 4.18. STATISTICS ............................................................................................................................................... 114 4.18.1 Evolution of the number of pupils in pre-primary education ............................................................... 114 4.18.2 School population in pre-primary education per organising body ...................................................... 114 4.18.3. Evolution of the number of pupils in primary education .................................................................... 115 4.18.4. Progress of pupils of Belgian nationality ........................................................................................... 116 4.18.5. Progress of pupils of foreign nationality ............................................................................................ 118 5. SECONDARY EDUCATION ........................................................................................................................... 119 5.1. HISTORICAL OVERVIEW ................................................................................................................................. 119 5.2. CURRENT DEBATES AND FUTURE DEVELOPMENTS ............................................................................................ 120 5.3. LEGAL FRAMEWORK...................................................................................................................................... 121 5.4. GENERAL OBJECTIVES .................................................................................................................................. 122 5.5. TYPES OF INSTITUTIONS ................................................................................................................................ 123 5.6. GEOGRAPHICAL ACCESSIBILITY ...................................................................................................................... 124 5.7. ADMISSION REQUIREMENTS AND CHOICE OF SCHOOL ....................................................................................... 124 5.8. REGISTRATION AND/OR REGISTRATION FEES ................................................................................................... 125 5.9. FINANCIAL SUPPORT FOR PUPILS.................................................................................................................... 125 5.10. AGE LEVELS AND AGE GROUPS .................................................................................................................... 126 5.11. COURSES OF STUDY AND SPECIALISATION ..................................................................................................... 126 5.12. ORGANISATION OF SCHOOL TIME.................................................................................................................. 127 5.12.1. Organisation of the school year ........................................................................................................ 128

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5.12.2. Organisation of the school week and school day ............................................................................. 128 5.13. Curriculum, curriculum subjects, number of teaching periods ............................................................. 128 5.13.1 Final and developmental objectives................................................................................................... 129 5.13.2 Curricula ............................................................................................................................................ 130 5.13.3 Timetables ......................................................................................................................................... 130 5.13.3.1 Core curriculum ........................................................................................................................................ 130 5.13.3.2 Optional subjects (core courses and complementary component) ................................................... 133 5.13.3.2.1. First stage ......................................................................................................................................... 133 5.13.3.2.2. General Secondary Education (ASO) ........................................................................................... 134 5.13.3.2.3. Technical secondary education (TSO).......................................................................................... 135 5.13.3.2.4. Artistic Secondary Education (KSO) ............................................................................................. 135 5.13.3.2.5. Vocational secondary education (BSO)........................................................................................ 136 5.13.3.2.6. Part-time compulsory education .................................................................................................... 137 5.13.3.2.7. Fourth stage vocational secondary education ............................................................................. 139 5.14. TEACHING METHODS AND TEACHING AIDS...................................................................................................... 139 5.15. EVALUATION OF PUPILS ............................................................................................................................... 140 5.16. PROGRESSION OF PUPILS............................................................................................................................ 140 5.17. CERTIFICATION .......................................................................................................................................... 140 5.18. GUIDANCE AND LINK TO FURTHER EDUCATION/LABOUR MARKET ....................................................................... 141 5.19. PRIVATE EDUCATION (IN THE STRICTEST SENSE) ............................................................................................ 143 5.20. OTHER ORGANISATIONAL FORMS ................................................................................................................. 143 5.21. STATISTICS ............................................................................................................................................... 144 6. HIGHER EDUCATION .................................................................................................................................... 147 6.1. HISTORICAL OVERVIEW ................................................................................................................................. 147 6.1.1. History of university college education .............................................................................................. 147 6.1.2. History of university education ............................................................................................................ 148 6.1.3 Integrated higher education ................................................................................................................. 149 6.2. CURRENT DEBATES AND FUTURE DEVELOPMENTS ............................................................................................ 150 6.3. LEGAL FRAMEWORK...................................................................................................................................... 150 6.4. GENERAL OBJECTIVES .................................................................................................................................. 150 6.5. INSTITUTIONS FOR HIGHER EDUCATION ........................................................................................................... 151 6.6. ADMISSION REQUIREMENTS ........................................................................................................................... 152 6.7. REGISTRATION AND/OR REGISTRATION FEES ................................................................................................... 153 6.8. FINANCIAL SUPPORT FOR PUPILS.................................................................................................................... 154 6.9. ORGANISATION OF THE ACADEMIC YEAR ......................................................................................................... 155 6.10. AREAS OF STUDY ....................................................................................................................................... 155 6.11. CURRICULUM ............................................................................................................................................. 156 6.12. TEACHING METHODS................................................................................................................................... 156 6.13. EVALUATION OF PUPILS ............................................................................................................................... 156 6.14. PROGRESSION OF PUPILS............................................................................................................................ 157 6.15. CERTIFICATION .......................................................................................................................................... 157 6.16. GUIDANCE AND LINK TO FURTHER EDUCATION/LABOUR MARKET ....................................................................... 158 6.17. PRIVATE EDUCATION (IN THE STRICTEST SENSE) ............................................................................................ 158 6.18. DIFFERENCES IN ORGANISATION AND OTHER STRUCTURES ............................................................................. 158 HTTP://WWW.OU.NL/6.19. STATISTICS ................................................................................................................... 158 6.19. STATISTICS ............................................................................................................................................... 159 6.19.1. Evolution of the main enrolments in university colleges per type of programme and per sex........... 159 6.19.2. Number of main enrolments in university colleges for academic year 2004-2005, per type of programme, area of education and sex ........................................................................................................ 161 6.19.3 Evolution of the number of generation pupils at university colleges per type of programme and area of study (1) ....................................................................................................................................................... 162 6.19.4 Evolution of the number of generation pupils in university education, per area of study (1) .............. 163 6.19.5 Number of diplomas conferred in university college education at the end of academic year 2003-2004, per area of study and cycle .......................................................................................................................... 163 6.19.6 Number of diplomas conferred in university education at the end of academic year 2003-2004, per area of study and per type of programme..................................................................................................... 165 7. CONTINUING EDUCATION AND PROGRAMMES FOR EARLY SCHOOL-LEAVERS AND ADULTS ....... 166 7.1 HISTORICAL OVERVIEW .................................................................................................................................. 167 7.1.1. Social Advancement Education (OSP) - historical overview ............................................................... 167 7.1.2. Supervised Individual Study (BIS) - historical overview ...................................................................... 167

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7.1.3. Adult Basic Education – historical overview ....................................................................................... 168 7.1.4. Flemish Service for Employment and Vocational Training (VDAB) – historical overview ................... 168 7.1.5. Entrepreneurial training SYNTRA Flanders - historical overview ....................................................... 169 7.1.6. Part-time artistic education DKO - historical overview ........................................................................ 169 7.1.7. Training in agriculture - historical overview......................................................................................... 170 7.1.8. Socio-cultural adult work - historical overview .................................................................................... 170 7.2. CURRENT DEBATES AND FUTURE DEVELOPMENTS ............................................................................................ 171 http://www.huizenvanhetnederlands.be ........................................................................................................ 175 7.2.1. OSP – current debates and new developments ................................................................................. 175 7.2.2. Supervised Individual Study (BIS) – current debates and new developments.................................... 176 7.2.3. Adult basic education – current debates and new developments ....................................................... 176 7.2.4. Vocational education VDAB - current debates and new developments .............................................. 177 7.2.5. Entrepreneurial training SYNTRA Flanders - current debates and new developments ...................... 177 7.2.6. DKO - current debates and new developments .................................................................................. 177 7.2.7. Training in agriculture – current trends ............................................................................................... 178 7.2.8. Socio-cultural adult work - current trends ........................................................................................... 178 7.3. LEGAL FRAMEWORK...................................................................................................................................... 178 7.3.1. Social Advancement Education (OSP) - legal framework................................................................... 178 7.3.2. BIS - legal framework ......................................................................................................................... 179 7.3.3. Adult basic education – legal framework ............................................................................................ 179 7.3.4. Vocational education VDAB - legal framework ................................................................................... 179 7.3.5. Entrepreneurial training SYNTRA Flanders - legal framework ........................................................... 179 7.3.6. Part-time artistic education DKO – legal framework ........................................................................... 180 7.3.7. Training in agriculture – legal framework ............................................................................................ 180 7.3.8. Socio-cultural adult work - legal framework ........................................................................................ 180 7.4. GENERAL OBJECTIVES .................................................................................................................................. 180 7.4.1. Social Advancement Education (OSP) – general objectives .............................................................. 180 7.4.2. Supervised Individual Study - general objectives ............................................................................... 181 7.4.3. Adult basic education – general objectives......................................................................................... 181 7.4.4. Vocational education VDAB - general objectives ............................................................................... 181 7.4.5. Entrepreneurial training SYNTRA Flanders - general objectives ........................................................ 182 7.4.6. Part-time artistic education – general objectives ................................................................................ 182 7.4.7 Training in agriculture - general objectives .......................................................................................... 182 7.4.8. Socio-cultural adult work- general objectives ..................................................................................... 183 7.5. TYPES OF INSTITUTIONS ................................................................................................................................ 183 7.5.1. Social Advancement Education (OSP) – types of institutions ............................................................. 184 7.5.2. Supervised Individual Study (BIS) – types of institutions .................................................................... 184 7.5.3. Adult basic education – types of institutions ....................................................................................... 184 7.5.4. Vocational education VDAB - types of institutions .............................................................................. 184 7.5.5. Entrepreneurial training SYNTRA Flanders - types of institutions ...................................................... 185 7.5.6. Part-time artistic education – types of institutions ............................................................................... 185 7.5.7. Training in agriculture - types of institutions ....................................................................................... 185 7.5.8. Socio-cultural adult work - types of institutions ................................................................................... 185 7.6. GEOGRAPHICAL ACCESSIBILITY ...................................................................................................................... 187 7.6.1. Social Advancement Education (OSP) - geographical accessibility ................................................... 187 7.6.2. Supervised Individual Study (BIS) – geographical accessibility .......................................................... 187 7.6.3. Adult basic education – geographical accessibility ............................................................................. 187 7.6.4. Vocational education VDAB - geographical accessibility .................................................................... 187 7.6.5. Entrepreneurial training SYNTRA Flanders - geographical accessibility ............................................ 187 7.6.6. Part-time artistic education – geographical accessibility..................................................................... 187 7.6.7. Training in agriculture - geographical accessibility ............................................................................. 187 7.6.8. Socio-cultural adult work - geographical accessibility ......................................................................... 187 7.7. ADMISSION REQUIREMENTS ........................................................................................................................... 188 7.7.1. Social Advancement Education (OSP) - admission requirements ...................................................... 188 7.7.2. Supervised Individual Study (BIS) - admission requirements ............................................................. 188 7.7.3. Adult basic education - admission requirements ................................................................................ 188 7.7.4. Vocational education VDAB - admission requirements ...................................................................... 188 7.7.5. Entrepreneurial training SYNTRA Flanders - admission requirements ............................................... 189 7.7.6. Part-time artistic education DKO - admission requirements ............................................................... 189 7.7.7 Training in agriculture - admission requirements ................................................................................. 189

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7.7.8. Socio-cultural adult work - admission requirements ........................................................................... 189 7.8. REGISTRATION (FEES) .................................................................................................................................. 189 7.8.1. Social Advancement Education (OSP) – registration (fees) ............................................................... 189 7.8.2. Supervised Individual Study (BIS) – registration (fees) ...................................................................... 190 7.8.3. Adult basic education – registration (fees).......................................................................................... 190 7.8.4. Vocational education VDAB - registration (fees) ................................................................................ 190 7.8.5. Entrepreneurial training SYNTRA Flanders - registration (fees) ......................................................... 190 7.8.6. Part-time artistic education DKO – registration (fees)......................................................................... 190 7.8.7. Training in agriculture – registration (fees) ......................................................................................... 190 7.8.8 Socio-cultural adult work – registration (fees) ...................................................................................... 190 7.9. FINANCIAL SUPPORT FOR COURSE PARTICIPANTS............................................................................................. 191 7.9.1. Social Advancement Education (OSP) – financial support for course participants ............................. 191 7.9.2. Supervised Individual Study (BIS) – financial support for course participants .................................... 191 7.9.3. Adult basic education – financial support for course participants ....................................................... 191 7.9.4. Vocational education VDAB - financial support for course participants .............................................. 191 7.9.5. Entrepreneurial training SYNTRA Flanders – financial support for course participants ...................... 192 7.9.6. Part-time artistic education – financial support for pupils.................................................................... 193 7.9.7. Training in agriculture - financial support for course participants........................................................ 193 7.9.8. Socio-cultural adult work - financial support for course participants ................................................... 193 7.10. COURSES ON OFFER ................................................................................................................................... 193 7.10.1. Social Advancement Education (OSP) - courses on offer ................................................................ 193 7.10.1.1. Secondary Social Advancement Education......................................................................................... 193 7.10.1.2 Higher Social Advancement Education................................................................................................. 195 7.10.2. Supervised Individual Study (BIS) - courses on offer ....................................................................... 195 7.10.3. Adult basic education - courses on offer........................................................................................... 195 7.10.4. Vocational education VDAB - courses on offer ................................................................................. 196 7.10.5. Entrepreneurial training SYNTRA Flanders - courses on offer ......................................................... 197 7.10.6. Part-time artistic education DKO – courses on offer ......................................................................... 198 7.10.7. Training in agriculture – courses offered .......................................................................................... 198 7.10.8. Socio-cultural adult work - courses on offer...................................................................................... 199 7.11. TEACHING METHODS................................................................................................................................... 199 7.11.1. Social Advancement Education (OSP) - teaching methods .............................................................. 199 7.11.2. Supervised Individual Study (BIS) - teaching methods ..................................................................... 199 7.11.3. Adult basic education - teaching methods ........................................................................................ 200 7.11.4. Vocational education VDAB - teaching methods .............................................................................. 200 7.11.5. Entrepreneurial training SYNTRA Flanders - teaching methods ...................................................... 200 7.11.6. Part-time artistic education DKO - teaching methods ....................................................................... 201 7.11.7. Training in agriculture - teaching methods........................................................................................ 201 7.11.8. Socio-cultural adult work - teaching methods ................................................................................... 201 7.12 TRAINERS................................................................................................................................................... 201 7.12.1. Social Advancement Education (OSP) - trainers .............................................................................. 201 7.12.2. Supervised Individual Study - trainers .............................................................................................. 202 7.12.3. Adult basic education - trainers ........................................................................................................ 202 7.12.4. Vocational education VDAB - trainers .............................................................................................. 202 7.12.5. Entrepreneurial training SYNTRA Flanders - trainers ....................................................................... 202 7.12.6. Part-time artistic education DKO - teachers ..................................................................................... 202 7.12.7 Training in agriculture - trainers ......................................................................................................... 202 7.12.8. Socio-cultural adult work - trainers ................................................................................................... 203 7.13 EVALUATION AND PROGRESSION ................................................................................................................... 203 7.13.1. Social Advancement Education (OSP) – evaluation and progression .............................................. 203 7.13.2. Supervised Individual Study (BIS) – evaluation and progression ..................................................... 203 7.13.3. Adult basic education – evaluation and progression......................................................................... 203 7.13.4. Vocational education VDAB - evaluation and progression ............................................................... 203 7.13.5. Entrepreneurial training SYNTRA Flanders - evaluation and progression ........................................ 203 7.13.6. Part-time artistic education DKO – evaluation and progression ....................................................... 204 7.13.7. Training in agriculture - evaluation and progression ......................................................................... 204 7.13.8. Socio-cultural adult work - evaluation and progression .................................................................... 204 7.14. CERTIFICATION .......................................................................................................................................... 204 7.14.1. Social Advancement Education (OSP) - certification ........................................................................ 204 7.14.2. Supervised Individual Study (BIS) - certification ............................................................................... 205 7.14.3. Adult basic education - certification .................................................................................................. 205

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7.14.4. Vocational education VDAB - certification ........................................................................................ 205 7.14.5. Entrepreneurial training SYNTRA Flanders - certification................................................................. 206 7.14.6. Part-time artistic education DKO - certification ................................................................................. 206 7.14.7. Training in agriculture - certification .................................................................................................. 206 7.14.8. Socio-cultural adult work - certification ............................................................................................. 207 7.15. GUIDANCE AND LINK TO FURTHER EDUCATION/LABOUR MARKET ....................................................................... 207 7.15.1. Social Advancement Education (OSP) - guidance and link to further education/labour market ....... 208 7.15.2. Supervised Individual Study (BIS) - guidance and link to further education/labour market............... 208 7.15.3 Adult basic education - guidance and link to further education/labour market ................................... 208 7.15.4 Vocational education VDAB - Guidance and link to further education/labour market ........................ 208 7.15.5 Entrepreneurial training SYNTRA Flanders - guidance and link to further education/labour market . 209 7.15.6 Part-time artistic education DKO - guidance and link to further education/labour market .................. 209 7.15.7 Training in agriculture - guidance and link to further education/labour market .................................. 209 7.15.8 Social-cultural adult education - guidance and link to further education/labour market ..................... 209 7.16. PRIVATE EDUCATION (IN THE STRICTEST SENSE) ............................................................................................ 209 7.17. STATISTICS ............................................................................................................................................... 209 7.17.1 Social Advancement Education ......................................................................................................... 210 7.17.1.1 Evolution of the number of pupils in secondary social advancement education ............................. 210 7.17.1.2 Evolution of the number of students in higher social advancement education................................ 210 7.17.1.3 Number of students in higher social advancement education, short-type, according to educational form and type (reference period 1/2/2005 - 31/1/2006) ..................................................................................... 210 7.17.1.4 Number of certificates and diplomas issued by secondary advancement education during reference period 1 February 2005 - 31 January 2006........................................................................................ 211 7.17.1.5 Number of diplomas conferred in higher social advancement education, per type and category, during the reference period 1 February 2005 - 31 January 2006 ..................................................................... 211 7.17.1.6 Number of certificates of teaching competence (GPB) conferred in higher social advancement education, during the reference period 1 February 2005 - 31 January 2006 .................................................. 211 7.17.1.7 Evolution of the OSP budget (in € 1,000) ............................................................................................. 211 7.17.2. Supervised Individual Study ............................................................................................................. 213 7.17.2.1 Evolution of the number of course participants................................................................................... 213 7.17.2.2 Budget Evolution (in € 1,000) ................................................................................................................. 213 7.17.2.3 Number of registrations per area of study ............................................................................................ 213 7.17.3 Adult basic education ........................................................................................................................ 214 7.17.3.1 Evolution of the number of course participants in adult basic education from year 1990-1991.... 214 7.17.3.2 Evolution of the adult basic education budget (in € 1,000)................................................................. 214 7.17.4. VDAB................................................................................................................................................ 214 7.17.4.1. Pathway-to-work programmes in 2005 ................................................................................................ 214 7.17.4.2. Number of completed courses, divided per activity of employees – job-seekers in 2005 ............ 216 7.17.5 Entrepreneurial training SYNTRA Flanders ....................................................................................... 216 7.17.5.1 Apprenticeships – number of courses, teaching periods and course participants......................... 216 7.15.5.2 Entrepreneurial training – number of courses, teaching periods and course participants ............. 217 7.15.5.3 Apprenticeship agreements and apprenticeships................................................................................ 217 7.15.5.4 Apprenticeships ........................................................................................................................................ 217 7.17.6. Part-time artistic education (DKO) .................................................................................................... 218 7.17.6.1. Evolution of the number of pupils as of school year 1991-1992....................................................... 218 7.17.7 Training in agriculture ........................................................................................................................ 219 7.17.7.1 Agricultural training for beginners in agriculture, Flanders 2005 ....................................................... 219 8. TEACHING STAFF, MANAGEMENT STAFF AND EDUCATIONAL STAFF MEMBERS ............................. 220 8.1. INITIAL TEACHER EDUCATION ......................................................................................................................... 220 8.1.1. Historical overview.............................................................................................................................. 221 8.1.2. Current debates and future developments ......................................................................................... 221 8.1.3. Legal framework ................................................................................................................................. 226 8.1.4. Institutions, level and training models ................................................................................................. 227 8.1.4.1. Elementary and group 1 secondary education teachers ..................................................................... 227 8.1.4.2. Group 2 secondary education teachers ................................................................................................. 227 8.1.4.3 Dance teachers........................................................................................................................................... 227 8.1.5. Admission requirements ..................................................................................................................... 227 8.1.6. Curriculum, Special skills, Specialisation............................................................................................ 228 8.1.6.1. Elementary and group 1 secondary education teachers ..................................................................... 228 8.1.6.2. Group 2 secondary education teachers ................................................................................................. 229 8.1.7. Evaluation, diplomas .......................................................................................................................... 229 8.1.7.1. Elementary and group 1 secondary education teachers ..................................................................... 230

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8.1.7.2. Group 2 secondary education teachers ................................................................................................. 230 8.1.8. Programme leading to the Certificate of Teaching Competence (Getuigschrift Pedagogische Bekwaamheid - GPB) ................................................................................................................................... 230 8.2. LABOUR CONDITIONS FOR TEACHING STAFF ......................................................................................................... 1 8.2.1. Historical overview.................................................................................................................................. 2 8.2.2. Current debates and future developments ............................................................................................. 2 8.2.3. Legal framework ..................................................................................................................................... 3 8.2.3.1. Elementary and secondary school teachers.............................................................................................. 3 8.2.3.2. Teaching staff at university colleges........................................................................................................... 3 8.2.3.3. Academic staff at universities ...................................................................................................................... 3 8.2.4. Planning policy ....................................................................................................................................... 4 8.2.5. Access to the profession ........................................................................................................................ 4 8.2.5.1. Elementary and secondary school teachers.............................................................................................. 4 8.2.5.2. Teaching staff at university colleges........................................................................................................... 5 8.2.5.3. Academic staff at universities ...................................................................................................................... 6 8.2.6. Statute .................................................................................................................................................... 6 8.2.6.1. Elementary and secondary school teachers.............................................................................................. 6 8.2.6.2. Teaching staff at university colleges........................................................................................................... 7 8.2.6.3. Academic staff at universities ...................................................................................................................... 8 8.2.7. Relief measures ..................................................................................................................................... 8 8.2.7.1. Elementary and secondary school teachers.............................................................................................. 8 8.2.7.2. Teaching staff at university colleges........................................................................................................... 8 8.2.7.3. Academic staff at universities ...................................................................................................................... 8 8.2.8. Support measures .................................................................................................................................. 8 8.2.9. Evaluation............................................................................................................................................... 9 8.2.9.1. Elementary and secondary school teachers.............................................................................................. 9 8.2.9.2. Teaching staff at university colleges......................................................................................................... 10 8.2.9.3. Academic staff at universities .................................................................................................................... 10 8.2.10. Further training ................................................................................................................................... 10 8.2.11. Salary ................................................................................................................................................. 11 8.2.11.1. Elementary and secondary school teachers ......................................................................................... 11 8.2.11.2. Teaching staff at university colleges....................................................................................................... 12 8.2.11.3. Academic staff at universities .................................................................................................................. 12 8.2.12. Working hours and holidays ............................................................................................................... 13 8.2.12.1. Elementary and secondary school teachers ......................................................................................... 13 8.2.12.2. Teaching staff at university colleges....................................................................................................... 14 8.2.12.3. Academic staff at universities .................................................................................................................. 14 8.2.13. Promotion ........................................................................................................................................... 14 8.2.13.1. Elementary and secondary school teachers ......................................................................................... 15 8.2.13.2. Teaching staff at university colleges....................................................................................................... 15 8.2.13.3. Academic staff at universities .................................................................................................................. 15 8.2.14. Occupational mobility ......................................................................................................................... 16 8.2.14.1. Elementary and secondary school teachers ......................................................................................... 16 8.2.14.2. Teaching staff at university colleges....................................................................................................... 16 8.2.14.3. Academic staff at universities .................................................................................................................. 16 8.2.15. Resignation/Dismissal ........................................................................................................................ 16 8.2.15.1. Elementary and secondary school teachers ......................................................................................... 17 8.2.15.2. Teaching staff at university colleges....................................................................................................... 18 8.2.15.3. Academic staff at universities .................................................................................................................. 18 8.2.16. Pension system .................................................................................................................................. 18 8.3. MANAGEMENT STAFF ...................................................................................................................................... 18 8.3.1. Conditions of appointment for the office of principal ............................................................................. 19 8.3.2. Labour conditions ................................................................................................................................. 20 8.4. INSPECTION AND CURRICULUM ENTITY (EX-DVO) ............................................................................................. 20 8.4.1. Conditions of appointment for the office of inspector ............................................................................ 20 8.4.2. Labour conditions ................................................................................................................................. 21 8.5. STAFF IN CHARGE OF COUNSELLING/GUIDANCE.................................................................................................. 22 8.6. OTHER STAFF EMPLOYED IN EDUCATION ........................................................................................................... 23 8.7. STATISTICS ................................................................................................................................................... 24 8.7.1 Management and teaching staff per level of education ......................................................................... 24 8.7.2 Management staff per level of education ............................................................................................... 24 8.7.3 Management and teaching staff all levels of education (chart) .............................................................. 25 8.7.4. University staff ...................................................................................................................................... 25

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8.7.5. Gross salary (€) of teaching staff ......................................................................................................... 25 9. EVALUATION WITHIN THE EDUCATION SYSTEM ....................................................................................... 27 9.1. HISTORICAL OVERVIEW ................................................................................................................................... 27 9.2. CURRENT DEBATES AND FUTURE DEVELOPMENTS .............................................................................................. 28 9.3. ADMINISTRATIVE AND LEGAL FRAMEWORK ......................................................................................................... 29 9.3.1. The inspectorate ................................................................................................................................... 29 9.3.1.1. Organisation of the inspectorate ............................................................................................................... 29 9.3.1.2. Tasks of the inspectorate ........................................................................................................................... 30 9.3.2. The Curriculum Entity (formerly the Educational Development Division, DVO) .................................... 31 9.3.3. Pedagogical counselling services (Pedagogische begeleidingsdiensten - PBDs) ................................ 32 9.3.4. Special arrangements........................................................................................................................... 32 9.3.4.1. Control of and support for the philosophy of life courses....................................................................... 33 9.3.4.2. Inspectorate and counselling services of cities and provinces ............................................................. 33 9.4. EVALUATION OF EDUCATIONAL INSTITUTIONS ..................................................................................................... 34 9.4.1. Internal evaluation ................................................................................................................................ 34 9.4.1.1. Internal evaluation in elementary and secondary education ................................................................. 34 9.4.1.2. Internal evaluation in higher education..................................................................................................... 34 9.4.1.2.1. Internal quality control at university colleges.................................................................................... 35 9.4.1.2.2. Internal quality control at universities ................................................................................................ 35 9.4.2. External evaluation ............................................................................................................................... 35 9.4.2.1. Inspections in elementary, secondary, adult and part-time artistic education .................................... 36 9.4.2.1.1. Instruments ........................................................................................................................................... 36 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: ............................................................................................................................................................... 36 9.4.2.1.2. Procedure.............................................................................................................................................. 36 9.4.2.1.3. The destination of the full inspection report and its public nature ................................................. 37 9.4.2.1.4. Further follow-up of the inspection..................................................................................................... 38 9.4.2.2. Full inspection and external review of CLBs, Pupil Guidance Centres................................................ 38 9.4.2.3. External reviews in higher education........................................................................................................ 38 9.4.3 Accreditation of higher education programmes ..................................................................................... 38 9.5. EVALUATION OF THE EDUCATION SYSTEM .......................................................................................................... 39 9.5.1. The annual report from the inspectorate............................................................................................... 39 9.5.2. Periodical surveys ................................................................................................................................ 39 9.5.3. Participation in international comparative studies ................................................................................. 39 9.6. PEDAGOGICAL SCIENTIFIC RESEARCH ON THE EVALUATION OF THE EDUCATION SYSTEM ......................................... 41 9.7. STATISTICS ................................................................................................................................................... 41 10. EDUCATION FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS .......................................................... 43 10.1. HISTORICAL OVERVIEW ................................................................................................................................. 43 10.2. CURRENT DEBATES AND FUTURE DEVELOPMENTS ............................................................................................ 43 10.3. DEFINITION AND DIAGNOSIS OF TARGET GROUPS ............................................................................................. 46 10.4. FINANCIAL SUPPORT FOR FAMILIES ................................................................................................................. 47 10.5. SPECIAL SERVICES WITHIN MAINSTREAM EDUCATION ........................................................................................ 47 10.5.1. Integrated education (GON) ............................................................................................................... 48 10.5.1.1. Legal framework ........................................................................................................................................ 48 10.5.1.2. General objectives .................................................................................................................................... 48 10.5.1.3. Specific support measures....................................................................................................................... 48 10.5.2. Inclusive education (ION) ................................................................................................................... 49 10.5.2.1 Legal framework ......................................................................................................................................... 49 10.5.2.2 General objectives...................................................................................................................................... 49 10.5.2.3 Specific support measures........................................................................................................................ 49 10.5.3. Integrated equal educational opportunities policy (GOK) ................................................................... 50 10.5.3.1. Legal framework ........................................................................................................................................ 50 10.5.3.2. General objectives .................................................................................................................................... 50 10.5.3.3. Support ....................................................................................................................................................... 51 10.5.3.4. Self-evaluation ........................................................................................................................................... 52 10.5.3.5. Temporary projects on art initiation ........................................................................................................ 52 10.5.3.6. GOK Centre (Steunpunt GOK)................................................................................................................ 53 10.5.3.7 Local consultation platforms, LOPs, & the Committee on pupils’ rights ............................................. 53 10.6. SPECIAL NEEDS EDUCATION (BUITENGEWOON ONDERWIJS - BUO) .................................................................... 53 10.6.1. Legal framework ................................................................................................................................. 53

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10.6.2. General objectives .............................................................................................................................. 54 10.6.3. Geographical accessibility .................................................................................................................. 54 10.6.4. Admission requirements and choice of school ................................................................................... 55 10.6.5. Age levels and age groups ................................................................................................................. 56 10.6.6. Organisation of the school year .......................................................................................................... 57 10.6.7. Curriculum and subjects ..................................................................................................................... 57 10.6.8. Teaching methods and teaching aids ................................................................................................. 59 10.6.9. Progression of pupils .......................................................................................................................... 59 10.6.10. Guidance and link to further studies/labour market .......................................................................... 59 10.6.11. Certification ...................................................................................................................................... 60 10.6.12. Private education .............................................................................................................................. 60 10.7. SPECIFIC MEASURES FOR PUPILS FROM MIGRANT AND ETHNIC MINORITIES .......................................................... 60 10.7.1. The educational priority policy (OVB) in special needs education ...................................................... 61 10.7.1.1. Legal framework ........................................................................................................................................ 61 10.7.1.2. Target group............................................................................................................................................... 61 10.7.1.3. Specific support measures....................................................................................................................... 61 10.7.1.4 Target fields ................................................................................................................................................ 62 10.7.1.5 Duration ....................................................................................................................................................... 62 10.7.2 Reception education for non-Dutch speaking newcomers (OKAN) in mainstream education ............. 62 10.7.2.1. Legal framework ........................................................................................................................................ 62 10.7.2.2. Target group............................................................................................................................................... 62 10.7.2.3. Specific support measures....................................................................................................................... 63 10.7.2.4. Ratification of the studies ......................................................................................................................... 64 10.7.3. Education in Brussels, peripheral and language boundary municipalities (and adjacent municipalities)............................................................................................................................................................. 64 10.7.3.1. Support measures for Dutch-speaking elementary schools in the peripheral and language boundary municipalities and adjacent municipalities............................................................................................ 64 10.7.3.2. Brusselsâ€™ variants in the 1st stage of secondary education ................................................................. 65 10.8. STATISTICS ................................................................................................................................................. 65 10.8.1. Number of pupils in special pre-primary education ............................................................................. 65 10.8.2. Number of pupils in special primary education ................................................................................... 65 10.8.3. Evolution of the number pupils in special pre-primary education ........................................................ 66 10.8.4. Evolution of the number of pupils in special primary education .......................................................... 66 10.8.5. Evolution of the number of pupils in special secondary education ..................................................... 66 10.8.6. Number of pupils in special secondary education .............................................................................. 68 10.8.7. Number of pupils in integrated education ........................................................................................... 69 10.8.8. Evolution of the number of GON pupils who received support from special elementary education .... 70 10.8.9. Evolution of the number of GON pupils who received support from special secondary education ..... 70 10.8.11. Number of foreign national pupils/students per level of education ................................................... 72 11. THE EUROPEAN AND INTERNATIONAL DIMENSION IN EDUCATION ..................................................... 74 11.1. HISTORICAL OVERVIEW ................................................................................................................................. 74 11.2. CURRENT DEBATES AND FUTURE DEVELOPMENTS ............................................................................................ 74 11.2.1. Current European influences on the Flemish education system ......................................................... 74 11.2.2. European co-operations ..................................................................................................................... 75 11.2.2.1. The Bologna Process ............................................................................................................................... 75 11.2.2.2. The European Objectives Process ......................................................................................................... 75 11.2.2.3. The Copenhagen Process ....................................................................................................................... 76 11.3. FLEMISH POLICY LINES AND LEGAL FRAMEWORK .............................................................................................. 76 11.4. FLEMISH PROGRAMMES AND INITIATIVES ......................................................................................................... 77 11.4.1. Bilateral programmes and initiatives ................................................................................................... 77 11.4.1.1. Cultural agreements and co-operation programmes............................................................................ 77 11.4.1.2. Flemish treaties ......................................................................................................................................... 77 11.4.1.3. Education agreements.............................................................................................................................. 78 11.4.1.3.1. Co-operation with the Netherlands .................................................................................................. 78 11.4.1.3.2. Agreement with Russia ..................................................................................................................... 80 11.4.1.3.3. Co-operation with Morocco............................................................................................................... 80 11.4.1.4. Co-operation with neighbouring countries ............................................................................................. 80 11.4.2. Multilateral programmes and initiatives .............................................................................................. 81 11.4.2.1. Co-operation within the framework of the Council of Europe.............................................................. 81 11.4.2.2. Co-operation within the OESO (OECD) framework ............................................................................. 82 11.4.2.3. Co-operation within the UNESCO framework ....................................................................................... 82 11.4.2.4. EU-programmes and initiatives ............................................................................................................... 83

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11.5. EUROPEAN AND INTERNATIONAL DIMENSION IN THE FLEMISH CURRICULUM ......................................................... 84 11.6. MOBILITY AND EXCHANGE ............................................................................................................................. 84 11.6.1. Mobility and exchange of pupils and students .................................................................................... 85 11.6.1.1. Programmes for elementary education .................................................................................................. 85 11.6.1.2. Programmes for secondary education ................................................................................................... 86 11.6.1.3. Programmes for higher education........................................................................................................... 86 11.6.2. Mobility and exchange of teaching and academic staff ...................................................................... 87 11.6.2.1. Elementary education ............................................................................................................................... 87 11.6.2.2. Secondary education ................................................................................................................................ 87 11.7. STATISTICS ................................................................................................................................................. 88 11.7.1 Evolution of the participation of students in the Socrates/Erasmus programmes from school year 19901991 ............................................................................................................................................................... 88 11.7.2 Socrates 2 â€“ approved elementary, secondary and adult education projects...................................... 90 11.7.3 Evolution of participants in the Leonardo programme ......................................................................... 91 11.7.4 Evolution of the participation of Flemish lecturers in the Socrates/Erasmus programme, according to destination ...................................................................................................................................................... 91

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1. THE POLITICAL, SOCIAL AND ECONOMIC BACKGROUND 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 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 The following topics will be discussed: • • • •

The creation of a federal state and communitarization 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 [1.1.5.]

1.1.1. Towards a federal state with communitarization 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 (consisting of the King, the Chamber of Deputies and the Senate), the executive (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 University of Ghent 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 French-speaking broadcasting corporation. In 1962 the ministerial portfolio for Culture was divided, in 1968 that of National Education. In 1962 the final language boundary was territorially defined and in 1963 Belgium was divided into 4 language regions. o The Flemish-speaking Region: Flanders (provinces of Antwerp, Limburg, Vlaams-Brabant, OostVlaanderen, West-Vlaanderen) o The French-speaking Region: Wallonia (provinces of Mons, Liège, Luxembourg, Namur and Brabant Wallon) o The German-speaking Region (the 9 municipalities of the East Cantons) o 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 a clear majority. This bilingual region is surrounded by a number of Dutch-speaking municipalities with administrative language facilities for their French-speaking inhabitants. 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 Frenchspeakers’ pursuit of economic autonomy. Following the 2nd state reform (1980) the cultural communities were extended to 3 communities (the Flemish, the French and the German-speaking Community), which – aside from cultural matters – were also given control of person-related matters, such as health and social security. These communities

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•

each had a council (their parliament) and a government. At the same time, two regions were established: the Flemish Region and the Walloon Region and these also got their own council and government. In Flanders the institutions of the Community and the Region immediately merged into one council and one government. The French–speaking community did not consolidate the institutions of the Frenchspeaking Community and the Walloon Region. There are indeed many more French-speaking 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 in the Constitution (art. 127 § 1.2). 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 a Constitutional Court if he is of the opinion that the principles and guarantees provided in, among others, article 24 of the Constitution on Education 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 Waals Brabant (Frenchspeaking). 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 a province. Its special status as a bilingual region was thus reinforced. The 5th state reform (the so-called Lambermont agreements) (2001) gave the different federal states both more financial resources and more powers. This was the first time there was 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 federal states 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, social services).. The composition and working of the institutions of Brussels Capital Region were once again reformed.

References • • • •

www.belgium.be www.vlaamsparlement.be Clair Ysebaert, Politiek zakboekje (structuren), Kluwer, yearly [Political Pocketbook (structure)] Res Publica

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 will first discuss the relation between the communities, regions and language regions (for language regions cf. [1.1.1.]). (Cf. also: Res Publica 2000:1 de consequenties van multi-level governance [the consequences of multilevel 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 is 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. Flemish schools in Brussels). The French Community of Belgium: this is the Walloon Region, excluding the German language region, but including the French-speaking institutions within the territory of 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 Region The Walloon Region: the French-speaking language region and the German-speaking language region Brussels Capital Region: the bilingual region Brussels Capital

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

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

•

repositioning (and change of name): o the Christian Democrats from CVP (Christelijke Volkspartij [Christian People’s Party]) to CD&V (Christen-Democratisch en Vlaams [Christian Democratic and Flemish]) ° 2001 o the Socialists from SP (Socialist Party) to SP.A (SP Anders [Different] - with subtitle "social progressive alternative") ° 2002 o the Liberals from PVV (Partij voor Vrijheid en Vooruitgang [Party for Freedom and Progression]) to VLD (Vlaamse Liberalen en Democraten [Flemish Liberals and Democrats]) ° 1992 o the Green Party Agalev (Anders Gaan Leven [Life Differently]) to Groen! [Green!] ° 2003 o 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): o NVA (Nieuw-Vlaamse Alliantie [New Flemish Alliance]) ° 2001 o spirit (with the subtitle 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 elections for the Flemish Parliament on 13 June 2004. o CD&V + NVA o SP.A + spirit (formed a cartel in 2002 in preparation for the federal elections) o VLD + Vivant (° 1997), in 2007 merged into Open VLD.

Vlaams-Brabant also counts one French-speaking party , i.e. UF (Union des Francophones) [Union of the Frenchspeaking]. Political composition of the Flemish Parliament 2004 – 2009 Ministers Seats Of which in BCR CD&V + NVA 4 (3+1) 29+6 1 Vlaams Belang 32 3 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 CVP Vlaams Blok SP VLD Agalev UF VU&ID

Seats 30 22 20 27 12 1 12 124

Of which in BCR 2 2 1

1 6

Since the federal elections of 2003, VLD and SP.A / spirit also form part of the Federal government. Many 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. References • • • • • • • • •

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

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5 Secondary education / 18

1.2. Legislative and executive powers at different levels We will successively discuss: • • • •

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

1.2.1 Federal The legislative power on a federal level is vested in the Chamber of Deputies, 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 deputies which are directly elected on the basis of 11 electoral districts. The Senate consists of 71 senators, of which o 40 directly elected (by 2 electoral colleges, on the basis of 3 electoral districts); 25 Dutch, 15 French o 21 deputy community senators appointed by and from the Community Councils; 10 Dutch, belonging to the Dutch language group, 10 French belonging to the French language group, 1 German, belonging to the German language group) o 10 co-opted senators, appointed by the directly elected senators and the community senators (6 Dutch, 4 French) o 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 legislative power is executed by means of laws. The government issues royal decrees based on the above 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 responsibilities (art. 127 § 1.2) in relation to the educational system to the Communities, except for three items: • • •

specifying when compulsory education starts and ends; the minimum requirements for granting diplomas; the pension system.

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 the solidarity between the Communities and Regions. Paid educational leave, which is important for vocational training, is still a federal matter. The same applies to military training and police training. Cf.[2.6.1.]. The division of powers among the ministers in charge of education since the 2nd state reform clearly illustrates the overall communitarization process.

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5 Secondary education / 19

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

CVP/PSC/PS/SP

Martens V

1981 12 17

CVP/PSC/PVV/PRL

Martens VI

1985 11 28

CVP/PSC/PVV/PRL

Martens VII

1987 10 21

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 (tot 16/1/89) + Luc Van den Bossche (18/10/88 verv. door Pierre Chevalier) Yvan Ylieff (tot 16/1/89) Willy Claes Philippe Moureaux

Martens VIII

1989 01 16

CVP/PSC/PS/SP Willy Claes Philippe Moureaux

Martens IX

1991 09 29

CVP/PSC/PS/SP

1981 12 21 1985 12 10

proportioneel CVP/SP/PVV/VU CVP/PVV

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* herstructurering nationale opvoeding*** restructuration de l'Education nationale*** herstructurering nationale opvoeding*** restructuration de l'Education nationale***

Flemish government Geens I Geens II

Jan Lenssens Theo Kelchtermans Hugo Weckx

Environment, water policy & education Education and training Education and Brussels affairs

Jan Lenssens Geens III Geens IV

1988 02 03 1988 10 18

CVP/PVV CVP/SP/PVV/VU

Van den Brande I

1992 01 21

CVP/SP

Van den Brande II

1992 30 01

CVP/SP/VU

Van den Brande III

1992 10 20

CVP/SP/VU

Van den Brande IV

1995 06 20

Dewael I (tot 11/6/2003)

1999 07 13

id.

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

Somers I Leterme I

2003 06 11 2004 07 22

id. CD&V-N-VA /VLD-

Flemish Eurydice report 2006

Daniël Coens Luc Van den Bossche Luc Van den Bossche Luc Van den Bossche Luc Van den Bossche (tot 28/998) Eddy Baldewijns Marleen Vanderpoorten Marleen Vanderpoorten Marleen Vanderpoorten Frank

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, training and

5 Secondary education / 20

Vivant/ SP.A-Spirit

Vandenbroucke

employment

* National education ** Junior minister National Education *** Restructuring of national education

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5 Secondary education / 21

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 Dutch-speaking deputies of the Regional Council of Brussels. 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, which have the same legal force as the laws of the national parliament. These decisions 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 decisions only apply to the Flemish-speaking Region and not to the Brussels Capital Region. The Flemish government promulgates decrees (Besluit van de Vlaamse Regering - BVR), Decree of the Flemish Government) on the basis of decisions. For the implementation of orders a minister can issue Ministerial Orders. Circular letters of the administration provide instructions or explanations about the implementation of the regulation. 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 independent 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 entire government, unless a 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 decisions and decrees. •

•

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

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There are 13 policy areas and for each one of these the following bodies were established: • • •

13 departments, Internal autonomous agencies (Interne verzelfstandigde agentschappen or IVAs): o 29 without legal personality o 9 with legal personality (IVA RP) External autonomous agencies (externe verzelfstandigde agentschappen or EVAs): o 11 public EVAs o 7 private law EVAs

Every policy area comprises: • •

• • •

a department for policy-supporting work, controlled directly by the minister and managed by a secretarygeneral; 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 the 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 minister in charge, who is supported by a cabinet with technical experts and subject specialists.

Henceforward, 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 will 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, sports 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.].

1.2.3 Brussels Capital Region As referred to in [1.1.1.] the 3rd state reform of 1988 (Special Law of 12/1/1989) assigned a special status to the th Brussels Capital Region, which was granted additional powers after the 5 state reform of 2001 and now enjoys the same fiscal autonomy as Flanders and Wallonia. The Parliament of Brussels Capital Region exercises its regional powers by means of ordinances (instead of laws and decrees), which have the ‘force of a law’ whereas the government of Brussels Capital Region exercises its authority by means of decrees. For matters of education the Flemish Community Commission is of importance. For this and other community matters it has the competence of an organising body. Cf. [2.6.2.2.].

1.2.4 Provinces, cities and towns

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5 Secondary education / 23

Flanders consists of 5 provinces and 308 municipalities; The Brussels Capital Region consists of 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 belong to the ‘subsidised official education’; cf. educational networks [2.3.2.]. Provinces

A province is governed by a governor, the general administration representative. He holds this position for the federal government and the community and regional government. The legislative power is vested in the provincial council, of which the members are elected for a 6-year term. The executive power is vested in 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 education is organised by the provincial council. For educational management 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. Municipal education is organised by the local council. For educational management cf. [2.6.4.1.5].

1.3. Religion and education The Belgian constitution guarantees a strict 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 has no direct influence on the drawing up of curricula. The government only has a clearly defined right to inspect these curricula (cf. [5.1.3.2.] and [9.3.4.1.]). By law, the government ‘recognises’ different religions: Catholic, Protestant, Jewish, Anglican, Islamic and Orthodox religion. The Constitution guarantees (art. 24) that all children in primary and secondary education are entitled to 2 periods of philosophy of life education per week as part of the basic curriculum. Official education must respect the philosophical choice of all parents and offer the choice between a religious doctrine and non-confessional ethics. The content of these classes is not inspected by the government (as long as they do not compromise the democratic principles of society) (cf. [9.4.7.2.]). This choice does not exist in subsidised denominational schools. The majority of these schools are inspired by Catholicism. Protestant and Jewish schools are a minority. A special arrangement is provided for schools organised on the basis of ‘alternative’ approaches to education such as Steiner and Freinet (cf. [2.3.2]).

1.4. 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, German…). 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 5th year of primary school onwards (in the Brussels region from 3rd year of primary education). English is taught at secondary level. 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. [10.5.3] elucidates the equal educational opportunities decree ( Gelijke onderwijskansen decreet - GOK-I) which was approved on 28 June 2002 by the Flemish government and [10.7.] deals with the integration of foreign language students in Flemish education. A number of French-speaking schools fall under the authority of the Flemish Ministry of Education and Training. They have 1,080 pupils in normal pre-school education and 1,740 pupils in primary education (all of them in subsidised privately-run schools). (Source: Statistic yearbook of Flemish education 2005-2006).

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5 Secondary education / 24

There are also a few French-speaking sections of Flemish schools which fall under the authority of the Flemish Ministry of Education and Training. They include 45 pre-school children, 138 primary school pupils and 107 secondary school students, in community education only. (Source: Statistic yearbook of Flemish education 2005-2006).

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

Count 1/1/2006 Population Surface area Population density Number of foreigners

Flemish Region

Flemish Region (incl. German Comm.)

6,078,600 1352225

3,413,978 1684428

450 314,202

203 312,578

6,313 273,693

344 900,473

5.2

9.2

26.9

8.6

% of foreigners in relation to the overall population

Brussels Capital Region

Kingdom

1,018,804 10,511,382 16138 3052791

(APS, 2006)

The % of foreigners on the total population of the Flemish Region on 1/1/2006 Dutch nationals 30.8 8.4 Moroccans Italians 7.2 6.0 Turks French 5.7 Source: APS, 2006

Age groups in the Flemish Region on 1/1/2006 men women total 5 years 32,696 31,422 64,118 36,030 34,484 70,514 17 years 28 years 37,325 37,963 75,288

% 10.5 11.6 12.38

Source: APS, 2006

According to the state register there were 986,923 children of school age on 1/10/2006 (year of birth 1989-2000). Over the last couple of years Flanders, like the rest of Europe, has been faced with the problem of ageing and dejuvenation of the population.

Evolution of the population structure 1990-2050 Population on 1 January of the year Age group 1990 2000 2001 2002 0-19 20-39 40-59 60-79 80+ TOTAL

1,413,368 1,782,520 1,412,454 941,637 189,757 5,739,736

Flemish Eurydice report 2006

1,369,264 1,676,627 1,577,593 1,114,883 201,884 5,940,251

1,359,547 1,659,164 1,607,213 1,114,353 212,275 5,952,552

1,351,286 1,643,421 1,646,413 1,108,289 223,372 5,972,781

2003 1,345,685 1,627,796 1,681,446 1,107,464 233,162 5,995,553

Prospects on 31/12 of the year 2004 2009 2015 1,338,871 1,583,375 1,727,703 1,116,283 255,541 6,021,773

1,309,387 1,508,318 1,770,575 1,180,634 302,437 6,071,351

1,256,249 1,493,678 1,738,859 1,271,404 352,442 6,112,632

5 Secondary education / 25

Birth and death rate, in %, per region, in 2005

Flemish Region

Walloon Region

10.5 9.4

11.3 10.8

birth rate % death rate %

Brussels Capital Region 15.3 9.6

Source: APS, 2006

In 2006, there were three Flemish cities with more than 100,000 residents: Antwerp (461,496 residents), Ghent (233,120 residents) and Bruges (117,224 residents). Brussels (city only) has 144,784 residents, Schaarbeek 117,224 residents (Brussels Capital Region 1,018,804 residents). 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. Figures from the Planning and Statistics Administration (APS), cf. http://aps.vlaanderen.be/statistiek/cijfers/stat_cijfers_demografie.htm

1.6. Economic indicators The paragraphs below deal with the economic situation of Flanders and the active population on the labour market.

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 and 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 the 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 service industry together represent about 60% of the GDP.

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5 Secondary education / 26

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

Evolution of Gross Domestic Product compared to market prices (constant prices of 1995) Thousand euro Time Flemish Region Walloon Region Brussels Capital Region The Flemish economy is very â€˜openâ€™.

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5 Secondary education / 27

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

17.497,0

8.722,2

9.693,6

18.162,5

20.142,3

18.077,3

24.008,1

30.527,3

29.089,6

23.906,2

30.652,1 20.525,1

19.741,5 12.964,5

11.252,0

10.412,7

13.768,5

15.000,1

18.826,3

0 1993

1994

1995

1996

1997

1998

1999

2000

2001

2002*

tijd Vlaams Gewest**

Waals Gewest

Brussels Hoofdstedelijk Gewest

Evolution of the export of products per region 1993-2002 Million euro Time Flemish Region Walloon Region Brussels Capital Region

1.6.2. The Flemish active population Employment rate (aged 15-64) (Belgium and the regions; 1996-2004) (%) Belgium

Men Women Total

1996 67.8 47.0 57.5

1997 68.1 48.2 58.2

1998 68.0 49.0 58.5

1999 67.7 49.7 58.8

2000 69.3 50.8 60.1

2001 68.8 51.0 59.9

2002 68.3 51.4 59.9

2003 2004 67.3 67.9 51.8 52.6 59.6 60.3

Flemish Region

Men Women Total

72.0 49.3 60.8

71.8 50.8 61.4

71.4 51.7 61.7

71.0 52.9 62.1

72.8 54.0 63.5

72.1 54.5 63.4

71.6 55.2 63.5

70.7 55.0 62.9

71.6 56.7 64.3

Walloon Region

Men Women Total

62.6 43.4 53.0

63.4 44.2 53.8

64.0 44.4 54.2

63.9 44.5 54.2

65.4 46.0 55.7

64.9 45.8 55.4

64.2 45.6 54.9

63.5 47.4 55.4

63.2 46.9 55.1

Brussels Capital Region Men Women Total

59.0 45.6 52.2

59.9 46.3 53.0

59.8 47.7 53.7

59.8 47.2 53.4

60.8 48.4 54.5

61.3 46.7 53.9

60.9 48.2 54.5

59.1 47.4 53.2

60.3 47.9 54.1

Source: NIS, edited by Steunpunt WSE, year book 2005, Chapter 3, table B.3.1

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5 Secondary education / 28

Activity rate according to age in the Flemish Region, 1996-2005 Remark: There are no Belgian figures for 1998 and 1999. (%) 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

42.1

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

54.8

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)

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5 Secondary education / 29

The Flemish labour market in figures, 2005 Flanders in Europe

Flemish Region 2004 2005

2004

2005

Employment rate (%) Total (aged 15-64) Women (aged 15-64) Elderly (aged 55-64)

64.3 56.7 29.5

64.9 57.8 30.7

63.1 55.6 40.9

63.8 56.3 42.6

ILO unemployment rate (%)

5.4

5.5

9.3

9.1

Nationality

Total

Nationals / Naturalised citizens

Other EU-15 citizens

Non-EU-15 citizens

Employment rate 2005 (%) Flemish Region Belgium Germany France the Netherlands

64.9 61.1 65.4 63.1 73.2

65.4 62.0 66.9 63.8 74.1

64.2 59.5 67.4 66.5 78.9

41.9 36.4 47.5 44.0 42.7

2003

2004

Flemish Region 2005

2006

207810 56290 84040 49680 17790

225630 57970 87060 53170 27440

Unemployment Unemployed jobseekers (n) Total aged < 25 aged 25-39 aged 40-49 aged >49 Employment

Jobs Total Primary sector Secondary sector Tertiary sector Quaternary sector

EU-25

235343 56372 83636 55348 39987

222204 49264 76357 50946 45637

Flemish Region 2003 (4th quarter) Total (n)

Self-employed (n)

Employees (n)

Belgium 2003-2004 Average growth Employees (%)

2388900 60500 625500 971700 729600

399300 43900 74500 221600 58300

1989600 16500 551100 750100 671300

+1,1 +2,1 -1,6 +2,0 +2,0

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

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Working population according to a number of characteristics in 2004, Flemish and Walloon Regions, in % Highly-skilled workers Medium-skilled workers Semi- and unskilled workers aged 50-64 aged 25-49 aged 15-24 Women Men Total Flemish Region Walloon Region

Unemployment rate according to a number of characteristics in 2004, Flemish and Walloon Regions, in % Highly-skilled workers Medium-skilled workers Semi- and unskilled workers aged 50-64 aged 25-49 aged 15-24 Women Men Total Flemish Region Walloon Region

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Evolution of unemployment in Flanders (source: VDAB 2006)

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5 Secondary education / 32

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

2005

maximum lower secondary level higher secondary level higher non-university education university level

2004

2003

2002

2001

2000

1999

1998

1996

1994

1992

1990

32.7 34.6 37.5 37.8 39.0 40.4 42.3 42.3 45.0 49.5 54.2 60.6 36.8 35.2 34.1 34.3 33.4 33.0 32.5 33.1 31.0 28.9 26.5 22.4 17.9 17.4 16.7 15.9 15.4 15.3 14.0 13.5 14.0 12.4 11.3 12.6 12.8 11.7 12.0 12.2 11.3 11.2 11.2 9.0 9.2 8.0

9.0 8.0

Source : http://aps.vlaanderen.be

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

tijd maximaal lager secundair

hoger secundair

hoger niet-universitair

universitair niveau

Level of education of the population of the Flemish Region (aged 25-64) Time Maximum lower secondary Higher secondary Higher non-university University level

1.7.2 Level of education of the population of the Flemish Region (age 25-34), in % highest degree

2004

2003

2002

2000

1999

1998

1996

1994

1992

1990

maximum lower secondary level higher secondary level

16.6 41.5

19.6 41.1

19.4 42.1

21.0 42.0

24.0 41.7

23.4 42.0

26.5 40.3

31.4 38.2

37.7 35.0

45.0 30.5

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5 Secondary education / 33

higher non-university education university level

22.7 19.2

21.7 17.6

21.1 17.5

20.0 17.0

18.7 15.6

18.2 16.4

19.9 13.3

17.7 12.8

16.2 11.1

13.0 11.5

Source : http://aps.vlaanderen.be

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

tijd maximaal lager secundair

hoger secundair

hoger niet-universitair

universitair niveau

Level of education of the population of the Flemish Region (aged 25-34) Time Maximum lower secondary Higher secondary Higher non-university University level

1.7.3. School-leavers and left-over percentage according to the level of education, in % February 2002 – February 2003 – February 2004 – January 2003 January 2004 January 2005 still looking still looking still looking for work for work for work after after after Level of all all all 1 year 1 year school-leavers 1 year school-leavers education school-leavers Poorly-educated mediumeducated highly-educated

July 2001 - June 2002 still looking for work after all 1 year school-leavers

15.2

30.6

15.0

26.7

17.1

30.4

13.8

35.4

43.9 40.8

46.5 23.0

43.4 41.7

41.5 31.8

44.1 38.7

46.5 23.1

46.5 39.7

44.3 20.3

Source : http://aps.vlaanderen.be

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2. GENERAL ORGANISATION OF THE EDUCATION SYSTEM After a concise historical overview (cf. [2.1.]) which is confined to the freedom of education and current debates and future developments (cf. [2.2.]), we will discuss: • • • • • •

The fundamental principles [2.3.] The general structure and moments of decision in education [2.4.] Compulsory education [2.5.] Management [2.6.] Participation and consultation structures [2.7.] Funding [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 th constitutes a significant part of the cultural and political history of Belgium, both during the 19 century, with major flare-ups around 1850 and 1879, and during the 20th century, particularly from 1951 onwards. This century of confrontation ended with the signing of the so-called Schools Pact on 6 November 1958. By virtue of the principle of freedom of education, the organisation of educational institutions may not be subjected to any restrictive measure. However, schools wishing to grant 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. This national Schools Pact chapter was closed forever with the communitarisation of education by entering the basic principles in article 24 of the Constitution, 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 longer to the federal government and guarantee equal treatment for all pupils or pupils, 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 Constitutional Revision of 1988 and education: school peace and its implementation.] Story Scientia, 1989

•

Els Witte, Jan De Groof, Jeffrey Tyssens, Het schoolpact van 1958: ontstaan, grondlijnen en toepassing van een Belgisch compromis, Garant, 1999 [The Schools Pact of 1958: origin, principles and implementation of a Belgian compromise]

More specific historical reviews are available in: • • • • • • • • • •

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]

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2.2. Current debates and future developments The policy agenda contains the following themes: • Equal educational opportunities policy, o Local education policy in cities with regional services, cf. [2.6.3.2.3.] o Implementation of the strategic literacy plan o Pupil transportation for all o Countering school weariness, truancy and absenteeism o Educational opportunities for youths with behavioural and emotional problems • Improving the connection between education – labour market o With regard to combined studying and working a frame will be outlined to upgrade part-time vocational secondary education, apprenticeships and part-time education o Stimulating on-the-job learning • On the subject of financing education o Free elementary education; lower the cost of education for parents o Study financing is expanded o New financing system for compulsory education o New financing system for higher education; a memorandum paper in this respect has been approved by the Flemish government and will be translated into a decree o The decree concerning catching up on investments in school infrastructure has been approved in 2006 and is being implemented, cf. [2.8.4.]. • Increasing policy-making capacity o Further professionalisation of school management and teachers o Reduction of planning burden and simplification of rules o Use of self-evaluation systems • Widening and deepening of education o Support of innovations in education through experimental projects o Revision of final objectives and developmental objectives o Transition from HOSP [Hoger Onderwijs voor Sociale Promotie / Higher Education for Social Advancement] to university colleges (hogescholen) o A green paper is being prepared on ‘tertiary’ education, the selection of programmes between 6th year of secondary education and the bachelor and master degree studies. o Further development of qualifications, valorisation of competences o Implementation of flexibilisation of learning pathways o Priority policy Brussels o Language teaching • Planned decrees o Decree on free elementary education, cf. below and [4.2.]; o Basic decree higher education, cf. [6.2.] o Decree adult education, cf. 7.2.c. o Decree teacher education, cf. [8.1.2.] o Decree special needs education and care of youths with special needs in mainstream education and continued educational care, cf. [10.2.] o Decree complementary education policy at local level, cf. [2.6.3.2.3.] New developments Temporary projects for educational reform Since 9/12/2005 the Decree concerning temporary projects in education has been a legal ground for projectrelated initiatives (the former ‘experimental projects’). This applies to elementary and secondary education, parttime training in the context of part-time compulsory education, 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 lay down the content and objectives, determine the duration and the conditions for a once-off extension. To realize the projects some deviations from the provisions in laws and decrees are permitted. However, they have to be indicated per project and be motivated in a Decision and then be ratified by a Decree. However, the deviations cannot relate to the final and developmental objectives and the provisions regarding: • the right of registration in elementary and secondary schools; • the minimum timetable in secondary and adult education and in part-time training within the context of part-time compulsory education; • the minimum of weekly teaching periods in elementary, secondary and adult education; • the participation arrangement; • the recognition of schools and centres, excepting educational structure and curriculum; • the registration fees in adult education; • careful management.

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The decree gives legal security to pupils and teachers involved in the projects. Temporary projects will be evaluated during their course 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. School fees, school allowances and a new financing system In relation to school fees a multi-track policy is pursued. • The gratuitous nature of elementary education, as specified in a decree, shall have to be respected in all elementary schools from school year 2007-2008. • For costs which remain chargeable a double maximum invoice will gradually be implemented (cf. [4.2.]). • To allow schools to fulfil these commitments: o In 2007, 45 euro/child will be allocated as extra operational resources, i.e. an increase for the whole of elementary education of € 29.5 million (= 10%). o A new financing system will be worked out for the whole of compulsory education. In it the entire organisation and operational budget of the schools will depend on pupil characteristics. So, schools with a lot of disadvantaged pupils will receive additional resources. To finance this, an extra 85.2 million euro has been earmarked for elementary education, i.e. an increase of 27% per year, to be launched in 2008 and to be fully implemented in 2009. • Likewise, school allowances (elementary and secondary education) are also being subjected to thorough reform. o A unique family file will be introduced for all pupils and pupils. The separate allocation criteria currently in force for secondary education and elementary education shall be brought into line with the criteria for higher education. Applications, now processed per level of education, will henceforth be handled by one team of file handlers thanks to the unique family file (valid for all pupils and pupils within the same family). All the conditions to qualify for a financial contribution, i.e. the nationality conditions and the financial conditions, will be equalized for all levels. The pedagogical conditions will nevertheless vary according to the level of education. o The subsidies for social services in university colleges (for cheaper restaurants, accommodation, etc.) will be put on a par with the universities. Eliminating that difference will cost € 11 million annually. o In secondary education the school allowances will be increased and incentive grants will be allocated from school year 2007-2008 (cf. [5.2.]). o For infants and primary school pupils a school allowance will be introduced from school year 2008-2009. Because the grant criteria will be the same as for higher education, ¼ of the pupils will qualify for a school allowance. In a first phase € 10 million will be earmarked, an average allowance of € 60/child. o From school year 2008-2009 pupils from the centres for part-time education, centres for part-time training and apprenticeship programmes will also be entitled to a school allowance. Some 3,300 pupils will qualify for the above. The financial measures are linked to: • Stimulating participation in pre-primary education; a minimum attendance requirement will be laid down; • Countering truancy by linking study or school allowances in compulsory education to its very compulsory nature through control on the registration of pupils and the required level of attendance at school or at work. Cf. the memorandum 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 press releases of 14 October 2006 and 26 January 2007. Action plan on truancy and absenteeism • Research in 2004-2005 has shown that 51 10-11-year-olds and 87 14-15-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, has been developed, ranging from raising awareness and a warm school environment to a more effective prosecution policy by the office of the public prosecutor, for which additional staff will be allocated. (http://www.ond.vlaanderen.be/nieuws/2006p/files/0217-spijbelen-bijlage1.htm). • From 2007-2008 all pupil registrations will be recorded on the third school day in September, instead of on 1 October. The inspection system will also be drastically reformed and made watertight. Control on so-called home education (cf. [2.5.2.]) will also be tightened, thus allowing for faster intervention. • Time-out projects to care for difficult pupils will be integrated into the existing structure. The first 4 timeout projects (in which pupils who cause a lot of trouble or are completely demoralised are taken out of

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school and receive individual care) went through an experimental phase during 2001-2006. Research has shown favourable results. Therefore, new 3-year projects were launched in 2006 in cooperation with the Minister for Welfare, Public Health and Family. From now on a distinction will be 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, cofinanced by the Minister for Welfare, Public Health and Family; each € 273,000/year). 14 short (for 645 pupils) and 6 long projects (for 182 youths) will be 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.

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 experience. To this end the school can cooperate and develop a network with associations or institutions from the world of culture, sport, 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 started up. They are supported by the Flemish Ministers for Employment, Education and Training (€ 200,000 annually); Culture, Youth, Sports and Brussels Affairs (€ 200,000 in 2007); and 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 e.g. making school buildings available to third parties will be removed. The Equal Educational Opportunities Centre [Steunpunt GOK Gelijke onderwijskansen - GOK] [10.5.3.6.] has drawn up a frame of reference and will follow up and support the pilot projects. It will also, on the basis of the experiences in the pilot projects, make policy recommendations, cf. http://www.ond.vlaanderen.be/bredeschool/. Health policy action plan (on balanced diet and exercise) 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. To this end a health coordinator has been appointed at the Flemish Education Council (Vlaamse Onderwijsraad – VLOR) who prepares a strategic plan and is at the same time, together with the VLOR’s health promotion committee, a tool which will allow schools to chart their own situation in the field of health promotion. 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.

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 education participates in the OECD project “International network on school bullying and violence” (http://oecd-sbv.net/). • Two hundred additional “jo-jos” are also getting down to work in secondary schools. These are young people who, in a start job within the ‘Youngsters for Schools, Schools for Youngsters’( School voor jongeren, Jongeren voor school) project, work on the ‘prevention of anti-social behaviour in schools’. From now on youths from part-time compulsory education also qualify to work as “jo-jos” but for new practical tasks such as maintenance and renovation works, cf. [5.18.] and http://www.ond.vlaanderen.be/jojo/. Participation research The Participation decree (2004-2005) made it compulsory for every school to set up a school council and (if there was enough demand) a pupil, parent and pedagogical council (cf. [2.7.1.]). For 2008 an in-depth evaluation has been planned regarding the extent to which pupils, parents and teachers are involved in school policy. To this end a set of questionnaires was developed, the participation barometer, which will sound out the working of existing councils and the actual atmosphere, the climate of participation. A representative sample survey will be carried out by means of this participation barometer in the course of 2007.

ICT (Information and Communication Technology / Informatie- en Communicatie Technologie]

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Over a period of 3 years € 35 million will be reserved for ICT investments in education. The 2006 budget focused on elementary and secondary schools and adult basic education; in 2007 part-time artistic education and the centres for adult education will be added.

2.3. Fundamental principles and legislation The following issues will be discussed below: • • • • •

Freedom of education [2.3.1.] Educational networks [2.3.2.] Legal requirements for subsidised schools [2.3.3.] Freedom of teaching methods and pedagogical project [2.3.4.] Final objectives, developmental objectives and curricula [2.3.5.]

2.3.1. Freedom of education The Belgian education legislation is based on 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 to, within the prevailing rules, confer legally valid proofs of study and study certificates to approve the studies. the right of orientation, which implies the foundation of schools based on either certain denominational (Catholic, Jewish, Protestant and Islamic schools) or non-denominational philosophies, or certain pedagogical or educational visions (the so-called small education providers such as Steiner, Freinet, … or experience-based education); the right to govern, or the right of the organising bodies and school boards 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 their staff in view of achieving their own aims of education, the promulgation of school regulations,… In other words, the decisive power of the school boards (organising body) and the school management may not be curtailed in a clearly unreasonable or unequal manner. The Constitution prohibits all preventive measures. However, they may not be confused with regulatory measures. The government is allowed to, e.g. o lay down rules in a decree about admission policies and the right of refusal; o lay down conditions in relation to qualifications of people; o impose developmental objectives and final objectives insofar as this leaves enough room to realize the pedagogical or ideological project; o introduce participation structures… o (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, http://www.seneca.be ) [Forum for education law, glossary]

2.3.1.2. Freedom of choice of school and right of registration Besides the ‘pedagogical freedom’ ([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, brothers and sisters or pupils who live under the same roof will, from school year 2005-2006, be 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

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st elementary education and 1 level of secundary 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 will be 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 his/her parents to register in the school of his/her 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 the parents (in consultation with the pupil if this pupil is aged 12 or over). This right should allow pupils and parents in this pluralistic society to freely choose education from a whole range of pedagogical projects. Refusals on grounds of skin colour, national or ethnic origin, background, religion or sex are not permissible. Parents and pupils are informed about the pedagogical projects 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 the 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 the previous school year or the year before.

At the time of registration, an 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-language-skills education within the school must be met as well as the relative presence of the target group which shall be at least 20% and must be larger than 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 with a severe disability the support he/she needs. In that case the pupil can be referred. All referrals are dealt with by the local consultation platforms (locale 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 of the immigrant and disadvantaged indigenous communities, of the integration sector, socio-economic partners, etc… • • • • • •

Their investigative task is to describe the local situation and conduct an environmental 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 the child. The LOPs also play an advisory role on a local, provincial and regional level and by passing on good practical examples contribute to the development of instruments to help achieve 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 being notified of the refusal. Upon receiving the complaint, the Commission on Pupils’ Rights, shall, within five calendar days, make a decision on the grounds of the complaint and shall send a registered letter and its advice to the Flemish government. If the commission rules that the school had the right to refuse the child, the local consultation platform will help the parents 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 consultation platform. The Commission was set up following the Decision of 27/9/2002 and is operational since 1 January 2003; it operates autonomously and across all levels. http://www.ond.vlaanderen.be/leerlingenrechtencommissie

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2.3.2. Educational networks The battle for the freedom to organize education was marked by the sectarian development of the education system. However, the concept is not unambiguously described in the legislation and sometimes covers different groupings. On the basis of the Schools Pact and the Schools Pact legislation, several fundamental classifications are used. According to the type of organising body, we distinguish: • •

official schools set up by public administrations (community, provinces, cities, municipalities or other statutory bodies) 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 funding & subsidising by the state: • •

community education 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 (cf. [2.8.3.]).

The combination of both criteria leads us to the usual threefold division, linked to the concept of ‘educational network’: •

• •

community education (gemeenschapsonderwijs), now referred to as GO!, previously state education, organised by Community Education (i.e. the Board of Community education (Raad van het gemeenschapsonderwijs – RAGO) and the school groups), formerly Autonomous Council for Community Education (Autonome Raad voor het Gemeenschapsonderwijs – ARGO), prior to that the Flemish Community and initially the Belgian State; subsidised private education (Catholic education, Protestant education, Jewish education, nondenominational education, independent alternative schools) which mainly comprises private subsidised Catholic education subsidised official education (organised by cities, municipalities and provinces, intermunicipal companies, Public Centres for Social Welfare (Openbaar Centra voor Maatschappelijk Welzijn OCMWs)

According to the type of philosophy of life education, we distinguish: • • • •

denominational schools which offer religion-based courses (Catholic education, Protestant education, Jewish education); neutral schools which offer the choice between classes in one of the official religions or non-confessional ethics; non-denominational (freethinking) schools which only teach non-confessional ethics; alternative schools which vary according to their pedagogical project.

In view of the protection of interests, support and participation in consultation structures, representative associations or umbrella organisations were created. Cf. [2.6.4.2.]. Network

Number of pupils in primary and secondary education in school year 2005-2006 (Source: Statistic Yearbook)

Community education Private subsidised education Provincial education Municipal education Intermunicipal company Flemish Community Commission

168,686 757,387 14,934 165,821 256 2,523

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

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The intentions expressed in Article 6 of the Schools Pact Act (29 May 1959), as amended (Decree of 24 July 1996 (b)), are specified in Article 24, § 2. This article stipulates that “A school or a part of an institution for preprimary, primary, secondary and higher education will be subsidised if it conforms to the legal and statutory provisions concerning the organisation of education and the language legislation. More specifically, according to art. 24 §2 of the Schools Pact Act of 29 May 1959 (as amended), 10 criteria must be met, thus the educational establishment must: • • • • • • • • • • •

•

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 that meets the legal requirements or that has been approved by the Minister for Education; submit itself to supervision and inspection by the government. This inspection refers particularly to the subjects taught, the level of studies and the application of the language laws, excluding pedagogical methods: be organised by a natural or legal person who assumes full responsibility; meet pupil-number requirements per class, department, level or other classification, 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; be located in premises that meet the hygiene and health 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 part, of the Decree of 28 June 2002 concerning equal educational opportunities-I. in terms of subsidised education: 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 powers vested in him/her by the organising body which form the subject of advice or consultation, is sufficiently authorised to act autonomously in relation to the school council; in terms of community education: respect the authority of the school council.

Subsidised official schools shall also: • • • • •

have an open character by welcoming all pupils regardless of the ideological, philosophical or religious opinions of the parents and pupils; use official curricula, developed by one of the umbrella organisations of official education, or their own compatible curricula; use a school development plan, school regulations and school books in accordance with the open nature; be assisted by a guidance service from official education; provide religious education and education in non-confessional ethics by a teacher.

2.3.4. Teaching methods and ‘pedagogical project’ As regards teaching methods, teaching programmes, pupil evaluation and the pedagogical project, the various educational networks and schools are largely autonomous. Every organising body autonomously defines its pedagogical project or mission statement. Therefore, government control is impossible 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. Type of alternative school Total Experience-based education Freinet Jenaplan Life school Montessori Steiner

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13 49 2 24 3 18

Number of geographical locations Municipal education Community education 2 1 15 23 2 0 0 22 0 0 0 0

Private education 10 11 0 2 3 18

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Experience-based education Freinet Jenaplan Life school Montessori Steiner elementary and secondary alternative schools in Community Education FOPEM, Federation of Independent Pluralist Emancipatory Alternative Schools

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

2.3.5. Final objectives and curricula An important principle in Flemish education is the use of final objectives and 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 4 February 2003). The final objectives and developmental objectives define which 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. They shall be included in the curricula, which will be checked for this purpose during the approval procedure. Cf. [4.10.], [5.13.], [9.3.2.]. Pre-primary education is not compulsory. Not all infants start school at the same age. They each develop at their own pace. Therefore, there are only developmental objectives in pre-primary education and no final objectives. Infants are offered all developmental objectives, but they need not strictly have acquired all of them when they enter primary education. Therefore, developmental objectives are an aim. The developmental objectives and final objectives specify the minimum knowledge and skills pupils should acquire, but do not specify how this should be achieved. Schools are completely free to decide on the method. Different approaches are possible. This transpires from the variety of curricula used in Flemish schools. The subject-related final objectives 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 educational contents for one or more subjects or subject areas. Moreover, it gives tips on the teaching strategy and gives information which is useful for the realisation of the curriculum. 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 on the definition of the approval procedures for curricula. Circular letter OND/V/VO/LP/IG/HDB of 17 January 1994 concerning the approval of curricula.

The curriculum is developed by the 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 the umbrella organisations which have been evaluated by the inspectorate and approved by the Minister.

2.3.6. General regulations The so-called “principle of legality” applies in education: every measure which seriously affects the organisation of education has to be regulated by the issuer of decrees. However, preparing and amending decrees is much more time-consuming than making decisions. That is how the tradition of joining all amendments to decrees required to prepare for the new school year into one collective decree came about. Upon approval of this decree the

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amendments are transferred to the existing “level and theme decrees”. It relates to the legal translation of new measures and to rectifications and improvements. Therefore, we give you hereafter a short overview of the most recent collective decrees. Decree relating to Education XVI - 7 July 2006 • • • • • • • •

• • • •

Ensures additional funding for elementary schools in the broad Flemish Periphery. Promotes the integration of special secondary education into the existing school community of secondary education, a.o. by aligning support staff of Special Secondary Education (Buitengewoon Secundair Onderwijs – BuSO) and normal schools. Simplifies the programming procedures in secondary education. Simplifies the possibility for schools to let pupils who have been rightfully absent for too long to keep their regular pupil status. Standardises the issuing of rules on school regulations in secondary education for all schools and centres of compulsory secondary education. Relaxes the organisation of additional vocational training in branch of education 3. Simplifies the cooperation between the different institutions in part-time artistic education, e.g. by merging into an artistic school which offers all four courses of study. From now on also takes into account the number of integrated education pupils (geïntegreerd onderwijs – GON) so that the principal of a BuSO school can be relieved of his teaching duties, if necessary. Adjusts the responsibilities of the inspection of the pupil guidance centres (Centrum voor leerlingenbegeleiding – CLBs) to the new CLB quality system. Besides screening the inspection, a quality assessment agency will also evaluate the quality of the centres’ operations. Provides additional resources to further computerize the CLBs (NICO) [Computerisation project between CLBs and Education - Netoverschrijdend informaticaproject tussen Centra voor Leerlingenbegeleiding en Onderwijs). Increases the threshold for permanent appointments which will from now on contain at least a full work unit (one hour). Doubles the programming standard to allow for the establishment of boarding schools (from 30 to 60 pupils).

Decree relating to Education XVII – approved by the Flemish government on 2/2/2007 •

•

So that as many infants as possible would regularly attend school as early as possible and in smaller classes, an action plan “participation in pre-primary education” will be launched in 2007-2008, which includes: o 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); o an increase of € 5.4 million in the GOK (equal educational opportunities) budget; o extra resources for school communities to support their own incentives policy on participation in pre-primary education. The collective labour agreements for education VII and higher education II (cf. [8.2.2.]) will be implemented on the basis of a decree. o Job descriptions and evaluations in elementary and part-time artistic education. o Job and task differentiation in secondary education. o Extra support staff in special needs education, part-time artistic education and pupil guidance centres. o Continuing education for directors of centres for adult education, part-time artistic education and pupil guidance centres. o More room for manoeuvring between budgeted and actual composition of staff in university colleges.

Other decrees approved in 2006. •

• •

Decree of 27/01/2006 ratifying the regulations of the Dutch-Flemish Accreditation Organisation (NVAO, Nederlands-Vlaamse Accreditatie Organisatie) which determines the management principles applicable to the decision-making processes in respect of accreditation and testing new training programmes versus university college programmes in the Flemish Community, cf. [9.4.3.] Decree of 27/1/2006 ratifying the Decision of the Flemish government of 16 September 2005 regarding the admissibility and equality of an application to deviate from the specific final objectives for general secondary education laid down in a decree (deviation for Steiner schools), cf. [5.13.1.] Decree of 1/06/2006 ratifying specific final objectives as laid down in a decree for “top-class sports” in general and technical secondary education

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• • •

Decree of 7/7/2006 concerning catching up on school infrastructure, cf. [2.8.4.] Decree of 14/7/2006 ratifying the Decision of the Flemish government of 23/6/2006 concerning the organisation of temporary projects in elementary and secondary education, cf. [2.2.] Decree concerning teacher education in Flanders (approved but not yet published in the Belgian Official Gazette), cf. [8.1.]

2.4. General structure and moments of decision in education Flemish education is divided into levels: elementary education (basisonderwijs - BaO), secondary education (secundair onderwijs -SO) and higher education (hoger onderwijs - HO). Moreover, there is also continuing education which focuses, with the exception of part-time artistic education, mainly on adults. Elementary education consists of pre-primary education (2.5 - 6-year olds) and primary education (6 - 12-year olds). An elementary school provides pre-primary and primary education, a nursery school only provides preprimary education and a primary school only primary education. One tries to make the transition between both as smooth as possible. On an elementary and secondary education level, there is mainstream and special needs education. Special needs education is intended for children who temporarily or permanently need special care. This may be due to a physical or mental disability, due to serious behavioural or emotional problems or due to serious learning difficulties. Integrated education, on the other hand, is a cooperation between normal and special needs education. This education is intended to let children with a disability or learning or behavioural problems attend classes or activities in a school for mainstream education, with assistance from special needs education. This can be either temporary or permanent. It may involve all or a part of the classes. A first moment of decision takes place when primary school is finished (age 12). That is when the pupil has to decide on the type of secondary education. Even though, in theory, the first level of secondary education is aimed at a common core curriculum, the options offered at this stage already reflect the choices that have to be made after the first level. Secondary education is intended for youngsters between the ages of 12 and 18. From the second level 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). That is a second moment of decision. The transition from secondary to higher education is a third moment of decision.

2.5. Compulsory education The following topics will be discussed below: • • •

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 it 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 of school-leavers remains under discussion. Cf. Dirk De Ceulaer, De verlenging van de leerplicht: veertig jaar Belgische onderwijspolitiek. [The extension of compulsory education: forty years of Belgian education policy.] Studia paedagogica 10, Universitaire Pers Leuven, 1990

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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 when 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 stops 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 best 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, 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 part-time education has to be attended 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. For instance, training courses organised by SYNTRA Flanders [Flemish Agency for Entrepreneurial Training / Vlaams Agentschap voor Ondernemingsvorming]. Pupils can also meet 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. the Decree on 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 shall inform the Education and Training Department thereof in writing at the latest on the day when home education commences. They have to commit 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 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 promotes respect for the constitutional rights of human beings and for the cultural values of the child itself and others. (Decree on elementary education of 25 February 1997, art. 26 section b)

The inspectorate is qualified to check whether or not the provided home education complies with the aims described. However, home education never entitles pupils to official certificates. If the pupil wants to obtain a degree, he can take an exam before the examination board of the Flemish Community. Only a few hundred pupils are being taught at home (cf. [2.9.4.]). Home education should not be confused with “education at home” provided at people’s homes or in medical institutions to ill or disabled pupils of compulsory school age. Cf. [4.17.2.]. Cf. also 'Rapport leerplicht 2004-2005': [Compulsory education report 2004-2005] http://www.ond.vlaanderen.be/secundair/rapportleerplicht.htm

2.5.3. Monitoring compulsory education The Decree of 8 July 1996 regarding education VII art. 71 set up a monitoring system with special responsibility for the principal. It is based on the file number assigned to each citizen at birth. The file number of registered pupils can easily be compared to that of all young Belgians in the state register. As a result of the Royal Decree of 7 July 2002, the Education and Training Department 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 a pupil (Belgian Official Gazette 17/09/2002). Parents are responsible for the registration of their children. If the administration notices that a child has not been registered, the parents have to justify themselves and are reminded of their responsibility. Legal action can be taken if they do not assume their responsibility (Decree of 25 February 1997). 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 a more pro-active policy on handling problematic absenteeism; a school does not have to produce evidence for problematic absenteeism, but has to actively

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counsel the pupil in cooperation with the pupil guidance centre. 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). The truancy action plan which is currently being developed aims to provide even better guarantees regarding compulsory education for all pupils, by e.g. optimising the monitoring system of compulsory education as of 20072008 (cf. [2.2.]).

2.6. General administration In terms of education policy, administration and management 3 different classifications have to be operated. 1) A geopolitical classification uses the division of the state on the different political levels of administration:

• •

• • •

on a federal level [2.6.1.]: after the communitarisation, the federal level is only responsible for a limited number of educational issues. In addition, military and police vocational education remain under the responsibility 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 organising body for community education to two levels within this network: the central council (RAGO) and the school groups. at the level of the Brussels Capital Region [2.6.2.2.]: at the level of the provinces [2.6.3.1]; at the level of the municipalities [2.6.3.2];

2) In addition, in view of the sectarian development of education, the classification according to educational networks is important (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, represent and support the educational networks [2.6.4.2.]. 3) From the perspective of the educational institutions we have to distinguish between different levels: administration at the level of the schools for compulsory education and the centres for continuing education [2.6.4.3.] and the groups of schools at school-cluster level [2.6.4.4.]. At the level of higher education we have to pay attention to the administration of the university colleges [2.6.4.5.], the administration of the universities [2.6.4.6.] and the administration of the associations of university colleges and universities [2.6.4.7.].

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

specifying when compulsory education starts and ends; the minimum requirements for granting diplomas; the pension system.

The first two exceptions are required to guarantee a minimum of coherence between the Communities’ education systems. The pension system is still part of the national social security system financed by a national funding system based on the solidarity between the Communities and Regions.

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For a few matters responsibility remains at federal level: pensions and paid educational leave •

•

Pensions o Competent minister: Minister for Pensions (Bruno Tobback) o Competent administration: Pension Administration (PA) (since 1/1/2006 autonomous institution – previously part of the Ministry of Finance), for the allocation, calculation and administration of pensions for public servants. Federal government agency for Finance > Administration of the Treasury > Central department for overheads – pensions; http://www.ap.fgov.be; for payments Paid educational leave o Competent minister: Minister for Employment and Computerisation Peter Vanvelthoven o Competent administration: Federal Government Agency (federale overheidsdienst – FOD), Labour and social consultation > General Directorate for employment and labour market > Department for employment policy > Directorate of the BEV [paid educational leave / betaald educatief verlof]; o http://meta.fgov.be. Cf. [7.3.]

Some vocational training programmes also remain federal: military training and police training •

•

Military training o Competent minister: Minister for National Defence André Falhaut o Competent administration: Federal Government Agency (FOD) Defence > General directorate of training (DG FMN: Direction Générale de Formation) Police training o Competent ministers: Deputy Prime Minister and Minister of the Interior, Patrick Dewael and the Minister for Justice, Laurette Onkelinx. Pursuant to the Royal Decree of 30 March 2001, which regulates the legal status of the staff of police services (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 personnel. The Minister for Justice plays his/her own role in the training of personnel of the General Directorate of the judicial police (criminal investigation department). The RPPol specifies that the Minister for Justice organises a national criminal investigation school which provides judicial training programmes. o 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 for the Federal Government (Opleidingsinstituut voor de Federale Overheid -OFO). This training institute of the federal government is an entity of the federal government agency “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 institution of the federal government. o 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 going from pre-primary to university education. Only the pensions of the educational staff, laying down compulsory education and specifying the minimum requirements to obtain a degree 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.] Social-cultural adult work [2.6.2.4.]

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

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

employment policy; vocational retraining and advanced training; education, pre-school training in playgroups, post and para-scholar training, social promotion and adult basic education; the coordination of the policy in relation to 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 consists of (cf. also [2.8.4.]): •

• •

the Flemish Ministry of Education and Training, consisting of: o the Department of Education and Training (Departement Onderwijs en Vorming - DOV), in charge of policy support headed by the Secretary-General; o 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, inspection and guidance) Agency for Higher Education and Adult Education (Agentschap voor Hoger Onderwijs en Volwassenenonderwijs - AHOVO) 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 legal personality the Governing Council, where the minister holds strategic discussions with the 5 leading officials the VLOR, Flemish Education Council, which functions as a strategic advice council (cf. [2.7.2.1.]).

Important policy documents are the Flemish coalition agreement, the Declaration of the Flemish government, the Education and Training green paper and white paper 2004-2009 at the start of the term; the annual policy paper of 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 cao’s [collective labour agreements / collectieve arbeidsovereenkomsten] are decisive (cf. [8.2.2.]). Moreover, for policy developments the advice, annual planning and annual report of the VLOR are also important (http://www.vlor.be), and the 'Onderwijsspiegel' [Education Mirror], the annual report of the inspectorate (http://www.onderwijsinspectie.be/onderwijsspiegel/onderwijsspiegel.htm). All the rough 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 the Flemish 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). The education legislation is integrated in the text. We only pay separate attention to the general decrees on education in [2.3.6.]. The education legislation at all levels and circular letters can be consulted on the userfriendly site of Edulex, http://www.ond.vlaanderen.be/edulex/ Educational topics from the perspective of the school administration are very clearly discussed on weTwijs, http://www.ond.vlaanderen.be/wetwijs/info.htm 2.6.2.2. Vocational education and entrepreneurial training Within the new policy area Work and Social Economy the following organisations are important for education: •

•

the Flemish Public Employment Service (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding - VDAB) which organises vocational education for jobseekers and employees (an external autonomous agency (EVA)), cf. [7.3.4.]; the Flemish Agency for Entrepreneurial Training – Syntra Flanders (Vlaams Agentschap voor Ondernemersvorming – Syntra Vlaanderen) (an EVA) which is in charge of education for the selfemployed and SMEs (formerly known as education for the self-employed) by means of the SYNTRA network of training programmes. It takes over the tasks of the Flemish Institute for Independent Enterprise (Vlaams Instituut voor Zelfstandig Ondernemen - VIZO] cf. [7.3.5.].

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Both the 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 on the amendment of the Decision of the Flemish government of 27 July 2004 concerning the specification of the responsibilities of the members of the Flemish government). 2.6.2.3. Training in agriculture Vocational education aimed at the agricultural sector, which used to come under the responsibility of the federal Minister for Agriculture, has been transferred to the Communities by the Special Act of 8 August 1980. Agriculture and Fishery became a full Flemish responsibility after the 5th state reform in 2002. Competent minister: In the current government the policy area Agriculture and Fishery falls under the authority of Yves Leterme, Prime Minister of the Flemish government, also Flemish Minister for Institutional Reforms, 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, subsidising of training activities, on-site inspections, initialling of certificates and payment of social promotion allowances to the participants, cf. [7.3.7.]. Cf. http://ww2.vlaanderen.be/ned/sites/landbouw/wieiswie/alt.html 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: Bert Anciaux, 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 the preparation, follow-up and evaluation of the policy. 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. http://www.wvc.vlaanderen.be/cultuur/meerinfo/organisatie/agentschap_scw.htm & http://www.wvc.vlaanderen.be/sociaalcultureelwerk/volwassenenwerk.htm .

Support centre: SoCiuS, cf. [7.1.8.] 2.6.2.5 Towards an integrated policy for education, training and work When the new Flemish government was formed in 2004, responsibility for education and employment was combined for the first time. Besides, the new Flemish Minister for Education and Training used to be (2003-2004) the federal Minister for Employment and Pensions. This allows for a more integrated policy vision on education and vocational education and entrepreneurial training. Moreover, the Flemish ministers Frank Vandenbroucke and Bert Anciaux 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:

• •

Stimulating lifelong and lifewide learning. This starts with 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, on the one hand, education, training and non-formal education and, on the other hand, the labour market. This comprises all matters which fall under the different responsibilities such as tuning the changing demand for competences in the business world and in educational, training and schooling programmes, the possibility to acquire work experience, the valorisation of competences, the appreciation of vocationally-oriented learning, mutual tuning of the

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education, training and study programmes in view of a larger efficiency and effectiveness and more proper labour market mobility. The integrated policy is shaped via an integrating structure. 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 Comité Onderwijs, Vorming en Werk) The main responsibility for the integrated policy lies with the Minister for Work, Education and Training. The Flemish Minister for Culture, Youth, Sport and Brussels Affairs is also responsible for training, more specifically in terms of socio-cultural work. On 25 February 2005 the Flemish government decided to set up the Ministerial Committee for Education, Training and Work. This committee consists of the Minister for Employment, Education and Training and the Minister for Culture, Youth, Sport and Brussels Affairs. 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. Besides, for policy preparation an interdepartmental steering group O, V, W [O: Onderwijs / Education, V: Vorming / Training W: Werk / Work] was set up. The ministerial committee can – on the advice of the O, V and W steering group and in function of the policy options – set up policyimplementing entities. The management committee is in charge of the division of responsibilities between the different executive entities and the steering, follow-up and adjustment of their activities. For the newly founded entities, relevant for education, cf. [2.6.2.1.5.3.]. 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. It is an intermediary structure or interface between the vertically organised departments and administrations. The organisation and responsibilities of the departments in question do not change, but for the matters on the section of 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 education), Syntra (entrepreneurial training), SoCius [Steunpunt voor social-cultureel volwassenenwerk / Support Centre for non-formal adult education in Flanders] (socio-cultural adult work), Community Education (community education), VSKO [Vlaams Secretariaat van het Katholiek Onderwijs / Flemish Secretariat of Catholic Education] (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.] and http://diva-vlaanderen.be/ EPOS (successor to the former Flemish Leonardo Da Vinci Agency vzw) This agency coordinates the “Lifelong Learning Programme” (LLP), the new European action programme in the field of lifelong learning. The 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 the LLP is the Decision of the European Parliament and the Council which was published on 24 November 2006. Cf. http://www.vl-leonardo.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 the placement of the unemployed and disadvantaged groups in the labour process. Cf. http://www.esf-agentschap.be/

2.6.3. General administration and management at local level

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At the lower level we have to make a distinction between the sub-regional level of the provinces and the local level of cities and municipalities, cf. [2.6.4.1.5.]. Provinces and cities and municipalities organise their own education and, in doing so, have the function of organising body. Therefore we deal with this administration 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 metropolitan educational problems and the link between education, deprivation and urban issues are therefore increasingly addressed by policy-makers. 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 services. The double function of the education provider (organising body) and director who allocates resources at city level, is seen by some as a potential attack on the freedom of education. In order to promote trust between the partners, the city can make its own education independent (Antwerp) or set up an independent body which steers city cross-network education policy. The cross-network education council in Antwerp and Ostend and the Steering Group City Education Funds Projects in Ghent 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 Learning City (Lerende Stad) 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 directive role in the policy areas of education, youth and childcare, while stimulating the cooperation between existing organisations in Antwerp. The city department General Education Policy (Algemeen onderwijsbeleid) is responsible for crossnetwork educational actions and projects. The Education Council Antwerp (Onderwijsraad Antwerpen) is the official consultation and advisory body for education in the city (composed of representatives of different educational networks, unions, users, higher education…). Cooperation initiatives are: the Alternance Training Platform (Platform Alternerend Leren) (all centres in Antwerp for Working and Learning), VOA [Volwassenen Onderwijs Antwerpen – Adult Education Antwerp], Collaboration on Adult Education ( Samenwerkingsverband Volwassenenonderwijs ) (all Centres for Adult Education in Antwerp). Financial support on a project basis through: the Educational Innovation and Cooperation Project Fund (Projectenfonds onderwijsvernieuwing en samenwerking); the Combined Learning and Working Fund (Fonds Werkend Leren); the Broad School Incentive Fund (Stimuleringsfonds Brede School). In addition, there are some 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 whole 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 and educational projects in 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 official 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 immigrant children.

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•

http://onderwijs.gent.be/

The city of Leuven is also setting up an educational platform in 2007 which will coordinate the projects (for school year 2007-2008) of a ‘Marshall plan’ for disadvantaged pupils. The idea is, e.g. 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.]. 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 support centre for secondary education was set up in Brussels (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 an environmental analysis to gain a better insight in the problem of social deprivation from an environmental point of view. Based on the priority for equal educational opportunities policy, the Flemish government has recently taken several initiatives for 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). The projects are partly paid for by the government, partly by the cities. The total 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). For 2007-2008 the minister provides an extra amount of € 500,000 to support complementary education policy in 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 policymakers of the 13 cities with regional services, where sound practical examples are exchanged and policy proposals are worked out. A decree on complementary education policy at local level is currently being prepared which should still be submitted in 2007 and should form the basis for a decree on project funding. http://www.ond.vlaanderen.be/lokaalbeleid/ (For the measures of the Flemish government in support of Dutch-language education in Brussels, cf. [10.7.3.]).

2.6.4. Educational institutions, administration and management 2.6.4.1. Organising bodies The organising body (a government, natural person or a legal person) is considered by the law (the law of 29 May 1959, art. 2) 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 branch of education, the courses of study offered, locations, maximum capacity, ownership or lease of school infrastructure. It is also in charge of preparing the pedagogical project of the school, the school development plan, continuing education plan, school regulations, awarding degrees and certificates, choice of pedagogical counselling services. 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 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 even largely 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 will consistently use ‘organising body’). For the support, representation in policy bodies and protection of interests of the affiliated schools, the organising bodies have set up a representative umbrella organisation per educational network, cf. [2.6.4.2.]. We will discuss the organising bodies per educational network.

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• • • • • •

• •

In community education the 28 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 governing bodies which each organise many schools and which have therefore also developed umbrella structures [2.6.4.1.2.]. Subsidised private non-Catholic education and the independent alternative schools mainly have private law governing bodies which have organised only one or a few schools [2.6.4.1.3.] The total number of organising bodies in subsidised private education is 928 (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, i.e. 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. In that case, the town council is the organising body, cf. [2.6.4.1.5.]. There are 265 organising bodies (data provided by the Staff Services Education and Training*). 1 special secondary education school has an intermunicipal company as organising body. In the Brussels Capital Region the Flemish Community Commission acts as the organising body for the Flemish schools in the Capital Region, cf. [2.6.4.1.6.]. (* in this case only 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 were taken into account).

2.6.4.1.1. Community education, GO! (Gemeenschapsonderwijs) Up 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) established by the Special Decree of 19 December 1988. From then on State Education was called community education. After the creation of school clusters 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. school groups were created specifically for community education. Henceforth, the organising bodies of community education are the 28 school groups and the Board of Community Education (Raad van het Gemeenschapsonderwijs - RAGO) and no longer exclusively a central body. Thus a three-level administrative structure came about: the school (local level), the 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 GO! 2.6.4.1.1.1. Administration at central level: RAGO The central level is in charge of monitoring the constitutional guarantees, a.o. in relation to the freedom of choice, monitoring tasks of public services, general quality assurance, support of schools and school groups and allocation of investment funds for large infrastructure works. These powers are exercised by the Board of Community Education and the administrator who takes care of day-to-day management and 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 co-opted members of the school councils 5 members elected by an electoral college consisting of the principals and the members of the school councils elected by the staff members 3 members appointed by the 3 Flemish universities with a faculty pedagogics on the collective recommendation of the faculties of pedagogics, 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 is in charge of the day-today management on behalf of the Board. Within the framework of the Board’s responsibilities, he/she is responsible for preparing and implementing policies. 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. 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 groups. A school group is a geographically coherent entity where educational institutions of all levels and a pupil guidance centre can be represented and which offers at least elementary education BaO and secondary education, possibly

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complemented by a pupil guidance centre (CLB). This is the level where education policy is shaped. The school group has the responsibility of an 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 among the principals of the schools within the school group by the governing board. It is a mandate which can be terminated by the general assembly, subject to a two-third majority. Also at the level of the Flemish Community, the Board of Community Education can also terminate the mandate of the general director, on the proposal of the administrator and in accordance with the policy of supervision. The general director has decisionmaking and managerial authority at the level of the school group and he decides on urgent matters. However, these decisions have to be ratified by the governing board afterwards. The governing board consists of 10 members. • • •

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 the governing board is incompatible with membership of a school council. Staff (with the exception of the general director) are also excluded. The governing board is responsible for the general policy, the pedagogical policy, personnel management, and the material and financial management of the school groups. In addition, the governing board has all the authorities not vested in 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, bridges the individual schools and the school group, and takes care of the preparation and execution 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 governing bodies. These organising bodies of Catholic education are grouped in the VIMKO, association of organising bodies in Catholic education (vereniging van inrichtende machten van het katholiek onderwijs), 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. In the Educational Committee, Catholic education is represented by the VSKO, Flemish Secretariat of Catholic Education, (Vlaams Secretariaat van het Katholiek Onderwijs) http://ond.vsko.be 2.6.4.1.3. Subsidised private non-Catholic education Besides Catholic education, a limited number of schools offer education based on other religions: ProtestantChristian schools and Jewish schools with their own organising bodies. The private Protestant-Christian schools are represented in the Educational Committee by the IPCO, Organising bodies of Private Protestant-Christian Schools (Inrichtende machten van vrije protestantschristelijke onderwijsinstellingen/), http://www.ipco.be There are also a few non-denominational freethinking schools. These are represented by the VOOP, Vlaams Onderwijs Overlegplatform, http://www.voop.be 2.6.4.1.4. Provincial education

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Within a province (cf. [1.2.4.] the provincial council exercises the function of organising body for the provincial schools. The protection of the interests of provincial education is guaranteed 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 Limburg East-Flanders

Flemish-Brabant West-Flanders

Provincial directorate > Welfare, education and safety department > Department of Education 1st education directorate > inspectorate 7th Directorate/Education > PIBO (pedagogische begeleiding en inspectie onderwijs/pedagogical counselling and education inspectorate) Culture and Education directorate Provincial administration Boeverbos

http://www.provant.be http://www.limburg.be http://www.oost-vlaanderen.be

http://www.vl-brabant.be http://www.west-vlaanderen.be

2.6.4.1.5. City and municipal education Traditionally, municipalities were mainly active in organising pre-primary and primary education. Large cities such as Antwerp, Ghent and Mechelen have also invested in secondary education, especially technical and vocational education. Part-time artistic education is even organised for 92% by the cities. Number of pupils in municipal education, in 2005-2006, in % Mainstream elementary education Mainstream secondary education Special elementary education Special secondary education Part-time artistic education Secondary education for social advancement Higher education for social advancement

22.49 4.71 12.76 9.34 92.69 13.18 7.34

Especially the cities of Antwerp and Ghent organise a wide range of educational programmes, under the authority of an 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 Ghent, administration + inspectorate Ghent, pedagogical counselling service

http://www.antwerpen.be http://onderwijs.gent.be/ http://www.pbdgent.be/

Within the cities and municipalities (cf. also [1.2.4.]) the town council exercises the function of organising body for municipal education. It has the so-called ‘full authority” and takes all the decisions, except for those responsibilities which have been explicitly transferred to the Burgomaster and Aldermen. The town council has the 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 protected by the representative umbrella organisation OVSG, ‘Education Secretariat of the Cities and Municipalities of the Flemish Community’ ('Onderwijssecretariaat van de steden en gemeenten van de Vlaamse Gemeenschap'), http://www.ovsg.be. Cf. also: OVSG, Organising municipal education (Gemeentelijk onderwijs organiseren – OVSG). OVSG & Politeia, 2006 The large cities with regional services have, as director, also become active across networks at municipal level. We have discussed that under local level [2.6.3.] 2.6.4.1.6. Dutch-language education in the Brussels Capital Region The Brussels Capital Region has 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

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who are divided in 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). 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 an organising body for these community matters. The Flemish Community Commission is only responsible for institutions which exclusively come under the Flemish Community, not for persons. The VGC is supervised by the Flemish Community. The VGC supports the whole of Dutch-speaking education in the BHG (Brussels Hoofdstedelijk Gewest / Brussels Capital Region). As an organising body, the VGC also has a few educational institutions of its own: 1 BuBaO [Buitengewoon Basisonderwijs – Special elementary education], 1 BSO [Beroepssecundair Onderwijs / Vocational Secondary Education], 2 BuSO [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 with responsibilities for education, vocational training and budget is Guy Vanhengel. Competent administration Educational institutions For principals and teachers the VGC has developed an information point and website

Flemish Community commission > Education Directorate Brussels Education Point (Brussels OnderwijsPunt BOP)

www.vgc.be/administratie/dir_onderwijs/index.asp http://www.vgc.be/organisaties/onderwijs.asp http://bop.vgc.be/index.html

Parents who live in the Brussels Capital Region can – according to the principle of freedom of the head of household – choose whether to send their children to Dutch or French-language education. 2.6.4.2. The educational umbrella organisation For the support, representation in policy bodies and protection of interests of affiliated schools, the organising bodies have set up a representative umbrella organisation per educational network. The current umbrella organisations were founded at the end of the eighties following the communitarisation of education and often originated from former Belgian organisations. Educational umbrella organisation Flemish Secretariat of Catholic Education (Vlaams Secretariaat van het Katholiek Onderwijs VSKO) Secretariat of Education of the Cities and Municipalities of the Flemish Community (Onderwijs van Vlaamse Steden en Gemeenten - OVSG) Provincial Education Flanders (Provinciaal Onderwijs Vlaanderen - POV) Community education

Educational network

URL

Catholic education

http://ond.vsko.be

City and municipal education

http://www.ovsg.be

Provincial education

http://www.pov.be

Community education

Flemish Community Commission (Vlaamse GemeenschapsCommissie VGC) Federation of Independent Pluralist Emancipatory Alternative Schools (Federatie

Flemish education in BHG [Brussels Capital Region]

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

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Group of 11 Freinet schools, experienceoriented schools, project

http://users.skynet.be/fopem

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van Onafhankelijke Pluralistische Emancipatorische Methodescholen - FOPEM) Federation of Rudolf Steiner schools (Federatie van Rudolf Steinerscholen) Flemish Education Review Board (Vlaams Onderwijs Overlegplatform - VOOP) Organising bodies of Private Protestant-Christian Schools (Inrichtende machten van vrije protestants-christelijke onderwijsinstellingen - IPCO) Forum of Small Education providers (Overleg Kleine Onderwijsverstrekkers - OKO)

schools in private nondenominational education Steiner schools

http://www.steinerscholen.be

Freethinking schools

http://www.voop.be

Private Protestant-Christian schools

http://www.ipco.be

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

2.6.4.3. Educational institutions, administration and management in the schools We will now 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.] Organisations and planning, cf. [2.6.4.3.3.]

2.6.4.3.1. Administrative bodies and offices The principal is called '’directeur'’. Most pre-primary schools form part of an elementary school, which also offers primary education. Many of these principals still have teaching duties. 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. 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 1997). It is now also possible to fill the office of principal on a job-share basis (Decree relating to Education XIV). The offices of principal, manager and technical advisor-coordinator are officially called management functions. On the other hand, 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. General descriptions of these offices are only provided by the law for community education. Following consultation, general – but non-binding – descriptions of these administrative offices have been drawn up in subsidised education (Devos, et al., 1987). 2.6.4.3.2. Responsibilities The principal is responsible for the administration of the school and is head of the limited administrative staff (if any). He is responsible for the registration of pupils, their administrative records, and the records of each member of staff. He is, by delegation of the organising body, co-responsible for decisions on the use of funds. Regularly, at least once a year, he informs the 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. (Devos et al., 1987). 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;

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•

supervising administrative personnel.

The principal plays a central role in selecting new teachers and other staff members to be appointed by the 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 public relations of the school in general (Michielsen, 1998). 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 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 executive secretary is responsible for the administrative tasks assigned to him/her by the principal (Royal Decree of 15 July 1969 and of 23 November 1970). The administrator is responsible for the actual and regulatory financial management in an educational institution which has a boarding school. The educator-caretaker looks after the actual and regulatory financial management tasks assigned to him by the administrator or he assumes the tasks of an 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 professional 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 with 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 development plan of the school. His assignment relates to pedagogical and educational aspects and the related organisational tasks. He monitors the accomplishment of the 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 consist of the teaching staff of a class and take all decisions and assume all 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 educational activities... (VVKSO, [Vlaams Verbond van het Katholiek Secundair Onderwijs / Organisation of Flemish Secondary Catholic Education] 1994). For responsibilities of the participation structures: cf. [2.7.1.1.] 2.6.4.3.3. Organisation and planning The principal is in charge of preparing a school development plan and a curriculum. In special needs 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 needs education for a specific period of time. It integrates the social, medical, psychological, and orthopedagogical assistance in special needs education (Decree of 25 February 1997). The school development plan describes the pedagogical project. In fact, it deals with all 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, in-service 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 mainstream or special needs education. In addition, it also contains a variable part which consists of an action plan for a certain period specifying certain priorities as something ‘to be worked on' (VSKO, 1998). In elementary education, BaO, there is no longer any division in year groups, subjects, or stages 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.

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In reformed secondary education, the local autonomy of the school is encouraged; the centrally imposed timetables are abolished, leaving more leeway to adapt them to the needs of the pupils. And it makes it possible to integrate subject matters and curricula covering an entire stage. Only the final objectives and a minimum timetable for the core curriculum are imposed by the government. In special needs 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 rather on the individual needs of the pupils. In special needs 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. A number of hours for paramedical, medical, social, psychological, and orthopedagogical assistance are also provided. 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. It consists, for instance, of disciplinary rules, arrangements concerning homework, agendas, reports… 2.6.4.4. Educational institutions, administration and management in the school clusters A school cluster is a gathering of different schools of the same educational level (elementary or secondary education) which cooperates on different levels (logistics, course offer …). They may be schools with the same or different organising bodies or they may belong to the same or a different educational network. In 1998 they were introduced in secondary education, in 2003 in elementary education. Affiliation is voluntary. However, school clusters are increasingly involved in policy-making. 2.6.4.4.1. Elementary education In elementary education, school clusters were introduced from school year 2003-2004 by the Decree of 10 July 2003 concerning the landscape of elementary education; this in view of an administrative scaling-up and a more efficient management and use of available resources. School clusters must consist of several elementary schools, must have a minimum of 900 pupils and comprise both pre-primary and primary education. The participating elementary schools may either or not belong to the same governing body and/or the same educational network. Maximum efforts are made to involve schools for special needs education. The affiliation of an elementary school to a school cluster, by the school board, is voluntary, shall be laid down in writing and is valid for a period of 6 school years at a time. For the formation of school clusters the same 44 geographical zones apply as for secondary education. As a general rule (with two exceptions) every school cluster must be located within a maximum of 5 contiguous zones. Moreover, a quota on the number of school clusters applies. From 1 September 2006 the following quotas apply: Community education Subsidised official education Subsidised private denominational education Subsidised private non-denominational education

Maximum 44 Maximum 95 Maximum 248 Maximum 5

Cross-network school clusters are included in these quotas on the basis of the number of schools in each educational network. School boards can delegate a number of responsibilities to the school cluster: • • • • •

appropriation of the lump-sum incentive allocation of management and support staff appropriation of the ICT lump-sum incentive the manner in which the special elementary school makes its expertise available concluding cooperation agreements with other elementary schools outside the school cluster, with other school clusters of elementary or secondary education, institutions for secondary education, part-time artistic education and/or adult education.

Non-transferable responsibilities for which the school cluster can take the initiative to make arrangements:

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• • • • •

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

Depending on the number of pupils a school cluster gets an extra lump sum as incentive (e.g. for the development of a managerial function). From school year 2003-2004, every elementary school will receive 3 lump sums, based on its number of pupils: for administrative support, ICT and special needs. These are used to create jobs in a certain institution, in a certain office, at a certain level of education and for a specific number of hours. To support the school cluster the positions of school cluster coordination manager and school cluster staff member were created. From now on there will be three offices within the policy-making and support staff of a school: • • •

administrative employee ICT coordinator Special needs coordinator.

References: • • • • •

Decree of 10 July 2003 concerning the elementary education landscape, Decision of the Flemish government of 5/03/ 2004 (lump sums) Decree of 15 July 2005 concerning education XV (chapter II elementary education) Circular letter BaO/2005/11, (elementary education school clusters) Circular letter BaO/2005/12, (lump sums)

2.6.4.4.2. Secondary education The Decree of 14 July 1998 stipulates a division in 44 geographical educational zones in which school clusters can be created. A school cluster comes under the responsibility of the relevant organising bod(y/ies) and is managed in the way in which the only relevant organising body has decided or the different organising bodies involved have committed themselves in writing, depending on the case (art. 65). In the first place, school clusters were created by the government to facilitate the transition of pupils from one school to another and to enable pupils to choose a course which corresponds to their real interests. In this respect there is a close collaboration with the pupil guidance centres (CLBs). For a number of themes the Decree has assigned explicit responsibilities to the school clusters. These responsibilities are in fact compulsory agreements, a compulsory advice or an option of a cooperation agreement (Circular letter: Secondary education school clusters. SO 62, 30/04/1999): • • • •

personnel management (criteria for the recruitment, functioning and assessment of staff) investments in school facilities and infrastructure transfer of teaching periods between schools cooperation with schools from other educational sectors or educational networks.

The administrative advantages of participating in a school cluster include a.o. additional financial incentives, the possibility to transfer teaching periods between the schools, the assignment of specific tasks to school-cluster level and the shared use of administrative personnel at school-cluster level (Decree of 14 July 1998). References •

Decree of 14 July 1998 laying down various measures regarding secondary education

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• •

Decree of 14 February 2003 Decree of 15 July 2005 concerning education XV (chapter III)

2.6.4.5. Educational institutions, administration and management in the university colleges The Decree of 13 July 1994 in relation to university colleges 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 (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 the department and the other bodies as specified by the Executive Board. The Executive Board consists of: • • •

8 representatives of the different staff categories, elected for 4 years by the staff, 3 representatives of the pupils, elected for 2 years by the pupils, A maximum of 12 representatives of the socio-economic and cultural sectors (also 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 for a term of 4 years by the Executive Board. The Directorate is responsible for the day-to-day management and the preparation, announcement, and implementation of the decisions of the Executive Board, for the financial management within the framework provided by the Executive Board, the appointment of non-executive administrative and technical personnel and many other matters which have not explicitly been assigned to other administrative bodies or offices by the law. 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 pupils, their administrative records, as well as the records of all his staff members. By delegation, he shares responsibility for decisions on the use of funds. Regularly, at least once a year, he informs the organising body on the university college'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 for the purchase of equipment. He plays a central role in selecting new teachers and other staff members to be appointed by the organising body. He is responsible for all external contacts (with the inspectorate, the local community, the labour market…) and 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 by means of 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 day-to-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 of the pupils (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 …). 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…

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The Decree of 13 July 1994 also created a pupil council. However, from now on pupil 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 pupils. Cf. [2.6.4.6.1.]. In relation to the labour conditions, every university college and every department of that institution shall have a negotiation committee, resp. a university college negotiation committee (hogeschoolonderhandelingscomité HOC) and departmental negotiation committee (departementaal onderhandelingscomité - DOC), to regulate the relations between the employer and the trade unions representing the staff. In funded university colleges, the university college negotiation committee (HOC) consists of representatives of the Executive Board and representatives of the teaching staff. In subsidised university colleges it consist of representatives of the University College Board and staff (Decree of 13 July 1994). 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 composed of the same parties as the Executive Board (with the same terms in office, but with another proportional composition). This council elects the head of department, who acts as chairman of the council for a 4year term. The department council organises the available courses, scientific research projects and services to society. The council is a.o. responsible for establishing educational programmes and examinations, organising research programmes, the allocation of funds and personnel, recruitment of temporary personnel 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 the chairman of the council, the elected representatives of the teaching staff, pupil representatives, and 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 (DOC) consists of representatives of the department council and staff; in subsidised university colleges it consists of representatives from 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 organisation of its own internal structure. 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-making Association K.U.Leuven). We will 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 on 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 organising body, which approves the university’s mission statement and specifies the organic rules of the university, both upon advice of 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 which are a member of the Association K.U.Leuven vzw and one third of the members which 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.

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At the Catholic University of Leuven the Executive Board administers the university and represents it vis-à-vis the outside world. This board has the authority to decide on the budget and the accounts and to specify the normal staff and pupil rules. This happens upon advice of the Academic Council. The Executive Board is responsible for the financial management of the university and personnel management (appointments, recruitment…) and oversees the fulfilment of the university’s mission statement. It is composed of the vicechancellor, 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 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 personnel and finance management, regulations, etc. Besides the vice-chancellor, the general administrator and the members of the General Bureau, the deans of the faculties are also members of the Academic Council. This council also includes representatives of tenured academic staff, academic assistants, administrative and technical personnel and the pupils (K.U.Leuven, 2004). Both the Executive Board and the Academic Council encourage the 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 the participation of pupils. One pupil council has to be founded at the level of the association, the institution respectively. Higher education institutions have to choose between two models of pupil participation: • •

the co-management model: in that case, the bodies which take final decisions on specific matters listed in the decree have to consist of at least ten percent of pupils; the universities of Antwerp, Brussels, Ghent, Leuven and Limburg have opted for this model; the participation model: in that case the institution organises consultation procedures according to special agreements, pupils 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 pupils 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, an enterprise labour 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 pupils, their administrative records, as well as the records of every member of staff. By delegation, he shares responsibility for decisions on the use of funds. Regularly, at least once a year, he informs the organising body on the university’s financial situation and proposes a budget for the following year. He plays a central role in the selection of new lecturers and other staff members which are appointed by the organising body. He is in charge of all external contacts and in general for the university’s public relations. 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 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 reelected. He is appointed by the organising body (K.U.Leuven, 2004). 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 personnel and finances are delegated to so-called Group Structures within predetermined policy plans. There are three Groups (Human Sciences, Exact Sciences, Bio-medical Sciences), 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

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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 those last cases, 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 tenured academic teaching staff, the representatives of academic assistants and the representatives of pupils. The Council has the powers to prepare educational programmes, to organise and evaluate the educational provision, to organise and evaluate tutoring, to organise, supervise and evaluate examinations (K.U.Leuven, 2004). The board of the faculty council 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 the academic staff and the pupil representatives. It advises the faculty council on educational matters (evaluation of exams, programmes, teaching methods, methods of examination...) (K.U.Leuven, 2004). 2.6.4.7. Educational institutions, administration and management in the associations Again we take the Association K.U.Leuven as example. (Source: v.z.w. 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-making 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 other 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 together form a federation. Because the largest part of the decision-making process still lies with the individual institutions and to guarantee the identity of each of the institutions, the composition of the respective executive boards is not linked to the structure of the association. vzw Associatie K.U.Leuven [non-profit-making 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-making association. The non-profit-making association has two policy bodies: the General Assembly and Executive Board. The General Assembly consists of representatives from the university colleges, the university and co-opted members. The members of the General Assembly of the non-profit-making 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 pupils. The government commissioner takes part in the meeting of the General Assembly and of the Executive Board.

2.7. Internal and external participation and consultation structures We will first discuss internal participation in elementary and secondary education [2.7.1.], then participation in and consultation with other actors [2.7.2.]. In this, the participation and consultation structures on labour conditions will also be dealt with in [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.]. â€˘

â€˘

Internal [2.7.1.] o Pedagogical council, parentsâ€™ council, pupil council at school level [2.7.1.1.] o School council [2.7.1.2.] o Representative advisory board at school-cluster level [2.7.1.3.] o Class councils [2.7.1.4.] o Informal consultation bodies: departments and staff meetings [2.7.1.5.] External [2.7.2.] o VLOR [2.7.2.1.] o VLIR, VLHORA [2.7.2.2.] o Parent umbrella organisation [2.7.2.3.] o Teacher unions [2.7.2.4.] o Pupil and pupil umbrella organisations [2.7.2.5.]

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o o

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 participation and consultation in elementary and secondary education 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 (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 and the organisation of pupil councils was regulated in 1999. An overall regulation on local participation in elementary and secondary education was established by the Decree of 2 April 2004 on school participation and the Flemish Education Council (Vlaamse Onderwijsraad) (amended by the Decree of 15 July 2005 relating to education XV). The new regulation applies to all elementary and secondary schools (mainstream and special needs, full-time and part-time) with the exception of educational type 5 schools. Cf. circular letter GD/2004/03 of 13 July 2004. 2.7.1.1. Pedagogical council, parent council and pupil council at school level A pedagogical council, a parent council and a pupil council must be established in every elementary and secondary school as from 1 September 2004 if requested by at least 10% (with a minimum of 3 people) of the staff, parents and pupils (in elementary education, BaO, from the age group of 11-13 year olds). The organising body may of course also set up these councils on its own initiative. They are in office for a period of 4 years, through elections (the pupil council in primary education possibly in a less formal fashion, as specified in the school regulations). 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. 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 right to information about the decisions which affect school life. The principal and the school council are together responsible for the general and pedagogical organisation and for personnel matters (such as use of teaching periods, safety at school and school regulations). School councils within the same level of education and set up in a same area have the freedom to merge. The school councils are elected for a period of four years, with the exception of education for social promotion and part-time artistic education, where school councils are elected for two-year periods. (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. • • •

No separate school council is to be set up for centres for part-time education. The participation rights will be exercised in the school council of the school to which the centre is linked. Type 5 special needs education schools do not need to have a school council. Schools with a participative school board/organising body do not need to have a school council either. In this case however, management 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 powers of consultation and mandatory advice.

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.

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• • • • •

In secondary education it shall also consist of an equal number of pupil representatives. In special needs education the organising body decides, in consultation with the pedagogical council, on the inclusion of one or more pupils in the school council. However, when training type 4 is provided, pupil inclusion is required. 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 representatives. 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 by request) to be heard. The school council itself also has a communication and information duty concerning its operations. The school council can also give advice, on its own initiative and at any time. The advice shall be wellreasoned and shall be issued within 21 days. Advice is mandatory on: o defining the principal’s profile; o study programmes; o entering into cooperation with other organising bodies or external authorities; o pick-up points and bus supervision for school transport; o continuing education policy; o experiment and project policies. Prior consultation with the school council is required for decisions concerning: o school regulations; o the list of contributions which can be asked from parents and possible deviations; o the school development plan; o the policy plan or contract with the CLB; o the year plan on out-of-school and para-scholar activities; o large and non-urgent infrastructure works; o the criteria for the use of teaching periods, hours, teacher-hours and marks; o 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.]); o duration and time of work placements.

The 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 in mutual consultation with the two others. For serious complaints about the decision-making process, the responsibilities or non-compliance with a procedure, a complaint can be filed with the Careful Management Commission (Commissie Zorgvuldig Bestuur) (http://www.ond.vlaanderen.be/zorgvuldigbestuur). 2.7.1.3. The representative advisory board at school cluster level All elementary and secondary schools of subsidised and community education, barring educational type 5 schools, have to organise participation of parents, staff members and pupils at school-cluster level. To this end all school councils of the schools belonging to the one school cluster have to be represented in a representative advisory board. This representative advisory board shall be consulted by the school cluster every time this school cluster is preparing decisions at school-cluster level regarding matters of interest to the represented parties. For decisions concerning 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 in a certain 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 ''admissions committee'', ''guidance committee'' and ''deliberation committee'' (circular Letter, S.O. 64). The last two functions are the most important ones.

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In secondary education the ‘guidance committee’ usually meets after an examination period or if a certain problem arises in a class or with a particular pupil. The guidance committee 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 committee'' meets after the June examinations and is authorized to decide whether or not a pupil passes. This committee issues certificates, degrees and diplomas and advises on the further school career of pupils. 2.7.1.5. Informal consultation bodies: departments and staff meetings In a lot of 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 objectives) can be autonomously decided by the schools. A key figure in this respect is the head of the department. This person usually supervises the department or subject cluster (he chairs the department meetings) and he coaches beginning teachers. 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 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. Participation and consultation between the different actors in the field of education 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) For the federalisation of education, both the consultation on all levels of education and the consultation with the socio-economic world was organised in a number of High Councils. All these councils have been merged into the VLOR (Vlaamse Onderwijsraad/Flemish Education Council) by the Decree of 31 July 1990. Within the Flemish government, the VLOR has the status of a strategic advisory body (SA – strategische adviesraad). Representatives from the entire educational landscape discuss education policy in the VLOR. On the basis thereof, the VLOR gives advice to the Flemish Minister for Education and the Flemish Parliament. The Flemish Education Council consists of a General Council and separate councils for different 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, special consultation platforms, thematic committees and sectoral committees exist for consultations with the representatives of the different socio-economic sectors. The councils consist of representatives of: •

• • • • • •

the organising bodies, including the pupil guidance centres (the umbrella organisations GO, OVSG, POV, VSKO, OKO, VCLB [Vrije Centra voor Leerlingenbegeleiding / Centres for Educational Effectiveness and Evaluation); for higher education the heads of the institutions (referred to by VLHORA and VLIR) fulfil the role of organisers of education; representatives of VDAB, SYNTRA Vlaanderen and Socius also sit on the Lifelong and Lifewide Learning Council; personnel (teacher unions ACOD, COV, COC, VSOA); parents (umbrella organisations of parent associations VCOV, KOOGO, ROGO); pupils, pupils and users (VSK, VVS, pupils of continuing education); the socio-economic world (Flemish Social and Economic Council – SERV) & socio-cultural organisations (States-General of the Social Midfield); experience experts; principals – directly elected – of BaO, SO, DKO, CBEs CVOs.

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The composition of the councils and departments for each level of education is laid down in a decree by 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, for all educational matters for which the Flemish Community is responsible. More specifically, prior to going before Parliament the Minister for Education has to seek 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 addressed to the Flemish Parliament. The 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 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 body of public utility with its own institutional statute. 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 consultations among 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). • •

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

2.7.2.3. Umbrella parents’ organisations 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 school, and between parents themselves. Parent participation is achieved through the parents’ council, cf. [2.7.1.1.]. Umbrella parents’ associations which transcend schools exist both in the form of educational umbrella organisations [2.6.4.2.] and associations which represent parents at the VLOR (Flemish Education Council). •

• •

community education o ROGO, [Raad voor Ouders van het Gemeenschapsonderwijs / Council of Parents’ Associations of Community Education] parents’ association of community education (a merger of the former NVO – Dutch-speaking Association of Parents’ Associations (Nederlandstalig Verbond van ouderverenigingen) and EVO – Educational Association for Parent Participation (Educatieve vereniging voor ouderwerking)) www.rogovzw.be Catholic education o VCOV, Flemish association of parents and parents' associations (Vlaamse confederatie van ouders en ouderverenigingen) www.vcov.be subsidised official education o KOOGO, umbrella association for parental involvement in subsidised official 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 official educational network, on the one hand, and, 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. 2.7.2.4. Teachers’ Unions

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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, de Algemene Centrale der Openbare Diensten – Sector Onderwijs (ACOD) / the General Federation of Public Services – Educational Sector], is part of the ABVV [Algemeen Belgisch Vakverbond / General Belgian Trade Union] and is linked to the socialist movement. VSOA-education, [VSOA-onderwijs, het Vrij Syndicaat voor het Openbaar Ambt – Sector Onderwijs (VSOA) / the Liberal Syndicate for Public Services – Educational Sector], is part of the ACLVB [Algemene Centrale der Liberale Vakbonden van België / General Federation of Liberal Trade Unions of Belgium]. COV, [Christelijk Onderwijzersverbond / the Christian Teachers’ Federation] forms part of the ACV [Algemeen Christelijk Vakverbond / General Christian Trade Union]; it defends the interests of the staff in subsidised private and official schools of elementary education and of the staff in pedagogical counselling services and the community inspectorate. COC, [Christelijke Onderwijscentrale / the Christian Teachers’ Federation], represents all members of staff in secondary and higher education (except for universities), adult education, part-time artistic education, pupil guidance centres as well as elementary education of community education. For the collective professional interests of employees in the public sector, the federations coordinate their operations through the FCSOD (Federatie van de Christelijke Syndicaten der Openbare Diensten / Federation of Christian Public Service Trade Unions).

2.7.2.5. Pupil and pupil umbrella organisations Two umbrella organisations (one for pupils and one for pupils) are officially recognised and subsidised. They represent pupils and pupils in the VLOR (Flemish Education Council). The umbrella associations give 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). VVS (Association of Flemish Pupils / Vereniging van Vlaamse Pupilen/) consists of two federations: one for university colleges and one for universities. The VVS concludes association agreements with the various pupil organisations which represent the interests of the pupils at the different institutions for higher education. There are also other pupil organisations at community level, but they do not represent the pupils as a whole. Cf. http://www.vvs.ac VSK (Flemish Pupil Umbrella Organisation / Vlaamse Scholierenkoepel) was established in 1997-1998 and aims to defend the interests of pupils in secondary education, regardless of the type of education and network. The basic objectives are pupil participation and participation at class, school and policy levels, democratisation of education and children’s rights at school. Cf. http://www.vsknet.be 2.7.2.6. Participation on labour conditions For negotiations concerning labour conditions, specific consultation bodies were created at different levels, which differ according to educational network and educational sector. We will discuss them separately for official education [2.7.2.6.1.], subsidised private education [2.7.2.6.2.] and higher education [2.7.2.6.3.]. There is a tradition in education to conclude general collective labour agreements (collectieve arbeidsovereenkomsten – CAO’s). In 2006 collective labour agreement VIII was concluded for all educational sectors, except for higher education, which should guarantee social peace until the end of 2009 and will be implemented until 2011. For the very first time, the educational umbrella organisations were also involved in the discussions. In collective labour agreement for education VIII concluded on 5/10/2006 and in force until 2009, the following was agreed: • •

in 2007 an OCSG, Negotiation Committee at School-Cluster Level (OnderhandelingsComité op het niveau van de ScholenGemeenschappen), will be set up in all networks, including elementary education; From school year 2007-2008 mediation on collective consultation will be organised for a 2-year trial period. Employer’s organisations, organising bodies or their umbrella organisations and the government can appeal to the mediators about problems concerning the application of the trade unions’ statute, rights and obligations of social partners and the application of rules concerning job descriptions and evaluation;

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•

resources will also be provided to support the operations of the trade unions and to supervise the implementation of the collective labour agreements.

For higher education a separate collective labour agreement II will be concluded. The draft already provides agreements on: • • •

the reception, guidance, support and training of new members of staff; a training fund which has to lead to additional training and training initiatives; an evaluation of the evaluation procedures both in university colleges and universities.

2.7.2.6.1. Official education In the official education system (community education, provincial and municipal education) the collective labour relations are regulated under the terms of the unions’ statute for government personnel laid down in the law of 19 December 1974 and its implementation orders (28/2/1984). Matters requiring prior negotiations according to the law regulating relations between civil servants unions are: regulations concerning financial status, the administrative status, pension schemes, relations with trade unions and the social services organisation, as well as general provisions on working hours, labour organisation and personnel information. To this end joint representation bodies were set up at different levels. • • •

•

On a central level: Sector committee X – Education (for community education) and the Committee for Provincial and Local Authority Services – Department 2 – Sub division Flemish Community (for subsidised official education) On a local level: Intermediate Consultation Committees and Basic Negotiation Committees (Tussenoverlegcomités & BOC's (basisonderhandelingscomités)), (previously basisoverlegcomités / basic consultation committees). For municipal education the negotiations take place in the ABC, Separate Special Committee (Afzonderlijk Bijzonder Comité), (which is separate from the negotiation committee for the other municipal employees). The negotiations are concluded with a protocol. 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 governing bodies as specified in the special decree concerning community education and set up the following bodies: o a basic committee per school, for matters pertaining to the authority of the principal; chaired by the principal; the same for a pupil guidance centre; per school group, for matters concerning members of staff which fall directly under the school group; chaired by the general director; for the pedagogical counselling service, for matters concerning members of staff of the pedagogical counselling service; chaired by the administrator; o 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 relevant school group, chaired by the general director; at a central level, for matters exceeding the authority of one school group and pertaining to the central level authority; chaired by the administrator.

Participation concerning welfare policy (Prevention and Protection at Work) takes place via the BOCs in community and subsidised official education.

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2.7.2.6.2. Subsidised private education Subsidised private education and the 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 under the terms of the unions’ statute in relation to official education. LOCs (local negotiation committees) (lokale onderhandelingscomités), jointly composed of representatives of staff and the organising body. They have: o right to information about employment, the organising body, financial management and school infrastructure; o negotiating authority about additional arrangements regarding personnel matters; o supervisory authority on the compliance with social legislation and social and administrative regulations based on education legislation; o 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. The participation of employees in welfare policy takes place in private education through Committees for Prevention and Protection at Work (PBW committee). They are only compulsory for schools with at least 50 employees. In community and subsidised official 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 regarding university colleges, a HOC (university college negotiation committee) was set up in each university college and a DOC (departmental negotiation committee) in each department, cf. [2.6.4.5.1.]. For higher education (university colleges, universities and associations) a VOC (Flemish negotiation committee for higher education) (Vlaams Onderhandelingscomité voor het hoger onderwijs) was set up in 2004, this by Decree of 19 March 2004 and the Decision of the Flemish government of 21 January 2005. It consists of a delegation of the Flemish government and representatives of the official trade unions and of the boards (equal representation appointed by the VLIR and the VLHORA). It deals with the administrative and financial legal status of staff members and regulates the collective employer-employee relations in higher education, as well as measures regarding the organisation of education which directly affect working hours and/or the organisation of work. The preliminary draft of a new decree (end 2006) stipulates that the institutions will henceforth be a full partner in the negotiations and will co-decide on staff-related matters. 2.7.2.6.4. Elementary education On 15 January 2007 a VOC, Flemish Negotiation Committee for Adult Basic Education, (Vlaams Onderhandelingscomité Basiseducatie) was set up. Until then the general agreements of the socio-cultural sector were followed. 2.7.2.7. Relation with the labour market and other training providers For technical and vocational secondary education, so-called sectoral committeess were established for all major sections of the labour market (e.g. metal industry, textile industry, food…) (Law of 20 September 1948; Geers and Van Weydeveldt, 1994). Within the framework of the Flemish Education Council (VLOR), they explore new trends in the labour market and give advice on new initiatives planned in that respect. Especially for adult education, permanent working groups were set up within the Recognized Regional Collaborations (Erkende Regionale Samewerkingsverbanden - ERSVs) (the former STC’s – [Subregionale Tewerkstellingscomités – Sub regional Employment Committees]). These working groups have a consultative function and aim at intensive cooperation between industry, education and employment agencies. They also have formal advisory powers with respect to the planning of new training programmes in adult education.

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The Regional Technological Centres (Regionale Technologische Centra - RTCs) facilitate the availability of high-tech equipment for education and promote the cooperation with VDAB and Syntra and the sector funds. Cf. also [5.2.] and [5.18.]. Learners can choose from what the various education providers have to offer. In order to present learners with a unified course offer and to create harmony between the institutional training providers, the Training and Alignment Information Service (Dienst Informatie Vorming en Afstemming - DIVA) was established on 31 March 2003: a cooperation between the policy areas Education and Training, Employment, Culture and Economy, represented by adult education (OSP [Onderwijs voor Sociale Promotie -Social Advancement Education], BIS [Begeleid Individueel Studeren -Supervised Individual Study, also called Distance Learning], and adult basic education), the Flemish Public Employment Service (VDAB), SYNTRA-Flanders (Flemish Agency for Entrepreneurial Training) and the Support Centre for non-formal adult education in Flanders (SoCiuS). Cf. 7.2.b Within the Department of education and training the DBO, Vocational Education Service, (Dienst Beroepsopleiding) looks after vocational training in the widest possible context, cf. http://www.ond.vlaanderen.be/dbo/nl/dbo_algemeen_wat.htm Cf. also secondary education [5.18], adult education and vocational training [7.15], special secondary education [10.6.10.].

2.8. Financing and education budget We will successively discuss: • • • • • • •

The origin of the education budget [2.8.1.] The scope of the education budget and budget items [2.8.2.] Financing of 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 university colleges [2.8.6.] Financing of universities [2.8.6.]

With respect to conditions for financing cf. [2.3.3.].

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 had to be adjusted in 1999 to the number of pupils based on statutory criteria. 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 a regular pupil 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 carefully checks the data. The Lambermont agreement (2001) reviewed the special financing law of 16 February 1989 and provided, among other things, more financial resources (from VAT revenues and from personal income tax). The funding of education in the German-language Community is governed by a separate law and, given the small size of this education sector, the specific requirements established in 1990 are taken into account. http://www2.vlaanderen.be/ned/sites/financien/begrotingsdecreten/recent_goedgekeurde_begrotingsde.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 educational networks, levels and expense categories, cf. [2.9.7.], [2.9.8.] and [2.9.9.]. Regarding the cost per pupil/pupil cf. [2.9.6.]. For the total cost we must take, besides the educational expenditure of federal and community governments, the (limited) funding by provinces and municipalities in subsidised official education and by religious authorities and private persons in subsidised private education into account.

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The most important items in the budget of Flemish education are divided as follows. 2005 Salaries (*) Operations Higher Education Investments Others Total

5,779,444 736,433

% 68.9 8.7

1,405,315 244,092 218,982 8,384,266

16.7 2.9 2.6 100

For details and the evolution 2004-2006: Cf. [2.9.9.] (*) Salaries: all principals, members of the educational and paramedical staff in elementary and secondary education, regardless of the educational network, are paid directly by the Flemish Community. Each school is allocated a teaching periods’ package (elementary and special needs education), a number of teacher-hours (secondary education) or a comprehensive budget (higher education), depending on the number of pupils, which can be used and distributed in accordance with the needs between the levels, types of education, courses, etc.

2.8.3. Financing of the different educational networks The problem of budget distribution across educational networks has continuously been on the political agenda and is linked to two basic principles of education legislation: freedom of choice of school and compulsory education. It is generally agreed that community education requires relatively higher public funding so that it would be able to organise its education in the same way as the other larger networks. Several arguments support this premise: • • • •

For historical reasons, Catholic education has more (own) assets at its disposal, while subsidised official education receives additional resources from the provinces and municipalities; official education is obliged to accept all pupils, which means that this network finds itself with a relatively higher number of pupils from more socio-economically challenged families and children with learning difficulties; the requirement for all official schools to provide both non-confessional ethics and religious instruction means that they incur higher expenses than the private schools, which only offer religious instruction; the network of community schools is less spread-out, which means that the economy-of-scale factor operates in reverse here.

The decree of 25 February 1997 specified that the operational resources for each pupil in subsidised elementary education should be between 75.8% and 76.2% of the amount of the operational resources for each pupil in community elementary education (financing for maintenance staff excluded). The reform of secondary education, as specified in the Decree of 14 July 1998, regulates the distribution of operational resources between community education and subsidised education in a similar way (article 100 of this Decree). The Decree stipulates that the amount of operational resources for each pupil in subsidised private secondary education should be 76% of the amount of the operational resources for each pupil in community secondary education in 2007. The rules and procedures in relation to financial management imposed on school boards differ greatly in the different educational networks. In community education the 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 defining the rules on the allocation of resources among 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. The Board 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 official education the municipalities and provinces are responsible for the financial management of the schools. The budget has to be approved at a higher level – the Permanent Deputation (the provincial

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authorities) for the municipal budget and the Flemish government for the provincial budget. Financial decisions at a lower level can be suspended at a higher level if the law is not complied with (Devos, et al., 1998). The school boards of subsidised private education have great autonomy. They do not have to obey rules regarding budget preparation and their budget does not have to be approved by a higher authority. They only have to meet a number of basic requirements in relation to the operational resources they have been granted. So, the publication of all income and expenditure is not required in the private educational network (Devos, et al., 1998). Because of the existing differences of opinion about the legitimacy of the 'objectifiable differences' and because of the complexity of the matter, which made it impossible to obtain an objective view, the Flemish government decided to conduct a study to clarify these matters in 1997. The results of this study ‘Income and expenditure of schools in Flanders. Quantifying the objectifiable differences.’, conducted by Deloitte and Touche, have now been published. The main conclusion of the report is that the educational network to which a school belongs makes little difference to the need for operational resources. This means that the large differences that exist in subsidising schools based on their educational network are not founded on 'objectifiable needs'. The study therefore suggests that operational resources for schools should be put on an equal par for schools of all networks and that differences should only be permitted based on pupil characteristics (e.g. social deprivation) (Deloitte and Touche, 2001). Subsidised educational institutions, boarding schools and pupil guidance centres which meet the criteria for rationalisation and programming plans, can appeal to the government for investments;

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 (CLBs) 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 official education.

AGIOn has been in operation since 1 April 2006 and was founded by the decree of 7 May 2004 in the context of the government project Better Public Management (cf. [1.2.2.] and [2.6.2.1.]). It is the legal successor to the former DIGO, Department of Infrastructure Works of Subsidised Education (Dienst infrastructuurwerken van het Gesubsidieerd Onderwijs) (founded in 1989) and IVAH, Investment Service for the Flemish Autonomous University Colleges (Investeringsdienst voor de Vlaamse Autonome Hogescholen) (founded in 1994). In 2006 AGIOn had the following resources. Private compulsory education Official compulsory education Private university colleges Official university colleges Total

88,399,000 € 21,052,000 € 13,272,000 € 1,427,000 € 124,150,000 €

On top of that, the long-term budget provides an additional amount of 50 million euro for 2006 and 2007 and an extra 75 million euro for 2008 and 2009. To subsidize 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 (for the period 2005-2009) from the Flemish

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Community Commission. The additional funds will be released at the time of payment. It involves an overall estimated 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”. During the last decades the need for investments in school buildings had increased so significantly (1.9 billion euro, of which approximately 1.4 billion euro through subsidies from the Flemish government), 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 selected by the government designs, builds, finances and maintains the building projects. This also means that every project is completed within a certain term, at a pre-set price. Major repairs also have to be carried out by the company. The company shall invest 1 billion euro and shall ensure that all selected projects are developed quickly, between 2007 and 2011. In return it will get a 30-year availability fee from the schools, although the latter will be the immediate owners. The fee will be subsidised or financed by the 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. Regarding the execution of building projects, competition between contractors shall be organised. The decree also includes the company selection procedure. The projects will be selected by the ad hoc commission specified in the decree, composed of representatives of the networks, the Flemish Government Architect (de Vlaamse Bouwmeester) and the administration, 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

The Flemish Government Architect will, together with the company and the relevant organising bodies, assess the designs. For normal projects the Government Architect shall provide mandatory advice, for model projects the three parties shall decide unanimously. The Government Architect has co-decision powers herein. In support a manual and a website including a.o. fine school examples (from Flanders and Europe) were developed; cf. http://www.scholenbouwen.be/ The new buildings will have a high energy rating and will have to comply with strict insulation standards. For rational energy use an extra 20 million extra per year from 2007 to 2011 will be earmarked in the normal budget. Maintenance personnel working in schools during 2006 was kept outside the public-private cooperation (PPS).

2.8.5. Financing of continuing education OSP [Social Advancement Education / Onderwijs voor sociale promotion] The CVOs, Centres for Adult Education (Centra voor Volwassenenonderwijs), are financed on the basis of historically defined amounts, which also create differences between the centres. Social Advancement Promotion (OSP) only receives government financing for staff members. The centres do not receive operational budgets. However, they do receive, for pupils who are exempt from registration fees, a minimum government compensation for the lost fees. For the budget, cf. [2.9.8.]. The new decree on adult education reforms this funding, cf. [7.0.2.2.]. Adult basic education Adult basic education is financed through lump-sum funding. The work in the CBEs, Adult Basic Education Centres (Centra voor Basiseducatie), is financed on the basis of a block grant (lump-sum payment) per pupil period. The sum covers the full staff costs and the organisation costs of the centres for the number of recognized course participant periods. The VOCB [Flemish Adult Basic Education Support Centre / Vlaams Ondersteuningscentrum voor Basiseducatie] receives an annual overall allowance. This allowance is calculated on the basis of staff costs, operational costs and an amount for experimental or temporary projects. The Flemish government also determines the number of course participant periods for which the Adult Basic Education

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Centres can claim subsidies within a particular calendar year. For the budget, cf. [2.9.8.]. The new decree on adult education reforms this funding, cf. [7.0.2.2.]. VDAB Vocational training [Flemish Public Employment Service] The VDAB is an external autonomous agency (cf. [1.2.2.]). The operations of the VDAB are largely financed by the Flemish government. In this context the 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. Entrepreneurial training SYNTRA-Flanders The agency SYNTRA Flanders is both 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 those course participants who sit the exam. The investment subsidy includes the subsidy for rent, development or acquisition and the owner’s maintenance of the buildings. The operational subsidy includes the subsidy for the organisation of exams and the subsidy for equipment. With the exception of project funding, the subsidies are paid in four instalments. Against this stands an organisation plan (cf. [7.2.5.]).

Part-time artistic education 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 year. The Flemish Community also provides an operational subsidy. For the budget, cf. [2.9.8.]. Training in agriculture The recognised centres for training in agriculture submit an annual programme to report the number of hours for which subsidies will be requested. The minister approves the programmes in function of the available budgetary resources. The centres submit a subsidy application per course (via the internet). The only contribution they get is a fixed subsidy per teaching period, divided in a teacher’s 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 participants. 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 new decree no longer makes a clear distinction between subsidies for personnel 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. Since 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 unrestricted. Moreover, associations and some training institutions have to spend at least two-thirds of the subsidy on personnel costs. 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 have justified this method 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 allows for 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. On the basis of the assessment of the policy plan of these organisations made by the administration and by an advisory commission, this amount may

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rise or fall. The organisations are granted an amount based on the assessment of their policy plan. The decree specifies minimum and maximum amounts per organisation and the total amount which is put aside for the organisations. As of 2005 the folk high schools receive 1.5 euro per inhabitant in their working area, regardless of their achievements or the quality of their policy plan. Other subsidies No organisation can survive on the subsidy 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, such as provincial subsidies (each province has its own rules), subsidies from other Flemish or federal ministers (if the theme or target group of the organisation fits in with another policy area) and European project funding.

2.8.6. Financing of university colleges The Decree on university colleges of 13 July 1994 specifies a total budget for all university colleges, which is index-linked in accordance with the rise of labour costs and prices. In budget year 2005 this amounted to 536,011,719.26 euro increased by additional resources (5,602,000 euro) for the conversion from university college programmes to the bachelor’s-master’s structure (and for the way in which they shape the innovation and flexibility of education in that conversion) and with extra resources (10.9 million euro in 2005) for the academisation of two-cycle programmes. Before a distribution can be made between the university colleges, a certain amount is withheld to cover certain costs. These are costs still covered directly by the government, such as wages for part of the staff. After this amount is withheld a global amount is left for the operational allowances of the university colleges. The amount is specified per university college on the basis of the following criteria: • • •

the historical fixed amount: the cost of the university college in the past; pupil numbers (five-yearly average); educational load: a combination of pupil numbers (three-yearly average) and score weights assigned to the study programmes. Four groups are distinguished, to which the following weights are assigned: o 1 : commercial sciences and business administration, two-cycle programmes in the area of audiovisual and plastic arts, music and dramatic arts and one-cycle programmes in the area of music and dramatic arts; o 1.2 : applied linguistics and one-cycle programmes in industrial sciences and technology and nautical sciences, o 1.4 : architecture, biotechnology, bachelor’s in social work, two-cycle programmes in industrial sciences and technology and nautical sciences and the one-cycle programmes in the area of audiovisual and plastic arts; o 1. 6: product development, healthcare and education.

Operational allowances also include costs for cooperation agreements and associations. (Decree of 4 April 2003 on the reorganisation of higher education in Flanders). From academic year 2004-2005 only bachelor and master degree studies included in the register for higher education are fundable, as well as the initial programmes which are being phased out. The Flemish Community also provides investment allowances. Budget year 2005 investment allowances in euro Flemish Autonomous university colleges Subsidised official university colleges Subsidised private university colleges

7,561,000 1,315,000 12,222,000

AGIOn [cf. 2.8.2.] administers these resources. The board of general managers of the university colleges makes the decisions in this regard. In addition, the Flemish government annually subsidises project-related scientific research in colleges of higher professional education. For this, two block subsidies of 3 and 4.5 million euro respectively were available in 2005.

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In 2004 and 2005 some university colleges were granted fixed amounts to take over some departments of education for social advancement. The government also subsidises social services of university colleges (for cheap restaurants, accommodation, etc.). These subsidies will be put on a par with the universities in 2007. Eliminating that difference will cost € 11 million per year. University colleges are entitled to demand a registration fee. The decree on university colleges in the Flemish Community stipulates that university colleges may seek a registration fee of minimum € 62 and maximum € 360 per year for pupils who are not entitled to a scholarship. The university colleges have a large degree of autonomy in relation to the policy they want to implement with the allocated funds. 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 a financial inspector. The commissioner can appeal a decision from the university college and then the Flemish government has to assess that decision. Just like universities, university colleges have to set rules for the internal distribution of resources. The funding of higher education was frozen pending the new financing system for the entire higher education system (university colleges, universities and associations) for which a decree is scheduled in 2007.

2.8.7. Financing of universities In the financing of universities a distinction is made between operational resources, investments and social services for pupils. One of the aims of the Decree of 12 June 1991 was to give more autonomy and local financial responsibility to universities. From then on, universities were funded for 50% in function of the number of pupils on 1 February of the previous academic year (in which different weights were allocated according to the field of study – 1 for Social Sciences and Humanities, 2 for bachelor programmes in Applied and Biomedical Sciences, and 3 for the 2nd cycle of these studies). The other 50% was fixed and varied in function of the index of consumer prices and wage costs. This way, spending became more stable and long-term planning was facilitated. Since then some details of the financing system have been adjusted by different decrees on a regular basis. As a result of the unequal increase in the number of educational load units in universities, unequal financing per pupil resulted in the different universities. Article 96 of the Decree of 14 July 1998 concerning Education IX tried to rectify this problem by distributing extra funds. This decree also changed the financial formula. But to optimise and rationalise courses offered at the universities, a new way of financing is required (cf. [2.8.8.]). Pending the above, a transition period was put in place from 2001 to 2004 (Decree of 7 December 2001) and subsequently until 2006 (Decree of 24 June 2005) during which financing is independent of fluctuations in pupil numbers. In 2007 a transition system similar to that of 2006 will be implemented, though with extra resources for fast-growing institutions. The universities enjoy a certain level of autonomy in terms of financial policy. Compliance with the law is supervised by a Commissioner of the Flemish government and a financial inspector. The Commissioner can appeal a decision of the university and then the Flemish government has to assess that decision. The Flemish government has been supporting the Interface Activities of the universities since September 2002 (Decision of 13/09/02). Interface activities are activities which promote: • • •

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

Every 5 years, the Interface departments must draw up a policy plan which outlines the valorisation policy pursued and the way in which financial support has been used. This policy plan must be submitted to IWTVlaanderen [Instituut voor de aanmoediging van Innovatie door Wetenschap en Technologie in Vlaanderen / Institute for the Promotion of Innovation by Science and Technology in Flanders]. Funding of universities will be thoroughly organised by the new financing system for the whole of higher education (university colleges, universities and associations) and a decree is scheduled in 2007.

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2.8.8. Financing integrated higher education The outlines for a new financing system for the whole of higher education (university colleges, universities and associations) have been established and approved by the Flemish government; during the course of 2007 they will be translated into a decree. It will apply to the entire higher education system. Only teacher education (at colleges and universities) shall get a separate decree. The objectives are: • • • • • • • •

promoting the participation in and a successful completion of higher education; increase the efficiency of study itineraries and making institutions responsible for their study progress policy; increased democratisation and accessibility; improving the chances of higher education for immigrant youths; a more effective and rationalised educational provision; financing of more flexible itineraries, but taking study progress and successful completion into account; successfully implementing the academisation of the former two-cycle university college programmes; stimulating the quality of scientific research.

In function of simplicity and transparency, we opted for 3 sub-budgets (and no longer a full integration as provided for by the green paper and follow-up paper; which will possibly not be feasible until after the end of the academisation process in 2012). Each sub-budget contains an education socle and a variable part for education. • • •

A sub-budget for academic programmes at universities, which moreover includes a research socle and a variable part for research; the research part will amount to 45% of the partial budget; A sub-budget for academic-oriented programmes at university colleges, with research resources outside of this financing model; A sub-budget for profession-oriented programmes at university colleges except for the study areas of higher artistic education.

Per institution, the first flow of funds will consist of different parts. •

•

An incentives fund for policy priorities, a form of ‘incentive funding’ on the basis of a management agreement o the idea is to use this fund to achieve the targets agreed with every institution in terms of encouraging equal opportunities and diversity in higher education; o the first management agreement should run for 3 years, thereafter for periods of 5 years at a time; as of the 3rd period result indicators shall steer funding from within the incentives fund; however, the total amount of the fund will remain constant; o in 2008 the fund will be able to spend € 3 million extra and from 2009 € 6 million. A fixed education socle, regardless of pupil numbers o the total education socle for all universities and university colleges will amount to € 100 million; o this amount is distributed according to the total number of credits taken up by pupils with a degree contract in view of obtaining a bachelor’s or master’s degree (initial programmes); it is then divided over the sub-budgets; o the associations each receive a fixed amount of 100,000 euro to be posted to a separate budget item (the association socle); o in order to qualify for the education socle a minimum institutional threshold of 90,000 taken up credits in the bachelor’s and master’s degree studies must be reached; from 2009 a 10% tolerance may be used for a maximum of 3 consecutive years to compensate for fluctuations in the pupil population; institutions which do not reach the minimum threshold may enter into an ‘economic union’ with a reference institution, in order to combine the variable education part and receive additional resources from the reference institution. A variable education part o the programmes which qualify for this budget are: accredited initial bachelor degree studies; accredited initial master degree studies; the bridging programmes; the preparatory programmes; o the post-initial bachelor degree studies (the advanced Bachelor’s programmes) are financed for 50% of the initial Bachelor’s programmes, but the Flemish government will be able to deviate therefrom; in fact for the area of study in education the minister will personally propose a deviation;

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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 therefrom, though only for degree studies of extremely high scientific importance for which moreover no real demand can be developed; o for these post-initial bachelor and master degree studies the institutions can use alternative sources of funding including higher tuition fees (for funded degree studies maximum twice the amount, for unfunded degree studies a tuition fee which at the most equals the cost of organizing the degree study in question); o both degree and credit contracts qualify for funding, however, exam contracts do not; o the previously suggested output financing has stirred up quite a debate and is now enjoying strong empiric support; because of the magnitude of the inflow differences, the proposed output financing was adjusted and the incentives fund was also used to stimulate institutions to tap new target groups and to improve study choice guidance and support to pupils; degree contracts will be financed on the basis of input and output data: • starting pupils are financed on an input basis until they have earned 60 credits in the one programme; st • 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 the pupil changes course during the academic year and registers for another programme with a degree contract, this institution will also acquire the number of credits for which the pupil registers as input; thus a change of direction is not penalized; credit contracts will only be financed on the basis of output data (acquired credits); in addition, different weightings of pupil characteristics are provided: • pupils with a scholarship and pupils with function disabilities carry more weight (factor 1.5); • it is still being examined whether using weighting factors such as the qualifications of the mother as ‘a pupil characteristic’ and studying as ‘working pupil’ is technically feasible; every degree of professional bachelor and initial master degree studies conferred results in a degree bonus of 30 credits (if the pupil has acquired half of the credits of the degree study in question at the institution involved); o weighting coefficients will also be applied to the volume of credits; o bonuses to promote efficiency have also been provided for the institutions for each area of study or programme the number of programmes which should ideally be offered within Flemish higher-educational space will be specified (reference standard) as well as the maximum number (tolerance standard) there may be. With these target standards in mind, the institutions will, together, have to prepare a rationalisation plan per area of study. Either or not having a rationalisation plan approved by the Flemish government will be linked to either or not receiving extra resources; for collective programmes of institutions a bonus is provided; the volume of credits is credited to both institutions; when certain programmes are discontinued, phase-out transitional funding will be provided (supplemented by a rationalisation bonus, if the staff reorganisation plan has been approved). A fixed research socle o Amounting to € 90 million; o The amount is distributed among the universities on the basis of the number of (un-weighted) doctorates and the number of publications, with a lower and upper limit. A variable research part o this variable research part will be distributed among 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 which are members of 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). o

•

To avoid sudden shocks to the funding of the institutions, the system is implemented gradually. In addition, the principle of “equalisation” was set up. It specifies that after the reform every institution shall at least retain the 2007 amount (but that amount may never exceed 90% of the amount calculated under the terms

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of the financing model). Only institutions which fall below the minimum institutional threshold for the education socle can lose resources. Study credit for pupils To express pupils’ responsibility for study progress, an individual study credit is provided for every pupil in higher education. From academic year 2007-2008, every pupil gets a study credit of 140 credits when he starts higher education. At the time of registration the number of credits taken up is deducted from the study credit. Acquired credits are added back to 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 pupils who work hard. Pupils without study credit cannot be financed. The institutions can decide for themselves whether they register them and may at the most charge a double registration fee. When registering in a bridging programme or preparatory programme the study credit is not used. When a Master’s degree is obtained the initial study credit of 140 credits is once again deducted from the study credit. The introduction of the study credit also requires the development of a central online pupil database. Budget Currently € 1.2 billion is being distributed under the existing financing model. Resources in the new model will increase by approximately € 34 million between 2007 and 2010. The additional resources for academisation of university college programmes are not included, that amount rises from € 16 million in 2006 to € 30 million in 2009. By 2009 an additional 10 million euro will also be available for social services.

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2.9 Statistics 29.1 School population in full-time education according to organising body and sex, school year 2005-2006 Intermunici pal comp.

GO!

Private educatio n

32,406

147,480

117

52,706

537

1,136

101

591

1,821

32,943

148,616

117

52,807

- 119,936 114,594

234,530

53,522

248,114

241

87,096

- 195,409 193,564

388,973

5,910

16,565

664

3,546

10,053

26,753

59,432

264,679

905

90,642

- 212,109 203,617

415,726

92,375

413,295

1,022 143,449

115

- 332,045 318,211

650,256

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

Prov.

Munic.

FCC

Total

ELEMENTARY EDUCATION Pre-primary education Mainstream Special needs Total pre-primary education

- 118,706 114,003 1,230

232,709

Primary education Mainstream Special needs Total primary education TOTAL ELEMENTARY EDUCATION SECONDARY EDUCATION Foreign mother tongue newcomers

16,700

1 stage 1 yearyear A 1 yearyear B 2 year nd 2 year Pre-vocational year (BVJ â€“ beroepsvoorbereidend jaar)

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

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

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

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

Total 1 stage 2

stage

General Technical Artistic Vocational nd

Total 2

stage

3 stage

Artistic Vocational rd

Total 3 stage

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

4 stage th

Total 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

332,601 13,611

20,710

305

- 222,471 217,079

439,550

301

1,662

103

256

6,672

17,801

344,092 13,912

22,372

408

256 233,600 223,751

457,351

modular education nd

- at the level of 2

and 3 stage

- at the level of 4 stage Total mainstream secondary

72,323

Total special secondary

3,988

TOTAL SECONDARY EDUCATION

Flemish Eurydice report 2006

76,311

11,491

11,129

5 Secondary education / 83

TOTAL ELEMENTARY AND SECONDARY EDUCATION

Flemish Eurydice report 2006

168,686

757,387 14,934 165,821

523

256 565,645 541,962 1,107,607

5 Secondary education / 84

HIGHER EDUCATION (1) University colleges Professionally-oriented bachelor degree studies and one-cycle initial programmes Academic studies and two-cycle initial programmes and HOKT SP [Hoger onderwijs van het korte type voor sociale promotie / short-type higher education for social promotion]

32,272

45,434

77,706

14,632

10,029

24,661

26,501

32,671

59,172

73,405

88,134

161,539

University education Academic studies 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 pupils with a degree contract, at an institution of higher education in the current academic year. In addition, pupils can register for another programme. These are the second or subsequent registrations. Source: Statistic yearbook of Flemish education 2005-2006

2.9.2 Evolution of the total school population in full-time education as of school year 1993-1994 school year 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999

Pre-primary education (1) 249,139 254,731 255,477 253,043 247,515 242,621

Primary education (1) 414,528 412,589 412,723 417,369 424,110 429,956

Secondary education (1) 448,988 451,917 450,793 447,775 441,867 436,025

University Colleges (2)(3)(4) 90,651 90,155 91,046 93,976 97,574 99,933

University education (3)(4) 50,887 52,777 55,298 56,416 56,902 57,170

1,254,193 1,262,169 1,265,337 1,268,579 1,267,968 1,265,705

1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 - 2006

240,654 240,582 239,504 238,143 236,671 234,963 234,530

434,272 435,535 434,320 431,209 426,567 420,678 415,726

431,027 429,106 430,163 435,781 444,714 452,441 457,351

98,536 99,258 99,339 99,661 100,178 101,185 102,367

56,740 56,118 56,693 56,839 56,839 57,005 59,172

1,261,229 1,260,599 1,260,019 1,261,633 1,264,969 1,266,272 1,269,146

school year

Number of male pupils

Total

Number of female pupils

Absolute

1993 - 1994

640,185

51,04

614,008

48.96

1994 - 1995

643,731

51,00

618,438

49.00

1995 - 1996

644,216

50,91

621,121

49.09

1996 - 1997

645,586

50,89

622,993

49.11

1997 - 1998

644,282

50,81

623,686

49.19

1998 - 1999

642,022

50,72

623,683

49.28

1999 - 2000

638,243

50,60

622,986

49.40

2000 - 2001

636,814

50,52

623,785

49.48

2001 - 2002

635,488

50,43

624,531

49.57

2002 - 2003

635,856

50,40

625,777

49.60

2003 - 2004

637,242

50,38

627,727

49.62

2004 - 2005

637,622

50,35

628,650

49.65

2005 - 2006

639,050

50,35

630,096

49.65

1.254.193 1.262.169 1.265.337 1.268.579 1.267.968 1.265.705 1.261.229 1.260.599

(1) To avoid pupils being counted twice, the pupils of type 5 special needs education were not included in this table (cf. explanation). (2) From academic year 1999-2000 the IAJ pupils (IAJ: Individueel Aangepast Jaarprogramma / Individually Adjusted Year Programme) are counted only once, in the most junior year for which they registered. In previous academic years they were counted twice. (3) For university college and university education the main registrations in the initial programmes are included from academic year 1999-2000. Free pupils are not included in the figures. (4) From 2005-2006 it refers to first registrations of pupils with a degree contract, at an institution of higher education in the current academic year. Until 2004-2005 it relates to the number of main registrations for initial programmes. Source: Statistic yearbook of Flemish education 2005-2006

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2.9.3. Number of educational institutions per level of education and per network; school year 2005-2006 GO! (1)

Private education 1,375 1,440

Prov. Educ.

Municip. Educ. 464 503

VGC (2)

Pre-primary schools 376 2 Primary schools 389 4 Elementary schools with pre-primary and primary 373 1,244 1 431 education Secondary schools 247 698 31 58 DBSO (Part-time Vocational Secondary 16 23 4 4 Education) CVO (SO) 29 53 12 13 CVO (HO) 17 31 8 4 CVO (adult education) 29 60 14 15 CBEs (adult basic education) DKO Academies 15 4 0 147 French-speaking schools (3) 1 2 0 6 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

Total 1 1

2,218 2,337

1 3

2,050 1,037

47 1 1 1

94 108 61 119

29 166

9 22 7 5

2.9.4. Home education; school year 2005-2006 2.9.4.1 Home education in elementary education

4 years 5 years 6 years 7 years 8 years 9 years 10 years 11 years Total

2001-2002 B G T 2 2 4 1 5 4 10 14 11 6 17 5 7 12 6 7 13 3 3 6 7 8 15 40 44 84

2002-2003 B G T 1 1 9 9 18 7 9 16 9 7 16 5 12 17 6 5 11 7 6 13 43 49 92

2005-2006 2003-2004 2004-2005 B G T B G T B G T 1 1 2 1 3 2 2 3 1 4 13 6 19 21 17 38 14 10 24 14 10 24 12 17 29 17 18 35 10 8 18 19 12 31 15 18 35 10 11 21 19 9 28 27 16 43 4 11 15 17 18 35 31 15 46 10 10 20 10 27 37 20 18 38 63 59 122 101 101 202 124 96 220

Source: Statistic yearbook of Flemish education 2005-2006 2.9.4.1 Home education in secondary education

12 years 13 years 14 years 15 years 16 years 17 years

2001-2002 B G T 6 4 10 7 4 11 7 10 17 12 9 21 14 21 35 20 21 41

2002-2003 B G T 12 10 22 9 15 24 16 6 22 18 22 40 33 26 59 26 46 72

Flemish Eurydice report 2006

2003-2004 B G T 13 9 22 18 12 30 14 19 33 17 11 28 20 36 56 40 46 86

2004-2005 B G T 11 14 25 18 17 35 30 19 49 28 25 53 29 30 59 42 48 90

2005-2006 B G T 11 22 33 18 21 39 24 23 47 33 26 59 45 45 90 46 46 92

5 Secondary education / 86

total 66 69

135

114 125

239

122 133

255

158 153 311 177 183 360

Source: Statistic yearbook of Flemish education 2005-2006

2.9.5. Teacher-pupil ratio per level of education; school year 2005-2006 (The number of pupils per level of education divided by the number of budgetary full-time equivalents administrative and teaching staff)

Elementary education (mainstream) Elementary education (special) Secondary education (mainstream) Secondary education (special) University colleges University education

Pupils/pupils 621,682 28,574 439,550 17,801 102,367 59,172

Administrative and teaching staff 46,479 5,595 55,388 5,120 7,498 8,244

Ratio 13.3 5.1 7.9 3.4 13.6 7.1

Source: Statistic yearbook of Flemish education 2005-2006

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2.9.6 Evolution of the cost per pupil/pupil per level of education (in â‚Ź) 2004-2006

727,20 OSP

710,95 692,13

1.134,09 DKO

1.028,37 1.001,92

0,00 Universitair

14.326,61 13.841,32

6.619,71 Hogescholen

6.322,92 6.219,37

15.098,89 Buitengew oon secundair

14.695,43 14.764,72

7.157,19 Gew oon secundair

7.037,71 7.009,84

11.876,54 Buitengew oon basis

11.217,75 10.613,07

3.881,52 Gew oon basis

3.704,67 3.627,98 2.000

4.000 2004

6.000

8.000 2005

10.000

12.000

14.000

16.000

2006

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

Level of education 31.1 : Mainstream elementary education 31.2 : Special elementary education

2004 3,627.98 10,613.07

2005 3,704.67 11,217.75

2006 3,881.52 11,876.54

32.1 : Mainstream secondary education 32.2 : Special secondary education 33.1 : University college education 33.2 : University education (1)(2)

7,009.84 14,764.72 6,219.37 13,841.32

7,037.71 14,695.43 6,322.92 14,326.61

7,157.19 15,098.89 6,619.71 -

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34.1 : Part-time artistic education 34.2 : Social Advancement Education (3)

1,001.92 692.13

1,028.37 710.95

1,134.09 727.20

(1) Including the credits for scientific research included in the education budget. As of 2002 additional resources from the special research fund were includedof in Flemish the education budget.2005-2006 Source: Statistic yearbook education

(2) From academic year 2004-2005 no more financiable pupils are counted and therefore no comparable cost can be calculated. (3) The credits mainly contain labour costs. The operations of social advancement education are financed through registration fees.

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

2001

2002

2003

2004

2005

2006

(in current prices) Education budget Flemish Community budget Gross Regional Product (1)

6,863,584

7,244,700

7,591,367

7,862,181

16,696,864

17,317,978

17,971,087

18,924,053

8,067,878

8,384,507

19,670,458 20,900,895

157,924,685 163,105,721 167,708,816 176,073,259 181,703,418

unknown

(1) : At market prices in real prices

General evolution figures

2001

2002

2003

2004

2005

2006

(in fixed prices of 2001) (1) Education budget Flemish Community budget Gross Regional Product

6,863,584

7,127,804

7,351,702

7,457,960

16,696,864

17,038,546

17,403,726

17,951,103

7,445,439

7,600,858

18,152,877 18,947,416

157,924,685 160,473,948 162,414,116 167,020,735 167,684,956

unknown

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

2001

2002

2003

2004

2005

2006

Education budget

+3.8%

+3.1%

+1.4%

-0.2%

+2.1%

Flemish Community budget

+2.0%

+2.1%

+3.1%

+1.1%

+4.4%

Gross Regional Product

+1.6%

+1.2%

+2.8%

+0.4%

unknown

2001

2002

2003

2004

2005

2006

Educ.budg./Budg. Fl. Com.

41.1

41.8

42.2

41.5

41.0

40.1

Educ.budg./Gross Reg. Prod.

4.3

4.4

4.5

4.4

unknown

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

10.6

10.7

10.8

unknown

(free of inflation)

Interrelation (in %)

Source: Statistic yearbook of Flemish education 2005-2006

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2.9.8. Education budget per organisation department (in thousands €); evolution 2004-2005 policy credits (1) Mainstream elementary education Special elementary education

2004

2005

2006

2,025,276

2,166,598

2,227,877

295,369

311,678

330,268

2,832,483

2,939,869

3,035,803

Special secondary education

228,757

242,029

258,000

University college education

578,885

589,194

620,751

University education

751,293

774,640

778,191

3,572

3,760

4,972

Part-time artistic education

146,370

154,879

177,385

Social Advancement Education

195,180

203,550

226,178

4,239

3,507

3,440

Mainstream secondary education (2)

Coordination higher education policy

Supervised Individual Study (BIS) Adult basic education

18,280

18,814

19,170

8,268

12,994

13,083

Continuing education coordination Study allowances Pupil guidance centres (CLB) Pupil transport General education and training

93,517

95,293

94,122

130,413

131,093

134,441

18,328

18,688

20,079

262,514

271,822

328,958

Use of reclaimed salaries

47,377

45,022

48,372

Provisional credits Coordination of policy & data management (3)

65,397

65,447

34,524

156,663

19,001

28,722

7,862,181

8,067,878

8,384,336

Total

(1): In the lower table the policy credits per programme are reported as they are effectively entered into the budget. Many expenses are however entered in cross-level programmes (35.4 to 39.2) so that the real expenditure per level is strongly distorted by this breakdown. To somewhat correct this distorted image a few expense items for which the distribution over the levels is known, were divided according to the levels, more specifically the appropriation of reclaimed salaries, provisional credits, investments and resources for the educational priority policy and extending special needs provision in ordinary schools. In this case we speak of level-specific policy credits. They are included in the top table and are also used in all other tables and graphs. (2): Mainstream secondary education includes both the full-time and the part-time curriculum. (3): From budget year 2005 the budget of a number of separate basic allocations of the 39.2 programme are set at zero and integrated into the ‘normal’ salary allocations of the other programmes. Source: Statistic yearbook of Flemish education 2004-2005

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2006

10,14%

9,28%

28,00%

7,68% 4,08%

3,18%

37,65% Gew oon basisonderw ijs

Buitengew oon basisonderw ijs

Gew oon secundair onderw ijs

Buitengew oon secundair onderw ijs

Hogescholenonderw ijs

Universitair onderw ijs

Andere

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

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2.9.9. Education budget per expense category, in thousands € (evolution 2004-2006) 2004 2005 2006 5,502,825 5,627,961 5,779,444 674,234 693,386 736,433 1,324,139 1,355,729 1,405,315 160,734 187,592 244,092 200,249 203,210 218,982

Salaries Operations Higher education Investments Others

Total 7,862,181 8,067,878 8,384,266 Salaries Teaching staff AMVD 1 -staff community education All kinds of salaries (gesco (subsidised contractuals), playgroups, ped. centres, …) CLB staff Inspectorate staff Pedagogical counselling staff Part-time artistic education staff Nautical education staff

5,143,957 5,258,965 5,391,615 55,905 55,683 51,513 15,638 15,373 13,952 114,650 115,887 119,185 13,360 13,513 13,664 9,416 10,354 10,555 147,354 155,447 176,252 2,545 2,739 2,708 Total 5,502,825 5,627,961 5,779,444

Operations Community education Subsidised education CLBs Inspectorate Continuing education Pedagogical counselling Part-time artistic education Offshore fishing education Total Higher education Operations university education Operations university college education General operations higher education

125,097 514,472 14,252 1,385 13,289 2,000 2,406 1,333 674,234

126,802 533,085 14,218 1,460 11,927 2,071 2,461 1,362 693,386

129,279 572,474 14,673 1,591 12,125 2,124 2,608 1,559 736,433

727,694 747,140 748,516 593,068 603,427 651,495 3,377 5,162 5,304 Total 1,324,139 1,355,729 1,405,315

Investments General Elementary education Secondary education University college education University education Total

9 60,201 57,827 19,172 23,525 160,734

9 75,247 63,835 21,098 27,403 187,592

9 101,675 89,759 22,942 29,707 244,092

4,833 18,328 4,239 18,280 77,671

5,463 18,688 3,507 18,814 79,197

5,479 20,079 3,440 19,170 61,546

30,276 46,622 200,249

29,275 48,266 203,210

31,557 77,711 218,982

Others International relations Pupil transport Supervised Individual Study (BIS) Adult basic education Study allowances General operations of VOIs education [VOI: Vlaamse Openbare Instellingen – Flemish Public Institution]) All types of operating costs Total Source: Statistic yearbook of Flemish education 2004-2005 1

Administrative, Mastery, Technical and Domestic staff

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Education budget per expense category (in thousands of euro) Evolution 2004-2006 Others Investments Higher Education Operations Salaries

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Salaries Operations Higher Education Investments Others Source: Statistic yearbook of Flemish education 2004-2005

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

total level of education pre-primary education

primary education

secondary education

school year

% boys

% girls

% % Western homogeneo cultural us Dutchbackground speaking 21.5

1995-1996 2003-2004 2004-2005 1995-1996 2003-2004 2004-2005

8,715 10,335 10,745 9,766 12,526 12,643

51.5 51.6 51.3 50.3 49.4 49.2

48.5 48.4 48.7 49.7 50.6 50.8

66.7 55.1 49.9 77.2 60.2 58.6

1995-1996 2003-2004 2004-2005

12,162 11,716 12,140

53.3 48.3 51.6

46.7 51.7 48.4

92.2 81.3 76.4

12.1 11.0 33.9 16.2 15.5 70.7 41.4 38.9

% homogene ous Frenchspeaking 26.0 30.3

% mixedlanguage

% homogeneou s non-native

20.8 19.8 29.6 25.7 23.3

35.1 34.6

32.0 34.6

21.9 29.4 30.9

14.5 28.7 30.3

17.3 28.1 27.6

8.0 14.7 16.8

4.0 15.7 16.7

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

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3. CHILDCARE 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 service for childminding families 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 families” 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 family day care providers are entitled to a tax-free expense allowance and to their own social status, adjusted to their own specific work regime.

3.2. Current 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 developed. By stimulating local and regional cooperation 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 the 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 sections. 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 availability of childcare meets the local and regional childcare needs. Childcare needs may vary locally and regionally. Childcare must be even 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 social functions: o 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; o 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

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educational function of childcare also ensues from its complementarity to parenting and its educational support value; o 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 will be tried and tested in a number of pilot projects which will be launched in the first half of 2007 and, if favourably evaluated, shall be translated into regulations over the coming years. In the spring of 2006 the Flemish government presented its action plan for flexible and occasional childcare. From 2007 additional resources will be made available to allow for more flexible childcare options outside normal opening hours and for occasional childcare. The proposed measures will be evaluated in 2008. Since 2004 Child and Family (Kind en Gezin) has, as an experiment, also been organizing, small-scale, 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. Childcare provided by the local and neighbourhood services is financed according to the so-called cloverleaf model. For target group staff they can appeal to Flemish and federal resources from Work and Social Economy (Werk en Sociale Economie). Child and Family provides an additional subsidy for concrete childcare activities. Finally, local and neighbourhood services also receive – yet limited – revenues from parental contributions. This experiment will be evaluated towards the end of 2007.

3.3. Legal framework A complete overview of the regulations is available on http://www.kindengezin.be >Professional>You are a (select)>Regulations The appendix to the annual Childcare report, cf. http://www.kindengezin.be >professional> reports > annual reports and Child in Flanders (Kind in Vlaanderen) 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 legal personality. Child and Family’s mission is to create, together with its partners and for every child, no matter where and how it is born and 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 on-call services at the district offices of Child and Family. 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 and the confidential child abuse centres. Childcare is one of the main tasks of Child and Family. Child and Family does not organise childcare itself, but it is in charge of recognising and issuing supervision certificates, of the subvention and the enhancement of the quality of childcare. 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. • They 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.

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•

• •

Recognised and subsidised by Child and Family. This means the facility has to meet certain quality conditions in terms of education, care, parent participation, staff, safety… In addition, the facility also needs to have a quality assurance system, i.e. a management system used to guarantee a certain level of quality. This means in practice 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 about 334 childcare centres, which all together provide some 14,800 places.

Childminding Services • This is family day care. • They 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 primaryschool children. • A service consists of at least 14 childminders. A childminder can care for a maximum of 8 children at any one time and on average 4 children full-time. • Recognised and subsidised by Child and Family. This means the service has to meet a number of quality conditions in terms of education, care, parent participation, staff, safety… In addition the service also needs to have a quality assurance system, i.e. a management system used to guarantee a certain level of quality. This means in practice 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 in order to affiliate to a service. • Parents pay an income-linked parental contribution. • Flanders has just under 195 childminding services, which together provide some 30,500 places. More than 7,500 childminders are affiliated to these services. Mini crèches and independent childcare centres • This is group day care. • They provide childcare for both pre-school children and children attending elementary school. • Mini crèches have a capacity of 8 to 22 places and independent childcare centres have a capacity of at least 23 places. • Legally, these facilities only have the duty 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 means that the facility is regularly inspected by Child and Family. • 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 get such financial support. • The care facility itself sets the price to be paid by the parents. • Flanders has about 800 mini crèches and about 150 independent childcare centres and together they provide well over 18,500 places. Self-employed childminders • This is family day care. • They provide childcare for both pre-school children and children attending elementary school. • A self-employed childminder can look after 7 children at any one time. • Legally, self-employed childminders only have the duty 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 means that the facility is regularly inspected by Child and Family. • Their main source of income comes from parental contributions. • The childminder sets the price to be paid by the parents. • Flanders has about 1,200 self-employed childminders, together providing some 6,800 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. • Minimum capacity is 21 places and may be spread over different locations which each must offer a minimum of 8 places. • Recognised by Child and Family. This means the facility has to meet certain quality conditions in terms of education, care, parent participation, staff, safety… In addition the facility also needs to have a quality

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•

• •

assurance system, i.e. a management system used to guarantee a certain level of quality. This means in practice 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. The 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 coordinator, extra staff costs for carers and running costs are subsidised by the Fund for Collective Equipment and Services (Fonds voor Collectieve Uitrustingen en Diensten - FCUD) or by Child and Family. For some initiatives a divided subsidy is provided by both Child and Family and the FCUD. Parental contributions are not income-linked, but the minimum and maximum contributions are specified in a regulation. Flanders has about 230 of these facilities and all together they provide well over 23,500 places.

3.5. Geographical accessibility Cf. [3.4.].

3.6. Admission requirements and choice of school Cf. [3.4.].

3.7. Financial support for the family 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 year of age. 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 info: 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) • 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 administration or a public authority of the Flemish Community.

3.8. Age levels and age groups 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 aged 0 to 3. Out of school care is provided for school-going children.

3.9. Organisation of school time Recognised childcare centres 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 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. Individual childminders must be available for care for a minimum of 5 hours a day. 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 the school time.

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3.10. Curriculum and activities Not applicable.

3.11. Educational methods and teaching aids Not applicable.

3.12. Evaluation of pupils 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. For the service section, this numbers 42% and for the initiatives for out of school care it amounts to 62%. The number of independent facilities which followed path counselling is lower than 10%.

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

3.14. Private childcare center Many children are cared for in the informal network. The government does not regulate this area.

3.15. Other types of organisation When a child is sick, parents are often unexpectedly faced with a childcare problem. It is not always possible to nurse the child within informal childcare. In such cases organised forms of childcare can look after the child at home. 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. â€˘ 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. ELEMENTARY EDUCATION 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. During the 2005-2006 school year there were 1,959 elementary schools (plus 91 special needs education). Existing autonomous nursery (166) and primary schools (187, plus 100 special needs education) were allowed to retain their structure (Decree on Landscape elementary education of 10 July 2003). Normally speaking, primary education consists of six years (minimum 4 and maximum 8 years). In this section we discuss mainstream elementary education. Some services which also apply to elementary education pupils are discussed elsewhere: • • • • • • • • • • •

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 needs education, cf. [10.6.] Out of school childcare, cf. [3….] Education for chronically ill children is dealt with in this section [4.17.] Part-time artistic education, cf. [7.] International cooperation projects, mobility and exchange of pupils in elementary education, cf. [11.6.1.1.]. Management and administration of the institutions & school clusters in elementary education, cf. [2.6.4.4.1.] Internal participation and consultation, cf. [2.7.1.]

4.1. Historical overview In 1827 the first nursery school was opened 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 well-being of the children and prepared the older children for primary education. 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 ordinary 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. During the next period, until 1914, pre-school education was no longer a priority policy area. 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 the Belgian Ovide Decroly, grew. This is among others clear from the curricula issued in 1936. Since then, pre-school education has known expansive growth. When Belgium became independent in 1830 freedom of education was introduced: anyone could establish a school without permission from the authorities. This resulted in a large number of primary schools being established at the initiative of private persons or the clergy. 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 1914 compulsory education was introduced in Belgium: anyone between the ages of six to fourteen was obliged to attend school. Until then elementary education consisted of three stages of two years 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.

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The 1936 curriculum aimed at more than merely the teaching of reading, writing and arithmetic. From then on until the present day the influence of Ovide Decroly on the curricula has been very significant, especially his ideas on the influence of the child’s interests on the learning processes. In 1973 a number of reform initiatives were launched in a few schools within the Flemish Community. 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 on Elementary education of 25 February 1997 integrated all the legislation regarding pre-primary and primary education into one coherent framework. On 1 September 2003 the implementation of the Decree of 10 July 2003 concerning the landscape of elementary education began. As a result of this Decree, 9 elementary schools in 10 have joined into school clusters. This is encouraged, not imposed.

4.2. Current debates and future developments • • •

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The focus on more equal opportunities remains central in the education policy. As attending education as early as possible improves opportunities, an incentive plan is being developed to increase infants’ participation in education; this plan shall also lay down a minimum attendance. Moreover, school costs are 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) must effectively be free of charge (this is already compulsory but is in fact not always the case). For other expenses (journals used in class, one-day out of school activities) a “strict” maximum invoice shall be laid down. For trips lasting several days a less “rigorous” invoice will be specified. 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 the school allowance. In a first stage € 10 million will be allocated for this, which represents an average allowance of € 60/child. For renovations, a Decree concerning temporary projects was introduced, cf. [2.2.]. In relation to ICT, cross-curricular final objectives for mainstream education and developmental objectives for special needs education have been developed which are broad and are not focused on specific computer programmes. These will be implemented on 1 September 2007. Moreover, additional resources have been reserved for ICT hardware and software and further training. The scheduled reform of special needs education (cf. [10.6.]) must lead to an education continuum (learning care framework) which also comprises elementary education. Currently, the language policy paper of the Minister is also being revised: http://www.ond.vlaanderen.be/beleid/nota/talenbeleid.htm

4.3. Legal framework The following education legislation is of importance to elementary education in Flanders. • • •

Decree on Elementary education of 25 February 1997 + its implementation orders. Circular letter BaO/2006/04, Monitoring pupils in mainstream elementary education (9 October 2006). (In relation to GOK cf. [10.5.3.1.])

Final objectives and developmental objectives •

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

4.4. General objectives On the basis of a pedagogical project, schools must create an educational and learning environment in which pupils can experience 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 the 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 on Elementary education of 25 February 1997 (art. 8.).

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The general objectives of nursery and primary education are in line with each other. These general objectives are translated into developmental and final objectives which indicate more concretely what is considered desirable and achievable for children in elementary education.

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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, it is precisely here where the foundations for further education and proper social integration are laid. Intellectual development but also attitudes and values are important. Active learning: the developmental and final objectives provide children with the opportunity to seek solutions, acquire experiences, gain insights... during class in conjunction with the teacher and fellowpupils. These are the ‘basic competences’: the formulated objectives are true to life and can be applied in the children’s daily lives. Care for every pupil: the first concern of the school is that every child acquires the 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 up 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 non-denominational official school and a denominational school (which is part of privately-run subsidised 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 applied: walk (Stappen), cycle (Trappen), organisation of bus transport (public transport – Openbaar vervoer) and private transport (Privé-vervoer) in that very order.

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/she 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 winter holidays, the Easter holidays and the first school day after Ascension Day. Prior to the date of entry an infant between the ages of 2.5 and 3 is 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 should remain in pre-primary education for one extra year or that the child goes 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, the parents will have the final say. If the child stays on in pre-primary education for one extra year it is of school age. Primary education normally starts in the month of September of the year in which the child has turned 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/her 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/she turns 15 (and on condition that he/she has not attended primary education for more than eight years). The minimum number of years spent in primary education has been brought back to 4.

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The choice of school is made by the parents. At the initial registration in primary education the organising body/school board informs the parents and the pupil of the school’s 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/her child in a school and location of his/her own choice; from the age of 12 it is the pupil in consultation with the parents who makes the choice. They do however have to agree to the pedagogical project and the school regulations. To coordinate and monitor the right of registration Local Consultation Platforms (LOPs), as well as a Commission on Pupils’ rights were set up (cf. [2.3.1.2.]).

4.7. Financial support of the family Elementary education, BaO, should in principle be accessible to anyone free of charge (Decree on Elementary education of 25 February 1997, article 27). Up until now no grants or allowances have been available. From the 2008-2009 school year school allowances will be introduced in elementary education. 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 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 the parents must be notified of the contribution arrangement via the school regulations. This list of contributions enclosed with the school regulations contains a list of 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 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). As from 2007-2008 a maximum invoice will also be introduced, cf. [4.2.]. 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 and http://www.ond.vlaanderen.be/obpwo/projecten/2004/0406nicaise.htm. Families also receive other types of financial support to raise their children. •

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From the first month after the birth, a monthly child allowance is paid for the previous month for each dependent child belonging to the family. This allowance is a basic amount and is supplemented by an allowance per year of age. The basic amount gradually increases from the first to the third child. Selfemployed people receive a smaller allowance than salaried people. The allowance is paid for each dependent child up to the age of 18. A child allowance is paid for 18-25-year olds if they are still dependent, are attending higher education and/or do not yet have their own income (above a certain limit). More info on : www.kindergeld.be or www.rkw.be (National Office for Family Benefits for Wage Earners - 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]).

4.8. Age levels and age groups In most cases pre-primary education is grouped 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. This division into groups however is at the discretion of the organising body. Normally the teacher does not remain with the class group when it goes on to the next year. Some schools briefly or permanently operate the vertical division system, which caters for various age groups all in the one year, if the number of pupils is too small to organize separate classes. The school board autonomously decides the pupil/class ratio.

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Primary education comprises 6 years. The school board freely decides whether children are divided into groups and on 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 specialisation, often internal class specialisation. 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 define 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 official education a specific teacher is appointed for ethics (religion or nonconfessional ethics).

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

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 is free to determine the organisation of the education laid down in the school development plan. There are fixed timetables in elementary education, BaO. With the exception of hospital schools, children follow 29 teaching periods of 50 minutes each per school week. They are evenly spread across the five days, from Monday to Friday. There is no school on Wednesday afternoons (Decree 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 childcare. Just like the other initiatives, the school must meet the specific childcare quality requirements (Decree 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 of school childcare Classes start at 8 am at the earliest, normally at 8.30 am Lunch break

Afternoon

Classes end at the earliest at 3pm, at the latest at

off, possibly

5 pm

with limited

After school care possible / out of school

after school

childcare service

care

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4.10. Curriculum, areas of learning, number of teaching periods For pre-primary education, developmental objectives were formulated by the DVO, Educational Development Division (Dienst voor Onderwijsontwikkeling) (now Curriculum Entity / Entiteit Curriculum) and laid down in the Decree of 15 July 1997. A new definition for developmental and final objectives was formulated in 2004. Cf. http://www.ond.vlaanderen.be/dvo/elementary education/info/tekstdefinitieET.htm The developmental objectives constitute the common 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, Environmental studies: nature, humankind, society, technology, time and space, Mathematical initiation: numbers, measuring and space.

All schools must provide their pupils with activities in all these areas of learning. The inspectorate checks whether the developmental objectives are pursued. On the basis of the developmental objectives the school boards or umbrella organisations draw up a development plan (curriculum). Objectives and activities are set for all age groups in a continuous learning curve towards primary education. The timetable is drawn up by the school board. For primary education the Educational Development Division (now Curriculum Entity) has formulated final objectives which have been laid down in the Decree of the Flemish Parliament of 15 July 1997. They have been compulsory for all schools since 1 September 1998. Final objectives are minimum objectives which the authorities consider necessary and attainable for a specific pupil population. Minimum objectives are understood to be: a minimum of knowledge, insight and skills for a specific pupil population, on the one hand, and behaviours fit for that very pupil population, on the other hand. There are different types of final objectives. • •

Area of learning related final objectives regarding pupils’ knowledge, insight and skills which must be achieved by every school. Area of learning related final objectives regarding pupils’ attitudes must be pursued by every school. Cross learning area final objectives are minimum objectives which do not specifically appertain to one area of learning but which can be aimed at 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 o Art education:visual arts, music, drama, dance, media and attitudes o Dutch: listening, speaking, reading, writing, linguistics, skills and Dutch strategy o French: listening, reading, speaking and writing o Environmental studies: nature, humankind, society, technology, time and space o Mathematics: numbers, measuring, geometrics, strategies and problem-solving skills and attitudes. Cross-curricular themes: o Learning to learn o Social skills o ICT (from 2007) o

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Specific ICT-competences for elementary education, BaO, were developed and circulated by the DVO in 2004. They were clarified with practical examples for schools by ENIS-schools during a study day in 2005. ENIS (European Network of Innovative Schools) is a European initiative to stimulate the use of ICT in education, cf. www.enis.be . Meanwhile, cross-curricular final ICT objectives have been laid down and approved by the Government. They should come into effect on 1 September 2007. The Decree on Elementary education of 25 February 1997 allows for a deviation from the set developmental and final objectives for school boards responsible for the organisation of elementary education. A school board

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may decide that the set developmental/final objectives do not give them enough leeway to realise their own pedagogical and educational vision and/or that they are incompatible with their own vision. In that case, the school board may submit a well-reasoned deviation application accompanied by its own alternative definition of the developmental/final objectives. The Flemish government shall then rule whether the proposed developmental/final objectives are equivalent to the set ones. On the basis of the final objectives the school boards draw up their own curriculum. In practice, this is usually done by the educational umbrella networks. With a view to guaranteeing a specific level of education, these curricula are then approved by the Government upon recommendation of the inspectorate. The timetable is drawn up by the school board. th Up until 2004 French was optional but not compulsory from the 5 year of primary education. Indeed, most schools did offer it in practice. From school year 2004-2005 this has become compulsory. For municipalities with a special status (Brussels, suburbs, language boundary municipalities) a special regulation has been in force rd since 1963. In those municipalities French must be taught at a rate of 3hours/week from the 3 year of primary education and for 5 hours/week from the 5th year.

Moreover, from September 2004 French-language initiation may be given from the start of mainstream elementary education (so also in mainstream pre-primary education), both in Flanders and in the aforementioned municipalities with special status. Moreover, language initiation may also be offered for another language, however French-language initiation must always come first (Circular letter BaO/2004/02 of 11/06/2004). From 1 September 2005, schools organising primary education are entitled to additional teaching periods for physical education.

4.11. Teaching methods and teaching aids Pursuant to the principle of educational freedom, decisions regarding teaching methods and teaching aids appertain to the freedom of the school board. Hence, there are no official guidelines. Activities in pre-primary education are often centred on a specific 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 help them acquire independence in primary education. â€˘

â€˘

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 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 time in which they can decide relatively independently about the duration and sequence of activities.

In elementary education, BaO, 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, also ICT-competences for elementary school have 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, audio-visual equipment etc. However, schools can make arrangements amongst themselves (e.g. within the school clusters).

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4.12. Evaluation of pupils Schools are free in their evaluation 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 for going through the primary education process? An assessment role: what did the child learn, how does the pupil compare with his/her 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 of the school team and approval by the parents (cf. [4.15.3.]), 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 pres-set objectives have been attained by the pupils and to evaluate the efficiency of his/her teaching. A school report informs each pupil and his/her parents at regular intervals on the results achieved, the progress made, learning behaviour and the personal development of the child. 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 which are 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. In this regard 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.

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 level. For immigrant children, repeating is a striking problem in primary education, cf. [4.18.4.] and [4.18.5.].

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

4.15. Support 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 package of teaching periods. Every school is given a teaching period package in relation to its number of pupils. On top of that, schools receive a number of hours to define 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 which meet the equal education opportunities indicators (cf. [10.5.3.3.]) also receive extra GOK-teaching periods to take goal-oriented initiatives in the framework of their own equal educational opportunities policy.

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Specific services and support for pupils with special needs, are dealt with in [10.5.], extra support for children from minority groups are discussed 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 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. Also part of the resources for special needs coordination go to pre-primary education which enables them to appoint special needs coordinators. Specific facilities and support for special needs pupils will be dealt with under [10.5.], extra support for children from minority groups is discussed under [10.7.].

4.15.2. The role of the pupil guidance centres (CLB) Aside from the educational role undeniably played by the schools, they must also guide pupils in their overall development as an individual in society. In this regard, schools can call on the pupil guidance centre (CLB). Every school has concluded a policy plan or policy contract with a CLB. These centres are the result of the merger between the former psychological, medical and social guidance centre (PMS) and the centre for preventive health care (MST). A pupil guidance centre or CLB is a service pupils, parents, teachers and school managements can call on for information, assistance and guidance. The pupil takes centre stage in this guidance process but the CLB also supports and guides the school and parents with whom they share responsibility for the pupil’s well-being. The care of the CLB starts where the options offered by the school and parents (the child’s first guides) appear to be inadequate; CLB guidance is therefore complementary. A CLB can guide pupils in four different areas:

• • • •

Learning and studying; a.o. learning disabilities… The time spent in school; guidance in the choice of studies and all the information in relation to education and going to school. Preventive health care; a.o. obesity, abuse… Their socio-emotional development, among others behavioural problems, addiction issues…

Guidance is multi-disciplinary. Several professionals work towards a solution as a team, each one from his/her own discipline. A CLB employs among others physicians, social workers, pedagogues, psychologists, psychological assistants and nursing staff. They work together in a (multi-disciplinary) team to further the wellbeing of pupils throughout their time in school. Thus, it centres on making a pupil feel good about him/herself so that he/she can develop his/her knowledge and skills under the best of circumstances. Hence, it is important that different CLB professionals work as a team. The CLB works in a demand-oriented fashion: a CLB acts on questions from parents and pupils; aside from that, a CLB can also offer suggestions to schools in relation to guidance. Guidance takes place in an atmosphere of trust and dialogue. The initiative usually comes from the enquirer. Guidance can therefore only commence after the 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 him/herself (from the age of12). In principle CLB guidance cannot be enforced. However, there are two exceptions to this rule, where guidance is compulsory: truancy and certain medical examinations. In some years medicals are compulsory. It is important that every pupil avails of the medical examination so that underlying disorders or illnesses may be detected or prevented in time. Aside from that, important information can be gathered on the general health of youngsters. Apart from medical examinations, the CLB engages in preventive healthcare for young people to safeguard, maintain or improve the health of pupils. To achieve this task the CLB can take one of the following actions: arrange an organised medical examination or consultation, take protective measures in the event of certain contagious complaints within the school environment, engage in health promotion or support such initiatives, offer and administer vaccinations or make the necessary referrals.

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Each pupil deserves special attention but the centre first and foremost intensively guides pupils who are educationally challenged due to their social background or living conditions. Moreover, special attention is paid to pupils attending special needs education, pre-primary education and the initial primary school years, technical, artistic, vocational secondary education, part-time vocational education and the recognised training courses, the first grade B and the pre-vocational year. The service is discreet, free and the CLB staff are bound by professional secrecy. CLBs also keep an individual file on each pupil throughout his/her entire time in school. Data confidentiality is guaranteed which also offers safeguards for the CLB staff’s independence vis-à-vis schools and other institutions; CLBs also issue certificates which may be needed in some cases to register a child in a certain grade or in special needs education. CLBs do not resolve all problems. Sometimes they may refer the child to other more specialised services. In this respect, the pupil guidance centres will play an important role in the contacts between the school and the welfare and health institutions.

Department of Education and Training

http://www.ond.vlaanderen.be/clb/prof/overzicht.htm

CLB inspectorate

http://www.onderwijsinspectie.be/CLB/indexclb.htm

Computerisation project between CLBs and Education

http://portal.nico-clb.be

Community education

http://www.go-clb.be

POC, Educational Committee (Community education

http://pedago.rago.be/

CLBs) Provincial education

http://www.pov.be

Urban and municipal education

http://www.ovsg.be/1scholen.htm

Cross-network CLB-information service of the Pupil

http://www.destapgent.be/default.asp

Guidance Centres of Ghent and the city of Ghent Privately-run education

http://www.vclb-koepel.be

Journal of the privately-run CLBs

http://www.caleidoscoop.be/

Privately-run CLBs of Flemish Brabant and Brussels

http://www.digiclb.be

Quality control of the CLBs is done through external reviews by the sector itself and through full inspections by the CLB inspectorate, cf. [9.4.2.2.].

4.16. Privately-run education 68% of the pupils in elementary and secondary education attend privately-run schools which have not been established by public administrations or statutory bodies. Privately-run 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 official education. Compulsory education can also be followed through home schooling, which is paid for and organised by the parents themselves. However, this does not entitle the pupil to official certificates. Home schooling only has to meet a limited number of requirements (cf. [2.5.2.]). Only a few hundred pupils receive 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 schooling should not be confused with ‘education at home’, provided to sick or disabled children (cf. [4.17.2.].

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4.17. Other organisational forms To provide education for chronically ill children various services have been developed: hospital schools [4.17.1.], temporary [4.17.3.] and permanent [4.17.2.] home education, youth psychiatric services (subsidised as Educational Needs Services) [4.17.4]. 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 nursery school 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. Educational 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, which are attended by some 370 children a day: o 3 connected to university hospitals (Antwerp, Ghent and Leuven), o 2 connected to rehabilitation hospitals (Pulderbos and Vlezenbeek), o 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. Type 5 secondary schools only offer educational 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 educational 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.

4.17.2. Permanent Home Education (Permanent onderwijs aan huis - POAH) Pupils of school age who meet the admission requirements for special needs education but who, due to their medical condition (e.g. extremely brittle bones, increased risk in case of infections) are unable to receive longterm (one or several years) education in a school environment because of their complaint, are entitled to Permanent Home Education. The special needs school which will provide Permanent Home Education receives funding or subsidies for four additional teaching periods a week for the pupil in question. The school is assigned by the Special Needs Education Advisory Commission, 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. Cf. • • • • •

Decree of the Flemish government of 17 June 1997 Decree of the Flemish government of 27 July 1999 Decree of the Flemish government of 23 December 2005 Circular letter SO/2005/05 of 22 July 2005 Decree of the Flemish government concerning permanent secondary home education for chronically ill youngsters to amend the Decree of the Flemish government of 17 June 1997 regarding home education.

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.

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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. From January 2007 chronically-ill children (kidney patients, asthma patients, recovering cancer patients...) in elementary and secondary education can also avail of Temporary Home Education, 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 Education will also be available for children who live quite far removed from their school, but only on condition that the school can organise this.

4.17.4. 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)

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

School year

1990 - 1991 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 - 2006

Mainstream preSpecial Total primary pre-primary pre-primary education education education In comparison to In Comparison In Comparison to 1995-1996 1995-1996 1995-1996 Per Per Per Absolute cent Absolute cent Absolute cent 212,697 83.82 1,142 66.36 213,839 83.70 233,261 91.92 1,337 77.69 234,598 91.83 240,514 94.78 1,413 82.10 241,927 94.70 247,631 97.59 1,508 87.62 249,139 97.52 253,100 99.74 1,631 94.77 254,731 99.71 253,756 100.00 1,721 100.00 255,477 100.00 251,259 99.02 1,784 103.66 253,043 99.05 245,704 96.83 1,811 105.23 247,515 96.88 240,841 94.91 1,780 103.43 242,621 94.97 238,887 94.14 1,767 102.67 240,654 94.20 238,881 94.14 1,701 98.84 240,582 94.17 237,818 93.72 1,686 97.97 239,504 93.75 236,417 93.17 1,726 100.29 238,143 93.22 234,951 92.59 1,720 99.94 236,671 92.64 233,172 91.89 1,791 104.07 234,963 91.97 233,709 92.62 1,821 102.07 234,530 92.68

Source: Statistics Yearbook of Flemish education 20052006

Evolution of pre-primary education Mainstream pre-primary education School year Source: Statistics Yearbook of Flemish education 2005-2006

4.18.2 School population in pre-primary education per organising body

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School population in pre-primary education per organising body Mainstream pre-primary education Municipalities Community education Private education Provinces Special pre-primary education Community education Private education Municipalities Community commission Source: Statistics Yearbook of Flemish education 2005-2006

4.18.3. Evolution of the number of pupils in primary education

School year

1990 - 1991 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001

Mainstream primary education In comparison to 1995-1996 Absolute Per cent 412,140 105.62 404,773 103.74 398,229 102.06 393,474 100.84 390,837 100.16 390,195 100.00 394,248 101.04 400,038 102.52 405,021 103.80 408,545 104.70 409,323 104.90

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Special primary education In comparison to 1995-1996 Absolute Per cent 18,088 80.29 19,783 87.82 20,462 90.83 21,054 93.46 21,752 96.56 22,528 100.00 23,121 102.63 24,072 106.85 24,935 110.68 25,727 114.20 26,212 116.35

Total primary education In comparison to 1995-1996 Absolute Per cent 430,228 104.24 424,556 102.87 418,691 101.45 414,528 100.44 412,589 99.97 412,723 100.00 417,369 101.13 424,110 102.76 429,956 104.18 434,272 105.22 435,535 105.53

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2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 - 2006

407,526 404,308 399,615 393,910 388,973

104.44 103.62 102.41 100.95 98.66

26,794 26,901 26,952 26,768 62,753

118.94 119.41 119.64 118.82 115.71

434,320 431,209 426,567 420,678 415,726

105.23 104.48 103.35 101.93 99.61

Source: Statistics Yearbook of Flemish education 2005-2006

Evolution of primary education according to sex Mainstream primary education Boys Girls School year

4.18.4. Progress of pupils of Belgian nationality Study progress of pupils of Belgian nationality in mainstream primary education; school year 2005-2006

Year

First Second Third Fourth Fifth Sixth Total

First Second Third Fourth

Advanced Pupils Number %

Total Pupils Pupils Pupils Pupils progressing Who are 1 Who are 2 Who are > 2 number normally year behind years behind years behind of pupils Number % Number % Number % Number %

236 251 338 403 400 379 2,007

0.73 0.81 1.11 1.33 1.34 1.29 1.10

28,024 26,272 25,590 25,246 24,842 24,964 154,938

87.00 84.90 84.17 83.50 83.19 85.13 84.68

Boys 3,805 11.81 4,188 13.53 4,147 13.64 4,183 13.84 4,259 14.26 3,791 12.93 24,373 13.32

137 224 306 380 344 187 1,578

0.43 0.72 1.01 1.26 1.15 0.64 0.86

8 9 22 21 18 4 82

0.02 0.03 0.07 0.07 0.06 0.01 0.04

32,210 30,944 30,403 30,233 29,863 29,325 182,978

351 340 337 382

1.11 1.11 1.11 1.27

28,345 26,353 26,094 25,545

89.38 86.35 85.61 84.87

Girls 2,885 9.10 3,581 11.73 3,788 12.43 3,827 12.71

128 235 249 323

0.40 0.77 0.82 1.07

4 11 13 22

0.01 0.04 0.04 0.07

31,713 30,520 30,481 30,099

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Fifth Sixth Total

379 1.27 353 1.22 2,142 1.18

25,233 24,954 156,524

84.61 86.53 86.25

3,876 13.00 3,351 11.62 21,308 11.74

325 1.09 182 0.63 1,442 0.79

First Second Third Fourth Fifth Sixth Total

587 591 675 785 779 732 4,149

56,369 52,625 51,684 50,791 50,075 49,918 311,462

88.18 85.62 84.89 84.19 83.90 85.82 85.46

Total 6,690 10.47 7,769 12.64 7,935 13.03 8,010 13.28 8,135 13.63 7,142 12.28 45,681 12.53

265 459 555 703 669 369 3,020

0.92 0.96 1.11 1.30 1.31 1.26 1.14

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0.41 0.75 0.91 1.17 1.12 0.63 0.83

10 0.03 0 0.00 60 0.03

12 20 35 43 28 4 142

0.02 0.03 0.06 0.07 0.05 0.01 0.04

29,823 28,840 181,476

63,923 61,464 60,884 60,332 59,686 58,165 364,454

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4.18.5. Progress of pupils of foreign nationality Study progress of foreign-nationality students in mainstream primary education; school year 2005-2006

Year

Total Pupils Pupils Pupils Pupils number progressing Advanced Who are 1 year Who are 2 Who are > 2 of pupils normally behind years behind years behind pupils Number % Number % Number % Number % Number % Boys

First Second Third Fourth Fifth Sixth Total

12 22 13 10 19 7 83

0.52 1.04 0.62 0.48 0.93 0.39 0.67

1,513 1,187 1,155 1,014 965 930 6,764

65.19 56.20 55.50 48.80 47.44 51.52 54.41

635 708 669 734 795 687 4,228

27.36 33.52 32.15 35.32 39.09 38.06 34.01

129 5.56 155 7.34 210 10.09 263 12.66 234 11.50 174 9.64 1,165 9.37

32 40 34 57 21 7 191

1.38 1.89 1.63 2.74 1.03 0.39 1.54

2,321 2,112 2,081 2,078 2,034 1,805 12,431

25.01 28.97 29.35 34.06 37.63 37.59 31.77

102 4.61 171 8.08 211 10.09 235 11.56 237 11.99 157 9.46 1,113 9.21

25 32 33 45 27 15 177

1.13 1.51 1.58 2.21 1.37 0.90 1.46

2,211 2,116 2,092 2,032 1,977 1,660 12,088

26.21 31.24 30.75 34.70 38.37 37.84 32.91

231 5.10 326 7.71 421 10.09 498 12.12 471 11.74 331 9.55 2,278 9.29

57 72 67 102 48 22 368

1.26 1.70 1.61 2.48 1.20 0.63 1.50

4,532 4,228 4,173 4,110 4,011 3,465 24,519

Girls First Second Third Fourth Fifth Sixth Total

12 13 13 15 8 9 70

0.54 0.61 0.62 0.74 0.40 0.54 0.58

1,519 1,287 1,221 1,045 961 855 6,888

68.70 60.82 58.37 51.43 48.61 51.51 56.98

553 613 614 692 744 624 3,840 Total

First Second Third Fourth Fifth Sixth Total

24 35 26 25 27 16 153

0.53 0.83 0.62 0.61 0.67 0.46 0.62

3,032 2,474 2,376 2,059 1,926 1,785 13,652

66.90 58.51 56.94 50.10 48.02 51.52 55.68

1,188 1,321 1,283 1,426 1,539 1,311 8,068

Source: Statistics Yearbook of Flemish education 2005-2006

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5. SECONDARY EDUCATION The four-stage structure of full-time secondary education is organized pursuant to 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 Part-time Vocational Secondary Education (Deeltijds Beroepssecundair Onderwijs –DBSO). In this chapter we discuss mainstream secondary education. Some services which apply to pupils from secondary education are dealt with elsewhere: • • • • • • • • • •

The equal educational opportunities policy (GOK), cf. [10.5.3.] Integrated education (GON), cf. [10.5.1.] Inclusive education for type 2 mentally disabled pupils, cf. [10.5.2.] Reception education for non-Dutch speaking newcomers in mainstream education (OKAN), cf. [10.7.2.] Special secondary education, cf. [10.6.] Part-time artistic education, cf. [7.] Education for chronically ill children, cf. [4.17.] Entrepreneurial training, cf. [7.] Alternative schools, cf. [2.3.4.] International cooperation projects, mobility and exchange of pupils in secondary education (Secundair Onderwijs - SO), cf. [11.6.1.2.].

Following the historical overview [5.1.], current debates [5.2.] and legal 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 registration fees [5.8.] Financial support for pupils [5.9.] Age levels and age groups [5.10.] Courses of study and specialisation [5.11.] Organisation of school time [5.12.] Curriculum, curriculum subjects, number of teaching periods [5.13.] Teaching methods and teaching aids [5.14.] Evaluation of pupils [5.15.] Progression of pupils [5.16.] Certification [5.17.] Guidance and link to further studies/labour market [5.18.] Private education [5.19.]

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 (Latin-Greek 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 grammar school education but which were aimed at th preparing youngsters for a career in commerce, industry, administration and the world of finance. During the 19 century technical education, alongside the existing secondary schools, saw the light of day. 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 schools 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

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classification. The management of technical education which up till 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 certain university faculties. Indeed, during the decades which preceded the Second World War secondary education with its extremely 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 introduces a new type of secondary education, which was called Type 1. While this new (comprehensive) type became compulsory for state schools, it was only partially implemented in subsidized 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 year 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) regarding certification, curricula, evaluation of pupils, etc. In Flanders, the terms ‘lower’ and ‘higher’ secondary education refer to the former secondary education structure which consisted of two 3-year 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/her interests and capacities. This meant that a number of educational problems had to be tackled such as: the increasing number of pupils in special needs education, the growing number of school failures, the elimination mechanism which characterizes 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 needs education and the modularisation of vocationally oriented education. (cf. [5.13.5.]).

5.2. Current debates and future developments A Decree concerning temporary projects was introduced for renovations, cf. [2.2.]. The school allowance system was thoroughly reformed. • •

• •

Henceforth a unique family file will be used, cf. [2.2.]. The requirements for a secondary education allowance are put on a par with the conditions for higher education. Consequently, some 27,000 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. Moreover, additional study subsidies will be introduced for pupils who follow an expensive course of study in an area which is relevant to the labour market. Together with the already existing shortage training course subsidy, a budget of € 5 million will be allocated for this purpose.

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• • •

As of the 2008-2009 school year, pupils attending centres for part-time education, centres for parttime training and those doing apprenticeships can also receive a school allowance. Some 3,300 pupils will qualify for this. Cf. the paper from the Flemish Minister for Education and Training ‘school costs: proposals for a new Flemish policy’ ('Schoolkosten: voorstellen voor een nieuw Vlaams beleid'), 14 June 2006; and the press releases of 14 October 2006 and 26 January 2007. This policy will also be linked to a stricter line on truancy and absenteeism, cf. [2.2.].

A lot of attention is paid to the link between education and the labour market (cf. also [5.18.]) •

• •

•

Together with the Flemish Minister for Economy, the Flemish Minister for Education and Training launched an action plan ‘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. o A virtual knowledge centre on entrepreneurial competences has been set up to counter the lack of a clear overview and the fragmentation of entrepreneurial training courses, cf. http://www.competento.be o Various entrepreneurship projects will be supported by the Minister for Economy. Bridging projects are joint ventures between educational institutions and companies aimed at stimulating entrepreneurship.14 projects have been selected which altogether have been allocated a budget of 2.4 million euro; 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 provided by the private sector. Projects cannot run for more than three years. o In the course of a special enterprise week, the initiatives of schools are presented to a wider audience. o The King Baudoin Foundation will also stimulate further exchange of experiences between schools and companies. At the end of 2006 all 26 sector covenants with the world of enterprise were renewed. This will a.o. lead to an increase in the number and quality of work experience and internship places, cf. [5.18.]. Within the on-going start job projects the number of JoJo workers increased considerably during 20062007 and they can now also be deployed in the mine of prevention or maintenance works. Within the traffic safety projects, school spotters will go to work in order to reduce the feelings of social insecurity on public transport, cf. [5.18.]. In 2006 the first Proofs of Experience were conferred. These allow people to capitalize on their experiences, no matter where they were acquired. People who do not have any diploma can in this way valorize their professional experience. Currently the Proofs of Experience are granted for six professions: bus- and coach drivers, out of school childcare assistants, call centre operators, industrial painters and tower crane operators. The test centres nominated to take the tests expect that 200 people will be screened before the end of the year. Early 2007, test centres for hairdressers, hair-salon managers, movers-packers and movers-carriers will open. Through an interview and a practical test candidates must show that they have mastered certain skills. Anyone interested in obtaining a Proof of Experience can make an appointment with one of the recognized test centres.

The Education Decree XVI of 7 July 2006 encourages the integration of special secondary education within the existing secondary education school clusters a.o. through the alignment of support staff.

5.3. Legal 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. Decree of the Flemish government of 31 July 1990 on 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. Decree of the Flemish government of 31 August 2001 on the organisation of the school year in secondary education.

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• • • • • •

Decree 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. Decree of the Flemish government of 14 July 2004 concerning the experimental Brussels curriculum in full-time secondary education. Decree 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. Decree of the Flemish government of 10 February 2006 concerning subsidies to pupils in secondary education courses which will lead to filling shortage occupations

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

Decree of 24 July 1996 to ratify the final and developmental objectives of the first stage of mainstream secondary education. Decree of 18 January 2002 to ratify the final objectives of the 2nd and 3rd stage of mainstream secondary education (ratifying DFG 23/6/2000) Decree of 20 December 2002 to ratify the final objectives of the third year of the 3rd stage of mainstream vocational secondary education (ratifying DFG 20/9/2002). Decree of 7 May 2004 to ratify the specific final objectives determined by decree for general secondary education (ratifying DFG 17/10/2003). Decree 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 determined by decree "top sports" for general and technical secondary education (ratifying DFG 10/3/2006). Ministerial Decree of 12 May 2006 to implement the Decree of the Flemish government of 4 April 2003 to support bridging projects between the economy and education.

Part-time training • •

Decree 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 compulsory education requirements.

Part-time vocational secondary education • • • • •

Decree of 31 July 1990, Education-II DFG of 31 July 1990 concerning the organisation of DBSO DFG of 14 September 2001 concerning pathway-to-work guidance DFG of 28 May 2004 concerning CDOs [Centres for Part-time Education – Centra voor Deeltijds Onderwijs] Circular letter SO 66

5.4. General objectives In comparison to other educational 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. 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 vocation and on the other hand it prepares them for higher education. 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 exercising a profession after graduation.

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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, vocational secondary education does not only accommodate youngsters with practical talents who want to train in a specific vocation but also pupils whose former time in school – sometimes as far back as primary education – has been marked by a series of failures or learning difficulties.

5.5. Types of institutions Full-time secondary education is subdivided into four 2-year stages (with the exception of the three years level 4 nursing course), which may be supplemented by a third year of the second stage vocational secondary education and a third year 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 year A; First year B accommodates pupils who have fallen behind in primary education or who are less suited to a mainly theoretical education; this year is in fact a bridging class between LO (Primary education – Lager Onderwijs) and SO. After the first year B pupils may either go to the pre-vocational year or to first year A; The second year 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 attending the same year. This year prepares the pupil to choose a specific course of study in the 2nd stage from one of the 4 educational forms which are then offered. The pre-vocational year is also a second year 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/she goes to the second stage.

Second stage:

• •

The first and second years offer a choice between 4 educational forms: ASO TSO, KSO, BSO (cf. below under ‘educational forms’); The third year of the second stage BSO, which is organized in the form of a supplementary year.

Third stage:

• • • •

First and second year of the third stage offer a choice between 4 educational forms: ASO, TSO, KSO, BSO (cf. below under 'educational forms'); The third year of the third stage of ASO and KSO is organized in the form of a preparatory year for higher education; The third year of the third stage of TSO, KSO and BSO, is organized in the form of a specialisation year; The third year of the third stage of BSO, not organized in the form or a specialisation year.

Fourth stage:

• •

First and second year of the fourth stage of BSO; Third year of the fourth stage of 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. Educational forms

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The first stage has a common educational form for all pupils, except for those preparing themselves for vocational education. The second, third and fourth stages offer four educational forms, which are further subdivided into areas of study within which the pupil may select a specific course of study:

• • • •

General secondary education (ASO) aims at a broad theoretical education and prepares the pupil 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 artistic practice and prepares pupils either for a professional career or for higher education; Vocational secondary education (BSO) allows the pupils to acquire specific vocational skills combined with a general education. A transfer to higher education is possible but uncommon.

Types of educational institutions Not all educational institutions offer all stages and all educational forms. Numerous different combinations are possible and therefore also different types of educational institutions. 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, school development plan and school practice on the care of all elementary school-leavers, a core curriculum for all pupils, postponement of choice of course and positive orientation and guidance for all pupils in the areas of ‘learning to learn’, learning to live’ and ‘learning to choose’. The St. A.M. Association (study group authentic middle schools – studiegroep authentieke middenscholen) has been active since 1985 and groups st some 60 comprehensive 1 stage secondary schools from the Catholic and provincial networks. VIGOM (association of community education middle school principals - Vereniging instellingshoofden gemeenschapsonderwijs middenscholen) groups all the principals of these comprehensive 1st stage community education secondary schools. • •

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

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 into secondary education. Hereafter we describe the admission requirements for pupils in the various stages and educational forms for secondary education. Pupils may enter first year A if they have obtained an elementary education certificate (Decree of the Flemish government of 19 July 2002). When youngsters did not obtain this certificate after the final year of primary school, st they may still be allowed to enter 1 year A, subject to the parents’ consent and a recommendation from the Pupil Guidance Centre (CLB) and on condition that the class council’s admission committee of 1st year A issues a favourable opinion. The role of the pupil guidance centres is described in [4.15.2.]. The following children may enter first year B as regular pupils:

• • •

regular pupils who have completed the sixth year of mainstream primary education but have not obtained a certificate; pupils who did not attend or complete the sixth year 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 needs education, on condition that the parties involved approve after they have consulted the CLB;

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•

regular pupils of special primary or secondary education who have not obtained an elementary education certificate, subject to a) a favourable decision from the class council’s admission committee and b) agreement from the parties involved who must first have consulted the CLB.

st st th st st The transition from 1 year B to 1 year A is possible until 15 November and from 1 year A to 1 year B until th st 15 January, if the pupil’s parents agree and the class council’s admission committee of 1 year A approves.

Transition from one educational form to another is permitted throughout secondary education, provided that the class council’s admission committee approves and the conditions for transition between courses of study are met. In the third stage of general, technical and artistic education, transition is rather more restricted. At the age of 16 a pupil may enter the third year of vocational education, whatever his/her previous school pathway, provided the class council’s admission committee approves. 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. 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 year); a B-certificate (the pupil is admitted to the next year but some educational forms and/or courses of study are excluded); however, this certificate is not issued at the end of: o 1st year B o 1st year of the 3rd stage ASO, BSO and KSO o 4th stage BSO a C-certificate (the pupil must repeat the year).

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 2003-2004.

5.8. Registration and/or registration 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-subsidized 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 aids, 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 organising body after consultation with the school council; 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 them with the school regulations.

5.9. Financial support for pupils

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The allocation of education allowances is regulated by the Law of 19 July 1971. To qualify for an education allowance from the Ministry of the Flemish Community a number of conditions must be met, i.e. nationality conditions, financial conditions (regarding income, rateable value, conditions for pupils who are married or living by themselves) and study conditions. The study conditions entail the following: • •

As long as the pupil is of school age and attends full-time education, he/she always qualifies for an education allowance; However, if the pupil no longer is of school age, a number of additional conditions must be met, i.e. the pupil: o must have obtained an A or B certificate during the previous year, o may not have repeated more than one school year during the period he/she was no longer of school age; o has entered a higher school year than the previous year. If the pupil is following the same year, it must be because he/she was advised to do so by the school board.

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 of Dutchspeaking full-curricular secondary and higher education. To encourage pupils to choose a course of study which will lead to the so-called shortage occupations (lack of candidates on the labour market), a shortage occupation subsidy is granted by the Decree of 10 February 2006, and this regardless of family income and in addition to the education subsidy. Some 4,000 pupils receive an average of € 250. From school year 2007-2008 the education allowance system will be thoroughly reformed (cf. [5.2.] and [2.2.]).

5.10. Age levels and age groups In theory, secondary education operates the year group system, i.e. classes consist of pupils of the same age. Because of failures and pupils repeating years, these classes are sometimes quite heterogonous (especially in vocational education). Each subject is taught by a teacher specialized in that particular field. The teacher’s teaching qualifications depend on his/her skills’ certificate. Teachers teach a number of years 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 th attended 12 years of primary and secondary education or on the day of the pupil’s 18 birthday.

5.11. Courses of study and specialisation The Decree of 14 July 1998 concerning secondary education stipulates that the range of educational forms, study areas and courses of study must be organized in a more transparent fashion. • •

The first stage must guarantee a broad education which guards against excessive specialisation in the second year 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 study courses on offer becomes clearer and enjoys a more recognizable profile. This should have as result that within the different educational forms pupils are better prepared for higher education or their professional life.

From the 2nd stage onwards, 4 educational forms are offered (ASO, TSO, BSO, and KSO) and these have been subdivided in areas of study from which pupils can select a particular course of study. Alongside this 'linear' system (with stages and years) experimental modular education has been available in BSO since September 2000. This system is not subdivided into stages, years and courses of study. The areas of study are composed of different modules.

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Areas of study 2nd and 3rd stage SO ASO

TSO

BSO

Modular BSO

General SO

Car engineering

KSO Ballet Visual arts

Construction

Chemistry Decoration Photography Glass technology Graphic techniques

Graphic techniques

Commerce

Woodwork

Jewellery Cooling and heating

Cooling and heating

Agriculture and

horticulture

Personal hygiene

Maritime training

Maritime training courses

Cooling and heating

Personal hygiene

courses Mechanics and

Mechanics and electricity

electricity Fashion

Mechanics and electricity

Fashion 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 organizing 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).

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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 class council’s deliberation committee (no later than 1 September) or appeals against controversial decisions made by the aforementioned class council’s deliberation committee (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 committee’s final decision, since the educational programme has not been fully completed or since the class council’s deliberation committee does not yet have enough data on 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. Organisation of the school week and school day 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 and 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. This staggering 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. 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, curriculum subjects, number of teaching periods •

•

1st stage SO st st o In 1 year A and 1 year B a distinction is made between the core curriculum and an optional component. o In 2nd year A, a distinction is made between the core curriculum, basic optional subjects and an optional component. o In the prevocational year a distinction is made between the core curriculum, occupational fields and an optional component. 2nd and 3rd stage SO o In these courses of study one distinguishes next to the core curriculum and the core courses, the complementary component.

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.].

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5.13.1 Final and developmental objectives The final and developmental objectives are used by the authorities as a tool for quality control. Their incorporation into the curricula is compulsory. For the core curriculum subject related final objectives have been formulated. These are minimum objectives in respect of knowledge, insight, skills and attitudes the educational authorities deem necessary and attainable for a certain pupil population. For mainstream secondary education they are laid down per stage and per educational form. Attitudinal subject related final objectives, do not have to be attained but should be aimed for. 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 or study, but which are aimed at by a.o. several subjects or educational projects. Subject related final objectives in relation to knowledge, insight 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 need not be incorporated into the curricula. Only for the core curriculum of the first year 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, insight, 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 of a course of study specific final objectives have been developed. These are objectives in relation to skills, specific knowledge, insights and attitudes a pupil in full-time secondary education must have acquired to go onto further education and/or to be able to function as a beginning professional. Currently there are no specific final objectives for ASO. The authorities do not formulate any final objectives or developmental objectives for the optional components, the basic optional subjects and the occupational fields of the first stage of secondary education and for the complementary component of the second and third stage. Mainstream secondary education 1st stage

2nd stage

3rd 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 X

specific final objectives Specific final

objectives 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 advice on these proposals before they are presented to the Flemish Parliament.

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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 responsibility, 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 subjects of the core curriculum of the various courses of study. In addition, cross-curricular final objectives were formulated. These cross-curricular final objectives are classified into themes, which are the same for all educational forms (ASO, TSO, KSO, BSO) though their numbers differ. In the 1st stage there are 5 themes: learning to learn, social skills, civic education, nd rd health education and environmental education. In the 2 and 3 stage 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 stage since school year 2002-2003. In 2006 cross-curricular final ICT objectives were drawn up for the first stage of secondary education and these nd rd were approved by the government. They should be implemented on 1 September 2007. For the 2 and 3 stage subject related final ICT objectives did already exist. The cross-curricular final ICT objectives are general and do not focus on specific software programmes. As is the case for nursery and primary education, secondary schools may also deviate from the set final and developmental objectives (http://www.ond.vlaanderen.be; Decree of 15 July 1997).

5.13.2 Curricula The developmental and final objectives specify which minimum knowledge and skills pupils should acquire, but do not specify 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. Starting from the final and developmental objectives the curricula mention the general and specific objectives and the concurrent content 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 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 the set criteria and the final and developmental objectives and advises the Minister for Education as to their approval. • • • •

Catholic education, cf. http://www.vvkso.be > secondary education > publications > curricula Community education, cf. http://pbd.communityeducation.net/so/index.htm Provincial education, cf. http://www.pov.be > documents> curricula Urban and municipal education, cf. http://www.ovsg.be > 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 educational form whereas optional subjects either form part of the core courses (depending on the other choices) or of the free optional component, which is filled in by the school, within the legal 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 stage 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 st

1 year A

1 year B

2 year

stage nd

3 stage nd

year

TSO

BSO

ASO

TSO

BSO

Phil. of life*

Dutch

French

French or

KSO Phil. of life*

Phil. of life*

Dutch

French

Possibly

French

Phil. of life*

Dutch

Possibly French

French

French or

English

English English

English or

English

German

English Mathematics

Mathematics

Nat. sciences

nat. sciences

nat. sciences or

(applied)

and/or

Nat.

[physics and/or

nat.

applied

sciences or

[physics

[physics and/or

[physics

biology] or

sciences or

and/or

biology]

and/or

scientific work

biology]

History

and 2

KSO

Phil. of life*

French

Pathematics

ASO

and 2

year

Phil. of life*

Possibly

year

and 2

1 and 2

and 2

Prevocational

Social studies

[nat. sciences

[physics

physics

and/or

biology] or

and/or

physics and/or

biology

scientific

biology or

and/or

work

and/or

chemistry]

chemistry

chemistry]

whether or

whether or not

not

integrated

History

history

Social studies

and/or

Mathematics

chemistry]

integrated Social studies

History

Social studies

or history

and geography

and/or

Geography

Artistic

or plastic

and/or

and/or musical

and/or

and/or musical

Flemish Eurydice report 2006

Geography

geography

Geography

5 Secondary education / 131

Geography

geography

musical educ.

educ.

musical educ.

educ.

Technol.

Technol. educ.

Ttechnol.

educ. min. 27hrs/w

Flemish Eurydice report 2006

min. 24 hrs/w

min. 16 hrs/w

5 Secondary education / 132

Further specification • • • • • •

•

Philosophy of life = the choice between religion and non-confessional ethics in official education; religion or non-confessional ethics, or cultural concepts or indigenous culture and religion (exclusively in private education). st In the 1 years 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 year 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 year B, the prevocational year of the 1st stage and in the 1st and 2nd year of the 2nd stage BSO and the 3rd stage BSO two or more subjects can be integrated under the project general subjects. For the 3rd year 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 year of the 3rd stage BSO whether it is organized in the form of a specialisation year or not a somewhat unusual rule applies: o 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 year of the third stage BSO; must total a minimum of 12 hours/week; o when this year 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 year of the 3rd stage ASO, resp. KSO, organized in the form of a preparatory year for higher education, and for the 3rd year of the 3rd stage KSO, resp. TSO, 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 year 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. th For the years of the 4 stage BSO no core curriculum is impose either due to the level of specificity. Moreover, in official education the subjects religion or non-confessional ethics 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 organising body, they cannot be discussed within this limited specification. As an example we present the community education timetable. Consecutively we examine in more detail:

1) 2) 3) 4) 5) 6) 7)

The first stage General Secondary Education (ASO) Technical Secondary Education (TSO) Artistic Secondary Education (KSO) Vocational Secondary Education (BSO) Part-time Vocational Secondary Education (DBSO) The fourth stage of Vocational Secondary Education

5.13.3.2.1. First stage In first year 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.

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For first year 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 year 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 optionspecific 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 year 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 the other educational forms, ASO takes a more theoretical approach to the subjects with the clear purpose of facilitating the pupils’ transition to higher education. Within ASO there are two areas of study: ASO and sports. However, within this branch of secondary education various courses of study are possible in the 2nd and 3rd stage. We take community education as an example. ASO courses of study

2nd stage ASO

3rd stage ASO

(community education) Area of study ASO th X (7 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 pedagogics

Sciences

Sciences-mathematics Yeshiva

X X

Area of study sports

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Modern languages-top sports Sports

X X

Sciences-sports

Sciences-top sports

Mathematics-top sports

X X

rd rd In the 3 year of the 3 stage 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

ASO

Maximum number of teaching periods per week (community education)

Courses of study 1st and 2nd year 3rd stage Core curriculum 18 - 20 Core courses 8 - 14 Complementary component 4 - 0 Total 32

Special scientific education 2 24 6 32

Sports-sciences 18 13 1 32

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 the areas of study within TSO: cf. [5.11.] Maximum number of teaching periods per week (community education) TSO 2nd and 3rd stage 3rd year 3rd stage Core curriculum 13 - 20 4 Core courses 14 - 23 32 Complementary component 0 - 4 Total 36 36 In light of the revaluation of TSO, and of BSO, work experience 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-job-learning database, i.e. an electronic market where work experience supply is linked to work experience 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. 5.13.3.2.4. Artistic Secondary Education (KSO) This small educational form (about 2% of the pupils in secondary education) provides more â€˜artisticâ€™ courses and therefore has the task to offer pupils a basis to progress towards artistic higher education, without however excluding further education in non-artistic higher education or a 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 philosophical education (VLOR, 2001).

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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 study area 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 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. Within the area of study ‘visual arts’ a number of specialisation years are offered after the second year of the third stage. These specialisation years are specifically aimed at pupils with intrinsic qualities and a specific motivation for certain art-oriented professions: ‘architectural design’, ‘audiovisual design’, ‘graphic design’, ‘industrial art’ and ‘spatial design’. In the third year of the third stage KSO also offers two preparatory courses • • •

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 course 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 Core curriculum 17 - 21

3rd stage 13 - 16

preparatory 3rd year special visual arts training 4

Core courses

18 - 23

13 - 17

0-2 36

0-3 36

3 32

15 - 19

Complementary component 0-2 total 36

2nd stage 19 - 20

3rd stage 15 16

preparatory 3rd year special music training 4

5.13.3.2.5. Vocational secondary education (BSO) Vocational secondary education is a practice-based form of education in which youngsters, aside from receiving a general education, also train 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. 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 2nd and 3rd stage 3rd year 3rd stage Core curriculum 8 - 13 4 - 12 Core courses 21 - 26 20 - 32 Complementary component 1 - 4 0-4 Total 36 36

Experimental vocationally-oriented secondary education under a modular system (modular BSO)

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The Secondary Education Decree 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 unskilled 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 vocationallyoriented training modules into which general educational elements have been integrated 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 final objectives which were drawn up by the Government for each stage and each educational 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 years 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 learning pathways. A learning pathway is a coherent unit which is rewarded with an officially recognized certificate. One and the same learning pathway may feature in various areas of study. These learning pathways are identical for full-time and part-time education. Each learning pathway consists of one or more modules (the smallest part of a learning pathway for which an officially recognized certificate is issued). One and the same module may feature in various learning pathways 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 year, respectively second stage, of vocational secondary education and from 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 nonmodular form within one and the same institution, unless it involves learning pathways 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 (educational 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). 5.13.3.2.6. Part-time compulsory education The act of 29 June 1983 concerning compulsory education stipulates that part-time compulsory education can among others be complied with by following a recognized part-time training course. •

Part-time compulsory education starts : o Either when the pupil reaches the age of 16;

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Either when the pupil turns 15 years of age on condition that the youngster has already completed the first two years of full-time secondary education (the first years A and B are taken as one year, the reception class for non-Dutch speaking newcomers is not taken into consideration). (Part-time) compulsory education ends: o Either when the pupil turns 18 years of age, if his/her birthday falls before 30 June; o Either on 30 June, if the pupil turns 18 on 30 June or later on in that particular calendar year. o

•

There are various ways to comply with part-time compulsory education. 1) Part-time vocational secondary education (DBSO). This form of education is organized 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 work part-time and attend school part-time. The curriculum and the teaching methods are adapted to the specific needs of these youngsters. It is composed of sections which in turn are composed of learning pathways. The sections are: construction, decoration, distribution, electricity-electronics, graphic industry, commerce and administration, woodwork, clothing and ready-to-wear, agriculture and horticulture, metalwork and man-made materials, maintenance, caring, beauty care, sports and leisure, textile, transport, nutrition – hotel & catering. Part-time secondary education is provided during 40 weeks a year and comprises 15 weekly teaching periods of 50 minutes each. Moreover, this type of education also includes part-time employment which fits in with the training course at the centre. This form of education is provided by 47 Centres for Part-time Vocational Training (Centra voor Deeltijds Beroepsonderwijs – CDO). These centres are linked to secondary schools which offer full-time technical and vocational education. Since September 2000 a modular education experiment has been running, just like in full-time vocational secondary education (cf. [5.13.3.2.5.]). In this system one works with areas of study which are composed of different modules. Since May 2003 a number of centres for part-time education have been running a reception class for nonDutch speaking newcomers experiment (cf. [10.7.2.]). The Decree of the Flemish government of 3 September 2003 introduced 'pathway-to-work guidance DBSO’. This project is geared towards, on the one hand, getting the pupil once and for all on the labour market ladder by means of a personalized approach and, on the other hand, providing the pupil with an initial qualification. Pathway-to-work guidance should prevent an early drop-out. 2) The so-called ‘apprenticeships’ which are organized by the Flemish Agency for Entrepreneurial Training – SYNTRA Vlaanderen (cf. [7.]) Over 200 vocations can be learned through apprentice contracts. The pupil follows a practical training course in a company during four days a week and then follows supplementary courses one other day a week. These apprenticeships are open to youngsters from the age of 15 who attended the first two years 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 the age and previous education a shorter training period may be possible. 3) 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. (Decree of the Flemish government of 5 June 1991 providing for 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. 4) Recognized part-time training These training programmes are organized by various non-profit making organisations active in training and youth work. By Decree of 8 July 2005 the Flemish government promulgated new regulations around the organisation,

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standardisation and funding which came into operation from school year 2005-2006. The keynote here is to streamline the regulations, insofar as possible, with those applicable to part -time vocational secondary education. The Circular letter SO/2005/09 - Part-time training programmes which qualify for the fulfilment of part-time compulsory education (10/11/2005) clarifies this new regulation further. 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 from 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 part-time training centre 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, it is taken into account when the pupils involved receive their second stage secondary education certificate, on condition that the objectives in the curriculum which was approved by the Government are 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 2006, 27 Centres for part-time training were recognized, organized by 6 training organizers: Groep Intro (17), Lejo (4), De Werf (1), Foyer (1), Arktos (3), Aura (1). 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'. Currently 3 courses of study are offered, in three areas of study.

Area of study Decoration Fashion Caring

Course of study Visual arts Fashion design Nursing

With the exception of the course of study nursing, which comprises three years, the fourth stage always consists of 2 years. Because of its specificity no core curriculum is imposed. Moreover, in official education the courses religion or non-confessional ethics are not compulsory. (Circular letter of 25 June 1999; Decree of 31 July 1990 concerning Education-II, as amended and the Decree of the Flemish government of 19/7/2002 concerning the organisation of full-time secondary education).

5.14. Teaching methods and teaching aids The choice of teaching methods and teaching aids 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 final objectives one is also forced to work in a cross-curricular fashion. A number of so-called 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.

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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. Evaluation of pupils Pupils are assessed by means of tests and exams, organized by the individual teacher under the final responsibility of the school’s organizing body (Decree of the Flemish government of 19 July 2002). Continuous assessment is of course also an option. In secondary education the class council is the central assessment body. The guidance and deliberation class council committee consists of the principal or his representative and all the members of the teaching staff who teach a particular pupil in a particular year (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 psychosocial or pedagogical counselling of the 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 year and issues certificates.

5.16. Progression of pupils Each class council has the delicate task to carry 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 year, and to issue an orientation certificate. The class council may base its decisions on the following factors: • • • •

The path followed by the pupil throughout his/her education; The intermittent results of his/her daily work, tests and examinations; The information from the Pupil Guidance Centre; Discussions with parents and oupils, if necessary.

3 types of certificates may be issued: • • •

an A-certificate if the pupil has successfully completed the year; a B-certificate if the pupil is admitted to the next year but certain educational forms and/or courses of study are excluded; a C-certificate which means the pupil has to stay back.

The decision may also be deferred and may be made conditional to the pupil passing a re-examination. The final decision is made by the parties involved (e.g. in the event of a B-certificate the pupil/parents may decide to repeat the year). Failures remain a significant problem. In too many cases repeating a year 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

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Aside from the advisory reports (orientation certificates) which must be issued at the end of each year 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: • •

rd nd rd 3 stage: 2 year ASO, TSO, KSO and 3 year BSO organized as a specialisation year 4th stage BSO: 1st or last year.

After the 1st year 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 granted. Certificates may also be issued after: • •

1st stage: the prevocational year and the 2nd year nd nd 2 stage: 2 year ASO, TSO, KSO.

In vocational secondary education pupils may, aside from orientation certificates obtain certificates, after: • • •

2nd stage: 2nd year and 3rd year (organized as a complementary year) 3rd stage: 2nd year and 3rd year (organized as a specialisation year) 4th stage: 2nd year (Circular letter SO 64 Structure and organisation of full-time secondary education).

In a number of years and educational forms pupils must pass an integrated test (een geïntegreerde proef-GIP): • • •

2nd stage BSO: 3rd year organized as a complementary year 3rd stage TSO, KSO, BSO: 2nd year and 3rd year organized as a specialisation year th nd rd 4 stage BSO: 2 year clothing and visual arts courses of study and 3 year course of study nursing (Circular letter SO 64)

rd rd The 3 stage: 3 year ASO, KSO, organized as a preparatory year for higher education issues a certificate of regular attendance. nd rd rd th In the 2 and 3 year of the 3 stage, all educational forms, and years of the 4 stage BSO a certificate of basic knowledge of business administration may be obtained.

In part-time vocational secondary education the following proofs of study may be obtained: • • • •

nd a certificate of the 2 stage of secondary education. To this end, the pupil must have acquired a.o. a contractual part-time alternating on-the-job-learning placement; a certificate of acquired competences, for those who fail to obtain the certificate; a qualification certificate from part-time vocational secondary education; a certificate of basic knowledge of business administration (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 will lead to a modular certificate and all modules of a learning pathway will together lead to a certificate. One or several certificates linked to final objectives and a particular duration of studies will lead to a diploma.

5.18. Guidance and link to further education/labour market 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 ethnic minorities. To this end, a host of initiatives were taken (cf. also [5.2.] and [2.2.]). Sector covenants and education covenants In 1993 the Flemish Education Council (VLOR) organized the States General for technical secondary education, in which a joint venture was set up between education and certain sectors such as ‘construction’, ‘food’ and ‘clothing’. In 1995 the Flanders Social and Economic Council in conjunction with teachers and with the support from the European Commission published a manual on establishing such joint ventures. Since 2001 the cooperation between education and enterprise has received more structural support by means of covenants with

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the sectors on employment and training. The first generation of covenants were quite informal at a number of levels. The second generation now goes a step further. Through clear quantitative and qualitative objectives the sectors specify to what extent they want to commit themselves. At the end of 2006 all 26 sector covenants were renewed. In light thereof a total of 103.5 full-time sector consultants are being subsidized. They check whether the agreements are adhered to and monitor the action in the field. The sector covenants concretely specify a.o. how many work experience placements will be created for part-time education, how many internship places for fulltime education, how many training programmes can be followed, how many jobs can be created, the recognition of acquired competences …In a number of cases this leads to negotiations on specific education covenants. Start 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 start jobs for young school-leavers and the unemployed. In a joint venture between the Federal Government and the Flemish Community, 315 start 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 start jobbers for prevention and antisocial behaviour in schools, 215 start jobbers for traffic safety around and from and to school. These projects are specifically aimed at the poorly educated, ethnic minorities or disadvantaged youngsters who left school prematurely or finished their studies at the end of secondary education and are now unemployed. It has a two-fold objective: 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 start job project 'Youngsters for schools, schools for youngsters' they are sent to secondary schools which accommodate high numbers of problem children and are employed to work on a positive school environment and improved contact between teachers and youngsters from ethnic minorities or disadvantaged families, in order to prevent anti-social behaviour. In 2006, the start job project (which was already accommodating 70 start 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 school clusters of both secondary and elementary education. Cf. http://www.ond.vlaanderen.be/jojo/ In the VeVe start 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/ Regional Technological Centres (RTC) The 6 Regional Technological Centres (RTC), were founded in 2000 by Education Decree XIII. However, the Decree of 7 May 2004 redefined their operations, which is now more focussed on making high-technology equipment available to education. Their main objective is to attune the educational institutions, the VDAB, SYNTRA Vlaanderen, UNIZO [Union of self-employed entrepreneurs – Unie van Zelfstandige Ondernemers], VOKA [The Flemish Network of Enterprises – Vlaams Netwerk van Ondernemingen], branches of industry and enterprises in relation to the supply of and demand for high-technology infrastructure, apparatus and equipment for technical and vocational education. They check who needs what, where it can be sourced and how it can be provided. They work for all the different networks. There is one RTC for each province. The Decree of 7 July 2006 has cleared the way to establish one overall Flemish centre, RTC-Flanders, subject to mutual agreement between the RTCs. The Flemish authorities enter into three-year management agreements with the RTCs (2005-2007) which also contains an action plan featuring the long-term objectives. To this end they have been receiving a joint fixed operational lump sum of € 2.8 million annually since 2006. Since September 2005 (Decree of the Flemish government of 17 June 2005) they have been able to apply for additional project funding for short-term initiatives. This subsidy amounts to a maximum of € 5000 and is only granted if the partners inject an equal amount. Cf. http://www.ond.vlaanderen.be/rtc/, with links to the different RTCs. (cf. also [2.7.2.7.]). DBO, Vocational Education Service

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Within the Department for Education and Training, as a sub-division of the Entity Institutions and Pupils Secondary Education and Adult Education, the DBO, Vocational Education Service, deals with vocational education in the widest possible sense. The Service also acts as a coordinating body for educational projects of the European Social Fund, cf. http://www.ond.vlaanderen.be/dbo/ Interdepartmental structure Education, Training, Work and Culture From their responsibilities for work, education and training the Ministers Frank Vandenbroucke and Bert Anciaux want to reinforce the structural basis to develop an integrated education and training policy which focuses on lifelong and lifewide learning and on strengthening the link between education, training and formation, on the one hand, and the labour market, on the other hand. On 25 February 2005 on a proposal by Vice-Minister-President Frank Vandenbroucke and Flemish Minister Bert Anciaux, the Flemish government ratified a new three-fold structure for lifelong and lifewide learning with a policy formulation by a Ministerial Committee for Education, Training and Culture, policy support through an interdepartmental structure and policy implementation by DIVA and the RTC. Cf. 7.2.0.5. One of the priority policy actions is guaranteeing work experience through: o o

Learning and working centres: developing concept and structure, monitoring the implementation plan and its effects; on-the-job-learning: simplifying the systems and developing a policy for quality improvement of internships, the on-the-job-learning database, developing a facilitating policy around the organisation of teaching practice and supervisor training in vocationally-oriented education and training; developing a policy focused on the sector covenants and the close monitoring of same.

Accent on talent In November 2002 the King Baudoin Foundation published the report of its commission “A new perspective on technical and technology-oriented vocations and training courses”, entitled “Accent on talent. An integrated view on learning and working''. The commission advocates ‘alternative learning’ (e.g. abolishing ASO/TSO/BSO, more modular education, lifelong learning), 'alternative choices' (e.g. enhanced course orientation, a more attractive selection of technical courses) and 'alternative governing' (more autonomy for schools). The commission opted explicitly for a reform which includes the socio-economic world and pleaded therefore also for ‘alternative working’ (e.g. organisational reforms in companies). On the basis thereof, several projects were launched. In 2004, the King Baudoin Foundation published a second report. On this basis, 16 experimental projects were operational in 2005 & 2006. Parallel to this, 15 ESF-funded companies took on a pioneering role, mainly in cooperation with secondary schools. Their experiences were compiled in a number of publications which were widely circulated in 2006. At the same time a new theme “entrepreneurship’ was explored, the results of which will be published in 2007. Cf. also DIVA 7.2.0.5., Work and Social Economy Centre (Steunpunt WSE, Werk en sociale Economie [9.6.], adult education and vocational education [7.15.], special secondary education [10.6.10.].

5.19. Private education (in the strictest sense) Cf. [4.16.]

5.20. Other Organisational forms Education for chronically ill pupils has been dealt with under [4.17.2.].

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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

1990 - 1991 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 - 2006

Mainstream secondary education In comparison to 1995-1996 Absolute Percent 426,325 97.91 427,380 98.15 428,227 98.34 434,430 99.77 436,956 100.35 435,436 100.00 432,227 99.26 426,220 97.88 420,366 96.54 415,253 95.36 413,343 94.93 414,079 95.10 419,379 96.31 427,922 98.27 435,048 99.91 439,550 101.69

Special secondary education In comparison to 1995-1996 Absolute Percent 13,700 89.21 13,909 90.57 14,222 92.61 14,558 94.80 14,961 97.42 15,357 100.00 15,548 101.24 15,647 101.89 15,659 101.97 15,774 102.72 15,763 102.64 16,084 104.73 16,402 106.80 16,792 109.34 17,393 113.26 17,801 114.49

Total secondary education In comparison to 1995-1996 Absolute Percent 440,025 97.61 441,289 97.89 442,449 98.15 448,988 99.60 451,917 100.25 450,793 100.00 447,775 99.33 441,867 98.02 436,025 96.72 431,027 95.62 429,106 95.19 430,163 95.42 435,781 96.67 444,714 98.65 452,441 100.37 457,351 102.14

Source: Statistics Yearbook of Flemish education 2005-2006

MAINSTREAM SECONDARY EDUCATION School year

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5.21.2. Evolution of pupil numbers in mainstream secondary education per educational form; school year 2005-2006

School year 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 - 2006

OKAN (*) 291 364 414 429 606 947 1,597 1,810 1,897 1,879 1,695 1,684

1 stage 146,889 146,919 147,894 145,281 141,347 137,489 133,870 133,332 134,725 136,051 138,101 141,606 144,970 146,257 145,192

ASO 113,550 113,708 115,703 116,932 117,276 117,154 115,593 112,626 109,821 108,307 107,243 107,519 109,896 112,951 116,265

TSO 84,934 85,305 87,348 89,921 91,696 91,833 91,506 90,301 88,826 88,131 87,890 88,343 89,127 90,452 91,554

KSO 3,646 3,997 4,636 5,114 5,239 5,223 5,117 5,093 4,816 4,663 4,782 5,018 5,446 5,555 5,694

BSO (**) 78,361 78,298 78,849 79,417 79,514 80,114 79,705 78,408 76,118 74,594 74,253 74,996 76,604 78,138 79,161

Total 427,380 428,227 434,430 436,956 435,436 432,227 426,220 420,366 415,253 413,343 414,079 419,379 427,922 435,048 439,550

(*) OKAN Reception class for non-Dutch speaking newcomers (**) BSO incl. 4th stage and modular education Source: Statistics Yearbook of Flemish education 2005-2006

5.21.3. Evolution of the number of pupils in DBSO from school year 1991-1992, according to age School year

1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 - 2006

15-18-year olds In comparison to 1992-1993 Absolute Percent 4,461 100.00 4,378 98.14 4,531 101.57 4,717 105.74 4,814 107.91 5,117 114.71 5,155 115.56 5,276 118.27 5,468 122.57 5,665 126.99 5,655 126.77 5,693 127.62 5,759 129.10 5,872 134.13

18-25-year olds In comparison to 1992-1993 Absolute Percent 325 100.00 406 124.92 526 161.85 528 162.46 535 164.62 584 179.69 517 159.08 449 138.15 482 148.31 564 173.54 624 192.00 649 199.69 621 191.08 573 141.13

Source: Statistics Yearbook of Flemish education 2005-2006

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5.21.4 Part-time vocational secondary education (DBSO) proofs of study conferred at the end of school year 2003-2004, according to year of birth

Qualification certificate 15-18-years old, in part-time compulsory education J=B M=G Community Education Private Law Governing Bodies Provinces Municipalities Total

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6. HIGHER EDUCATION Spurred on by the Bologna process a thorough reform of higher education was launched in 2003 which led to an integrated higher education system with a Bachelor-Master structure. The introduction of a credit system facilitated flexibilisation of the study itineraries. ‘Associations’ were set up to regulate the cooperation between universities and university colleges (hogescholen) while the creation of a Dutch-Flemish accreditation organisation assures the quality control of higher education programmes. At the same time participation of pupilpupils in the administration of institutions was ensured and their study financing was reviewed. In 2007, a new financing system for higher education was enacted in a decree. A green paper is also being prepared in which the range of post-secondary programmes offered between the final year of secondary education and the higher education programmes will be (re)structured. Following the historical overview [6.1.], current debates [6.2.] and the legal framework [6.3.] we shall discuss: • • • • • • • • • • • • • • • •

General objectives [6.4.] Types of institutions [6.5.] Admission requirements [6.6.] Registration and/or registration fees [6.7.] Financial support for pupilpupils [6.8.] Organisation of the academic year [6.9.] Areas of study [6.10.] Curriculum [6.11.] Teaching methods [6.12.] Evaluation of pupilpupils [6.13.] Progression of pupilpupils [6.14.] Certification [6.15.] Guidance and link to further education/labour market [6.16.] Private education (in the strictest sense) [6.17.] Organisational differences and other structures [6.18.] Statistics [6.19.]

Other chapters also contain topics which are relevant to higher education: • • • •

Administration and management of university colleges is dealt with in [2.6.4.5.], of universities in [2.6.4.6.], and of the associations in [2.6.4.7.] The Flemish Interuniversity Council (Flemish Interuniversitaire Raad – VLIR) and the Flemish Council of University Colleges (Flemish Hogescholenraad – VLHORA) are discussed under [2.7.2.2.] The financing details for university colleges feature in [2.8.6.], those of universities in [2.8.7.] and future financing for integrated higher education can be found in [2.8.8.] Internal quality control is described in [9.4.1.2.], external quality assessment in [9.4.2.3.] and accreditation in [9.4.3.]

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 vocationallyoriented programmes linked to technical schools. After the Second World War, they were upgraded to institutions for higher education, i.e. non-university 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.

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The law of 7 July 1970 reformed the NUHO, to ‘HOBU’, non-university higher education (Hogeronderwijs Buiten de Universiteit ) which consists of: •

•

two types of education: o Short-type Higher Education (Hoger Onderwijs van het Korte Type – HOKT), comprising studies of 2 or 3 years o Long-type Higher Education (Hoger Education van het Lange Type –HOLT), comprising studies of 4 or 5 years; seven branches of education: o technical, o economic, o agricultural, o paramedical, o social, o artistic, o pedagogical o supplemented by maritime higher education, in 1985.

The Flemish decree of 23 October 1991 upgraded HOLT, long-type higher education by: • • • • •

qualifying HOLT as ‘academic-level education’; imposing the same rules on HOLT as on university education; granting HOLT a much wider autonomy, supported by fixed funding (previously HOLT came under the Schools Pact, cf. [2.3.3.]); offering these institutions the opportunity to carry out scientific research in conjunction with other university colleges , universities and third parties; developing a more flexible transition system between the various programme levels.

The Flemish decree of 31 July 1994 thoroughly reformed the entire HOBU, non-university higher education system; • • •

all university college programmes were integrated into one system with one institutional framework and one legislation; university colleges also acquired more autonomy regarding budget allocation, henceforth each university college receives an operational lump sum payment; the Decree also resulted in mergers in which 164 university colleges amalgamated into 25 university colleges.

The signing of the Bologna Declaration in 1999 (cf. [11.2.2.1.]) led to a radical reorganisation and an integrated higher education policy in 2003. Cf. [6.1.3.]

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 (Catholic University Leuven) which had been founded in 1425 once again reopened its doors and a free-thinking counterpart, the Vrije Universiteit Brussel (Free University of Brussels) was founded (°1834). The Belgian higher education law of 1835 formally recognized 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 pupilpupil 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 Dutch- and French-speaking universities and the pupilpupils got a say. This became a statutory requirement 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 in 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.].

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6.1.3 Integrated higher education The Bologna Declaration (http://www.bologna-berlin2003.de/pdf/bologna_declaration.pdf ) is aimed at creating a European university college space and a European university college system, with as key principles: • • •

• • •

The introduction of a two-cycle system, the Bachelor-Master 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 measure 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 in which pupilpupils must obtain a certain number of credits to receive a diploma; credits can also be acquired outside of higher education (such a in lifelong learning) provided it is recognized by the organising institution (cf. [6.14.]). Encouraging mobility of pupilpupils, 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 Act’ (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.]). A new financing decree is scheduled for 2007 based on draft lines which were already approved by the government in 2006 (cf. [2.8.8.]). The principles of the reforms and integrated higher education are: •

• • • • •

The Bachelor-Master structure (cf. [6.4.]) o Bachelor degree studies Professional Bachelor degree studies, only organized by university colleges; Academic Bachelor degree studies organized by • university colleges in association with a university • universities; Advanced Bachelor’s programmes, only organized by university colleges; o Master degree studies Master degree studies • university colleges in association with a university • universities; Advanced Master’s programmes; • university colleges in association with a university • universities; o the promotion to a doctorate (PhD), only organized by the universities; Flexibilisation of the study itineraries, cf. [6.14.]; The enhancement of the quality control system through accreditation, so that both pupilpupils and employers are guaranteed that graduates meet an internationally recognized 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 remains the teaching language even though there is the option to teach 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; Other (private) institutions in Flanders can also offer recognized higher education programmes and issue official diplomas if their programmes have been accredited by the accreditation body, the Dutch-Flemish Accreditation Organisation.

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 review 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) on the basis of the self-evaluation report (cf. also [9.4.2.4.]); accreditation, the final quality approval by the joint Dutch-Flemish Accreditation Organisation (Nederlands-Vlaamse Accreditatieorganisatie - NVAO) based on the external review report and the

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assessment of the programme by the external review commission (cf. also [9.4.3.] and http://nvao.net and http://www.hogeronderwijsregister.be (English version: www.highereducation.be))

6.2. Current debates and future developments The draft lines for a new higher education financing system have been drawn and have already been approved by the Flemish government. In the course of 2007 they will be translated into a decree. The deadline for the start of the new system is 1/1/2008. It will apply to the entire higher education system. Only teacher training programmes (at university colleges and universities) will be regulated by a separate decree (cf. [2.8.8.]). A ministerial green paper on the structure of post-secondary programmes offered between the 6th year of secondary education and the Bachelor and Master degree studies is also scheduled for 2007.

6.3. Legal framework The following education legislation is of importance to higher education in Flanders. • • • • • • • • • •

•

Decree of 12 June 1991 on universities in the Flemish Community. Decree of 13 July 1994 on university colleges in the Flemish Community. Decree of 24 July 1996 organizing the amendment of the Decree of 12 June 1991 on universities in the Flemish Community. Decree of 14 July 1998 laying down Education-IX. Decree of 18 May 1999 laying down Education-XI. Decree of 20 October 2000 laying down Education-XII. Decree of 20 April 2001 organizing an amendment to the regulations regarding tertiary education. Decree of 4 April 2003 laying down the restructuring of higher education in Flanders (Higher Education Reform Act). Decree of 19 March 2004 regarding the legal status of pupilpupils, 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 regarding the flexibilisation of higher education and laying down urgent higher education matters (Decree on flexibilisation), amended by the Decree of 20 May 2005. The Decree on flexibilisation has been applicable to all programmes since academic year 2005-2006. 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.

A comprehensive review can be found on http://www.ond.vlaanderen.be/hogeronderwijs/regelgeving/

6.4. General objectives Professional Bachelor degree studies have the objective to bring pupilpupils 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 pupilpupils go on to a Master’s programme. Thus they are geared towards bringing the pupilpupils to a certain level of scientific or artistic knowledge and competences, in general, and towards a specific field of sciences or arts in particular. Preparing pupilpupils for the labour market is only a secondary objective. Master degree studies have the objective to bring pupilpupils to an advanced level of scientific or artistic knowledge and competences 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 degree studies tie in with secondary education whereas, 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 the bridging programme. If a pupilpupil does not hold the required diploma to directly enter into the programme he/she wants to register for, he/she may be asked to follow a preparatory programme first.

6.5. Institutions for higher education 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 recognized 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, (cf. http://www.hogeronderwijsregister.be). These are: • • •

the university colleges and universities the other officially registered institutions: Vlerick Leuven Gent Management School and the Instituut voor Tropische Geneeskunde (Institute of Tropical Medicine) 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 binational 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 non-officially registered institutions which offer higher education in Flanders and which have been registered by the Flemish government. Their accredited Bachelor’sand Master’s programmes are included in the Higher Education Register. 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 pupils can complete their studies at the contracting university college or university should the institution in question cease its activities. Once the institutions are registered they may present their Bachelor’s and Master’s programmes to the DutchFlemish Accreditation Organisation. 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

KULeuven Association Antwerp University Association Ghent University Association Association University and Hogescholen Limburg (*) Brussels University Association

Number of university colleges

Number of pupils registered with degree contract in an initial programme (2005-2006)

KUL UA

12 4

Professional programmes 36,469 12,786

19,989

26,099

46,088

5,409

3,126

8,535

VUB

3,053

8,061

11,114

316

KUB (*) including the Transnational University Limburg Source: Statistics Yearbook Education 2005-2006

Academic programmes 34,319 11,912

Total 70,800 24,698

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 (Decree 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.].

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

the Flemish Diploma of Secondary Education, a foreign diploma which is recognized as being equivalent by a Flemish decree, Belgian law, European directive or an international agreement.

There is no 'numerus clausus' in Flanders, however, every pupil who wishes to register for Civil Engineering, Civil Engineering-Architecture, Dentistry, Arts, Bachelor’s in Nautical Sciences and Master’s (in certain arts courses) must sit an entrance exam. 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 registration in a particular Bachelor’s programme on the basis of deviatory admission requirements solely founded on: • • •

humanitarian grounds; medical, psychological, social grounds; the overall level of the candidate, which is assessed as specified by the board.

The regulations on the deviatory admission requirements may be obtained from the institution. A pupil who has already obtained a Bachelor’s degree can enter another Bachelor’s programme and receive a reduction in course duration or a reduction in the set work load. In that case, the pupil must follow at least 60 credits’ worth of programme components in the other Bachelor’s programme. Institutions for higher education may only admit pupils to advanced Bachelor’s programmes if they have already obtained a Bachelor’s programme diploma. 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 previous education and the advanced Bachelor’s programme in question.

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A Bachelor’s degree, obtained through an academic Bachelor’s programme, gives direct access to a Master’s programme. Pupils who have obtained a professional Bachelor’s programme 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. If this qualification test also relates to previously acquired qualifications (eerder verworven kwalificaties – EVK) the institution may further reduce the bridging programme or even grant a full exemption. Pupils who have followed a Bachelor’s programme and have obtained qualifications that are not part of the Master’s programme may be asked to follow a preparatory course before they can enter the programme. A pupil 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/she 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 diploma. Direct access may be restricted to graduates of Master’s programmes with specific programme characteristics. Institutions may request holders of other Master’s diplomas 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 prior education and the advanced Master’s programme in question. Pupils who wish to obtain a doctorate must already be in possession of a Master’s degree. This is a general requirement. The university may however request that pupil take a qualification test to assess whether pupilhe/she is a suitable candidate to carry out scientific research in the field in question and whether he/she will be able to translate the results of this research into a thesis. However, also pupils who did not obtain a Master’s degree may be admitted to doctoral programmes. In that case, the university may request that the pupil either sits a qualification test to assess whether he/she would be a 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 registration fees Every pupil who registers for a number of credits enters into a study contract with a particular institution. The Decree on flexibilisation specifies three types of study contracts. •

• •

Degree contract: the pupil registers for a number of credits with a view to obtaining a degree in the programme or for a complete bridging or preparatory programme, in which three study itineraries are possible. o Model itinerary of 60 credits per academic year o Model itinerary of less than 54 credits per academic year (part-time programme) o Other model itineraries drawn up by the institutions o Personalized itineraries: registration for a certain number of credits on the basis of a file. Credit contract: the pupil registers for a number of credits with a view to obtaining a credit certificate for one or several programme components. Exam contract: the pupil only registers 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 on the flexibilisation of higher education (amended by the Decree of 20 May 2005). The amount depends on whether or not the pupil qualifies for a grant, the type of degree studies (Bachelor’s, Master’s, bridging programme …), on whether the pupil is an EU citizen 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 € 307.70 and maximum € 349.20, registration for an exam contract: a fixed amountt of € 50.70 and a variable amount of € 3 per credit. More detailed information is available in the circular letters for resp. 2005-2006 and 2006-2007 on http://www.ond.vlaanderen.be/HOGERONDERWIJS/werken/studentadmin/mededelinggegevensbeheer/md20070305studiegeld0708.htm

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6.8. Financial support for pupils With the reorganisation (Bachelor-Master), the study allowance system for higher education has also been reformed since academic year 2004-2005. (Decree of 30 April 2004 and Decree of the Flemish government of 28 May 2004). Henceforth the term study financing is used for higher education. The Department for Education and Training has dedicated a specific website to study financing http://www.ond.vlaanderen.be/studietoelagen/; the conditions are extensively described on http://www.ond.vlaanderen.be/studietoelagen/voorwaarden/pedagogisch/#Hoger_Onderwijs There are three groups of conditions: • •

•

Nationality conditions (with specific conditions for non-nationals) Pedagogical conditions o the pupil must be registered with an officially registered institute for higher education; o the programme must be accredited, recognized as a new degree study or must be temporarily recognized (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 o the programme must be followed under a degree contract; o the pupil must have a study financing loan and academic credits: study financing is expressed in ‘credits’. Within the framework of lifelong learning everyone is entitled to a study financing loan consisting of: • 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; programmes are expressed in academic credits; • a full-time study itinerary can consist of a study programme of between 54 and 66 credits (to calculate study financing full-time itineraries are awarded 60 credits); • a part-time study itinerary may consist of a study programme of between 27 and 33 credits (to calculate study financing part-time study itineraries are awarded 30 credits); • to calculate study financing for flexible itineraries the exact number of credits the pupil is actually registered for are used; The pupil must be registered for at least 30 credits and can receive study financing for a maximum of 60 credits per academic year; In the event pupils do not meet certain pedagogical requirements they may a apply for a wild card of 60 credits; In the event studies were followed in the French- or German Communities of Belgium or abroad, study financing may be portable subject to certain conditions; Financial conditions o the ‘family unit’ ( a broader term than ‘family’), o the reference income, the permitted income limits, o the rateable value (other than the person’s own home), o the number of academic credits within the family unit.

Education grants are also provided by several 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. Pupils with disabilities may receive financing for specific learning tools. Doctorate pupils may be funded by the university as university assistants or in the form of doctoral fellowships or by the Fund for Scientific Research (Fonds voor Wetenschappelijk Onderzoek) and related funds. Doctorate pupils may also finance their own doctoral studies, however this is rather rare.

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Study loans are provided by all kinds of financial organisations and foundations.

6.9. Organisation of the academic year The organisation of the academic year – including the holiday arrangements for pupils – is included in the education regulations drawn up by the board of the institution. 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. After the 2nd semester there is a summer recess, followed by the second examination session, which consists of several weeks of exams.

6.10. Areas of study The Higher Education Reform Act 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. Moreover, new programmes can only be introduced when the institutions in question abolish existing ones. 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: • •

Professional and academic Bachelor degree studies comprise a minimum of 180 credits (which more or less corresponds to 3 study years); Master degree studies follow after an academic Bachelor’s degree and comprise at least 60 credits.

Advanced programmes tie into the initial programmes and comprise at least 60 credits: • •

an advanced Bachelor’s; an advanced Master’s.

Teacher training programmes comprise: • • • •

the initial teacher training programmes, these are the Bachelor’s in education programmes, i.e., courses for nursery school teaching, primary school teaching, and group 1 secondary education teaching; the initial teacher training programmes at academic level which lead to a group 2 secondary education teaching qualification; advanced teacher training programmes which lead to an advanced Bachelor’s degree; initial dance teacher training which leads to an advanced Bachelor’s degree.

University colleges offer all teacher training programmes while universities only offer academic initial teacher training programmes. A new style teacher training programme was launched on 1 September 2007. 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.

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University colleges may offer professional Bachelor degree studies in the following areas of study and the following academic Bachelor and Master degree studies within the framework of an association: Architecture Commercial and Management Sciences Audiovisual and Plastic 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 areas of study: Education Social Work University colleges may offer academic Bachelor and Master degree studies in the following areas of study within the framework of an association: Product Development Applied Linguistics

Universities may offer academic programmes (Bachelor and Master degree studies) in the following areas of study: Archaeology and Aesthetics Psychology and Pedagogical Sciences Biomedical Sciences Law, Notaryship and Criminology Veterinary Social Health Sciences Economics and Applied Economics Linguistics and Literature Pharmaceutical Sciences Dentistry Medicine Applied biology History Applied Sciences Theology, Religious Sciences and Canon law Physical education, Rehabilitation Sciences and Physiotherapy Political and Social Sciences

Transport Studies Sciences Philosophy and Ethics

An integrated overview of all the programmes can now be found on the Higher Education Register cf. http://www.hogeronderwijsregister.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. 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 law, a decree or a European directive.

6.12. Teaching methods The choice of teaching methods and aids comes under 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 gaining increasing popularity.

6.13. Evaluation of pupils 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 pupil 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 during examinations. 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.

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6.14. Progression of pupils The Decree on flexibilisation of 30 April 2004 allows for more flexible study itineraries, with increased opportunities for changing between programmes and institutions, enhanced differentiation 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 credit- or 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 overall study programme of a degree study is expressed in ECTS credits in which one credit represents a work load of 25-30 hours. The volume of a programme component is expressed in full ECTS credits. A programme component comprises at least 3 credits, with a maximum of 12 components per 60 credits. The pupil has completed a programme component when the evaluation demonstrates that he/she has satisfactorily acquired the relevant (part) competences. In this respect, he/she is assessed on a scale from 0 to 20 (in full numbers), with 10 being the success rate. The pupil is entitled to register at least twice for each programme component, and per registration is entitled to at least two chances to pass. Completion of a programme component (passing the programme component) results in an official recognition in the form of a credit certificate, which is issued for that particular component and does not take into account the other programme components which may feature in the pupil’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 should be allowed to impose some form of ‘refresher’s programme’ after a period of 5 years, if the pupil wishes to valorize the credit certificate with a view to obtaining a diploma. Institutions may grant pupils exemptions on the basis of previously acquired qualifications (eerder verworven kwalificaties - EVK) and/or prior learning competencies (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 'Prove your competence’ (Bewijs je bekwaamheid'). 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, compulsory conditions may be imposed on a pupil at the time of registration (such as an interim evaluation or a minimum of study performance) and at risk pupils 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 Act of 4 April 2003 may carry the corresponding title of Bachelor, Master or Doctor. The board of the institution confers the title of Bachelor or Master if the pupil has successfully completed the Bachelor’s programme or Master’s programme. The title of Doctor is obtained once the thesis has been upheld in public. The board of the institution confers a credit certificate if the pupil has passed a particular programme component. Further details are available in the education and examination regulations of each institute for higher education. People may also obtain the diploma 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 prior learning competencies, i.e. having acquired all the knowledge, insight, skills and attitudes through learning processes which were not awarded a proof of study; '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 study itinerary, either or not through education. Comprehensive information on the general principles and procedures for flexible study progress is published in the brochure 'Prove your competence’. This brochure gives more specific information on what prior learning competencies (EVC) and previously acquired qualifications (EVK) stand for and where they feature in the flexible study progress system.

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NARIC-Flanders, the National Academic (& Professional) Recognition and Information Centre is in charge of the accreditation of foreign diplomas, European teaching professions and the assessment of standards. http://www.ond.vlaanderen.be/hogeronderwijs/NARIC/default.htm 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, content and status of the studies followed and a description of the university college system. Pupils receive this automatically with their diploma. The Flemish diploma supplement was based on the former UNESCO Diploma Supplement model. Many foreign university college systems use the Flemish diploma supplement as example. The Council of Europe, the European Union and UNESCO used the Flemish diploma supplement as model for the new version (1998) of the international diploma supplement (cf. Europass [11.4.2.4.]).

6.16. Guidance and link to further education/labour market Higher professional education puts the emphasis on practical aspects and is from the very beginning directed at a future professional life. Practical training in real-life working conditions (companies, schools, hospitals ...) forms an essential part of each programme. Guidance to facilitate pupils’ entry into the labour market comes in many forms. The majority of university colleges have placement services, even though their workings may vary. There are no official guidelines in this area. Some university colleges merely collect vacancies or compile employment statistics while other 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 pupil 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. Universities, just like university colleges, have set up a specific infrastructure for this broader care and guidance which involves a.o. placement services. Depending on the institution, certain initiatives are taken for graduates and former pupils in the form of a vacancy database, organising information sessions on employment in various sectors, etc.

6.17. Private education (in the strictest sense) Institutions which are unregistered institutions for higher education are part of the private education sector which is not legally regulated in Flanders.

6.18. Differences in organisation and other structures 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 pupils who are already working. Everyone has the opportunity to simply sit the exams, hence, without any obligation 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 Social Advancement 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 o http://www.ond.vlaanderen.be/hogeronderwijs/studeren/openuniversiteit/default.htm

http://www.ou.nl/

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6.19. Statistics 6.19.1. Evolution of the main enrolments in university colleges per type of programme and per sex

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

BAMA and initial programmes and initial teacher training programmes (1) Men Women Total In terms of In terms of % in comparison to percentage percentage 1999-2000 Absolute Absolute Absolute 45,747 46.43 52,789 53.57 98,536 100.00 45,773 46.12 53,485 53.88 99,258 100.73 45,775 46.08 53,564 53.92 99,339 100.81 46,125 46.28 53,536 53.72 99,661 101.14 45,998 45.92 54,180 54.08 100,178 101.67 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

Academic year 2004 - 2005

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

Absolute 368

Absolute 23

Absolute 167 145 166 183 244 230

Absolute 146 147 133 141 183 188

Absolute 534 646 708 962 845 388

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Advanced Bachelor’s programmes Men Women In terms of In terms of percentage percentage Absolute 34.62 695 65.38 Advanced Master’s programmes Men Women In terms of In terms of percentage percentage Absolute 50.00 23 50.00 Academic initial teacher training programmes Men Women In terms of In terms of percentage percentage Absolute 40.83 242 59.17 34.04 281 65.96 36.48 289 63.52 38.36 294 61.64 37.31 410 62.69 36.68 397 63.32 Advanced teacher training programmes Men Women In terms of In terms of percentage percentage Absolute 15.77 780 84.23 14.36 877 85.64 13.42 858 86.58 12.75 965 87.25 14.41 1,087 85.59 14.14 1,142 85.86 Advanced programmes Men Women In terms of In terms of percentage percentage Absolute 39.29 825 60.71 42.61 870 57.39 44.98 866 55.02 47.79 1,051 52.21 42.76 1,131 57.24 52.15 356 47.85

Total Absolute 1,063

100.00 Total

Absolute 46

100.00

Absolute 409 426 455 477 654 627

Total % in comparison to 1999-2000 100.00 104.16 111.25 116.63 159.90 153.30

Absolute 926 1,024 991 1,106 1,270 1,330

Total % in comparison to 1999-2000 100.00 110.58 107.02 119.44 137.15 143.63

Absolute 1,359 1,516 1,574 2,013 1,976 744

Total % in comparison to 1999-2000 100.00 111.55 115.82 148.12 145.40 54.75

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Source: Statistic Yearbook of Flemish education 2004-2005

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6.19.2. Number of main enrolments in university colleges for academic year 20042005, per type of programme, area of education and sex M BAMA- and Initial programmes (1) Architecture Audiovisual and Plastic Arts Biotechnology Combined areas of study: ARCH, IST and NS Health care Commercial and Management Sciences Industrial Sciences and Technology and Nautical Sciences Music and Performing Arts Education Product development Social Work Applied Linguistics

Total

1,761 2,194 1,833 2,014 982 825 74 115 1,949 9,055 15,381 13,697

3,955 3,847 1,807 189 11,004 29,078

14,905 2,134 17,039 845 907 1,752 5,281 14,079 19,360 242 115 357 2,257 7,564 9,821 723 2,253 2,976 Total 46,233 54,952 101,185

Advanced Bachelor’s programmes Architecture Health care Commercial and Management Sciences Social Work

18 130 219 1 368

15 432 213 35 695

33 562 432 36 1,063

16 6 23

4 10 23

20 16 46

13 6 61 154

8 6 98 114

21 12 159 268

Total

64 8 6 25 51 388

11 6 18 48 47 356

75 14 24 73 98 744

Total

188 188

1,142 1,142

1,330 1,330

Total Advanced Master’s programmes Health care Industrial Sciences and Technology and Nautical Sciences Music and Performing Arts Total Advanced programmes Architecture Audiovisual and Plastic Arts Health care Commercial and Management Sciences Industrial Sciences and Technology and Nautical Sciences Music and Performing Arts Education Social Work Applied Linguistics Advanced teacher training programmes Education Academic initial teacher training programmes Education

230 397 627 Total 230 397 627 Overall Total 47,430 57,565 104,995

(1) Professional and academic Bachelor’s programmes, Master’s programmes and initial programmes being phased out, including HOSP. Source: Statistics Yearbook of Flemish education 2004-2005

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6.19.3 Evolution of the number of generation pupils at university colleges per type of programme and area of study (1) 200020012002200320042001 2002 2003 2004 2005 One-cycle professional Bachelorâ€™s programmes and initial programmes Architecture 421 534 546 580 533 Audiovisual and Plastic Arts 29 39 40 25 52 Biotechnology 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 Music and Performing Arts 15 20 12 9 10 Education 5,307 5,796 5,463 5,604 5,584 Social Work 2,185 2,284 2,358 2,691 2,747 Total 20,592 20,851 20,253 20,600 21,199 Two-cycle academic Bachelorâ€™s programmes and initial programmes Architecture 380 416 514 558 566 Audiovisual and Plastic Arts 895 898 854 896 856 Biotechnology 56 56 60 56 84 Health care 312 262 119 166 211 Commercial and Management Sciences 1,294 1,179 1,066 952 1,006 Industrial Sciences and Technology and 2,061 1,781 1,660 1,577 1,425 Nautical Sciences Music and Performing Arts 305 246 272 236 267 Product development 113 82 77 80 64 Applied Linguistics 758 781 752 739 760 Total 6,174 5,701 5,374 5,260 5,239 Total number of generation pupils 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 4,707 4,505 4,497 4,286 4,371 Nautical Sciences Music and Performing Arts 320 266 284 245 277 Education 5,307 5,796 5,463 5,604 5,584 Product development 113 82 77 80 64 Social Work 2,185 2,284 2,358 2,691 2,747 Applied Linguistics 758 781 752 739 760 Overall Total 26,766 26,552 25,627 25,860 26,438 (1) Generation pupil: a pupil 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: Statistics Yearbook of Flemish education 2004-2005

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6.19.4 Evolution of the number of generation pupils in university education, per area of study (1) Areas of Study Philosophy and Ethics

1999-2000 M W T 105 74 179

2000-2001 M W T 117 81 198

2001-2002 M W T 124 89 213

2002-2003 M W T 118 75 1

Theology, Religious Sciences and Canon Law Linguistics and Literature History Archaeology and Aesthetics

13 235 234 94

29 627 236 189

42 862 470 283

15 220 258 70

16 567 207 198

31 787 465 268

11 215 320 78

15 211 314 79

Law, Notaryship and Criminology

757

880

1,637

646

984

Psychology and Pedagogy

268 1,091

1,359

258 1,153

23 581 214 220

34 796 534 298

31 585 228 177

7 5 2

1,630

702 1,017

1,719

744 1,054

1,7

1,411

246 1,186

1,432

246 1,239

1,4

Economics and Applied Economics 1,062 806 1,868 979 732 1,711 1,045 687 1,732 927 660 1,5 Political and Social Sciences 493 675 1,168 546 637 1,183 476 646 1,122 540 668 1,2 Social Health Sciences 1 80 81 1 79 80 1 86 87 5 84 Physical Education, Rehabilitation 267 327 594 282 413 695 248 340 588 258 292 5 Sciences and Physiotherapy Sciences 904 512 1,416 963 442 1,405 849 405 1,254 724 356 1,0 Applied Sciences 581 160 741 523 164 687 807 229 1,036 662 198 8 Applied Biology 284 257 541 280 243 523 236 215 451 232 207 4 Medicine 149 194 343 144 214 358 133 212 345 151 253 4 Dentistry 13 16 29 13 13 26 13 34 47 16 27 Veterinary 101 207 308 84 202 286 98 224 322 80 278 3 Pharmaceutical Sciences 51 196 247 46 223 269 52 198 250 63 198 2 Biomedical Sciences Traffic Studies Combined areas of study 159 444 603 153 436 589 187 506 693 238 568 8 Total 5,771 7,000 12,771 5,598 7,004 12,602 5,841 7,112 12,953 5,623 7,178 12,8

(1) Generation pupil: a pupil registered for the first time in the first year of an initial programme in Flemish higher education and who February Source: Statistics Yearbook of Flemish education 2004-2005

6.19.5 Number of diplomas conferred in university college education at the end of academic year 2003-2004, p Initial programmes and initial teacher training programmes Areas of study

Architecture Audiovisual and Plastic Arts Biotechnology Health care Commercial and Management Sciences Industrial Sciences and Technology Music and Dramatic Arts Education Product development Social Work Applied Linguistics

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One-cycle programmes M 169 22 150 356 2,946 1,747 2 914 353 -

W 230 35 71 2,205 3,272 281 4 3,360 1,608 -

T 399 57 221 2,561 6,218 2,028 6 4,274 1,961 -

Two-cycle programmes First of two cycles (1) M W T 136 204 340 287 372 659 35 27 62 66 84 150 589 518 1,107 1,417 225 1,642 115 138 253 49 14 63 120 430 550

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Two-cycle prog Second of two M W 122 173 255 323 51 39 71 139 643 579 1,483 300 140 141 57 25 85 360

Total

6,659

11,066

17,725

2,814

2,012

4,826

(1) This table does not include Bachelorsâ€™ diplomas (written in italics) in the overall total, Source: Statistics Yearbook of Flemish education 2004-2005

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2,907

2,079

6.19.6 Number of diplomas conferred in university education at the end of academic year 2003-2004, per area of study

Academic st programme 1 cycle

Academic programme 2nd cycle

Follow-up programmes

Specialisation programmes

Area of study Philosophy and Ethics

M 132

Theology, Religious Sciences and Canon Law Linguistics and Literature History Archaeology and Arts Law, Notaryship and Criminology Psychology and Pedagogy Economics and Applied Economics Political and Social Sciences Social Health Sciences

18 152 232 53 558 162 636 358 17

Physical Education, Rehabilitation Sciences and Physiotherapy Sciences Applied Sciences Applied Biology Medicine Dentistry Veterinary Pharmaceutical Sciences Combined areas of study Total

W 82

T 214

M 88

30 48 441 593 197 429 163 216 816 1,374 922 1,084 511 1,147 510 868 132 149

65 140 163 61 531 169 598 353 41

W 55

T 143

M 10

W 11

T 21

M 12

W 13

48 113 417 557 168 331 149 210 738 1,269 783 952 533 1,131 484 837 186 227

1 15 6 5 56 34 365 166 23

49 3 10 88 63 257 276 8

1 64 9 15 144 97 622 442 31

13 9 1 199 11 289 47 4

17 15 3 213 41 187 64 14

3 2 4

5 47 1

174 233 407 148 253 401 3 3 12 43 5 399 242 641 530 313 843 106 54 160 107 75 18 487 168 655 488 131 619 91 53 144 229 116 34 169 169 338 200 196 396 78 55 133 55 36 9 161 242 403 265 432 697 49 49 9 19 38 57 25 25 50 3 3 6 8 8 48 119 167 70 122 192 6 9 45 143 188 37 147 184 5 4 9 14 33 4 92 290 382 116 336 452 182 275 457 150 165 3 3,912 5,448 9,360 4,088 5,516 9,604 1,149 1,209 2,358 1,215 1,101 2,3

Source: Statistics Yearbook of Flemish education 2004-2005

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7. CONTINUING EDUCATION AND PROGRAMMES FOR EARLY SCHOOLLEAVERS AND ADULTS In this chapter we shall discuss 7 different systems 1. 2. 3. 4. 5. 6. 7. 8.

Social advancement education (Onderwijs voor Sociale Promotie – OSP) Supervised individual study or distance learning (Begeleid individueel studeren – BIS) Adult basic education VDAB Vocational education SYNTRA Flanders Entrepreneurial training Part-time artistic education (Deeltijds kunstonderwijs – DKO) Training in agriculture Socio-cultural adult work

Each system is described in the same fashion. The points of particular interest are comparable to the ones used to describe the various levels of education (chapters 3 to 6 inclusive). The particular points of interest are: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Historical overview Current debates and future developments Legal framework General objectives Types of institutions Geographical accessibility Admission requirements Registration fees Financial support for course participants Courses on offer Teaching methods Trainers Evaluation and progression Certification Guidance and link to further education/labour market Private education (in the strictest sense) Statistics

Concepts In Flanders, several training programmes come under the common denominator ‘continuing education’. These programmes address wide-ranging target groups made up of all kinds of 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 broader than adult education, which is geared towards adults, even though systems which cater for both groups (such as DKO) all come under the adult education umbrella. In practice, the term adult education is used in various ways (to cover the different educational forms). Moreover, there is no clear demarcation between adult education and adult basic education or “lifelong and lifewide learning”. • •

•

In the strictest sense adult education is used for social advancement education (organised by the Centres for Adult Education which only provide social advancement education - OSP), while at the same time reaching far beyond as also youngsters attend this type of education. It is also used in a broader sense by the Department for Education and Training to classify 3 educational forms organised by the department: o Social advancement education (Onderwijs voor Sociale Promotie -OSP) (including the former second chance education (Tweedekansonderwijs - TKO)), o Adult basic education o Distance learning Supervised Individual Study (Begeleid Individueel Studeren - BIS) Open University (Open Universiteit - OU) The programmes offered by some of the university colleges (hogescholen). The Department for Education and Training also uses the concept in a wider context which, aside from the aforementioned forms, also includes:

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Evening education provided by the university colleges and universities (such as Bachelor’s in education which can also be followed in the form of evening and weekend classes and through a shortened study itinerary) o Vocational education provided by VDAB o Entrepreneurial training (or programme) from SYNTRA. Moreover, training in agriculture and non-formal socio-cultural adult work can also be added to this list. o

•

Part-time artistic education (DKO) falls partly outside of adult education as this is attended by both adults and youngsters. Also, supervised individual study addresses itself to anyone who is interested, no age limit applies. Adult education Adult education (formal)

Vocational education

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

Adult basic education Social Advancement Education (OSP) Supervised individual study (BIS) Vocational education for jobseekers and employees (VDAB) Entrepreneurial training (SYNTRA Flanders) Training in agriculture Socio-cultural adult work Part-time artistic education (DKO)

Competent minister Education Education

Cf. 7.*.3 7.*.1

Education

7.*.2

Work

7.*.4

Work

7.*.5

Agriculture Culture

7.*.7 7.*.8

Education

7.*.6

7.1 Historical overview 7.1.1. Social Advancement Education (OSP) - historical overview Social Advancement Education (OSP) has its roots in two types of 19th century institutions: adult schools and industrial schools. The latter were set up in the large cities and were basically a form of adult education which typically offered a technical programme for the ‘elite’ of the ‘working classes’. Classes were given 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, legislation brought the training programmes offered and the qualifications into line and classified them into 4 categories which were subsequently reclassified in 1967 (each with a 2-cycle structure in SO - LSO and HSO - and HO – 1st and 2nd stage). Higher OSP was once again reformed by the Higher Education (HO) Law of 7 July 1970 and became Higher Social Advancement Education offering short-type higher education and 2nd stage higher technical courses. In light of the BAMA-reforms higher education will undergo further changes in the future. Pursuant to the decree of 2 March 1999 OSP took on the SO structure and now offers 2nd and 3rd stage education, and to some extent also 4th stage education. Language education has its own orientation stage classification.

7.1.2. Supervised Individual Study (BIS) - historical overview Correspondence education, the predecessor of what is now called ‘Supervised Individual Study’ (BIS) started in Belgium in 1959 and was officially recognized by the Law of 5 March 1965. The 1980 State reform transferred this educational form to the Communities. The decree of 2 March 1999 partly integrated BIS into part-time adult education.

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The Decree of the Flemish government of 30 June 2000 introduced the name 'Supervised Individual Study'. (The decree of 2/3/1999 still refers to the term ‘self-motivated learning’). However, the term ‘Distance Learning is also still very much in use. But distance learning does not only cover BIS but also Open Higher Education and the Open University. The Decree of the Flemish government of 8 November 2002 regulates a.o. the tutors’ salaries, the registration fees, both for correspondence BIS as for BIS Online, i.e. distance learning via the Internet.

7.1.3. Adult Basic Education – historical overview At the start of the eighties numerous initiatives were set up to offer education to unskilled and semi-skilled adults in Flanders. In 1985, the Flemish government launched a 3-year pilot project 'Adult Basic Education'. On 12 July 1990 the Adult Basic Education decree was passed which came into effect on 1 September of that very year. This decree regulates a.o. 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) and also transferred responsibilities for adult basic education to the Minister for Education. On 21 December 1994 the Flemish Parliament approved a number of rules which amended the decree of 12 July 1990 the first time around. The amendments related to the level of education of the course participants in adult basic education, the funding mechanism and the job descriptions of the staff in these centres. A second amendment to the decree was implemented in 1996 (Decree of the Flemish government of 24 July 1996) which resulted in the Council for Adult Basic Education being abolished and all its tasks being transferred to the Council for Adult Education within VLOR (Flemish Education Council). On 2 March 1999 a third amendment was implemented with as result that administrative control and quality assurance, which previously had been assigned to VOCB, came under the remit of the Department for Education and Training itself. To this end, staff within the adult education department were charged with the preparation and implementation of the adult basic education policy while inspection regulations for adult education were also extended to cover adult basic education. The Education Decree XIV of 14 February 2003 regulated the developmental objectives and the modular structure of the adult basic education courses. By modularising the courses offered, adult basic education training programmes have become part of the general education structure and the link to adult education has been enhanced. 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.

7.1.4. Flemish Service for Employment and Vocational Training (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 education 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 the objectives, contents and target groups. Within the framework of communitarisation the Flemish Service for Employment and Vocational Training (Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding – VDAB) was established by decree in 1984. However, its implementation and transfer of responsibilities did not take place until after the 1988 constitutional revision. Monitoring unemployment and unemployment benefits remained under the remit of the RVA. Since 1989 job placement services have been transferred to the regions while vocational education is a matter for 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/ > over VDAB [about VDAB] > geschiedenis [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 of Flemish employers’ and

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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 employment, support and vacancy services now come under the authority of the labour market management board. This board retains its current regional establishment.

7.1.5. Entrepreneurial training SYNTRA Flanders - historical overview The oldest institution for extra-curricular vocational training is the system of apprenticeship agreements 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-job-learning 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 Decree officially enacted apprenticeships and paid an allowance to employers who took on apprentices in their business. In 1947 an official framework was established for the training and continuing education of craftsmen and the selfemployed. Guidance by pedagogical counsellors was organised in 1959. The Royal Decree of 4 October 1976 concerning continuing training for the self-employed created Institutions of Continuing Training in the Small and Medium Enterprise (SME) Sector (Instituten voor Voortdurende Vorming van de Middenstand - IVVM), 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). It had three working areas: entrepreneurial advice, training and formation. In 2002, the 16 existing training centres (which numbered 22 teaching places at the 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. The Flemish Entrepreneurial Agency (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.]).

7.1.6. 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 stems 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 educational 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 Royal Decree determined the entire structure (in 4 cycles) and its organisation. The second RD repeated this structure but then in a more relaxed teaching periods regimen (the normal system), essentially geared towards general artistic personal development. The Decree of 31 July 1990 thoroughly reorganised the structure of DKO. For instance, DKO received its own structure with stages and optional courses of study. However, it was still defined as complementary to compulsory education.

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In 2001 the attunement of 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-todate course supply. 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 audit instrument.

7.1.7. Training in agriculture - historical overview Vocational education 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.

7.1.8. 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, which also attracted other social emancipation movements. Socio-cultural adult work saw a huge (but philosophically and ideologically based) th expansion in the second half of the 20 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 recognized 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 (non-formal) Adult Education (Federatie van Organisaties voor Volksontwikkelingswerk – FOV) which has taken over the advocating task of the umbrella organisations. Nearly all recognized organisations are affiliated to this body. To this end, the FOV is subsidised by the Flemish government in proportion to 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 socio-cultural associations, one for movements and one for training institutions (regional folk high schools and rural training institutes). This decree of 4 April 2003 also regulates the recognition and funding of one centre 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.

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7.2. Current debates and future developments Each continuing education system has its own 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 ministerial cooperation definitely contribute to this. 7.2.0.1. The development of an integrated education and training policy From their responsibilities for work, education and training, the Ministers Frank Vandenbroucke and Bert Anciaux want to reinforce the structural basis in order to develop an integrated education and training policy, focussed on encouraging lifelong and lifewide learning, and on tightening the link between education, training and non-formal education, on the one hand, and the labour market on the other hand. At the proposal of Vice-Minister-President Frank Vandenbroucke and Flemish Minister Bert Anciaux the Flemish government approved a new three-fold structure for lifelong learning on 25 February 2005. •

• •

Policy formulation is carried out by the Ministerial Committee Education, Training, Work and Culture. Both the Minister for Work, Education and Training and the Minister for Culture have a seat on this Committee. The chief responsibility for the integrated policy lies with the Minister for Work, Education and Training. The Minister for Culture is also responsible for training, more specifically in the area of socio-cultural work. Policy support is provided by a yet to be established new interdepartmental structure. The departments for Education and Training, Work and Culture are involved in this. Policy implementation for adult basic education is in first instance ensured by DIVA while the Regional Technological Centres (RTCs), see to the attunement of education and the labour market.

Priority policies for the interdepartmental steering group are: •

•

Developing a policy for an unambiguous and smooth qualification and certification o Designing and implementing a qualification structure. o Valorisation of the accreditation of prior learning (EVC) acquired within both formal and nonformal learning contexts a.o. by further implementing the certificate of vocational competence decree and by attuning it to the work procedures which are being developed for this purpose, by investigating opportunities and problems in the keying of standards and vocationally oriented specific final objectives, by developing an EVC incentives policy (Europass, ECVET …). o Directing and monitoring the training programme market: developing a quality assurance system for the training and non-formal education market, defining the priorities in instrument development (e.g. expanding the ‘become-what-you-like’ database (wordwatjewil-databank) towards a wider training market). Guaranteeing work experience o Learning and working centres: developing the concept and structure, follow-up of the implementation plan and its effects. o On-the-job-learning: simplifying the structures and developing a policy for quality enhancement of work experience, the on-the-job-learning database, developing a facilitating policy around the organisation of teacher and training programmes in vocational education and training. o Developing a focussed policy on sector covenants and the close follow-up of same. Achieving harmony between the actors involved in the interrelation between education, non-formal education and training on the one hand and the labour market on the other hand. o Coordination and follow-up of the literacy plan: promoting literacy training on the shop floor, a screening instrument to assess the literacy of job-seekers and an awareness campaign. o Coordination and follow-up of the strategic plan on assistance and services for detainees (section education and non-formal education). o Promotion policy on 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. o Determining policy priorities on the attunement between the public training providers in order to develop a transparent course offer which responds to the needs. o Developing a policy on the skill enhancement of trainers (follow-up of the ‘train the trainers’ pilot project). o Developing a policy on contract education and training. o Developing a policy on training and career guidance. o Developing a policy on flexibilisation of learning pathways: modular courses and combined programmes.

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The white paper "Towards an Integrated Policy on Education, Training and Work: Organisation and Actions” (Naar een geïntegreerd beleid voor onderwijs, vorming en werk: organisatie en acties) is available on http://www.ond.vlaanderen.be/beleid/nota/2004-2009-h4.htm 7.2.0.2. Towards a new decree on adult education At the end of 2006 the government approved the draft decree on the reorganisation of adult education. The objectives for adult education are fine-tuned and extended through: • • •

• • • •

The creation of second chance education (tweedekansonderwijs – TKO) or secondary education level diploma itineraries (in preparation for ASO, TSO or BSO exams). The organisation of adult basic education (with more course participants going on to OSP). The organisation of vocational training programmes, advanced training and retraining at secondary education and higher vocational education levels (level between secondary and higher education) (each diploma or certificate should be accompanied by some sort of ‘maintenance contract’ for continuous advanced training). Intake and individual pathway-to-work guidance. Target group policy (as much in relation to the programmes offered as to the teaching strategy and pedagogical approach); inclusive or integrated education should also be given a place within adult education. The recognition of EVCs, Accreditation of Prior Learning (the 'certificate of vocational competence', henceforth the proof of experience, is already a step in the right direction, cf. 7.2.0.4.). Acting as a regional examination commission.

The reorganisation provides for a 13 regions structure in which the adult education and adult basic educational institutions will work in close cooperation. At regional level, consortiums will be established which will have their own operational budget. Each consortium will have 1 Centre for Adult Education. This integration will also have educational effects. Thus as of now final objectives will also apply to adult basic education. The CVOs and CBEs will enter into agreements with the other regional training providers within their region so that course participants will find it easier to progress between the various providers. They will regionally agree how prior learning will be accredited and how working and learning can be combined. This should enable course participants to enter programmes more easily and allow them to move between the various institutions. In respect of the CVOs, Centres for Adult Education, the new support centre and the new consortiums reorganisation will commence on 1/1/2007; for the CBEs, Centres for Adult Basic Education, reorganisation will start on 1/9/2008. Financing will be provided on the basis of 3 parameters: the number of teaching periods the participants attended, the number of teacher hours and the size of the group. At the same time the centres will receive between 10 and 15 million euro extra in operational resources (an average of 120,000 euro per CVO), which will be partly funded by an increase in registration fees. Over the coming years, resources for adult education, as already provided for in the budget, will rise from 291 million euro in 2007 to 308 million euro in 2009. Due to an increase in the registration fees operational funds for the centres for adult education will rise by another 14 million euro, which corresponds to an average of 120,000 euro per centre. New registration fees have been set at a standard rate of 1 euro per hour (this used to be 0.39 to 0.78 euro). However, vulnerable groups are protected. For instance, people on social benefits will not have to pay anything while job-seekers will basically be charged 0.25 euro per hour. However, the cost of the programme will be covered by the VDAB if the programme in question fits in with a recognized pathway-to-work itinerary. Moreover, people following lengthy programmes will receive a subsidy which will either cover all or part of the registration fees. Registration fees for higher vocational education programmes will be capped while employees can continue to fund 50% of these fees with training vouchers. Staff regulation for adult basic education will become part of the education framework. And to this end a new trade union structure for this sector is being developed. Staff regulations regarding the centres for adult education will change only slightly; they will be adapted to the modular education system. Salary scales are also simplified and function differentiation will be facilitated. What’s more, as agreed in CAO VIII, an administrative framework for adult education will be established. The future programme structure will become fully modular. The combination of several modules within a recognized learning pathway will comprise a programme. Modules consist of worthwhile and coherent entities of final objectives, specific final objectives or basic competences. Each module is awarded a modular certificate. Modular certificates can be turned into programme certificates which will (possibly) be incorporated into an overall qualification structure. Within vocational training programmes each certificate issued must give access to one vocation at least. The decree also provides for more opportunities to combine education and work and/or family,

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the recognition of prior learning, an enhanced attuning of programmes in function of a smoother transition, individual guidance and special attention to target groups such as detainees. Henceforth, all centres must allocate 5% of their operational resources to a quality assurance policy. In this, they will receive support from a Flemish Support Centre for Basic Adult Education (Vlaams (Ondersteuningscentrum voor de Basiseducatie – VOCVO) which will gather and share knowledge on methodologies and didactics on adult education, a.o. through in-service training for teachers. This centre shall also promote distance learning and coordinate the implementation of the Literacy Plan. Furthermore, each consortium shall establish an ombudsman for course participants. Moreover, we will also see the creation of higher vocational education (Hoger beroepsonderwijs – HBO) which will comprise all the vocationally oriented training programmes offered in between secondary education and the professional Bachelor’s programmes. Participants who have obtained the required certification must be given the opportunity to acquire a professional Bachelor’s diploma via a bridging programme. In the future, higher vocational education will also be provided by secondary schools and higher educational institutions. A green paper for a new decree will be presented in the spring of 2007. http://www.ond.vlaanderen.be/nieuws/2006p/1201-hervorming-volwassenenonderwijs.htm 7.2.0.3. Strategic Literacy Plan At the end of June 2005 the Flemish government approved a ‘Strategic Literacy Plan’ which comprises 35 actions involving quite a number of partners: the training providers (VDAB, SYNTRA, Centres for Adult Basic Education (CBEs) and Centres for Adult Education and compulsory education), employers’, employees’ and welfare organisations. 10 objectives have been formulated: •

• • • • •

•

• • •

Developing an operational literacy definition on the basis of findings from relevant international research (IALS, Life Skills, Dutch Language Union reference framework, Council of Europe reference framework). This operational definition should allow screening instruments to be directed at the priority groups. Applying a quick-scan instrument to detect literacy problems in job-seekers (developed by the VOCB and the VDAB) and implementing an instrument to place course participants in study itineraries in Centres for Adult Basic Education. Developing an instrument for thorough literacy screening, to be used to place people in education and training and in the local or regional social policy. Enhanced use of existing instruments in the employment policy and of financial resources within European programmes and actions for target groups. Developing integrated learning pathways with due regard for the level of literacy of the course participants and enhanced cooperation between the Centres for Adult Basic Education (CBEs) and vocational training programmes of a.o. OSP, entrepreneurial training (SYNTRA) and VDAB. Stimulation in the area of well-being and socio-cultural work. o Integrating objectives and actions of the literacy plan into the Flemish ‘Combat Poverty’ action plan. o Involving experiential experts on poverty and social exclusion in actions and projects. o Encouraging low-threshold initiatives. o Encouraging organisations involved in socio-cultural work to focus on literacy and the opportunities of an integrated approach. o Integrating literacy training into yet to be developed initiatives for the target groups of sociocultural work. Flexibilisation and optimisation of the educational provision in adult basic education, by increasing the success rate, and reduction of the cultural differences between the Centres for Adult Basic Education (CBEs) and the other training providers. Increased focus on literacy issues in teacher training programmes. Using the opportunities of alternating learning and in-company training for literacy training. Gearing the actions towards the various (at-risk) target groups which the IALS study has defined as being early school-leavers, the long-term unemployed, older people and the disadvantaged groups. Introducing school projects in compulsory education and if possible deploying the local consultation platforms (in light of the GOK-decree) for coordinated actions. Organising communication and awareness actions aimed at the wider public and at the various actors who come face to face with the literacy problem, linked to a general awareness of lifelong learning.

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7.2.0.4. Proofs of experience (the former ‘Certificates of Vocational Competence’) The government is keen to see more people obtain ‘certificates of vocational competence’. These certificates will permit people to prove that they have fully mastered all the skills of their vocation even if these were not acquired through formal education. • • •

A certificate of vocational competence is a certificate which is issued by a competent authority once it has been established, assessed and recognized that the person in question has acquired all the preset competences for a specific vocation or sub-vocation. Certificates of vocational competences are: each recognized proof of study which comprises preset competences in respect of a specific vocation or sub-vocation. Diplomas - issued on grounds of compliance with the specific final objectives which were developed on the basis of a specific professional profile - are at all times considered to cover at least the preset competences required for a specific vocation or sub-vocation.

Under the terms defined by the Flemish government, the certificate of vocational competence is taken into consideration when a person registers for a programme or training course or as a job-seeker with the Flemish Public Employment and Vocational Education Service. Extra financial resources have been provided to develop standards for these certificates and for the running of the assessment bodies. This means that the cost of participation for the candidates can be considerably curtailed. Salaried persons will pay 100 euro (of which half can be funded with training vouchers) whereas the selfemployed will be charged 50 euro. Salaried persons and the self-employed from the target groups will only pay half of the above fees. Job-seekers and pupils in part-time compulsory education will not incur any fees. In 2006 the first Proofs of Experience were conferred. These allow people to cash in on their competences no matter where they were acquired. So, also people who never obtained a diploma can valorize their professional experience in this manner. Currently proofs of experience are conferred for 6 professions: bus and coach drivers, out-of-school-childcare assistants, call centre operators, industrial painters and tower crane operators. The test centres designated to take the tests estimate that some 200 people will be screened before the end of the year. The beginning of 2007 also sees the launch of test centres for hairdressers, hairdressing salon managers, movers-packers and movers-carriers. Candidates must show in an interview and a practical test that they have mastered certain skills. Anyone interested in acquiring a proof of experience can make an appointment with a recognized test centre. Cf. http://www.ervaringsbewijs.be Relevant legislation • • •

Decree 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). Decree of the Flemish government of 23 September 2005 implementing the decree of 30 April 2004 regarding obtaining a certificate of vocational competence (B.S. 30/11/2005). Decree of 30 April 2004 regarding obtaining a certificate of vocational competence (B.S. 26/11/2004).

7.2.0.5. DIVA (Training and alignment information service) DIVA was founded on 31 March 2003 and evolved from the former Edufora, i.e. regional platforms for publicly supported adult education. In the new three-fold structure for lifelong learning, ratified on 25 February 2005 (policy formulation, support and implementation cf. 7.2.0.1.), its tasks were limited to policy implementation. The new DIVA became a non-profit making organisation (vzw) with representatives from VDAB, SYNTRA Flanders, SoCiuS, CBEs and educational umbrella organisations for adult education. A 4-year cooperation agreement was concluded with the Ministry of the Flemish Community in 2006 and an annual operational subsidy was laid down. Every year DIVA presents 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. 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 through enhanced transparency, efficiency and awareness. cf. also [2.6.2.5.3.] and http://diva-vlaanderen.be On-going projects •

The training database http://www.wordwatjewil.be.

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• •

• • • • • •

The on-the-job-learning forum ‘L-wordwatjewil’, a database which facilitates an information exchange between work experience and on-the-job-learning place seekers (pupils, course participants and jobseekers) and suppliers (employers); http://www.stageforum.be. Edubell, a methodology (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; DIVA’s role in this project has now been fulfilled and the results are currently being evaluated; cf. o http://ppw.kuleuven.be/csbp/WatisEDUBELL.PDF o http://www.socius.be/?action=subthema&thema=132 . Europass, within DIVA, the National Europass Centre for Flanders (Nationaal Europass Centrum voor Vlaanderen – NEC) was set up in 2006; cf. [11.4.2.4.] and http://www.europass-vlaanderen.be. Drafting an e–learning project. Promoting training for trainers in adult education (Opleiding voor Opleiders van Volwassenen – OOV). In collaboration with the VDAB, to come to a development and expertise platform for assessment bodies involved in the accreditation of prior learning (Erkenning Verworven Competenties – EVC) in function of conferring proofs of experience (cf. 7.2.0.4.). Calculating the participation of non-job-seekers in the programmes offered; An awareness action plan aimed at trainers, training counsellors and intermediaries in light of the Strategic Literacy Plan (Strategisch Plan Geletterdheid – SPG) (cf. 7.2.0.4.).

The vzw EPOS, successor to the Flemish Leonardo Da Vinci Agency and the Flemish Socrates Agency, is in charge of implementing the 2007-2013 European LLP or Lifelong Learning Programme (Levenslang Leren Programma), cf. [11.4.2.4.]. 7.2.0.6. ‘The Dutch Language Houses (Huizen van het Nederlands) as pivot points for Dutch as a second language Since November 2002, 7 pilot ‘Dutch Language Houses’ have charted the entire range of Dutch as a second language (Nederlands Tweede Taal – NT2) programmes which are offered within their working area as well as the needs for non-Dutch speakers looking for a course. After a professional and uniform intake procedure they guide the non-native Dutch speakers to the most suitable Dutch course available. Thanks to a specifically designed system for course participant registration they advise the authorities about existing needs, possible waiting lists, progression and drop-outs. All Centres for Adult Basic Education, Centres for Adult Education, VDAB-centres, SYNTRA, university language centres, provincial authorities, the Flemish Community Commission and the urban authorities of Antwerp and Ghent are partners on the boards of the Dutch Language Houses. In 2005 they were legally enacted and their number was increased to 8. Each province has now its own House and so do the cities of Antwerp, Brussels and Ghent. This means that they are now as well spread out 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 recognized and subsidised if it has been set up as a non-profit-making 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). Decree of the Flemish government of 24 June 2005 (laying down the implementation of the decree of 7 May 2004 concerning Dutch Language Houses (B.S. 20/07/2005). Decree of the Flemish government of 22 July 2005 concerning Dutch Language Houses (B.S. 16/09/2005).

http://www.huizenvanhetnederlands.be

7.2.1. OSP – current debates and new developments A new draft decree on adult education has been approved by the government which will thoroughly reform OSP from 1 September 2007 (cf. 7.2.0.2.). As of the 2006-2007 school year, trainers for adults will be able to follow a specific training programme, which is being pilot tested for a period of 2 years and across 6 projects. The training programme consists of 280

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teaching periods, of which 120 periods in the form of practical training. Course participants who complete the training programme will receive a Training for Trainers of Adults (Opleiding voor Opleiders van Volwassenen) certificate. These training programmes are hosted by the CVOs who offer courses to obtain the Proof of Pedagogical Competence Certificate (Getuigschrift Pedagogische Bekwaamheid – GPB) cf. [8.1.8.]). DIVA (7.2.0.5.) is in charge of its promotion.

7.2.2. Supervised Individual Study (BIS) – current debates and new developments As of 16 April 2007 the Ministry has stopped all new registrations for correspondence courses except for students who are preparing for an official examination and for detainees. In the green paper the online service is transferred to the scheduled VOCVO, Flemish Support Centre for all of Adult education, which will be in charge of the electronic learning environment. BIS course development, both the correspondence and electronic courses, will be integrated into the VOCVO which will then have the opportunity to grow into a CVO e-learning centre of excellence.

7.2.3. Adult basic education – current debates and new developments Currently several development projects are on-going. •

• •

A cooperation project with socio-cultural training, more specifically the folk high schools (Training-plus centres (Vormingplus-centra)). This cooperation between VOCB and SoCius features within the objectives of the Strategic Literacy Plan (of the Flemish government) (cf. 7.2.0.3), the policy options of the Department for Education and Training, in which a lot of emphasis is put on lifewide learning, and the policy options of the Department for Culture, in which the folk high schools must also explicitly address the target groups. A project on the use of easy-to-read and plain language (esp. newspapers in a more easy-to-read and plain language) within the framework of the European Grundtvig Flanders project (GRU 2: European Learning Partnership on easy-to-read and plain language). A project on core competences, more especially the evaluation of ‘self-study and improving achievement’, ‘coping with problems’ and ‘dealing with numerical data’. A project on enhancing the transition of course participants from adult basic education to the centres for adult education. A cooperation agreement between the Federation of Centres for Adult Basic Education, VOCB and VDAB to screen job-seekers on their level of literacy. In 2007, VDAB will put 4,000 job-seekers with low levels of literacy in touch with adult basic education once they have been screened. This agreement was concluded in light of the Literacy Plan of the Flemish government. VOCB and the Flemish Combat Poverty Network will establish a concerted plan of action to reach more disadvantaged people with low levels of literacy through the combat poverty agencies. The further implementation and evaluation of the modular courses is currently the focus of attention. Through the departments’ activities the implementation of modular courses is receiving intrinsic support. The adult education inspectorate started a quality assessment of the organisation of modular courses provided by the CBEs, Centres for Adult Basic Education in September 2004. In consultation between the educational authorities and the adult basic education sector initiatives are being developed to make the modular learning pathways of adult basic education even more flexible.

At the end of 2006 a draft decree on the reform of adult education was approved by the government. This reform provides for a 13 regions structure in which institutions for adult education and adult basic education will work in close cooperation. For regional cooperation consortiums will be established which will have their own operational budget. Each consortium will have 1 Centre for Adult Basic Education. The integration also has pedagogical consequences. Henceforth final objectives will also apply to adult basic education. The CVOs and CBEs will also enter into agreements with other training providers within their region to facilitate the transition of course participants between the various providers. They will make regional arrangements on how prior learning will be recognized and on how working and learning can be combined. This should allow the course participants to make a smoother transition within programmes or between institutions. Reform of the Centres for Adult Basic Education will commence on 1/9/2008. Cf. further 7.2.0.2. In the Education CAO VIII, which was concluded on 5/10/2006, the recognition volume of the CBEs in relation to the expansion of the Literacy Plan will increase annually by 5% from 2006 up to the end of 2009.

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7.2.4. Vocational education VDAB - current 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 education. After an experimental start in 2002 and the transformation of the VDAB-centres for vocational education 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 in the labour market and to provide them with opportunities to acquire competences. As such, the familiar vocational technical 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, the VDAB would like to see job-seekers and employees evolve in function of prior learning and test their competences against the skills certain vacancies demand. The sectoral steering and embedding of these centres must guarantee a closer link between the competence and training policy in the 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; A coordinated implementation of the agreements ensuing from the sector covenants; Involvement in the implementation of the ‘certificates of vocational competence’ 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; Development of virtual services and mixed forms of learning and teaching methods to render the learning paths more flexible in function of linguistic development in professional careers.

As a result of the management agreement, the VDAB must, through its offer, reach an over representation of the following target groups: ethnic minorities, disabled people who have difficulties finding employment, the elderly, 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 aids. In light of the long-term job plan the Flemish government is investing extra resources for the guidance of longterm job-seekers with 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. As of 1 March 2007 VDAB calls on non-commercial and commercial counselling services to achieve this guidance through its ‘tendering activation guidance activities’.

7.2.5. Entrepreneurial training SYNTRA Flanders - current debates and new developments Cf. the new objectives for SYNTRA Flanders [7.4.5.].

7.2.6. DKO - current debates and new developments Within DKO there are a number of on-going ‘temporary projects’ (cf. [2.2.]); moreover, a number of new ones are 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 jointly provide 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 together with art schools and 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 within the following policy priorities: o Improved transition of amateur art groups to part-time artistic education and vice versa; o Placing DKO within the perspective of the “broad school” (cf. [2.2.]); o Integration of course contents of various subjects; o Developing a vision on the use of ICT within DKO.

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The prerequisites for the temporary projects are: o o

Either representing educational innovation and offering new contents of learning which responds to pupils’ needs for a new programme, Or being target group specific and enabling pupils with special needs to attend 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.

7.2.7. Training in agriculture – current trends The centres for training in agriculture have been encouraged to develop innovative training projects. In 2006 a call was made to submit projects which employ new teaching methods and avail of the Internet (e-learning). Godparenthood projects are an entirely new development in the agricultural sector. In 2005 new e-learning projects on Internet, virtual meetings, safety and prevention, 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.

7.2.8. Socio-cultural adult work - current trends 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 term was extended by a period of one year and the role of the Agency Socio-Cultural Work for Youths and Adults was clarified. (cf. [2.6.2.1.4]). A new evaluation of the decree implementation has been scheduled in a decree for 30 June 2007. This evaluation will lead to new adjustments. Working on the basis of a policy plan will remain compulsory, but the assessment by the Agency Socio-Cultural Work for Youth and Adults will determine whether a particular organisation will continue to receive subsidies (movements) 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 respond to. 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 operations and the policy plan of the organisations. The policy plans of the folk high schools, which already receive a fixed amount per citizen living in their region, would no longer be assessed by the advisory committee. The Agency would also like to involve people from the region in the assessment process of the folk high schools’ operations. 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 in their policy and year plans the organisations must clarify their position regarding this criterion and that the Agency Socio-Cultural Work for Youth and Adults will use this to assess the operations of the organisations.

7.3. Legal framework 7.3.1. Social Advancement Education (OSP) - legal 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 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, 'CVOs', for short. This decree was followed by a whole host of decisions. The Decree of the Flemish government of 10 January 2003 amends more specifically the arrangement of subjects and the classification of subjects in secondary social advancement education.

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• • • • • • • • • • • • •

Decree of the Flemish government of 18 July 2003 concerning programming in secondary adult education for school year 2003-2004. Decree of the Flemish government of 17 October 2003 concerning structural changes in social advancement higher education. Decree of the Flemish government of 30 April 2004 concerning structural changes in social advancement higher education. Decree of the Flemish government of 16 April 2004 laying down the establishment of proofs of study models in OSP and the terms for issuing proofs of study by the centres for adult education. Decree 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. Decree of the Flemish government of 21 October 2005 concerning the structure of secondary social advancement education. The Decree of the Flemish government of 17 September 2004 relates to the reform of some departments of higher education for social advancement towards the Bachelor-Master structure of higher education in Flanders. Decree of the Flemish government of 18 November 2005 concerning the modular structure of OSP (a whole range of different decisions). Circular letter PV/2004/03 Organisation of OSP. Circular letter PV/2004/04 Structure of the linear and modular language courses in adult education Circular letter PV/2005/05 Staff issues in OSP. Circular letter PV/2005/04 The modular structure of secondary social advancement education. For a comprehensive overview, cf. http://www.ond.vlaanderen.be/edulex/ > trefwoorden [keywords] > permanente vorming [continuing education] > onderwijs voor sociale promotie [social advancement education].

7.3.2. BIS - legal framework • • •

Decree of 2 March 1999 regulating a number of adult education issues. Decree of the Flemish government of 30 June 2000 laying down the delegation of a number of responsibilities in matters of education to the Flemish minister with responsibility for education. Decree of the Flemish government of 8 November 2002 regulating a number of Supervised Individual Study matters.

7.3.3. Adult basic education – legal framework • • • • •

Decree of 12 July 1990 regulating adult basic education for poorly educated adults. Decree of the Flemish government of 18 July 1990 implementing the decree regulating adult basic education for poorly educated adults. Decree of 14 February 2003 concerning Education-XIV. Decree of the Flemish government of 15 July 2005 implementing articles 3, 5, 6 en 6b of the decree regulating adult basic education for poorly educated adults. Circular letter PV/2005/03 Organisation of education in centres for adult basic education.

7.3.4. Vocational education VDAB - legal framework • • •

Decree of the Flemish government of 21 December 1988 concerning the organisation of job placement services and vocational education. Decree of the Flemish government of 18 July 2003 concerning the training and guidance vouchers for employees. VDAB-Decree of 7 May 2004.

7.3.5. Entrepreneurial training SYNTRA Flanders - legal 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 Decree of 3 June 2005. It was brought under the remit of the Flemish Minister for Work, Education and Training by the Decree of the Flemish government of 23 December 2005. A detailed summary of the relevant legislation can be found on the SYNTRA Flanders website.

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The following decrees relate to training: Apprenticeships – basic decree Entrepreneurial training - basic decree Continuing training - basic decree

Decree of the Flemish government 24 July 1996 Decree of the Flemish government 23 February 1999 Decree of the Flemish government 4 April 2003

7.3.6. Part-time artistic education DKO – legal framework • • • • • • • •

Decree of 31 July 1990 (Education Decree II). Decree 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 Decree 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 Decree of the Flemish government of 15 July 2002 determines the allocation percentage of the number of teacher hours. 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 decree of 16 May 1999 stipulates the conditions for programming applications in parttime 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.

7.3.7. Training in agriculture – legal framework • • •

Decree of 3 March 2004 regarding the subsidies for more sustainable agricultural production methods and the recognition of centres for more sustainable agriculture. Decree of the Flemish government of 4 June 2004 regarding the allocation of subsidies for post-school education in the agricultural sector. Ministerial decree of 12 July 2004 concerning the allocation of subsidies for post-school education in the agricultural sector.

7.3.8. Socio-cultural adult work - legal framework • • • •

Decree of 6 July 2001 laying down support by the federation of recognized organisations active in popular (non-formal) adult education (FOV-decree). Decree of 4 April 2003 concerning socio-cultural adult work. Decree 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 decree of 17 March 2006 and the Decree of 2 June 2006.

The decree is limited to socio-cultural adult work. It lays down the organisation of the sector, which areas of work will be recognized and subsidised and which terms and conditions should be met.

7.4. General objectives 7.4.1. Social Advancement Education (OSP) – general objectives A distinction is made between two different types of social advancement: • •

Vertical advancement or completing secondary or higher education, Horizontal advancement, i.e. additional courses and/or retraining of people employed in industry and other sectors of business or for those who simply wish to enhance their social integration and well-being.

The Decree of 2 March 1999 stipulates that OSP has the following missions:

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• •

Providing the course participants with the necessary knowledge, skills and attitudes required for social integration, participation in further education, practising a profession, the command of a language; Enabling the course participants to obtain a recognized proof of study.

The new draft decree on adult education fine-tunes and expands these objectives. Cf. 7.2.0.2.

7.4.2. Supervised Individual Study - general objectives BIS offers course participants the opportunity to acquire knowledge and skills in a certain subject of study. This may be because of personal interest or to prepare for exams, either organised by educational institutions or by the Examination Board of the Flemish Community. A number of courses prepare their participants for public service exams. The course participants are offered correspondence and/or online courses. BIS is based on the principle of independent and personal study, regardless of location, moment in time and pace. If a course participant so desires he/she may receive tutoring.

7.4.3. Adult basic education – general objectives Adult basic education is an educational service for the poorly educated and educationally deprived adults. Its educational provision is geared towards learning and improving core competences, vital for social integration and participation: The Decree of 12 July 1990 gives the CBEs, Centres for Adult Basic Education, the opportunity to organise activation and educational guidance activities. Adult basic education has a two-fold task: •

•

On the one hand, the development of an educational and training provision which meets the need to acquire core competences in the potential course participants and which has its own final objective. It provides courses aimed at coping in social situations and at dealing with educational or professional matters. On the other hand, adult basic education acts as a step-up service in function of the progression towards other non formal education, training or educational initiatives and towards work.

7.4.4. Vocational education VDAB - general objectives VDAB provides services regarding employment, 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 education and the accompanying guidance for jobseekers 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 Decree of the Flemish government of 21 December 1988 training programmes for employees at the request of the employer and the 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,

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• • •

Training programmes for the tertiary economic sector, Social profit training programmes, More specialised initiatives for the unemployed.

7.4.5. Entrepreneurial training SYNTRA Flanders - general objectives The "Flemish Agency for Entrepreneurial training – SYNTRA Flanders” has the mission to be the pivotal point of 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 pivot, increased entrepreneurship and enhanced entrepreneurship. As a pivotal point SYNTRA Flanders is responsible for a wide knowledge compilation on entrepreneurial education and 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: (“Working together for more Jobs (“Samen voor meer banen”), a Flemish more-jobs policy, January 2006, p. 14). The significant virtual knowledge centre (http://www.competento.be) sees to the retention of knowledge on all intrinsic activities regarding “Entrepreneurial training” in Flanders. The pivot 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 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 be the pivotal point 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 Entrepreneurial Education Action Plan. The agency will be in charge of the formulation, implementation and coordination, of a target groups and target 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. Specially adapted 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 entrepreneurship and a culture of innovation in both the companies’ employers and employees, the corporate needs for knowledge must be filled in at all stages of their 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 alternating 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.

7.4.6. Part-time artistic education – general objectives Part-time artistic education meets the pupil’s general artistic interest, enables him/her to feed his/her artistic ambitions or can provide vocational training, with opportunities for a professional career. The objectives are threefold: practising art, learning to discover art and preparing youngsters for higher artistic education.

7.4.7 Training in agriculture - general objectives The training activities are geared towards various target groups.

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All training programmes (except specialisation training): • • • • • •

The self-employed business managers (on a full-time or part-time basis) of an agricultural or horticultural enterprise, their collaborating family members, freelance 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; The recognized buyers and users of phytocides and the recognized users of biocides for agricultural purposes; Beekeepers.

Training for beginners: • • •

All the aforementioned participants; 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 recognized users of biocides for agricultural purposes.

Short-term training for hobby-farmers: •

People who exercise agricultural activities as a hobby

Completion days: •

Trainers involved in post-school agricultural training.

7.4.8. 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 institutions Types and number of institutions CVOs, Centres for Adult Education CBEs, Centres for Adult Basic Education SYNTRA Flanders campuses (5 regional umbrella organisations) VDAB training centres Part-time artistic education academies, of which: 66 for visual arts 101 for music, word craft and dance Centres for training in agriculture Socio-cultural associations Socio-cultural movements Folk high schools Recognized rural training institutions

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120 29 23 68 167 64 57 32 13 26

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7.5.1. Social Advancement Education (OSP) – types of institutions Social Advancement Education is provided by recognized and funded or subsidised CVOs, Centres for Adult Education. Number of centres in Flanders (school year 2005-2006) - centres offering secondary education - centres offering higher education Total number

108 62 120

7.5.2. Supervised Individual Study (BIS) – types of institutions BIS is organised by the Department for Education and Training. The Agency Higher Education and Adult Education is in charge of planning, the distribution and the quality of the programmes offered, the development and production of the syllabuses and of pedagogical counselling. http://www.bis.vlaanderen.be/ In the green paper on the new decree, the section distance learning and e-learning is transferred to the scheduled VOCVO, Flemish Support Centre for all of Adult Education. This centre will be in charge of providing an electronic learning environment. The BIS course development, both in written or electronic form, will be integrated into VOCVO, which will be able to grow into an e-learning centre of excellence for the CVOs.

7.5.3. Adult basic education – types of institutions Currently, 29 CBEs, Centres for Adult Basic Education, are recognized and subsidised. The centres are independent pluralistic institutions which are structured as private-law bodies. A forced merger of the centres into large regional entities is being prepared. The centres are recognized on an annual basis for a specific number of participant hours (i.e. a defined volume of educational work with a number of course participants). The centres’ recognition threshold was laid down in a decree and set at 12,000 participant hours. However, due to the increased interest in adult basic education the smaller centres have actually been recognized for a minimum of 15,000 participant hours since January 2006. Larger centres such as Ghent, Antwerp and Brussels have been approved for 50,000 to 90,000 participant hours (VOCB, http://www.vocb.be, 2004). After the spectacular growth during the 2001-2002 school year (+ 24.39 % in comparison to 2000-2001) the number of course participants in adult basic education decreased for the first time during school year 2002-2003 (- 6.54 % in comparison to 2001-2002). Subsequently, the number of course participants rose once again (cf. statistical data). The various educational networks and different types of organisations (OSP, socio-cultural training...) participate in the management bodies of the local centres. • • •

The programmes offered by all the centres for adult basic education: http://www.basiseducatie.be/ The VOCB support centre: VOCB: http://www.vocb.be/ The Federation of Centres for Adult Basic Education, an umbrella organisation which looks after the interests of the centres: http://www.basiseducatie.be/

7.5.4. Vocational education VDAB - 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, training can also be provided in the companies looking for such training. 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 pm and 10 pm. http://www.VDAB.be

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7.5.5. Entrepreneurial training SYNTRA Flanders - types of institutions The SYNTRA network consists of regional umbrella organisations totalling 23 campuses throughout Flanders and Brussels. It is recognized and subsidised by SYNTRA Flanders. SYNTRA concluded an agreement with VDAB on the competence centres (cf. [7.15.4.]).

7.5.6. Part-time artistic education – 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 Music, Word Craft, Dance TOTAL

Subs. Priv. Educ. 5 10 15

Municipal Education 5 2 7

Total 56 89 145

66 101 167

Since the 1994-1995 school year, school population in part-time artistic education has risen sharply (cf. [7.17.6.1.]). The associations of principals of part-time artistic education (DKO) VerDi vzw (Association of principals of music, word craft and dance academies - Vereniging Directeurs van de academies muziek, woordkunst en dans ) and Codibel vzw (Committee of principals of visual arts academies - Comité Directeurs van de Academies Beeldende Kunst) have developed a website for part-time artistic education which provides a permanently updated overview of all activities: http://www.deeltijdskunstonderwijs.be

7.5.7. Training in agriculture - types of institutions The training programmes offered are organised by recognized 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 recognized centres), the registration of trainers, the funding of training activities, the on-site inspections, the signing of certificates and the payment of the participants’ social advancement allowances. Flanders counts 64 recognized training centres: • • •

5 general centres , 36 regional centres, 11 training centres for amateur agriculturists.

In light of the new training in agriculture regulations, the Division Sustainable Agricultural Development can ask the recognized training centres each year to submit innovative training projects for the agricultural sector. They must encourage new teaching methods which make use of the Internet (e-learning) or the testing of godparenthood within agriculture (cf. [http://www2.vlaanderen.be/ned/sites/landbouw/vorming/innovatie.html]).

7.5.8. 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)), rural training institutions and movements.

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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 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. The decree does however provide for a review of the migrant associations in 2008. The 57 socio-cultural associations number almost 13,000 local divisions and groups and have some 2 million members. Movements Movements are organisations with a rural character, specialised in a particular theme or a cluster of closelyrelated 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. Training-plus centres (Vormingsplus-centra) or folk high schools Since the start of 2004, 13 folk high schools (i.e. the Training-plus centres) have been active in as many regions. They 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 recognized training organisations and sub-organisations of recognized joint ventures were involved in the setting up of the folk high schools. Rural training institutes 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 recognized 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) specialised and training institutions have been recognized and subsidised until the end of the current policy period (2006-2010). Trade union training institutes: these gear themselves, within a trade union providing an open course offer, to people who are either employed or unemployed. Since the new decree only 3 (joint ventures of) trade union training institutions are being recognized as only one trade union training institution per recognized trade union is subsidised. Special target group training institutions o Training institutions which focus on people with disabilities have, pursuant to governmental directives, grouped themselves into 3 federations. They must develop programmes on sociocultural work for people with a disability living within their region. One quarter of their programmes may be directed at counsellors of their target group from the non-profit sector. o Since the start of 2004 one training institution specialised in the target group ‘detainees’ has been recognized 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.

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7.6. Geographical accessibility 7.6.1. Social Advancement Education (OSP) - geographical accessibility The OSP centres can be found throughout Flanders.

7.6.2. Supervised Individual Study (BIS) – geographical accessibility BIS is distance learning, therefore no geographical threshold applies.

7.6.3. Adult basic education – geographical accessibility 29 centres are geographically spread across Flanders. However, most centres have additional premises throughout their working area.

7.6.4. Vocational education VDAB - geographical accessibility VDAB boasts a ramified local and regional network of offices, local workshops and competence centres. Moreover VDAB avails of the latest information 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.

7.6.5. 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 23 campuses across Flanders and Brussels.

7.6.6. Part-time artistic education – 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 pupils can attend the lower stage closer to home. Nevertheless, because of the comprehensive programme regulations there are still some municipalities who cannot offer official programmes. Through intermunicipal joint ventures (which are exempt from the strict programme regulations) one endeavours to erase these blind spots. (cf. [7.2.6.]).

7.6.7. Training in agriculture - geographical accessibility The 5 general centres are active throughout Flanders. In addition there are also 36 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.]).

7.6.8. Socio-cultural adult work - geographical accessibility The socio-cultural associations are usually strongly embedded at a local level. Together they count some 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 far out corners of the region. The rural training institutions and movements must develop activities in at least 4 provinces or reach participants from at least 4 provinces.

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7.7. Admission requirements 7.7.1. Social Advancement Education (OSP) - admission requirements Access to Secondary Social Advancement Education is restricted to course participants who have completed compulsory education (or have reached the age of sixteen or who have turned fifteen and have followed the first two years of full-time secondary education). Departing from this rule, course participants who have not yet completed compulsory education may follow a course in the area of study Dutch as second language and the courses Hebrew. To be accepted as a regular course participant, the person must also have registered before 1/3 of the module (modular system) or grade (linear system) has been covered. Depending on the moment one enters the learning pathway, certain prior knowledge or a previous education may be required. Access to one of the Higher Social Advancement Education programmes is always subjected to one of the following proofs of study:

• • • •

Diploma of secondary education; A certificate of supplementary secondary vocational education (Aanvullend Secundair Beroepsonderwijs - ASBO) or a diploma of full-time higher education; A certificate or diploma of higher technical courses or a certificate of a TSO3 OSP training programme; A diploma or certificate recognized as equivalent under the terms of a law, decree, European directive or an international agreement.

If the course participant cannot furnish any of these proofs of study, but is 21 years of age, the applicant may be admitted if he/she passes an admission test.

7.7.2. Supervised Individual Study (BIS) - admission requirements There are no admission requirements for supervised individual study (no age limits or diploma requirements) and participants can register at all times. BIS-courses may also be followed from abroad.

7.7.3. Adult basic education - admission requirements Until September 2005 only people who did not have an approved secondary education certificate or a certificate of the second stage of lower secondary education were admitted to adult basic education programmes. Migrants who have attended no more than 10 years of education in their country of origin are also admitted. However, the Decree of 15 June 2005 now determines the maximum competence level the candidate course participants must have attained and the way in which this can be assessed by the centres. When a programme of the same level is offered by a Centre for Adult Education (Dutch second language), the centre assesses the competence level of the candidates by means of study skill tests. In all other cases (Dutch, ICT, Mathematics, Community Studies, step-up French and step-up English) candidate course-participants are admitted when they have not mastered the developmental objectives which should have been acquired at the end of adult basic education. By means of locator tests course participants are streamed towards the most appropriate level. The level differentiation does not mean that the course participants must have followed all the levels offered. Depending on their level of entry and their demands for learning they may enter and leave at any level.

7.7.4. Vocational education VDAB - 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.

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7.7.5. 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. Certain programmes do however set higher admission requirements. • •

The general conditions to commence an apprenticeship are: having reached the age of 15 and having completed the second year 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, experience may be gained by following supplementary practical training or on-the-job-training through an internship agreement.

7.7.6. 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 required minimum age for the course of study has been reached, the pupil usually enters the first grade of the chosen option. To progress to a subsequent grade, the pupil must have passed the tests of the year followed. However, there are two exceptions to this general rule. On the one hand it was noted that pupils progress according to age in the following cases: in the lower and middle stage 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 a pupil has successfully completed an admission period the pupil may/can follow a grade he/she would not qualify for under the ‘normal’ admission requirements. Such admission period allows the teachers to thoroughly observe the pupil over a short or longer period of time (max. until 31 January). As in this way the pupils’ level and learning difficulties can be more accurately assessed than through an admission test, the amended Decree of 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 year’ may be deviated from in certain cases.

7.7.7 Training in agriculture - admission requirements Course participants must have completed compulsory education before they enter the training programmes.

7.7.8. Socio-cultural adult work - admission requirements With the exception of certain activities of associations which are specifically directed at their own members and of (staff) training initiatives aimed at voluntary or free-lance members of staff of the organisations, there are no specific admission requirements for the learning activities provided by the socio-cultural organisations.

7.8. Registration (fees) 7.8.1. Social Advancement Education (OSP) – registration (fees) Course participants pay a registration fee. This fee ranges between 0.37€ and 0.74€, per teaching period. Within these limits, the centre is free to set its own registration fees. This fee must be paid for the full school year or the entire module. The centre also decides which consumables, at their actual cost price, the course participants will be charged for on top of the registration fee. Course participants may not be asked for any further contributions. In certain cases participants may be exempted from registration fees. This applies to • • • • • • • •

Persons who are entitled to a subsistence income, Unemployed or non-working people entitled to benefits, compulsory registered job-seekers (with the exception of people who have taken early retirement), Voluntarily registered non-working job-seekers from the age of 25, Disabled people, People who have gone through political-refugee-status procedures or who have been granted the political refugee status, Detainees residing in Belgian penitentiaries, People in part-time or full-time compulsory education, Course participants of the area of study Dutch as a second language, (orientation stages 1 and 2),

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• •

Course participants of the study area General Education (formerly ‘second chance education’), People who have attended at least two years adult basic education (an exemption applies for a period of four consecutive school years).

7.8.2. Supervised Individual Study (BIS) – registration (fees) The fees for correspondence courses depend on the number of study packages the course comprises. The price ranges between 5.25 euro and 78.75 euro. For online courses the fee is 17.50 euro per month and per course. Participants register for 3 months at a time. The fees are increased on 1 August of each year by 0.75 euro for online courses and by 0.25 euro per study package for the correspondence courses.

7.8.3. Adult basic education – registration (fees) Contrary to social advancement education and supervised individual study, courses in adult basic education are free of charge. Only the cost of photocopies or syllabuses must be paid for.

7.8.4. Vocational education VDAB - registration (fees) For unemployed job-seekers all VDAB courses are free. This also applies to web learning courses. Moreover, other categories of unemployed people may also qualify for a fee exemption for web learning courses. (cf. [7.9.4.]). Any employee who follows a programme at his/her own initiative only pays a fee for the course teaching aids. Depending on the category of the training programme, this fee ranges between 25, 37 or 43 euro/day with a maximum of 250 euro per course. Web learning courses range 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 in the VDAB centre in question. Essentially, employee training programmes which are provided at the request of employers (depending on the programme) range between 99 and 161 euro per participant per day.

7.8.5. Entrepreneurial training SYNTRA Flanders - registration (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.

7.8.6. Part-time artistic education DKO – registration (fees) Programmes provided by part-time artistic education do not come under compulsory education, so registration fees apply. The registration fees for youngsters for the 2006-2007 school year amount to 52 euro (reduced rate: 34 euro); adults are charged 170 euro (reduced rate: 98 euro). This amount is passed on to the Department for Education and Training (Circular letter OND/13EA/SBT 01/3).

7.8.7. Training in agriculture – registration (fees) Registrations take place at the recognized centres which set the amount of the registration fees.

7.8.8 Socio-cultural adult work – registration (fees) Usually small contributions are sought for the educational programmes organised by socio-cultural adult organisations and providers are free to set the amount.

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7.9. Financial support for course participants Course participants in Flanders can avail of a number of financial allowances for the range of courses organised for young school-leavers and adults. The government introduced these measures to encourage “lifelong and lifewide learning” in adults. The main ones are paid educational leave and the entrepreneurial portfolio system for employers, on the one hand, and the training and guidance vouchers for employees on the other hand (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 law of 22 January 1985 laying down the social provisions, the Royal Decrees of 23 July 1985 and 27 August 1993. Paid educational leave is aimed 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, this if the courses 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 remunerated 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. Cf. http://www.meta.fgov.be, with a downloadable brochure “Find your Way through Paid Educational Leave” ("Wegwijs in het BEV") by the General Directorate Employment and Labour Market (Algemene Directie werkgelegenheid en arbeidsmarkt) (November 2005).

7.9.1. Social Advancement Education (OSP) – financial support for course participants Course participants in higher social advancement education do not qualify for a study allowance. However, course participants can avail of paid educational leave (cf. [7.9.]).

7.9.2. Supervised Individual Study (BIS) – financial support for course participants A fee exemption may be granted to detainees and course participants who are preparing for exams organised by the Examination Board of the Flemish Community. Courses may be paid for with training vouchers.

7.9.3. Adult basic education – financial support for course participants • •

Paid educational leave is available. Within the framework of training vouchers, the centres have been recognized by VDAB (cf. [7.9.4.]).

7.9.4. Vocational education VDAB - 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: •

• • •

The training allowance: course participants attending vocational education in a VDAB competence centre or who are following a training programme organised by VDAB in conjunction with third parties are entitled to a training allowance of 1 euro per effectively followed teaching period of vocational education on condition that they have been unemployed and have been seeking work for a period of one year preceding the training programme. People receiving OCMW benefits also qualify for this allowance; (Reimbursement of) travelling expenses; A childcare allowance for course participants with children of childcare age; An allowance for communication expenses for distance learning.

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

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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 o 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 recognized training providers. The employee only needs to pay half of the registration fees in training vouchers cf. http://www.vdab.be/opleidingscheques/werknemers.shtml o Companies may also 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 Economic advies - BEA) which companies can only apply for every three years and which covers 4 services: training, advice; mentoring, knowledge acquisition from Flemish knowledge centres. The maximum government subsidy available is 5,000 €, of which at the most 2,500 € can be used for one and the same service. Henceforth, the company covers two-thirds of the service provision. cf. www.beaweb.be Allowances for shortage training courses o For job-seekers following a shortage training course. o For job-seekers who do not have a diploma of higher secondary education and are following a training programme geared towards practising a vocation at initial level. Areas of study in technical and vocational secondary social advancement education (thus not general education), with the exception of home economics, lace, languages and Dutch as a second language. Apprenticeships for people over the age of 18 organised by SYNTRA in light of entrepreneurial training. Industrial apprenticeships, insofar as the course participant meets the conditions. Combined working and learning for 18 to 25-year olds in centres for part-time education. Compensation for on-the-job learning: both individual vocational in-company training (individuele beroepsopleiding in de onderneming - IBO), and induction training (cf. [7.10.4.]) o 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 HSO diploma). o The job-seeking candidate receives an extra allowance on top of his benefits (the difference between the normal salary and the benefits).

7.9.5. Entrepreneurial training SYNTRA Flanders – financial support for course participants Starters can avail of starting subsidies. Employees can purchase up to 250 euro worth of training vouchers per calendar year (through the VDAB) which they can use to pay for the training. 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 only apply for every 3 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, the company covers two-thirds of the training cf. http://www.beaweb.be Apprentices are entitled to an apprentice allowance. The allowance is age-linked and varies according to their experience and vocation. Course participants–trainees are entitled to a work experience placement allowance.

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7.9.6. Part-time artistic education – financial support for pupils 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 pupil (Decree of 31 July 1990) must be able to present a certificate which states that he/she: • • • • • •

is unemployed and qualifies for unemployment benefits or is dependent on an unemployed person entitled to benefits; or, is a statutory 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; 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/she is over the age of 18.

Pupils who have not attained 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 he/she 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.

7.9.7. Training in agriculture - financial support for course participants Participants following this form of training receive a subsidy (of 2 euro per teaching period) as a social promotion allowance, subject to them submitting certificates (issued by recognized centres and apprenticeships) which show that their training programme comprises a minimum of 75 teaching periods. Who can apply for this subsidy? • • • • • •

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; Recognized sellers and users of phytocides and recognized users of biocides for agricultural use; Beekeepers.

7.9.8. 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.

7.10. Courses on offer 7.10.1. Social Advancement Education (OSP) - courses on offer Social Advancement Education offers a wide and diverse range of courses. These are organised at secondary education level (31 areas of study) and at short-type higher education level (7 categories). 7.10.1.1. Secondary Social Advancement Education This has been subdivided into areas of study which in turn have been grouped into a number of courses of study (‘departments’).

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The areas of study in secondary social advancement education are: General education = TKO Business Administration Book-binding Chemistry Diamond cutting Graphical techniques Woodworking Jewellery Refrigeration and heating Leather craft Maritime training programmes Furniture restoration and wood carving Fashion Caring Languages Tourism

Car engineering Special educational needs Construction Decoration Photography Commerce Home economics Lace Agriculture and Horticulture Personal hygiene Mechanics- electricity Musical instrument construction Dutch as a second language Forging Textile Nutrition

OSP offers both linear and modular courses. • •

Linear courses are spread over one or several grades and over 32 to 40 weeks of classes from the start of September to the end of June. Modular courses subdivide subject matter over a number of modules which are the same all over Flanders. This programme enables course participants to compose their own study package and to set its duration. Centres for Adult Education can spread this modular course over a part of the year or over the entire year which means that courses can be started at different times of the year. The development of the modular structure comes under the responsibility of two government services: o The Vocational Education Service (DBO) is in charge of vocational programmes which are also offered within full-time secondary education (=analogous course provision); o The Curriculum Entity (ex DVO) is in charge of vocationally-oriented programmes which are not offered by full-time secondary education (= non-analogous course provision). The Curriculum Entity sees to their coordination.

Up until now the centres have been free to decide whether or not to take the modular road. Some courses have been modularised well over ten years now. Other courses have been modularised more recently. Some courses (such as general education and the Proof of Pedagogical Competence course (Getuigschrift Pedagogische Bekwaamheid - GPB) only operate a modular system and not a linear system. Then again, other courses offer both the linear and the modular system. Courses are now being systematically modularised. Moreover, a new decree is being prepared which wants to modularise all courses. The area of study general education now also comprises the former second chance education (tweedekansen onderwijs - TKO) • • • •

• • •

TKO is open to adults of eighteen years of age and over who still would like to obtain their secondary education diploma (ASO/TSO/BSO). However, adults who would like to follow one or more subjects without a view to obtaining a diploma can also attend. The classes are geared towards obtaining a diploma and have therefore a systematic structure and run over a longer period of time. The classes are held during the day and/or in the evening. Low-threshold admission requirements apply. o The admission requirement for the third stage ASO or TSO is a certificate of second stage ASO or TSO. o The admission requirement for the third stage BSO is a certificate of the second stage BSO. o If course participants do not have any of these certificates they may sit an in-house admission exam. An induction period is provided in which participants are tested on their insight and pace, after which they can be reoriented if necessary. This course has a general social training aspect which translates into contents of learning and approach. Special attention is also paid to social skills. However, TKO is not available in all regions.

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7.10.1.2 Higher Social Advancement Education This has been sub-divided into 7 categories, which in turn cover a number of courses (‘departments’). These categories comprise: • • • • • • •

Short-type artistic higher education (2 courses : Construction and Public Works) Short-type economics higher education, Short-type paramedical higher education, Short-type pedagogical higher education (= the GPB-course), Short-type social higher education, Short-type technical higher education, Higher technical courses, 2nd stage.

Notwithstanding the wide range of programmes available, some courses cannot be followed in Social Advancement Education (e.g. paramedical basic training, programmes for nursery school teaching or primary school teaching, etc...). Then again, Social Advancement Education offers a number of courses which cannot be followed in full-time education (e.g. The “general caretaker” courses). In 2004 some departments of OSP were changed to HO Bachelor and Master degree studies and were transferred from the CVOs to the University Colleges (Hogescholen).

7.10.2. Supervised Individual Study (BIS) - courses on offer The following categories are available in the form of correspondence education: • • • • • • • •

Foreign languages (French, English, Spanish, Italian and Portuguese), Dutch (a.o. Dutch literature and Dutch for non-native speakers), Computer science, Economics, Human sciences (psychology, biology, history) Law, Technology, Others (mnemonics, mathematics and initial training prevention advisor).

BIS Online offers the courses in the following areas: • • • •

Foreign languages (French, Spanish, English, German, Italian) Dutch for non-native speakers Geography Prevention and protection at work.

In addition, there are also preparatory courses for the secondary education exams organised by the Examination Board of the Flemish Community: languages, computer science, economics, sciences, human sciences and mathematics. A full overview of the courses is available on: • •

http://www.bis.vlaanderen.be/ http://www.bisonline.be/main/bisftp/bisonline/intro.htm

7.10.3. Adult basic education - courses on offer The Centres for Adult basic education offer courses at elementary education level and at the level of the first stage of secondary education. • • • • • •

Dutch (Dutch as a primary language - NT1), Dutch as a secondary language (NT2) including literacy education NT2, ICT, Community studies, Mathematics, Step-up courses French and English.

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Moreover, these centres also offer tailor-made courses for organisations, both public and private. The organisation of the courses of study offered by adult basic education is based on the developmental objectives laid down by the government. The centres have to strive to achieve these developmental objectives in all course participants. Course participants who wish to qualify for modular certificates and/or certificates must achieve these developmental objectives. The DVO (now the Curriculum Entity) developed training profiles for all adult basic education courses. This individualised plan aims to keep up the competences of stagnating course participants. The IP may contain other objectives than the developmental objectives laid down in the modular courses of adult basic education on condition that their relationship to one or more statutory developmental objectives is clearly specified. In 2000 the modularisation project was launched. The first modular courses were offered in 2003. Since February 2006 all courses are available in modular form. The modular courses provided by the centres for adult basic education fit in with the courses offered by the centres for adult education so that a smooth transition is guaranteed. The regulations provide for an evaluation of each modular course which must take place at the latest two years after their implementation. This evaluation is also presented to the Flemish Parliament. The inspectorate evaluated the modular courses Dutch as a second language, mathematics and information and communication technology (ICT) during the 2004-2005 school year.

7.10.4. Vocational education VDAB - courses on offer VDAB does not only organise hundreds of vocationally-oriented training programmes covering most of the occupational fields but also language courses, ICT-courses and management courses. These courses are held during working hours, in the evenings and on Saturdays and can be organised in a host of different ways. They may be held in VDAB training centres or elsewhere, they can consist of on-the-job learning, training programmes in a recognized centre, individual vocational training in a company or educational institution, open learning, distance learning and e-learning. On-the-job-learning is available through the following programmes: o

Individual vocational in-company training (IBO). In this programme, the course participant receives training and guidance within a particular company. In light of the Flemish governmentâ€™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 form of training is company-oriented and puts the finishing touch to vocational training or a vocational course (for school-leavers). This course takes 2 months and must be followed within four months of completing the followed vocational education (organised or recognized by the VDAB) or study (for school-leavers with a diploma or proof of study from the first stage ASO, second stage TSO, BSO, KSO, entrepreneurial training, DBSO, alternance vocational training).

Once these programmes have been completed, the company is obliged to offer the course participants a contract of indefinite duration. o o

Perfecting work experience periods (following a VDAB competence centre course): for a maximum of 6 weeks. Alternance forms of training: training periods in a vocationally-specific programme in a VDAB competence centre is alternated with on-the-job-learning.

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7.10.5. Entrepreneurial training SYNTRA Flanders - courses on offer Continuing education •

•

Apprenticeships (+ 15-year olds) o This is an initial vocational training programme for apprentices from the age of 15 who have followed the first two years of secondary education or for youngsters who have turned 16 years of age. o This provides the pupil with the basic skills to work within a company. o Apprenticeships comprise: An apprenticeship for practical training, i.e., an agreement concluded for an unspecified period of time in which the entrepreneur-trainer undertakes to train the pupil in a particular vocation and in which the pupil 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. o Pupils are guided by an apprenticeship counsellor. o http://www.syntra.be/leertijdloket Entrepreneurial training (+ 18-year olds) o This form of training prepares participants for general, technical, commercial, financial and administrative management for self-employment or within a small or medium-sized company. o It comprises theoretical training on professional knowledge and business administration and may be combined with an apprenticeship in which the course participant receives his/her practical training in a company. The apprenticeship is guided by an apprenticeship counsellor. Business administration o The course ‘business administration' will lead to a certificate ‘basic knowledge business administration’, which is required for a licensing certificate. o 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 o These address self-employed entrepreneurs, SMEs and close members of staff. o 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; Seminaries on new SME regulations; 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 which dovetail with entrepreneurial training. Tailor-made programmes o These may be organised both in-house or at one of the SYNTRA educational centres or elsewhere. o 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.

Alternating 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/

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7.10.6. Part-time artistic education DKO – courses on offer

Lower Stage

Starting age Number of grades Minimum number of teaching periods Options

Secondary Stage

Higher Stage

Specialisation Stage

Starting age Number of grades Minimum number of teaching periods Options Starting age Number of grades Minimum number of teaching periods Options Starting age Number of grades Minimum number of teaching periods Options

Visual Arts Y A 6 6

Music Y 8 - 14 4

3.5

1 from nd the 2 grade 12

12 6

A 15 3

1 immediately

Word Craft Y A 8 4

Y 6 6

Dance A 15 2

(*)

12 3

15 3

2 or 3

8 15 3

18 4 or 5 10 (4y.) or 8 (5y.)

28 After the Higher Stage 2

4 5

12 3 2

5 15 3

3 15 3

8 28

Y= youngsters; A = adults; (*) minimum 1 teaching period/week first 2 grades, minimum 2 the next 4 grades An academy may also organise a new pilot programme which will be subsidised by the Department for Education and Training for a period of 4 years. Currently a number of pilot programmes are on-going. From the 2006-2007 school year these pilot-projects are called ‘temporary projects’. Cf. http://www.ond.vlaanderen.be/onderwijsaanbod/dko/default.htm.

7.10.7. Training in agriculture – courses offered Post-school training activities which are subsidised by the Division Sustainable Agricultural Development are subdivided into 5 forms of training. •

Courses for beginners: o Type A : general courses for beginners (the former B1 course) These courses provide training on operational management in general and on legislation for the agricultural sector. o Type B : special courses for beginners (the former B3-courses) These provide operational management training and training on legislation and a number of important technical aspects in relation to one or two agricultural subdivisions. o Type C These provide specific technical knowledge required to set up an agricultural or horticultural enterprise or to become a recognized seller or user of phytocides and biocides for agricultural purposes.

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•

• •

•

Training courses (former C-courses): a training programme comprising a minimum of 20 hours geared towards agriculturalists and horticulturalists. This programme is extremely varied and offers computer courses, artificial insemination courses for cattle, hoof-care for cattle, equipment maintenance... These courses may 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). o Short training activities organised by an 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. o Short training activities organised by a centre training amateur agriculturists: these deal with subjects on agricultural activities carried out as a hobby. Completion days: activities of no less than 3 hours geared towards advanced training of trainers in agriculture.

7.10.8. Socio-cultural adult work - courses on offer Learning activities provided by socio-cultural adult organisations are very diverse. The theme classification of over 5,400 activities which were entered into the ‘Nicely learned’ (Prettig Geleerd) database (a database for sociocultural activities) gives a concrete overview of this diversity. Personal development Health. care and sports Artistic education Interpretation and philosophy Society and politics Creativity and expression Computer. media and information Work and career Popular culture and hobby Languages

14.1 % 12.5 % 9.27 % 8.3 % 7.8 % 9.7 % 3.44 %

Social and communication skills Intercultural training Consumer education Nature and the environment Child raising and education Relationship training Tourism

2.4 % 4.71 % 1.62 % 4.78 % 2.0 % 2.07 % 2.67 %

1.57 % 4.54 % 1.57 %

Science and technology Others

2.22 % 4.64 %

As annotation we can add that this overview mainly covers (part of) the supra-local programmes offered by associations, movements and training institutions, i.e. the local activities of departments and associations were not entered into this database. http://www.prettiggeleerd.be

7.11. Teaching methods 7.11.1. Social Advancement Education (OSP) - teaching methods Teaching methods and curricula come under the pedagogical freedom of the organising bodies. However, curricula must be approved upon recommendation from the community inspectorate, cf. [2.3.5.].

7.11.2. Supervised Individual Study (BIS) - teaching methods Correspondence BIS courses use syllabuses in print form supplemented by the necessary teaching aids (CDs, video etc). A course consists of a number of course packages and assignments. These assignments may be mailed to the tutor together with any questions or requests for further explanation. Assignments may be sent by surface mail or electronically. In the latter case, an E-assignments postal system is used. Every course participant can by means of a personal login and password check how his/her course is progressing. To practise oral skills in language courses, cassettes are used. BIS Online works with web-based courses. The hundreds of classes are grouped according to themes and skills. The classes themselves consist of interactive exercises and extra information (glossary, source books and dictionaries, etc...). Course participants also make assignments; in fact every 5 to 10 classes are rounded off with

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an assignment. Communication between the course participant and tutor takes place through the assignments submitted, via e-mail or a chat function (also aural) and via discussion forums. (Bis Online, http://www.bisonline.be)

7.11.3. Adult basic education - teaching methods The final objectives for the adult basic education courses are analogous to those of compulsory education but their cadence reflects each individual’s abilities. In addition to providing the participants with knowledge and skills, these courses also focus on core competences, study skills and course participant guidance. In the open learning centres course participants can do extra exercises independently or may look up or process information. It gives course participants the opportunity to work in a multimedia environment according to their own learning demand and at their own pace.

7.11.4. Vocational education VDAB - 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. It is in fact collective teaching (either in a VDAB centre or within the company). Open learning means that the course participant personally goes through the entire learning package either at a VDAB centre or within the company. Aside from the support provided by an instructor there are a host of learning tools available ((CD-ROM, video, self-instruction packages). So, this is in fact selfstudy with on-the-spot support available by appointment at a time which suits the course participant. In the case of web learning the course participant can count on the support and feedback of an online coach. In the case of on-the-job-learning the course participant can avail of a coach within the company. To this end VDAB has compiled an on-the-job-learning guide which is available online. Blended learning: a mixture of various teaching methods. For example: web-learning in combination with group learning.

7.11.5. Entrepreneurial training SYNTRA Flanders - teaching methods We shall consecutively discuss apprenticeships, entrepreneurial training (including internship agreement), advanced training and tailor-made training programmes. Apprenticeships have been developed as alternating learning: the practical training (4 days a week) with a selfemployed 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 the pupil goes through aloud together with the trainer and which goes accompanied by 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 pupils who have been educationally disadvantaged.

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, seminaries, specific language courses, refresher courses, etc...

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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.

7.11.6. 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.

7.11.7. 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, tackle the practical side of the course 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.

7.11.8. Socio-cultural adult work - teaching methods Pursuant to the Decree of 4 April 2003, each recognized socio-cultural adult organisation must use a sociocultural 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: • • • •

Creating a framework in which the participants can learn informally through interaction with others and/or through self-reflection; participants also receive non-formal guidance (i.e. types of learning process guidance which are not linked to preset programmes and final objectives drawn up 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 comprises the stimulation of incidental and intentional learning. In socio-cultural adult work interventions and forms of guidance are not interpreted as a transfer from the training counsellor to the 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.

7.12 Trainers 7.12.1. Social Advancement Education (OSP) - trainers

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The teaching staff in OSP come under the legal status decrees (27 March 1991). The same legal status and qualifications apply as for mainstream secondary and higher non-university education. Moreover, since 20062007 trainers can also follow a specific training course (comprising 280 teaching periods of which 120 teaching periods in the form of practical training) which will lead to a Training for Trainers of Adults Certificate.

7.12.2. Supervised Individual Study - trainers The tutors are usually teaching staff who also provide face-to-face instruction. Administrative subjects are usually taught by civil servants or other experts. The Flemish government appoints the tutor for a (renewable) term of two years. Teachers who wish to become tutors must have been teaching part-time for a minimum of two years. When there is a shortage of candidates with educational or training institution experience, other experts may also be appointed. (Decree of 2 March 1999).

7.12.3. Adult basic education - trainers Staff of Centres for Adult Basic Education come under the socio-cultural sector. Even their educational staff do not enjoy a teaching staff status, they have an employee status. Each centre employs one or more administrative staff members. Among the well over 700 staff the following functions can be distinguished: • • •

coordinator, educational staff members administrative staff members

Compulsory advance training has been enacted by decree which has been organised as continuing teacher education since 1996 (Decree of 16 April 1996). This programme is offered by two Flemish university colleges in Antwerp and consists of face-to-face instruction modules, supervised practical sessions and self-instruction. Procedures and instruments have been developed to evaluate the centres’ staff members. Since November 2004 VOCB has compiled an online databank available which provides a description of learning tools for adult basic education.

7.12.4. Vocational education VDAB - trainers Although VDAB has its own training service which ensures the initial and continuing teacher education of the instructors (usually these are professionals from the world of enterprise), it also recruits trainers who have followed a teacher training programme.

7.12.5. Entrepreneurial training SYNTRA Flanders - trainers For its trainers, SYNTRA Flanders organises 120 hours initial advanced training which puts the emphasis on pedagogical-educational elements. 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 (Estafette-opleidingen). These training programmes focus on issuing instructions to apprentices, their coaching and conflict management.

7.12.6. Part-time artistic education DKO - teachers DKO teachers need to have a specific, compulsory skills certificate and precise skills certificates have been laid down for most of the subjects taught within DKO. These are specific basic artistic education qualifications, supplemented by teacher education. Since 1 September 2002 acceptable qualifications are also considered, i.e. general basic qualifications, usually from artistic education, supplemented by teacher education. 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.

7.12.7 Training in agriculture - trainers

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The Flemish Region also subsidises the training of trainers in the form of completion days. The centres also call on trainers who have a teacher diploma. More often than not they call on specialists in the subjects taught. These are trainers from daytime education, staff from agricultural organisations, information officials… The Division Sustainable Rural Development (cf. [2.6.2.3.]) carries out the on-site inspections.

7.12.8. Socio-cultural adult work - trainers Educational staff members of socio-cultural organisations do not need to have a specific diploma. Suitable qualifications are those obtained through the basic ‘Social Work’ programme organised by the social university colleges and the courses of study social (ped)agogics and social work at university-level. SoCiuS, the centre for socio-cultural adult work, provides advanced training programmes and organises consultation meetings, colleague groups and workshops. Themes such as ‘interculturalisation’, ‘community building’ and ‘social activation’ receive special attention. In conjunction with the quality assurance cell Kwasimodo the Centre sees to quality assurance within the sector. Usually, the organisations see to the training of their voluntary and freelance trainers. Both associations and training institutions call on specialised experts.

7.13 Evaluation and progression 7.13.1. Social Advancement Education (OSP) – evaluation and progression Within the modular system, centres for adult education must organise at least one exam at the end of each module, while in the linear system at least one exam per subject must be organised at the end of the school year.

7.13.2. Supervised Individual Study (BIS) – evaluation and progression At the start of the course a personal tutor is assigned to each course participant. The tutor corrects the assignments, evaluates the course participant’s progress and provides study advice. Course participants following a correspondence course can call on their mentor for a maximum of 3 years. Guidance comes to an end when the course has been completed. In the case of online courses participants are given access to the course and all related guidance and communication facilities for a specific period of time (multiples of 3 months).

7.13.3. Adult basic education – evaluation and progression Course participants receive intensive level-specific guidance throughout the training programme. The courses offered within the areas of learning mentioned in [7.10.3.] comprise several levels which fit in with the various levels of entry of the course participants. Generally, there is a distinction between the elementary basic level and the level of broadening and deepening within this division. This area of learning level division does not mean that course participants must follow all levels. Depending on their level of entry and their demands for learning they may enter and leave at any stage. Moreover, participants can enter courses at different times of the year. CBE organises an evaluation per module which may be done through continuous assessment and/or exams.

7.13.4. Vocational education VDAB - evaluation and progression Course participants are continuously assessed and evaluated throughout their (modular) training.

7.13.5. Entrepreneurial training SYNTRA Flanders - evaluation and progression Essentially, apprenticeship training takes 3 years. Depending on age and prior education a shorter training period may be possible. Pupils 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. The final

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exam comprises an integrated practical test (the so-called C-test) in which the pupil must demonstrate that he/she has mastered both the technical and the general subjects. Pupils 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.

7.13.6. Part-time artistic education DKO – evaluation and progression Twice a year a written evaluation is made of each pupil which is then presented to the pupil and/or parents. The school board is free to decide how this evaluation will be carried out. Academies for visual arts organise transition or final exams at the end of the lower stage, at the end of the fifth and sixth grade of the secondary stage and at the end of each grade of the other stages between 1 June en 30 June. The final exams are held during the last grade of the secondary stage, the higher stage and the specialisation year. Academies for Music, Word Craft and Dance organise their transition and final exams between 15 May en 30 June. Final exams are held in the final grade of each stage while the transition exams are held in 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. Pupils 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 organising body may also decide to organise re-examinations during that period. Pupils are obliged to sit the exams held at the end of the grade for which they have been registered. Pupils who failed to attend 1/3 of the classes for no legitimate reasons may not sit the exams and have therefore failed.

7.13.7. Training in agriculture - evaluation and progression The initiative is left to the centres.

7.13.8. Socio-cultural adult work - evaluation and progression One distinctive feature is that there is no formal evaluation of the participants. However, the organisations organise self-evaluations both for the benefit of the participants and that of their own operations.

7.14. Certification 7.14.1. Social Advancement Education (OSP) - certification Social Advancement Education (OSP) issues various proofs of study. A modular certificate confirms a module in modular education. A certificate (certificaat) ratifies a modular programme or option except in general ASO educational programmes of the third stage in the area of study general education and a programme in pedagogical higher education. A certificate (getuigschrift) confirms a pedagogical higher education programme and a linear programme or option. A diploma ratifies: • •

an option of the general education course of study (ASO) of the third stage of the area of study general education; a TSO course of study or BSO training of the third stage of the area of study general education combined with a certificate for a course of study or option of the third stage of another area of study insofar as this diploma is issued within full-time secondary education;

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• •

a TSO course of study or BSO training of the third stage of an area of study other than general education, if the course participant already has a diploma of secondary education at the time of registration and insofar as this newly acquired diploma can be issued in full-time secondary education; a programme in higher education with the exception of pedagogical higher education.

7.14.2. Supervised Individual Study (BIS) - certification Participants who have completed all the BIS course assignments are given a certificate. However, this is not a recognized proof of study. Some courses may be followed as preparation to securing recognized certificates. • •

the European Computer Driving Licence (ECDL) a certificate Prevention and Protection at Work.

A number of BIS-courses have been developed as a preparatory course for: • •

selections for statutory and promotional examinations organised by Selor, the Selection Bureau of the Federal government; examinations organised by the Examination Board of the Flemish Community, general secondary education (ASO).

7.14.3. Adult basic education - certification Since 2006, course participants can obtain official certificates. A module meeting the learning objectives established by the authorities is awarded a modular certificate and a programme is concluded with a certificate. Adult basic education can offer courses of study up to the first stage of secondary education.

7.14.4. Vocational education VDAB - certification Participants can obtain a certificate for certain courses they have followed. In the case of web learning courses the course participant receives a certificate when he/she has received a positive evaluation from the coach. These certificates do not have any formal or legal value; they are not recognized as being equivalent to recognized proofs of study issued by the actual educational sector. However, they are in fact recognized by the world of enterprise. There are various types of certification for job-seekers or employees within VDAB: • •

•

VDAB-certificates – generally called “certificates (getuigschriften)”: o State the contents of the programme components the course participant successfully completed; VDAB-certificates with a sector certificate: o The certificate indicates that the sector promotes and co-funds the programme; o Moreover, the sector certificate backs the VDAB certificate as a certificate of acquired competences; o 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: o The certificate indicates that the company promotes and co-funds the training programme; o Moreover, the certificate backs the VDAB certificate as a proof of acquired competences; o Examples: ECDL, VCA, Cysco; VDAB-certificates with a supplementary legal certificate:

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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; o Examples: CE and ADR (heavy road transport) driving licences, CEDICOL (central heating), social profit diplomas; Certificate of vocational competence: o This is an official certificate issued by the Minister for Education, Training and Work; o Target groups which can qualify: course participants at the end of their training who probably meet the competences listed in the Flemish Social and Economic Council (SERV) standards, job-seekers upon personal request, and employees, is they so wish. o

•

7.14.5. Entrepreneurial training SYNTRA Flanders - certification •

•

• •

When the pupil successfully completes his/her apprenticeship, he/she will receive a recognized certificate (getuigschrift) which will give him/her access to entrepreneurial training. Once he/she has obtained this certificate, he/she 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 fits in with entrepreneurial training leads to an official Flemish Community certificate (getuigschrift). Un-certified advance training (current topics, language courses, business administration and management themes, new regulations...) leads to a SYNTRA Flanders certificate (attest).

7.14.6. Part-time artistic education DKO - certification Pupils receive a certificate each time a stage has been successfully completed. 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.

7.14.7. 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 are keen 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 the 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 for the certificate for establishing a business.

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Twice a year, the Department for Sustainable Rural Development organises tests for the certificate for establishing a business in each province, in collaboration with the provincial agricultural services. The panel of examiners consists of 2 representatives from the Agricultural and Horticultural Administration (Administratie Landen Tuinbouw – ALT), 1 from the province as well as representatives from the general centres.

7.14.8. Socio-cultural adult work - certification A certificate of learning is a proof of educational and training experience. This form is issued by the party organising the activity after a training programme, study day or course, etc. was attended. In other words, it proves that the person has participated in the activity. The certificate of learning also states the educational objectives of the training activity in question. To increase the recognizability of these certificates, SoCiuS provides a common format which is made available to the organisations in the sector. The certificate of learning states the learning objectives of the activity. A proof of competence shows that a coherent set of competences has been effectively acquired. To obtain a proof of competence, evaluation must take place. The body issuing the proof guarantees that the candidate has actually acquired all the necessary competences and watches over the quality of the process and the standards implemented. For the proof of competence, the same format is used as for the certificate of learning and it is supplemented by a description of the competences and the level at which they were acquired. This following the ‘Advice Accreditation of Prior Learning’ (‘Advies Erkenning Verworven Competenties) which was presented to the Flemish government by DIVA. As of 2006, function proofs have also been introduced in socio-cultural adult work. A function proof is a certificate of competences acquired through voluntary work or other forms of commitment. SoCiuS would also like to introduce the ‘learning booklet’. This learning booklet should become a portfolio for experience acquired through non-formal and informal learning contexts. Each activity will be recorded separately. SoCiuS also created a work group ‘EVC in socio-cultural work’. Aside from representatives from the field of action, this work group includes people from the administration, the cabinet, the Ghent University, adult basic education and the Youth Centre. The activities of this working group resulted in the vision text ‘EVC in sociocultural work (‘EVC in het Social-cultureel werk’ 2006).

7.15. Guidance and link to further education/labour market • • •

• • • •

The most comprehensive overview of courses and programmes for adults in Flanders, which includes data provided by VDAB, VIZO and Socius, can be found on: http://www.wordwatjewil.be Each year the Department for 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 o VDAB workshops throughout Flanders o De Stap (The Step) in Ghent provides comprehensive information on education and training within the region. o Tracé in Brussels o Educatieve Wegwijzer (Educational Signpost) in Hasselt o Ivo covers the Ghent-Eeklo region. The Dutch Language Houses: guide foreign-mother-tongue speakers to the most appropriate course Dutch as a second language (cf. 7.2.0.6.). Europass can be found on www.europass-vlaanderen.be DIVA is dealt with under 7.2.0.5. Within the Department for Education and Training, the DBO, Vocational Education Division deals with vocational education in the widest possible sense. This division takes care of: o The coordination between the various administrations for cross-network issues in relation to education and the labour market o The link with other vocation providers: VIZO – VDAB – NGOs … o The link between employers’, employees’ and sector organisations o The follow-up of advices SERV - VLOR … o The follow-up of covenants between education and the world of labour o The follow-up of Flemish and European employment directives o The follow-up of discussions regarding filling in the 2nd part of part-time compulsory education and pathway-to-work guidance within DBSO o The follow-up of European structural funds with a view to realizing projects. o Coordination of ESF-projects on education. o http://www.ond.vlaanderen.be/dbo/projecten/proj_Onderwijs-arbeidsmarkt.htm

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•

For scientific support, cf. Higher Institute for Labour (Hoger instituut voor de Arbeid – HIVA), http://www.hiva.be/

7.15.1. Social Advancement Education (OSP) - guidance and link to further education/labour market The role of pedagogical counselling in social advancement education is more or less the same as in compulsory education; however, its framework is somewhat more restricted. The pedagogical counselling services of the four umbrella organisations are cooperating on cross-network curricula.

7.15.2. Supervised Individual Study (BIS) - guidance and link to further education/labour market For all courses, even the on-line courses, the course participants are guided by a tutor who is a specialist on the subject. In 2006, BIS concluded a strategic cooperation agreement with VDAB and SYNTRA Flanders on e-learning.

7.15.3 Adult basic education - guidance and link to further education/labour market In 1990 VOCB, the Flemish adult basic education support centre, was founded. The centre has a specific supportive and developmental task. VOCB developed a ‘Quickscan’ test to assess the level of basic knowledge in conjunction with VDAB (cf. also [7.2.4.]). In the autumn of 2004 staff members of the Academic Training Institute for Teachers of the KU Leuven finalised the project Development of a system of assessment for Centres for Adult Basic Education - a task they were given by the Ministry of the Flemish Community, Department for Education and Training. This project comprised the development of three instruments: • • •

An intake test for the programme information and communication technology (ICT); A locater test for the programme mathematics; A standardised intake procedure.

Via the intake-procedure the course participant is directed towards the most appropriate course and level. Adult basic education cooperates with the VDAB on basic skills training on the shop floor or arithmetic remediation in vocational training programmes. The centres have also established a network with the centres for adult education, the OCMWs, the municipal councils and other services. An overview of the courses provided by the centres can be found on: http://www.basiseducatie.be

7.15.4 Vocational education VDAB - Guidance and link to further education/labour market Following the VDAB reform, a Labour Market Control Directorate (direction-coordination and directionimplementation) was established in 2006 alongside the Competence Centre 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 (KISS-sollicitantenbank) is worth mentioning. This is a free database which contains CVs of in excess of 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. An employee can also seek the advice from one of these competence centres on his/her own initiative.

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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: • • • • • •

Diagnosis and pathway setting (qualifying intake, screening, orientation, psychological and medical examination, profile setting, info sessions, previous education), Application training and guidance, Training at a centre, Personal training, labour market guidance, Training and on-the-job guidance, Pathway-to-work guidance and follow-up of the further steps the job-seeker takes.

Since 1 January 2006 VDAB has called on non-commercial and commercial guidance organisations to see to the guidance, training and/or work experience of the long-term unemployed. In pathway tendering the whole of pathway-to-work guidance is entrusted 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.

7.15.5 Entrepreneurial training SYNTRA Flanders - guidance and link to further education/labour market Training programmes provided by SYNTRA Flanders are strongly practice and labour market oriented. Apprenticeship counsellors guide the pathway-to-work of pupils in apprenticeship agreements and course participant-trainees in internship agreement. Learning pathway counsellors enter into an agreement with the Commission of Practical Training which also recognizes and monitors the counsellors. 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.

7.15.6 Part-time artistic education DKO - guidance and link to further education/labour market Initiatives are left up to the centres.

7.15.7 Training in agriculture - guidance and link to further education/labour market Initiatives are left up to the centres.

7.15.8 Social-cultural adult education - guidance and link to further education/labour market Initiatives are left up to the centres.

7.16. Private education (in the strictest sense) The private education sector has also gotten involved in distance learning (cf. BIS) – as a form of adult educationand has established ‘schools’ or centres in various cities and municipalities, especially in the field of languages and information technology. Private education (in the strictest sense) (either or not in the form of correspondence courses) is however not legally regulated in our country and thus not funded or subsidised by the government. Diplomas 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

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7.17.1 Social Advancement Education Total number of pupils in OSP: 326,775 (2005-2006)

7.17.1.1 Evolution of the number of pupils in secondary social advancement education Reference period 1/9/1999 - 31/1/2000 1/2/2000 - 31/1/2001 1/2/2001 - 31/1/2002 1/2/2002 - 31/1/2003 1/2/2003 - 31/1/2004 1/2/2004 - 31/1/2005 1/2/2005 - 31/1/2006

Linear education Modular education Men Women Total Men Women Total 36,330 65,823 102,153 30,605 37,305 67,910 37,101 65,382 102,483 58,787 71,642 130,429 36,075 62,997 99,072 66,751 85,706 152,457 30,588 53,825 84,413 80,843 101,511 182,354 29,244 52,052 81,296 82,308 107,315 189,623 21,405 40,961 62,366 97,439 131,432 228,871 14,642 29,650 44,292 106,462 148,502 254,964

Source: Statistical yearbook of Flemish education 2005-2006

7.17.1.2 Evolution of the number of students in higher social advancement education Reference period 1/9/1999 - 31/1/2000 1/2/2000 - 31/1/2001 1/2/2001 - 31/1/2002 1/2/2002 - 31/1/2003 1/2/2003 - 31/1/2004 1/2/2004 - 31/1/2005 1/2/2005 - 31/1/2006

Linear education Men Women Total 6,109 5,299 11,408 6,643 5,513 12,156 6,334 5,433 11,767 5,494 5,180 10,674 4,328 4,487 8,815 3,226 3,424 6,650 2,283 2,666 4,949

Modular education Men Women Total 2,465 3,034 5,499 3,846 5,050 8,896 4,906 6,600 11,506 6,731 9,030 15,761 8,184 10,689 18,873 8,724 11,975 20,699 9,339 13,231 22,570

Source: Statistical yearbook of Flemish education 2005-2006

7.17.1.3 Number of students in higher social advancement education, short-type, according to educational form and type (reference period 1/2/2005 - 31/1/2006) Linear education M W Short type Artistic Economic Paramedical Pedagogical Social

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37 991 35

6 908 91

43 1,899 126

391

1,524

1,915

Modular education M W

2,816 0 4,441 1,431

2,202 13 6,947 3,985

5,018 13 11,388 5,416

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Technical Total Short type

829 2,283

137 2,666

966 4,949

651 9,339

84 13,231

735 22,570

Source: Statistical yearbook of Flemish education 2005-2006

7.17.1.4 Number of certificates and diplomas issued by secondary advancement education during reference period 1 February 2005 - 31 January 2006

Certificates (Getuigschriften) 17,446

Certificates (Certificaten) 17,559

Diplomas 792

Source: Statistical yearbook of Flemish education 2005-2006

7.17.1.5 Number of diplomas conferred in higher social advancement education, per type and category, during the reference period 1 February 2005 - 31 January 2006 Linear education

Modular education

17 859 54 605 302 1,837

239 3 301 51 694

Short type Artistic Economic Paramedical Social Technical Total Short type HTO 2nd Stage Technical engineer

Overall total

1,843

Source: Statistical yearbook of Flemish education 2005-2006

7.17.1.6 Number of certificates of teaching competence (GPB) conferred in higher social advancement education, during the reference period 1 February 2005 - 31 January 2006 Short type Pedagogical

2,750

Source: Statistical yearbook of Flemish education 2005-2006

7.17.1.7 Evolution of the OSP budget (in â‚Ź 1,000) 2000 125,997

2001 144,549

2002 158,522

2003 178,574

2004 202,933

2005 210,896

2006 230,121

Source: Flemish education in figures (Department for Education and Training)

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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 the decrease in the number of cumulative posts. More and more centres are employing full-time staff members who are better paid by the government. (Clarification OSP inspectorate).

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7.17.2. Supervised Individual Study 7.17.2.1 Evolution of the number of course participants Year 1990 1991 1992 1993 1994 1995 1996 1997

Registered course participants 31,353 27,950 23,828 23,309 25,727 25,488 25,520 30,025

1998

23,887

1999 2000 2001 2002 2003 2004 2005

48,882 40,613 23,342 24,825 29,158 25,453 22,431

(1) In 1999 the term ‘distance education’ was replaced by BIS 'Supervised Individual Study'. (2) Since May 2000 limited registration fees apply to BIS courses. These fees led to a reduction in the number of registrations. Source: Statistical yearbook of Flemish education 2005-2006

7.17.2.2 Budget Evolution (in € 1,000) 2000 2001 2002 2003 2004 2005 2006 3,064 3,676 4,216 3,982 4,239 3,507 3,440 Source: Flemish education in figures (Department for Education and Training)

7.17.2.3 Number of registrations per area of study

Courses according to area of study Languages Computer Science Sciences Administration Mathematics Economics Technology Miscellaneous Total Number of tutors

Number of course participants 2004 2005 12,982 11,213 4,676 4,226 1,442 1,472 641 672 689 613 1,406 1,163 1,793 1,734 1,824 1,338 25,453 22,431 215 201

Source: Flemish education in figures (Department for Education and Training)

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7.17.3 Adult basic education 7.17.3.1 Evolution of the number of course participants in adult basic education from year 1990-1991 Operating year 1990 - 1991 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005

Men 0 3,633 4,204 5,058 5,491 5,421 5,681 6,006 6,748 7,788 8,460 10,462 10,456 n.k. n.k.

Women 0 5,030 5,790 6,767 7,351 7,867 7,909 8,773 10,154 11,684 12,753 15,925 14,206 n.k. n.k.

Total 7,085 8,663 9,994 11,825 12,842 13,288 13,590 14,779 16,902 19,472 21,213 26,387 24,662 n.k. 26,188

Number of course participants

Source: VOCB

Men Women yrs 7.17.3.2 Evolution of the adult basic education budget (in â‚Ź 1,000) 2000 2001 2002 2003 2004 2005 14,995 15,345 17,730 18,032 18,280 18,736 Source: Flemish education in figures (Department for Education and Training)

7.17.4. VDAB 7.17.4.1. Pathway-to-work programmes in 2005 Completion pathway-to-work programmes Total number of finished projects Departure from unemployment Completion percentage Completion target group Ethnic minorities Disabled people Briefly educated people Older people > 1 year unemployed

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Number of finished pathways-to-work 14,519 7,446 40,005 2,693 15,302

85,647 52,312 61.1% Number of people who found employment 7,358 3,878 22,110 1,307 8,636

% of people who found employment 50.9% 52.1% 55.3% 48.5% 56.4%

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Source: VDAB core figures 2005 http://www.VDAB.be

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7.17.4.2. Number of completed courses, divided per activity of employees â€“ job-seekers in 2005

VOCATIONAL EDUCATION PROVIDED BY VDAB in 2005 Employees

Hours

Job-seekers

Hours

Total

Total number of hours

A. VDAB-centres Module 2: Orientation course Module 3: Application training and guidance Module 4: Occupation-specific training programme Module 5: Personal development Module 6: On-the-job-guidance/training Total

109

12,722

344,693

12,752

344,802

676

12,544

9,982

397,569

10,658

410,113

37,580

998,026

19,644 (1)

56,490 10,380,611

94,070 11,378,637

64,681

10,647

966,882

30,291

1,031,563

1,249

199

1,845,492

199

1,846,742

57,930 1,076,609

90,040 13,935,247

147,970 15,011,856

B. Individual training programmes

14,593

C. Profile setting

40,635

(1) these numbers are included in module 4 Source: Flemish Public Employment Service and Vocational Education (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-the-job' 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 education contract with the VDAB. C. Profile setting: Before the job-seeker starts a particular training programme, he is often tested (ranging from intake interviews to de facto competence tests).

7.17.5 Entrepreneurial training SYNTRA Flanders 7.17.5.1 Apprenticeships â€“ number of courses, teaching periods and course participants Community studies Course year 2004-2005 2005-2006

Professional knowledge Teaching Course Teaching Course periods participants Courses periods participants Courses 438 46,103 5,170 1,085 67,202 5,322 404 43,657 5,406 1,308 98,076 5,796

Source: SYNTRA Flanders; Statistical yearbook of Flemish education 2005-2006

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7.15.5.2 Entrepreneurial training â€“ number of courses, teaching periods and course participants Business Administration Professional knowledge Course Teaching Course Teaching Course year periods participants Courses periods participants Courses 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 Source: SYNTRA Flanders; Statistical yearbook of Flemish education 2005-2006

7.15.5.3 Apprenticeship agreements and apprenticeships Under supervision on 31 December 2004 Under supervision on 31 December 2005

4,543 4,296

7.15.5.4 Apprenticeships Under supervision on 31 December 2004 Under supervision on 31 December 2005

1,004 918

Source: SYNTRA Flanders; Statistical yearbook of Flemish education 2005-2006

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7.17.6. Part-time artistic education (DKO)

7.17.6.1. Evolution of the number of pupils as of school year 1991-1992 School year

1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 - 2006 School year 1991 - 1992 1992 - 1993 1993 - 1994 1994 - 1995 1995 - 1996 1996 - 1997 1997 - 1998 1998 - 1999 1999 - 2000 2000 - 2001 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 2005 - 2006

Music, Word Craft, Visual Arts Dance Total In comparison to 1991-1992 In comparison to 1991-1992 In comparison to 1991-1992 Absolute Percentage Absolute Percentage Absolute Percentage 39,910 100 91,207 100 131,117 100 40,446 101.34 90,587 99.32 131,033 99.94 41,190 103.21 86,950 95.33 128,140 97.73 43,553 109.13 88,407 96.93 131,960 100.64 44,534 111.59 90,036 98.72 134,570 102.63 45,456 113.90 89,851 98.51 135,307 103.20 46,233 115.84 89,108 97.70 135,341 103.22 48,205 120.78 90,059 98.74 138,264 105.45 49,901 125.03 89,586 98.22 139,487 106.38 50,989 127.76 89,961 98.63 140,950 107.50 52,380 131.25 93,228 102.22 145,608 111.05 54,132 135.64 95,589 104.80 149,721 114.19 54,994 137.80 98,557 108.06 153,551 117.11 55,511 139.09 102,201 112.05 157,712 120.28 56,119 138.75 106,004 117.02 162,123 123.73

Visual Arts (BK) 39,910 40,446 41,190 43,553 44,534 45,456 46,233 48,205 49,901 50,989 52,380 54,132 54,994 55,511 56,119

Music, Word Craft, Dance Total DKO Music (M) Word Craft (W) Dance (D) Total MWD 67,787 18,373 5,047 91,207 131,117 67,886 18,185 4,516 90,587 131,033 66,033 16,917 4,000 86,950 128,140 66,983 17,512 3,912 88,407 131,960 68,130 17,920 3,986 90,036 134,570 67,974 18,167 3,710 89,851 135,307 67,280 18,198 3,630 89,108 135,341 67,348 19,104 3,607 90,059 138,264 66,527 19,381 3,678 89,586 139,487 66,927 19,354 3,680 89,961 140,950 68,558 19,623 5,047 93,228 145,608 70,058 19,646 5,885 95,589 149,721 72,098 20,013 6,446 98,557 153,551 74,350 20,600 7,251 102,201 157,712 77,107 20,841 8,056 106,004 162,123

Source: Statistical yearbook of Flemish education 2005-2006

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7.17.7 Training in agriculture 7.17.7.1 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%

15%

Number 9 65 33 49 52

andere

Source: VLIF B-course or equivalent Higher secondary agricultural training Higher secondary vocational agricultural training Higher agricultural training certificate for establishing a business or equivalent other

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8. TEACHING STAFF, MANAGEMENT STAFF AND EDUCATIONAL STAFF MEMBERS In general, four different types of teachers can be distinguished in elementary and secondary education (Decree of 16 April 1996): • • •

•

The 'pre-primary school teacher' who provides children between the ages of three and six years with a general and social education; The 'primary school teacher' who provides children between the ages of six and twelve years with a general and social education; The 'group 1 secondary school teacher' who has been trained to teach the first and second stages of secondary education, the third stage of technical secondary education (for the training modules beauty care, hair dressing and clothing, nutrition and care), and the third and fourth stage of vocational secondary education); The 'group 2 secondary school teacher' who has been trained to teach the second, third and fourth stages of secondary education.

Here we shall consecutively discuss: • • • • • •

Initial teacher education, cf. [8.1.] Labour conditions for teaching staff, cf. [8.2.] The appointment and labour conditions for (vice-) principals cf. [8.3.] The appointment and labour conditions for inspectors and staff members of the Educational Development Division cf. [8.4.] The staff responsible for guidance and staff members of the Pupil Guidance Centres cf. [8.5.] Other staff members cf. [8.6.]

8.1. Initial teacher education Initial teacher education aims to provide people with the basic competences for a certain type of teacher. There are various types of teacher education. •

•

Initial teacher education is organised by university colleges and leads to full teaching qualifications for pre-primary or primary education and to subject-specific teaching qualifications for mainly the 1st stage of secondary education (the former lower secondary school teacher training). University colleges also offer initial dance teacher training. To become a group 2 secondary school teacher (the former academic teacher training) the competences acquired in an initial programme must be supplemented by an academic initial teacher training programme (academische initiële lerarenopleiding - AILO) which is provided by the universities. To obtain teaching qualifications in the areas of study ‘Commercial and Management Sciences’, ‘Audiovisual and Visual Arts’ and ‘Music and Drama’ training can be followed through an academic initial teacher training programme offered by university colleges which offer a two-cycle initial training programme (currently being phased out) or academic Bachelor or Master degree studies in these areas of study. People who meanwhile have practised a different profession (the so-called uncertified teachers) may follow a programme which leads to a certificate of teaching competence - GPB-programme) (een opleiding tot het Getuigschrift Pedagogische Bekwaamheid - GPB-opleiding), cf. [8.1.8.].

There is no specific initial teacher education for teaching staff of university colleges and the academic staff of universities. Furthermore, university colleges and universities also organise continuing teacher education (with a view to obtaining an additional degree or extending the acquired basic competences), however, this is not discussed in this overview.

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8.1.1. Historical overview Elementary and group 1 secondary education teachers

Previously, programmes for pre-primary, primary and secondary teacher education were organised by different institutions, i.e. the teachers’ training colleges (for group 1 secondary school teachers through the so-called ‘lower secondary school teacher training’). Originally this was a form of higher secondary education which later on became part of higher education. From 1970 the teachers’ training colleges were integrated into the structural higher education framework. After the 1995 merger operation, these institutions were reformed to teacher education departments within the newly merged university colleges. Group 2 secondary education teachers

In 1929 a minimalist part-time schedule was enacted for university teacher education which was complementary to the area of study chosen, the so-called ‘academic teacher training’. Many attempts were made to change this law but without success, until 1996. The current organisation of teacher education was shaped by the Decree concerning teacher education and further training of 16 April 1996.

8.1.2. Current debates and future developments On 6 December 2006 the Flemish Parliament adopted the text of the draft decree concerning the reform of teacher education in Flanders. As of 1 September 2007 one only distinguishes two forms of teacher education which provides candidateteachers with training to become beginning teachers:

•

The integrated teacher training programmes which integrate subject-specific and pedagogicalteaching components throughout the entire 3-year training programme. o These are professional Bachelor degree studies offered by university colleges which lead to a Bachelor’s in education, respectively in pre-primary, primary or secondary education. o The programme comprises 180 credits (1 credit represents a work load of 25 to 30 hours and a full academic year numbers 60 credits). o The practical component covers practical educational activities and totals 45 credits (instead of an average of 34 previously). o In secondary education programmes, 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. The specific teacher training programme which is followed after subject-specific basic training or professional experience. o These programmes are offered by university colleges, universities and centres for adult education (CVOs). o They comprise a work load of 60 credits of which 30 credits are specifically allocated to the practical component. These opt for an integrated training concept in which the theoretical and practice-oriented programme components alternate and interact. o Specific teacher training programmes can be offered in 3 forms: As a training programme contiguous to a subject-specific training programme; As a built-in training programme as specialisation in a subject-specific training programme (university colleges and universities can incorporate a 30 credit teacher training programme into a 120 credit Master’s programme); As a separate training programme for people who wish to set the step towards a teaching career on the basis of their professional experience. o Subject to approval from the Flemish government, university colleges may henceforth organise teacher education for professional Bachelor’s graduates. University colleges also offer teacher education for Master’s programme graduates in the areas of study they previously also had access to (Commercial Sciences and Arts). Universities may offer teacher education for Master’s programme graduates and CVOs may offer teacher training programmes to anyone. Teacher education provided by the CVOs which lead to a certificate of teaching competence (GPB-progarmmes) have become fully-fledged teacher training programmes and must also comprise 60 credits.

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The practical component cannot only be acquired through pre-service training, i.e. teaching practice, but also through in-service training, i.e. the trainee-teacher path (leraar-in-opleiding - LIO-baan) in which one becomes acquainted with the profession via a study-work itinerary (once the theoretical component has been fully or partially completed). Depending on the level of education, the LIO path is a teaching assignment of 500 annual ‘teaching hours’, ‘teaching periods’, ‘taught times’ or ‘teacher hours’ which, if necessary, may be combined with normal pre-service training). The trainee teacher is guided by the centre, the institution or school where he/she is employed and receives teacher training support. 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. Henceforth, teacher education training programmes will be based on the very same set of basic competences a newly graduated teacher must have acquired and which comprise a wide view on the professionalism of teachers with specific quality requirements in the area of language skills, multilingualism, familiarisation with educational challenges in a metropolitan context, care etc. If uncertified teachers (from a different profession) start teacher education, accreditation of prior learning (EVC) and prior learning (EVK) will have to be taken into account. The training programmes all lead to the same diploma, i.e. the diploma of teacher. From now on they will also come under the same quality assurance system, i.e. the external reviews which already prevail in higher education. . The tutor in the centre, institution or school is responsible for the guidance and support of apprentices, trainee teachers and beginning teachers. Tutors are teachers who, within the framework of responsibility 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 teacher training colleges. At the start or prior to his/her mentorship, the tutor must follow tutor training, however the type of training has not been specified. Mentoring is being organically introduced from 1 September 2007. Since 1 January 2006 tutors have been providing an induction period for beginning teachers in secondary education. From 1 September this was also the case for trainees and teacher education course participants. Under the terms of the Decree of the Flemish government of 27/01/2006 a temporary project was introduced in which guidance was also extended to elementary schools, institutions for part-time artistic education and the centres for adult education. Institutions providing teacher education 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 Master’s teacher training programmes. 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 described in the decree o The appointment of a responsible institution o The development of a strategic policy plan on teacher education, further training and the scientific and social services for the professionalisation of teachers o The cooperation and profiling of the various teacher training programmes, a.o. in relation to accessibility, target group policy, flexible study itineraries and uncertified teachers o The support and reinforcement of teacher education in the area of pedagogical, educational and subject-didactical research o The synergy of the practical component and tutor training o The tackling of 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 teacher training programmes of the same ideological purport which form part of a different association.

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Integrated teacher education Training programme

Work diploma

Induction period

45 credit teaching practice 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, built-in teacher education Training programme

Work

Master’s diploma

30 built-in credits

Training programme

pre--service training

Induction pe-riod

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.

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Specific, built-in teacher education Teacher training programme Masterâ€™s diploma

30 credits built-in pre-service training

Work diploma

Training programme LIO-path =

Masterâ€™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 Masterâ€™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.

Specific, contiguous teacher education Training programme

30 credit preservice training Initial ba + ma programme

Work

Induction period

Contiguous teacher education

Contiguously, (but it can also be simultaneously) the student follows the subjectspecific 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

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Specific, contiguous teacher education Training programme

Work Masterâ€™s diploma

diploma

LIO-path Initial ba + ma programme

Pre-service training

= in-service training

Contiguous teacher education 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.

Specifieke, aparte lerarenopleiding opleiding

werk diploma

30 stp pre-service stage

basisopleiding

werkervaring

aanvangsbegeleiding

aparte lerarenopleiding

De student volgt na reeds geruime tijd te zijn afgestudeerd en werkervaring te hebben opgedaan, aan een centrum voor volwassenenonderwijs een specifieke, aparte lerarenopleiding van 60 stp waarvan 30 stp pre-service stage. Na het behalen van het diploma is er aanvangsbegeleiding bij de start van de loopbaan.

Specific, separate teacher education Training programme

Work

Initial programme Work experience 30 credits

Induction period pre-service training Separate teacher education

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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 education Training programme

Work diploma

Initial programme

Work experience

LIO-path =

Pre-service training

in-service training

Separate teacher Training programme education

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.

Aside from the teacher education reforms, a fully-fledged training programme for Islam teachers and imams will also be offered within Flemish education. Two years after the start of the training programme only people who on the basis of a language test have proven to 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. Legal framework The following decrees regulate initial teacher education for pre-primary, primary and group 1 secondary education teachers. • • • • • •

The Decree concerning university colleges within the Flemish Community of 13 July 1994. The Decree concerning teacher education and further training of 16 April 1996. Decree of the Flemish government of 15 July 1997 concerning the reform of the university colleges’ teacher education in Flanders. Decree of the Flemish government of 29 September 1998 concerning the basic competences of teachers. The Decree of 15 December 1998 ratifying the Decree of the Flemish government of 29 September 1998 concerning the professional profiles of teachers. Letter of 27 January 2003: access to continuing teacher education regarding extending special needs provision in ordinary schools and remedial teaching

Group 2 secondary education teachers are offered an academic initial teacher training programme at a university or university college. The legal framework of these academic initial teacher training programmes is established by the following decrees. • • •

Decree of 12 June 1991 concerning universities within the Flemish Community (only for academic initial teacher training programmes at universities). Decree of 13 July 1994 concerning university colleges within the Flemish Community (only for academic initial teacher training programmes at university colleges). Decree concerning teacher education and further training of 16 April 1996.

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• • •

Decree of the Flemish government of 15 July 1997 concerning the reform of university college teacher education within the Flemish Community (only for academic initial teacher training programmes at university colleges). Decree of 15 December 1998 ratifying the Decree of the Flemish government of 29 September 1998 concerning professional profiles of teachers. Decree of 8 June 2000 laying down urgent measures in relation to the office of teacher.

8.1.4. Institutions, level and training models We consecutively discuss training programmes for teachers in • • •

Pre-primary, primary and group 1 secondary education, cf. [8.1.4.1.] Group 2 secondary education, cf. [8.1.4.2.] Dance, cf. [8.1.4.3.]

8.1.4.1. Elementary and group 1 secondary education teachers Initial teacher education for teachers in pre-primary, primary or group 1 secondary education is organised by the organising bodies responsible for university colleges. They offer these in the form of one-cycle initial programmes (area of study ‘education’). The programme takes three years. 8.1.4.2. Group 2 secondary education teachers Academic initial teacher training programmes are organised by the faculties or departments which are also responsible for the organisation of the relevant initial programmes offered by the universities. This is also the case for academic initial teacher training programmes offered by the university colleges. The academic initial teacher training programme comprises one part-time study year (30 credits, 168 teaching loads, 750 hours of study time of which 270 in the form of practical sessions) and an equivalent of 9 credits (270 hours of study time) which must be chosen from amongst the second cycle departmental and interdepartmental bridging subjects. The training programme may be completed in one year or may be spread over two years. This programme can be followed simultaneously to the second cycle of the initial programme. However, the teacher diploma can only be obtained after the diploma of the second cycle of the initial programme has been conferred. Moreover, this programme can also be followed after the second cycle or partially during the second cycle and partially afterwards. University colleges offering two-cycle initial programmes in the areas of study Commercial and Management Sciences, Audiovisual and Visual Arts or Music and Drama can contiguously to these initial programmes organise academic initial teacher training programmes, which will be ratified with a group 2 secondary education diploma (Decree of 13 July 1994). Academic initial teacher training programmes at university colleges may be followed during or after the initial programme. However, the actual staggering and duration of the training programme varies according to area of study and the institution. 8.1.4.3 Dance teachers University colleges offering the one-cycle initial dance teacher training may contiguously to this initial programme organise initial teacher education which is conferred with the diploma of dance teacher. This teacher training programme consists of one study year and comprises at least 1,500 and at most 1,800 hours of educational and other study activities. (Decree of 18 May 1999)

8.1.5. Admission requirements Elementary and group 1 secondary education teachers

The admission requirements are the same as for higher education in general (cf. [6.6.]). To register for a Bachelor’s programme, students must be in possession of a secondary education diploma, a diploma of shorttype higher education with full curriculum, a diploma of higher social advancement education or of a diploma or certificate which is recognized as being equivalent under the terms of a law, a decree, European directive or other international agreement (Decree of 4 April 2003).

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Group 2 secondary education teachers

To register for a university academic initial teacher training programme students must have obtained a diploma of the first cycle of an academic programme. The board of governors may also allow people who have obtained a diploma at a foreign university – insofar as this diploma was conferred for a training programme of at least 4 years – to register for an academic initial teacher training programme. In that case the board of governors can make the enrolment conditional to following certain programme components of an academic programme (Decree of 12 June 1991). To register for an academic initial teacher training programme at university colleges students must have obtained a diploma of an academic initial programme (Decree of 13 July 1994). Dance teachers The following students are admitted to the dance teacher training programmes: • •

Students who have graduated from the second year of the one-cycle initial programme dance. To obtain the diploma of dance teacher, the students in question must have obtained the one-cycle initial dance teacher training diploma; Candidates who meet the general admission requirements for the one-cycle initial programmes, who have passed an artistic entrance exam which is set up by the university college which organises the onecycle initial dance teacher training and who can demonstrate that they have gained five years of useful experience as a professional dancer in a recognized dance troupe (Decree of 18 May 1999).

8.1.6. Curriculum, Special skills, Specialisation First we shall discuss initial teacher education for BaO and group 1 SO teachers and subsequently that for group 2. 8.1.6.1. Elementary and group 1 secondary education teachers It has been enacted by decree that the teacher trainers determine the training programmes within the various forms of teacher education. The training programmes of teacher education minimally comprise the two different components which also feature in the basic competences. In pre-primary, primary and group 1 secondary teacher education, the minimum common denominator of basic competences amounts to 45 credits (Decree of 16 April 1996). In group 1 secondary education teacher training various options or specialisations are possible. Each specialisation consists of: • •

A core cluster of training modules; One or more training modules for in-depth study.

Each core cluster must correspond to three points. In theory, such core clusters are an elective combination of various training modules which together count for 3 points (Decree of 16 April 1996). In practice, the choices depend on the training programme the department offers its students. •

•

Training modules which count for one point are: Geography, History, English, Physics, Latin, Biology, French, Dutch, Sign Language, Religion, Non-Confessional Ethics, Economics, Technical-Technological Education, Information Science and Technology, Clothing, Physical Recreation, Project General Subjects (for vocational secondary education). Training modules which count for two points are: o Mechanics-Electricity, Nutrition/Care – Clothing, Beauty Care – hairdressing, Woodwork – Construction, Biotechnology, Agriculture and Horticulture, o Music, Visual Arts and Physical Education The training module ‘Physical Recreation’ can only be chosen in combination with the training module ‘Physical Education’.

For in-depth study a choice can be made between:

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• • • •

One of the core cluster training modules, with the exception of Latin and Technical-Technological Education German Chemistry (on condition that both Physics and Biology form part of the core cluster) Two training modules, provided these consist of: o The training module Project General Subjects o One of the following training modules: Geography, History, English, Mathematics, Physics, Biology, French, Dutch, Religion, Non-Confessional Ethics, Economics.

For each one of the chosen subjects, didactics and the practice of teaching is taught and practised alongside theoretical knowledge. 8.1.6.2. Group 2 secondary education teachers Also in relation to academic initial teacher training programmes it was enacted by decree that the teacher trainers determine the training programme of their teacher education on the basis of the basic competences (Decree of 16 April 1996). For example, at the university college for Sciences and Arts (hogeschool voor Wetenschap en Kunst -VLEKHO) the 2002-2003 academic initial teacher training programme consists of face-to-face instruction (General Didactics, Didactics of Commercial Sciences, Historical Overview of Pedagogy and Education Legislation), guided teaching practice (simulation classes, capita selecta didactics and training) and study activities from the initial programme (management and staff management, career perspective and career planning seminaries and professional ethics) (commercial sciences brochure academic initial teacher training programmes VLEKHO). At the Antwerp University the academic initial teacher training programme consists – aside from the bridging subjects – of 7 specific modules, i.e. Theory of education – Orientation, Theory of education – Education and Psychology, Theory of Education – Broadening and deepening, Theory of education – Education and Society, Didactics per discipline (part 1), Didactics per discipline (part 2) and Training (From the UA 2003-2004 study guide academic teacher education).

8.1.7. Evaluation, diplomas 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 the teacher when practising his profession). Each profile contains at the least both competences common to all teachers in relation to knowledge, skills and attitudes, and specific competences which are linked to a certain level of education. The competences of the common part of teacher education represent a study load of at least 45 credits. In the Decree of 1996 concerning teacher education and further training the following 10 functional sets of competences are distinguished, the teacher as a: • • • • • • • • • • •

guide in the learning and developmental processes educator content expert organiser innovator researcher partner of parents/carers member of a school team partner of outsiders member of the educational community participant in culture.

Each profile points to certain skills teachers must possess.

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Moreover, ten attitudes are mentioned which should be taught to future teachers: • • • • • • • • • •

decision-making skills openness to relationships with others critical attitude inquisitiveness organisational skills sense of cooperation sense of responsibility focus on creativity flexibility focus on an adequate and correct use of language and communication.

In 2002 the DVO (now the Curriculum Entity) and the world of higher education began to actualise the basic competences. However, VLOR issued a negative advice on the draft decisions. So, the file is once again linked to the scheduled new decree on teacher education and the careers of teachers. The general rule at Flemish university colleges and universities is that the board of examiners of a particular study year cannot pass any single student unless he/she has taken all the exams which from part of the training programme of that particular study year in question. The examinee can not present him/herself more than twice for the same exams or parts of exams during one and the same academic year. (Decree of 4 April 2003) (cf. [6.1.4.]). 8.1.7.1. Elementary and group 1 secondary education teachers Students attending the programme ‘initial pre-primary teacher education’ aim to obtain a Bachelor’s diploma ‘initial pre-primary school teacher education’. The programme ‘initial primary teacher education’ is geared towards obtaining the Bachelor’s diploma 'initial primary school teacher education’. Initial teacher education group 1 secondary education leads to the Bachelor’s diploma ‘initial teacher education group 1 secondary education’. 8.1.7.2. Group 2 secondary education teachers Students who have completed the academic initial teacher training programme are conferred with the Diploma of group 2 secondary school teacher’. Originally these teachers were referred to by means of their disciplineoriented title of licenciate (licentiaat) or Master (meester) (for arts courses).

8.1.8. Programme leading to the Certificate of Teaching Competence (Getuigschrift Pedagogische Bekwaamheid - GPB) At the level of short-type higher education within Social Advancement Education (OSP) (cf. chapter [7.]), a programme is organised (by 23 centres) which is geared towards obtaining the certificate of teaching competence (GPB-programme). This programme (formerly called the ‘D-course’) – an alternative form of initial teacher education – is aimed at people who wish to become teachers and is moreover a prerequisite for permanent appointment. The certificate of teaching competence is a proof of pedagogical competence which, in combination with a basic qualification, allows people to teach in stages and branches of secondary, special needs, part-time vocational and adult education. GPB-programmes are modular and subject matter is subdivided into a number of modules. This subdivision allows students to compose their own study package and to set the duration of the studies themselves. Centres for adult education are free to spread a module over part of a year or a full year. This also means that programmes may be started at different times of the year. Aside from a general education, candidate-teachers also receive a thorough psycho-pedagogical and didactical training. To be admitted as a regular course participant to the GPB-programme students have to be in possession of one of the following proofs of study: diploma of secondary education, certificate of supplementary secondary vocational education, diploma of full-time higher education, certificate or diploma of a higher secondary technical course or a diploma or certificate which is recognized as being equivalent under the terms of a law, decree, European directive or international agreement. A candidate course-participant who does not hold any of these

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proofs of study can nevertheless be admitted if he/she turns 21 years of age or more during the calendar year he/she registers for the first time and passes an entrance exam or follows a supplementary programme.

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8.2. Labour conditions for teaching staff After the historical overview [8.2.1.], current trends [8.2.2.] and legislation [8.2.3.] we discuss in this section: • • • • • • • • • • • • •

Planning policy, cf. [8.2.4.] Access to the profession, cf. [8.2.5.] Status, cf. [8.2.6.] Relief measures cf. [8.2.7.] Support measures including guidance for beginning teachers, cf. [8.2.8.] Evaluation, cf. [8.2.9.] Further training, cf. [8.2.10.] Salary, cf. [8.2.11.] Working hours and holidays, cf. [8.2.12.] Promotion, cf. [8.2.13.] Occupational mobility, cf. [8.2.14.] Resignation/Dismissal, cf. [8.2.15.] Pension system, cf. [8.2.16.]

Types of offices Members of the teaching staff in special needs 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) Assistant (Assistant) Doctor-assistant (Doctorassistant) Senior research assistant (Werkleider) Lecturer (Docent) Senior lecturer (Hoofddocent) Professor (Hoogleraar) Professor ordinarius (Gewoon hoogleraar)

2 Support staff

Type of Higher Education (HO) where this office may exist HO of one cycle

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 universities no longer employ purely teaching staff, as academic staff must both carry out scientific research and provide academic education. The Decree of 12 June 1991 classifies the academic staff at universities as follows:

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Tenured academic staff (Zelfstandig academisch personeel - ZAP)

Lecturer Senior lecturer Professor Professor ordinarius Professor extraordinarius

Academic support staff (Assisterend academisch personeel (AAP)

Assistant Doctor-assistant Practical assistant or junior practical lecturer (praktijklector)

There is no initial teacher education for academic staff of universities and teaching staff of university colleges.

8.2.1. Historical overview Both in community and subsidised private education the staff careers are regulated by a statute which was promulgated by decree in 1991. For community education it replaced the statutes of the sixties, while for subsidised private education it meant the realisation of an initiative which had been announced as far back as 1973. Both statutes are characterized by an attempt to enforce less rigid rules and by granting 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 some levels of education:

• • • • •

The reform of secondary education; The transformation of the PMS centres and the MST to pupil guidance centres (CLBs); The Decree concerning adult education; The special Decree of 14 July 1998 (for community education); Decree of 10 July 2003 concerning the elementary education landscape.

The successive amendments aimed to achieve simplification and harmony between the levels of education. Nevertheless, some differences remain (Heyvaert and Janssens).

8.2.2. Current debates and future developments • • • • • • •

The induction period and further training of teaching staff must be structurally embedded within a path of lifelong learning. There is an evolution towards a differentiation of responsibilities within the school as organisation whereby teachers are also valued and addressed on the basis of their specific competences and interests. Through secondment and even outplacement external mobility between teachers will be encouraged. Moreover, so-called uncertified teachers (people with professional experience in other sectors) will be encouraged to join. Differences between the current legal statuses will be eliminated and schools and school clusters will be granted more autonomy, will be deregulated and 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 statute. Cf. Green paper ‘education and training 2004-2009’. In the Education CAO VIII, which was concluded on 5/10/2006, it was decided to allocate from 2008 further training budgets to the centres for adult education, part-time artistic education and the CLBs, pupil guidance centres. Centres for adult education receive the same further training budget per office as secondary schools.

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•

• • • •

•

To attract and hold on to capable principals, principals of medium-sized and large elementary schools were given an increase in holiday pay and a 7% increase in salary from 1/9/2007. Principals of smaller elementary schools will see a reduction in their teaching duties. Secondary school principals already enjoyed a more advantageous arrangement. Boards will also be given more training and further training. Salaries of elementary and secondary education inspectors and those of pedagogical counsellors are also increased. Staff will see a gradual increase in holiday pay so that by 2011 it will amount to 92% of their gross monthly wage 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. Fully-fledged job descriptions and evaluations will gradually be introduced in compulsory education, adult education, pupil guidance centres and part-time artistic education (cf. [8.2.9.1.]), while professional procedures are being worked out at the same time. To this end an appeal board for evaluations is being established which consists of three chambers (respectively for community education, subsidised private education and subsidised official education), with an equal representation of employees and employers, chaired by a magistrate to provide a moral guarantee of objectivity. This board will give a well-founded ruling on evaluations which were concluded to be unsatisfactory by, on the one hand, checking whether the evaluation was carried out in a careful and qualitative manner and, on the other hand, by ruling on the reasonableness of the sanction. Every beginning member of staff, and for every important change in responsibilities, the necessary guidance, support and training opportunities must be provided. To this end a training fund will be established for higher education (CAO II higher education).

8.2.3. Legal framework We shall consecutively discuss • • •

Elementary and secondary education University college education University education

8.2.3.1. Elementary and secondary school teachers

• • • • • •

Decree of 27 March 1991 concerning the legal status of certain staff members of community education. Decree of 27 March 1991 concerning the legal status of certain staff members of subsidised education and the subsidised pupil guidance centres. Special Decree of 14 July 1998 concerning community education. Decree of 13 July 2001 concerning education XIII. Decree of 14 February 2003 concerning education XIV. Decree of 7 July 2005 concerning education XV.

8.2.3.2. Teaching staff at university colleges The Decree of 13 July 1994 shapes the legal framework of the labour conditions of teaching staff at the university colleges. Title III of the decree deals more specifically with the legal status arrangement of university college staff. The common stipulations relate to the administrative positions (service activity, non-activity and reserve lists), the evaluation, discipline, access to the offices, the end of an appointment and the final resignation; while the stipulations for the teaching staff specifically deal with the composition, the job description and assignment, recruitment, promotion, change of office, access to the offices, salary regulations and the regulations on combining offices. 8.2.3.3. Academic staff at universities The Decree of 12 June 1991 and the Decree of the Flemish government of 1 December 1998 establishing the regulations on absenteeism, disciplinary measures, administrative positions, holidays, termination of mandates, investigation into physical suitability and the medical supervision of academic staff working at the universities within the Flemish Community form the legal framework of the labour conditions of the universities’ teaching staff. 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 evaluation.

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8.2.4. Planning policy In a (2005) labour market report the Department for Education and Training analyses the demand and supply on the education labour market and the expected evolution between 2005 and 2008. • • • • • •

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 expected. However, a shortage for certain subjects will continue to exist: Catholic Religion, Dutch, French, Mathematics, General Nursing and Mechanics. Schools in urbanised areas and at the language boundary have more problems finding 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 in 2006. Generally speaking, the 2005 trends seem to continue, i.e. especially in pre-primary, primary and secondary education there is a surplus of teachers. This is amongst others due to the fact that over the last few years a considerably higher number of students registered for teacher education and have now come onto the labour market. However, exact figures of the surplus cannot be produced. It is nevertheless possible that shortages persist for certain subjects and regions (a.o. Brussels). Young teachers continue to leave education early. The 2005 figures show that 28% of young teachers left elementary education after five years while in secondary education this figure amounts to 36%. It is remarkable that these percentages are significantly higher for Brussels: no less than 52% of young teachers left the education sector after five years and this applies both to elementary and secondary education. To bring demand and supply within education closer together, the VDAB and the Department for Education and Training established a teacher database for elementary and secondary education. Cf. http://www.vdab.be/leerkrachtendatabank

8.2.5. Access to the profession We shall consecutively deal with the regulations on: • • •

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 lays down the qualifications per subject, stage, branch of education and level of education. A skills certificate comprises a basic qualification (e.g. teacher, Master’s) and possibly a certificate of teaching competence (cf. teacher education) and/or useful experience. There are three types of qualifications, i.e. “required”, “acceptable” and “others”. 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 speciality. A certificate of teaching competence (cf. teacher education) is a prerequisite for a “required” and “acceptable” qualification. The organising bodies are free to choose between candidates with a required or an acceptable qualification when recruiting new staff. In principle, schools should always give priority to people with a “required” or an “acceptable” qualification. However, schools may exceptionally deviate from this general rule and appoint someone with

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“another qualification”; In that case the candidate holds a basic qualification of a certain (minimum) level; for certain subjects three years of “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 (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 previous 12 months); Compliance with the conscription laws; Medical suitability.

The teaching career of an elementary education, BaO, or secondary education teacher consist of three important steps • • •

The temporary appointment of definite duration The temporary appointment of continuous duration The permanent appointment.

We shall further elucidate these. • •

•

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 subsidy conditions (cf. above). No further conditions are in place. After a minimum of three school years a temporary member of staff can reach the second stage in his/her career: the temporary appointment of continuous duration. This temporary appointment of continuous duration (Tidelijke aanstelling van doorlopende duur - TADD) has been a uniform priority system for elementary and secondary school teachers since 1 September 2003. A temporary appointment of continuous duration runs over the school years and may be for a vacant or non-vacant position. Conditions to invoke the TADD right are as follows: o 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; o The last evaluation or assessment was not graded “insufficient”; o Not having been dismissed. A third stage in the teaching career is the permanent appointment. For permanent appointments there is a (hierarchical) distinction between a permanent appointment to a vacant recruitment office and a permanent appointment to a selection office or management function (cf. [8.2.]). o Both in community and in subsidised education a permanent appointment in a recruitment office is only possible if the member of staff Meets a number of person-related conditions (the financing and subsidy conditions), Has 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, st Was appointed for a continuous duration on the 31 December preceding the permanent appointment. o Other than a number of person-related conditions (financing and subsidy conditions) no additional conditions regarding seniority have been laid down in relation to permanent appointments in recruitment offices or management functions. Decisions on career prospects are invariably taken by the school’s organising body.

8.2.5.2. Teaching staff at university colleges The following general admission requirements apply 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;

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• •

Complying with the conscription laws; Having the physical ability to exercise the office in question (Decree of 13 July 1994).

The formal qualification requirements are: • • •

For the offices of junior practical lecturer (praktijklector) and senior practical lecturer (hoofdpraktijklector): a diploma of a one-cycle university college programme For the offices of lecturer, senior lecturer (hoofdlector), assistant and senior research assistant: a university diploma or a diploma of a two-cycle higher education programme; For the offices of doctor-assistant, lecturer, senior lecturer, professor and professor ordinarius: the degree of doctor.

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 of 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 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 Belgian Official Gazette (Decree concerning education X). 8.2.5.3. Academic staff at universities One important condition to be appointed as member of the tenured academic staff (ZAP) is to hold a diploma of doctor or a diploma 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 a specific expertise as part-time members of the ZAP. To become a member of the academic support staff (AAP) one must be holder of a university diploma of licentiate or an equivalent diploma, pursuant to European Union directives or a bilateral agreement. To be appointed as practical assistant a diploma of a two-cycle long-type higher education programme or a diploma which is equivalent under the terms of European Union directives or a bilateral agreement suffices. In exceptional circumstances the board of governors may, upon advice and on grounds of an extensive motivation, appoint holders of another foreign final diploma of an institution for academic education to assistant. In the interest of education or research the board of governors may also appoint non European Union citizens to an academic office.

8.2.6. Statute We shall consecutively discuss the statute of: • • •

Elementary and secondary education, cf. [8.2.6.1.] Higher education, cf. [8.2.6.2.] Universities, cf. [8.2.6.3.]

8.2.6.1. Elementary and secondary school teachers

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In 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, resignation/dismissal etc. The teachers’ statute is regulated by two decrees of 27 March 1991, cf. [8.2.3.1.] which provide for a specific statute for teachers in community and one for teachers in subsidised education which differ from the normal statute 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 a 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. o Contractual staff members who come under the Department for Education and Training (contractuele personeelsleden ten laste van het department Onderwijs en Vorming - CODOs); these people have an open-ended contract and can build up rights for permanent appointment. Depending on their position, the educational network or the branch of education in which they are employed, different categories of CODOs can be distinguished: Subsidised contractuals (gesubsidieerde contractuelen - GECOs) appointed under conventions between the Flemish Minister for Education and the Flemish Minister for Work; GECOs appointed in schools on the basis of individual conventions between the organising body and a minister responsible for employment; Contractuals 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) o 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 fixed-duration 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 re-employment Permanently appointed members of staff who have lost their position or whose duties have been reduced for reasons beyond their control fall 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 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/she has not obtained the required qualification (cf. [8.2.5.1.]). For schools which belong to a school cluster, the reassignment and re-employment obligations fall to the school cluster. 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 re-employment. 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 cluster. As of the 2005 school year regional committees have been abolished and the interprovincial committees have been suspended for an indefinite period of time. The Flemish Reassignment Committee within the Department for 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 community education and a chamber for subsidised education. More information: Heyvaert and Janssens & http://www.ond.vlaanderen.be/gidsvoorleraren. 8.2.6.2. Teaching staff at university colleges Members of the university colleges teaching staff 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

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Flemish government. Although the legal statute 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, academics are employees in private higher education and a type of civil servant in public higher education. Academic staff are paid by the universities. However, the differences in statute between public and private university education are minor. The boards of governors have the authority to assign candidates to full-time or part-time vacancies. The academic support staff are only appointed on a temporary basis while the tenured academic staff are given permanent appointments, except for professors extraordinarii who hold a part-time position.

8.2.7. Relief measures In this section we shall discuss the different ways in which teaching staff may be (temporarily) replaced. These relief measures may also be seen as a part of the labour conditions of teachers in Flanders. 8.2.7.1. Elementary and secondary school teachers Between 2000 and 2005 a relief teacher pool was in operation. This pool offered beginning teachers a fixed salary for an entire school year and deployed them to short relief assignments and alternative tasks in their “anchor office”. This proved to be a useful instrument in times of teacher shortage but rather too expensive in times of a teacher surplus, as is currently the case. As a result, the pool was abolished as of school year 2005-2006. A temporary project ‘relief for short periods of absences’ ran between 1 September 2005 and 31 August 2007 which offered all the elementary schools and 1/3 of the secondary schools the opportunity to replace teachers who were absent for less than 10 days. 8.2.7.2. Teaching staff at university colleges As already stated in [8.2.3.2.], the Decree of 13 July 1994 regulates the legal framework of the labour conditions of university college teaching staff. However, this Decree does not mention any relief measures for (temporarily) absent teaching staff at university colleges. 8.2.7.3. Academic staff at universities The board of governors makes its own regulations regarding temporary replacements of academic staff members. A temporary replacement of a member of the tenured academic staff by an external person is rare though, and cannot last longer than one academic year and ends in any event at the end of the academic year. As far as the person ensuring the relief is concerned, his/her 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 members of 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 (Decrees of 12 June 1991 and 1 December 1998).

8.2.8. Support measures The Decree concerning teacher education and further training of 16 April 1996 (B.S. 12/06/1996) states that the school where the beginning teacher fulfils his/her assignment is responsible for the organisation of an induction period. When defining its staff’s assignments, the school will take this into explicit consideration. In elementary education, BaO, resources for further training may be used to organise induction periods. To that end, these resources can be converted into additional teaching periods. The Flemish government sets the terms of the conversion.

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Since 1 January 2006 tutors may be appointed to beginning teachers in secondary education. A total of 1.9 million euro has been allocated to guide some 3,000 beginners. As of 1 September 2006 the tutors may also be appointed to elementary education, part-time artistic education and adult education. (PERS 2006/09)

8.2.9. Evaluation Here we shall consecutively discuss: • • •

Elementary and secondary education, cf. [8.2.9.1.] Higher education, cf. [8.2.9.2.] Universities, cf. [8.2.9.3.]

8.2.9.1. Elementary and secondary school teachers The decrees of 27 March 1991 introduced an evaluation system which dovetails with the system of job descriptions. Job descriptions consist of three parts: • • •

the tasks and institution-linked assignments and the manner in which the member of staff should carry them out, the institution-specific objectives and the individual and developmental objectives, the rights and obligations regarding continuing education and further training.

For secondary education and social advancement education job descriptions for all members of staff have been in force since 1 September 2004; for pupil guidance centres this has been the case since 1 September 2005. Job descriptions for elementary education and part-time artistic education will be introduced from 1/9/2007 (Education CAO VIII, concluded on 5/10/2006). The Decree elementary education regulates the job descriptions for the members of staff in elementary education. At the same time a negative list was drawn up containing tasks which may not feature in the job description. The organising body or the school cluster (subsidised education) and the board of principals (community education) negotiate the general arrangements regarding job description in the local committee responsible for the institution. The performance interview, in which the evaluator and the member of staff are on an equal footing features within individual staff guidance. The evaluator’s chief task is to coach the member of staff in his/her performance. Evaluators will receive training in this regard. Each member of staff must be assessed at least every three years. If no job description was drawn up for a particular member of staff, no evaluation can take place. The ensuing evaluation report carefully describes the performance of the member of staff in relation to the agreed job description, including the specific objectives and developmental objectives which were agreed for the evaluation period in question. Evaluation takes place in the school where the member of staff teaches. Each member of staff is assigned one or two evaluators, amongst which the principal and/or vice-principal. For Religion or Non-Confessional Ethics teachers, the competent body of the denomination or philosophy of life in question acts as evaluator on the contentual and technical aspects. The other aspects are assessed by a normal evaluator. Staff members can only appeal an evaluation report which is concluded with a final ‘insufficient’ to the evaluation appeal board. However, as long as the appeal board is not operational, evaluations with a final ‘insufficient’ are impossible. If a permanently appointed member of staff or a member of staff who has been appointed for a continuous duration is given an evaluation which concludes with a final ‘insufficient’, the person is question must be re-evaluated. This new evaluation should cover a minimum period of eight months and a maximum period of twelve months of actual performance (Decrees of 27 March 1991). Final markings “insufficient” may also result in dismissal, cf. [8.2.15.] The evaluation appeal board is established alongside the appeal bodies for disciplinary matters. It is a joint committee which consists of three chambers (respectively for GO!, subsidised private and subsidised official education) and is chaired by a magistrate. It checks whether the evaluation was carried out in a careful and qualitative fashion and rules on the reasonableness of the sanction. Its ruling shall be well-motivated.

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In secondary education, social advancement education and the pupil guidance centres evaluations will commence on 1 September 2007; in elementary education and part-time artistic education on 1/9/2009 (Education CAO VIII, concluded on 5/10/2006). Two years after the CAO has been translated into a decree (Education decree XVII) the authorities, the trade unions and the organising bodies shall carry out a broad evaluation of the entire procedure.

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/she 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 definite decision has been taken during the appeal procedure. Moreover, the staff member concerned can submit a written response to any evaluation which is not concluded with a final “insufficient”. This written reaction is then added to the evaluation file. 8.2.9.3. Academic staff at universities There are a number of evaluation moments in the course of academic careers, i.e. for temporary appointments, contract extensions, permanent appointments and promotions. In light of the quality assurance system, individual lecturers are also subjected to an evaluation and the ensuing results can be used in 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). An evaluation takes place at least every five years on the manner in which each member of the academic staff has fulfilled his/her assignment during the past period. After every new appointment, permanent appointment or promotion, an evaluation must be conducted 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/her professional career, the board of governors can dismiss the member of staff in question. In such cases a notice period is given which corresponds to the term required to qualify for the social security and unemployment benefits. During this notice period the member of staff is regarded as appointed on a temporary basis and the board of governors can give the member of staff concerned another assignment. He/she then receives the gross salary linked to the office to which he/she was appointed. The member of staff can fully or partially waiver this notice period. The Flemish government shall at the latest in 2006 assess the effects and results of the evaluation procedures used by the universities (Decree concerning education X). Tenured 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. Further training

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The Decree concerning teacher education and further training of 16 April 1996 (B.S. 12/06/1996) stipulates that the organising body of the school in which the teacher fulfils his/her assignment must ensure that each teacher receives further professionalisation support. This decree introduced a system of demand-driven further training. Schools are in charge of and receive funds for their own further training policy. Apart from the schools, community education 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 pedagogical project. To ensure that the use of ICT is given optimal chances of success, 5 regional expertise networks (Regionale expertisenetwerken – RENs) were set up during 2000 and in the education budget an annual 1.8 million euro is earmarked for the necessary further training. The core task of the RENs consists in offering further 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 see to it that ICT is integrated into teacher education. Since 2004 the 5 regional expertise networks have been integrated into one REN-Flanders centre of excellence. It offers both supply and demand-driven further training. The full course offer can be found on http://www.renvlaanderen.be Cf. also http:// www.ond.vlaanderen.be/ict The Department for Education also created a database on all further training programmes for teaching staff. http://www.ond.vlaanderen.be/nascholing/database/zoekscherm.asp. The legal framework which regulates further training of educational staff members consists of the following decrees. • • •

Decree of 16 April 1996 concerning tutorship and further training in Flanders. Decree of the Flemish government of 22 October 1996 regulating the allocation procedures of further training projects at the initiative of the Flemish government. Decree of 20 October 2000 concerning education XII-Ensor.

There are no set rules for the structural organisation of further 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 a further training plan which specifies the needs for further training. 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 professionalisation of the teacher. Both management and all the staff members of a school can essentially avail of further 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.

8.2.11. Salary We shall consecutively 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.] 8.2.11.1. Elementary and secondary school teachers Staff members of community education 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 (Heyvaert and Janssens): •

the office held (types of offices and staff categories (cf. [8.4.])

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• • • • • • •

the statute (temporary or permanently employed); the administrative situation (active, non-active…); the skills certificates and the thereto related salary scales; the nature of the occupation (main occupation, part-time occupation) and the scope of the occupation; the previous performance (seniority); 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 the allowances for lunch-time 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 amounts of the salary scales are linked to the increase in consumer prices. The salary scales may be consulted on the website of the Department for 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 local 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.

Since 1 September 1983 overtime and part-time services in education are no longer paid, unless an exemption is granted (Heyvaert and Janssens). Salary expenditure amounted to 69.06% of the overall 2006 education expenditure (excluding higher education). 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 aids. This is mainly due to the fact that the operational resources schools receive are insufficient. Consequently, the demands for an increase in salary can in part also be interpreted as a demand for an increase in operational resources for schools. 8.2.11.2. Teaching staff at university colleges The salaries of teaching staff at university colleges have been enacted by decree (cf. table [8.7.7.]). 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 (Decrees of 13 July 1994 and 3 May 1995).

8.2.11.3. Academic staff at universities Salaries of tenured academic staff, academic support staff and the lecturers at universities have been enacted by decree (Decrees of 12 June 1991, 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

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services, post-academic training programmes and professors emeritii under the age of 65 who continue their activities. .

8.2.12. Working hours 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. This also appliesusually to the assignment load in one-cycle programmes of higher education but there is a trend to change over to periods of 60 minutes (Heyvaert and Janssens). 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 hours 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 school-related tasks the teacher performs, i.e. the main assignment (the teaching assignment) and a number of other tasks. In this regard the government stipulated (Decree of 17 June 1997) that the weekly school assignment may not exceed 26 clock hours and that attending parent or staff meetings are not included in the school assignment. The weekly main assignment has been enacted by 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

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.

Since 1 September 2004 job descriptions have been introduced in secondary education. A proposal has been put forward to introduce individualised job descriptions from 1 September 2007 which would allow a number of

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institution-linked assignments to be incorporated alongside the integrated teachers’ assignment (the main assignment). 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 day off extra 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 (Heyvaert and Janssens). Temporary leave Teachers may also avail of temporary leave (up to a maximum of eight days per year, for weddings, births, death of a family member…) and in exceptional circumstances can also take holidays for cases of force majeure (illness or accident of a family member residing under the same roof as the teacher). Absences are also legitimate for civic duties and civilian assignments (court cases, local election ...) and for the care of children with a view to adoption or fostering. Furthermore, permanently appointed teachers may also invoke other grounds for legitimate absences such as leave for reduced performance for social or family reasons or due to personal circumstances, leave to hold certain civil offices, political holidays… (Heyvaert and Janssens). As is the case in the other sectors, teachers may also take a career break. Under certain conditions, temporary 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 teaching staff. A full-time 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, performance of thematic scientific research…). University college boards may opt to allocate 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. Holiday arrangements are laid down by the university college board (Heyvaert and Janssens). The Decree on university colleges of 13 July 1994 stipulates furthermore that the Flemish government will lay down the holiday terms and conditions. Meanwhile the existing arrangements remain in force (cf. [8.2.1.9.]). 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

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We shall consecutively 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 so that a teacher’s career is chiefly a level career. 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 elementary education, BaO, principal, secondary education principal and 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 school cluster elementary education, staff member of a school cluster elementary education, coordinating director of a school cluster secondary education and general director of a school group in community education.

To somewhat cut across the levelness of careers, discussions are being held on introducing task differentiation in the office of teacher (tutorship for beginning teachers, stage coordination…) 8.2.13.2. Teaching staff at university colleges The posts of senior practical lecturer (hoofdpraktijklector), senior lecturer (hoofdlector) and senior research assistant can only be filled through promotion or a shift in jobs. The criteria to be appointed to the posts of senior practical lecturer (hoofdpraktijklector), senior lecturer (hoofdlector), senior research assistant, senior lecturer (hoofddocent) and professor are seniority in combination with useful professional experience. For internal promotions, candidate junior practical lecturer (praktijklectors) must have at least two years of seniority to qualify for a promotion to senior practical lecturer (hoofdpraktijklector). For external promotions to senior lecturer (hoofddocent), 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 justify the promotion of a candidate 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 tenured academic staff (ZAP). Besides their diploma, 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 sound scientific research and education is carried out and provided. 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

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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/she can be promoted to the mandate of senior lecturer. To qualify for a permanent appointment or recruitment to the mandates of senior lecturer, professor ordinarius or professor extraordinarius, candidates must have held a ZAP membership 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 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 tenured 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. Occupational mobility We shall consecutively 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. Recently, measures have been taken to improve training of so-called uncertified staff, but this also means that their training will become more taxing. (cf. [8.1.2.] and [8.1.8.]). Mobility between schools is also rather limited. 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 can not just simply be transferred to another university college. Although little information is available, it is presumed that vertical mobility at university colleges is also limited. (Information obtained from the Ministry of the Flemish Community, Department for Education and Training). 8.2.14.3. Academic staff at universities Horizontal occupational mobility at universities is rather limited.

8.2.15. Resignation/Dismissal We shall consecutively deal with:

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• • •

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/she gives 7 calendar days’ notice (15 days in the case of temporary appointments of continuous duration). However, the principal (community education) or the 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 term can be agreed with the organising body (Heyvaert and Janssens). The principal (community education) or 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 the case when an offence has been committed 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 is the case when 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) 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 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/her evaluation once or several times during his/her teaching career. Within the evaluation framework, a permanently appointed teacher or a temporary teacher appointed for a continuous duration is dismissed if he/she receives two final markings ‘insufficient” in two consecutive final evaluations or if he/she receives three final markings “insufficient” on final evaluations throughout his or her career. A temporary teacher (non-TADD) is dismissed if his/her final evaluation is concluded with “insufficient”. Duties Members of staff must promote the interests of education, the institution and the pupils. 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 prohibited 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 prior permission from the hierarchical authorities.

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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/organising body before they 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 organising body. In community education members of staff must observe neutrality and shape the pedagogical project of community education. The declaration of neutrality is available on http://www.gemeenschapsonderwijs.be/sites/Portaal/Search/results.aspx?k=neutraliteit

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/she has received a negative evaluation during two consecutive years or five times throughout his/her university college career. The religion or non-confessional ethics teaching qualification of members of staff assigned to religion or nonconfessional 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/her 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 he/she has received three final “insufficient” marks throughout his/her 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 the 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/she was appointed. However, the member of staff may partially or fully waiver this notice period (Decree concerning education X).

8.2.16. Pension system The pension system for teaching staff has been enacted in the federal (Belgian) legislation. The pension system for the educational sector is one of the aspects which fall outside the remit of the Flemish Community. The system is identical for all levels of education. The pension is based on the number of years’ service and the salary. There are various arrangements in place for teachers wishing to take early retirement. To qualify for a pension a member of staff must: (Heyvaert and Janssens): • • • •

submit an application (a personal application is a prerequisite even though the person in question has the statutory obligation to end his/her professional career); be permanently appointed; have reached the required age (60 years); meet the required number of years’ service (five years).

8.3. Management staff

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Here we shall discuss the offices of principal and vice-principal and the mandates of director, general director (school group/ organising body), coordinating director (school cluster) and director coordination school cluster elementary education. These members of staff are appointed by the organising bodies.

8.3.1. Conditions of appointment for the office of principal 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 a trial period of 12 months applies for selection offices and management functions; this trial period can only be extended once by another 12 months. During this period the member of staff must actively perform in the trial period office. Before he/she can be given a trial period the member of staff must: • • • • •

be holder of a required or acceptable qualification, not have received an “insufficient” at the time of his/her 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 Board of Community Education) and sit a test, have submitted his/her 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/she 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 main 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 (community education) can also be appointed as acting (vice-) principal (Heyvaert and Janssens). 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’. 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 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 and the organising body may agree on a transfer or a new assignment (subsidised private education). When the mandate is terminated as a result of an evaluation marked “insufficient” the member of staff returns to his previous position. General Director The Special Decree concerning community education of 14 July 1998 stipulates that 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 and ratified by the general meeting. Only principals of schools within a particular school group can qualify for this mandate. The mandate is assigned for an indefinite period of time and can be terminated by the general meeting or by the Board of Community Education on the basis of wellfounded reasons at any moment in time. In subsidised education the organising body may appoint a principal of an institution to the mandate of general director of all its institutions. The general director receives a non-acquired salary scale. The office of General Manager of a university college can also only be assigned by mandate (Heyvaert and Janssens).

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Coordinating director Both in community and subsidised secondary education a principal of an institution belonging to a particular school cluster may be given a full-time or part-time appointment as coordinating director, charged with tasks for all the institutions which are member of that particular school cluster. The coordinating director also receives a nonacquired salary scale (which cannot be combined with the office of general director). Coordinating directors of secondary education school clusters have a full-time position and can therefore not hold the office of school principal or teacher at the same time. Director of coordination school cluster elementary education From 1 September 2005 a new type of director’s position may be created at the level of school clusters in elementary education, BaO. Per school cluster 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 cluster and does not have any class or school duties. However, this is not a separate office. Permanent appointments are not possible and the member of staff does not receive any additional remuneration.

8.3.2. Labour conditions For labour conditions of 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) or the organising body (subsidised education).

8.4. Inspection and Curriculum Entity (ex-DVO) 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, adult education (one adult education inspector is in charge of adult basic education), pupil guidance centres coordinating inspector elementary education, secondary education inspector general elementary education, secondary education coordinating inspector-general

In the Curriculum Entity there are the offices of: • • •

guidance officer researcher director

8.4.1. Conditions of appointment for the office of inspector Not all categories of staff can qualify for the office of inspector. To be accepted as a member of the inspectorate one has to fall into one of the following 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 official centres, from community education centres and from state training centre; directors and guidance officers of the Curriculum Entity; tenured academic and academic support staff from universities;

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•

teaching staff from university colleges.

To be accepted as a member of the CLB, pupil guidance centres, inspectorate the following categories of staff members can qualify: • • • • • •

directors – if they are in possession of the diploma 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 for 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/her 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 diploma of doctorate and must have a minimum of 3 years’ experience in pedagogical scientific study activities, or have obtained an academic diploma or a diploma of academic level and have at least 6 years of experience in pedagogical scientific study activities. The test consists of an oral and written section and is marked by a committee composed 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 inspector-general, 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 inspector-general 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 inspector-general 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 be admitted to the office of director of the Curriculum Entity, coordinating inspector, inspector-general and coordinating inspector-general 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. Labour conditions

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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 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 coordinating inspector-general, the inspectors-general, 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 motivation and 6 months’ notice. When the mandate comes to an end the permanently appointed staff member resumes his/her 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/she reaches the age of 55. 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/her career. Thereafter, an evaluation takes place at least every two school years unless the staff member asks to be assesses 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/she must be reassessed after one year. The member of staff may appeal this evaluation to the board of appeal (in such cases the inspector-general, the coordinating inspector-general, and the director of the Curriculum Entity appeal the evaluation to the Flemish government). The staff member is dismissed on grounds of professional unsuitability if he/she has received an evaluation marked “insufficient” during two consecutive years or three times during his/her career (permanently appointed member), or once (contractual or temporary member).

8.5. Staff in charge of counselling/guidance Here we must differentiate between: • •

staff responsible for the guidance and support of management and teaching staff staff from pupil guidance centres .

Both categories come under the denominator “non-teaching staff'. Staff members are appointed by the organising bodies. In the pedagogical counselling services (cf. [9.3.3.] for their assignment and working) there are the (management) functions of pedagogical counsellor and pedagogical counsellor-coordinator (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. 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 may also 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.

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Staff of a pupil guidance centre (CLB) is made up of 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 (Heyvaert and Janssens). 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 CLB offices certain skills certificates are required (Decree of the Flemish government of 12 December 2003). Staff members of a CLB can also be appointed on a permanent basis. As a rule, staff of the centres are on holidays on 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 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, Decree of the Flemish government of 19 September 2003 & Circular letter CLB/2005/04).

8.6. Other staff employed in education Aside from the 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, 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: • • • • • •

In higher education: • • • •

management, teaching staff, administrative and technical staff mandates (general manager, head of department, librarian).

During the transitional arrangements for the school years 1999-2000 to 2005-2006, members of the support and administrative staff are transferred to the category of support staff on the basis of new standards (Decree of 18 May 1999).

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8.7. Statistics 8.7.1 Management and teaching staff 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 2006 Level of education

Elementary education Special elementary education Secondary education Special secondary education University college education OSP (secondary) OSP (higher) Part-time artistic education Total

Sex

Statute Permanent appointments Temporary 35,181 11,298

Men 8,289

Women 38,190

Total 46,479

1,121 23,727

4,474 31,661

5,595 55,388

4,116 41,243

1,479 14,145

5,595 55,388

2,223

2,897

5,120

3,650

1,470

5,120

3,898 1,485 376

3,600 2,421 301

7,498 3,906 677

4,706 2,279 332

2,792 1,627 345

7,498 3,906 677

1,714 42,833

1,944 85,488

3,658 128,321

2,742 94,249

916 34,072

3,658 128,321

Total 46,479

Source: Statistical yearbook of Flemish education 2005-2006

8.7.2 Management staff per level of education 8.7.2 Management staff per level of education (excluding UO); number of budgetary full-time equivalents (including all replacements TBS (Terbeschikkingstelling)+ en Bonus) - January 2006 (1) Management staff

Mainstream elementary education (2) Special elementary education (3) Mainstream secondary education (4) Special secondary education (5) Social advancement secondary education (6) Social advancement higher education (6) Part-time artistic education (7)

General directors and coordinating directors M W Total 40 13 53 1 1 2 60 8 68 0 0 0

M 1,526 123 1,744 214

W 1,251 113 660 97

Total 2,777 236 2,404 311

177

34 141

17 25

51 166

0 0

Total

M 1,566 124 1,804 214

W 1,264 114 668 97

Total 2,830 238 2,472 311

178

0 0

34 141

17 25

51 166

(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.

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(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 2005-2006

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 2006

Source: Statistical yearbook of Flemish education 2005-2006 Management and teaching staff, all levels of education Number of people according to sex and age Men Women

8.7.4. University staff University staff paid out of the operational resources (full-time units on 1 February 2006) Men Women Total Tenured academic staff (ZAP) 2,082.3 430.8 2,513.1 Academic support staff (AAP) 918.9 898.9 1,817.8 Administrative and technical staff (ATP) 1,854.3 1,969.7 3,823.9 Total 4,855.5 3,299.3 8,154.8 Source: Statistical yearbook of Flemish education 2005-2006

8.7.5. Gross salary (â‚Ź) of teaching staff

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(Situation November 2006) Pre-primary education Primary education (teacher) SO- group 1 (lower secondary school teacher)

Pay scales Starting 141 17,347.42 148 17,347.42

With a maximum number of years’ salary seniority 30,212.35 30,212.35

301 17,347.42

30,212.35

501 21,726.55

38,312.63

SO - group 2 (licentiate/ higher SO teacher)

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 University college Junior practical lecturer (praktijklector) Senior practical lecturer (hoofdpraktijklector) Lecturer Senior lecturer Senior research assistant University Assistant Doctor-assistant Lecturer Senior lecturer Professor Professor ordinarius

Pay scales

Starting

With a maximum number of years’ salary seniority

316

22,498.03

35,362.96

348 502 509 509

23,405.66 24,177.08 26,695.63 26,695.63

38,313.47 40,763.16 43,281.71 43,281.71

502 509 528 515 544 520

23,468.58 26,695.63 28,669.65 30,825.29 35,726.27 46,272.53

39,716.10 43,281.71 45,255.73 48,047.08 52,312.35 70,692.49

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 WITHIN THE EDUCATION SYSTEM Brief summary • • •

•

• •

Historical overview, cf. [9.1.] Current debates and future developments, cf. [9.2.] The various authorities o The inspectorate, cf. [9.3.1.] o The Curriculum Entity (ex-DVO), cf. [9.3.2.] o The pedagogical counselling services, cf. [9.3.3.] o The Philosophy of life courses inspectorate, cf. [9.3.4.1.] o The inspectorate of cities and provinces, cf. [9.3.4.2.] The evaluation methods at the various levels of education o Internal evaluation, cf. [9.4.1.] o External evaluation, cf. [9.4.2.] o The accreditation of programmes in higher education, cf. [9.4.3.] The evaluation of the education system, cf. [9.5.] Scientific research on evaluation, 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, amongst others. The organising bodies drew up the curricula and the minister approved them. The (state) inspectorate checked that these were implemented. Inspectors also visited classes. These curricula 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 education policy from 1989. Quality assurance within education was profoundly reorganized by the new Decree of 17 July 1991. • •

• • • • •

The system of assessing individual teachers by individual (specialist) inspectors by means of (usually unannounced) class visits was replaced by a thoroughly prepared and planned full school inspection carried out by a team of inspectors (where necessary with the assistance of external experts). At the same time, a distinction between control and counselling was implemented. Henceforth, the inspectorate focused on full inspections, quality control, quality enhancement and feedback while new pedagogical counselling services were established, responsible for teacher guidance and school support. 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.]) 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 control over the community’s minimum expectations had to be concretised in new to be developed minimum timetables, minimum study plans, final objectives and developmental objectives. To that end, an Educational Development Division (Dienst voor Onderwijsontwikkeling - DVO) was set up, now the Curriculum Entity (cf. [9.3.2.]).

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9.2. Current debates and future developments The lines of force of the current debates on the educational quality assurance system within the Flemish Community centre on the following aspects:

• • •

Strengthening the school’s position within the quality assurance system: in this area steps are taken towards the recognition and appreciation of self-evaluation projects at school level (this may a.o. imply the “integration” of self-evaluation results into the full inspections); Strengthening the operational autonomy of the inspectorate: one line of thought is a management agreement between the government and the inspectorate, which should spur the inspectorate on to take more responsibility in exchange for increased transparency in matters of objectives and methods; Systematic education surveys;

The government seeks to tie in with a European education policy with international indicators and benchmarks, and quality control through open coordination linked to the development of a domestic Flemish education policy which focuses on achieving the Flemish final and developmental objectives and an evaluation of the extent to which schools and pupils attain these socially supported minimum objectives. Education surveys To safeguard the quality of education at the various levels (micro, meso, macro) it is imperative to gain insight into the performances and the progression of pupils, without ending up with a system of central examinations and related excesses such as school rankings. These surveys of education must provide the government with policy information while at the same time serving as a mirror for schools. To that effect, the methodology has been adjusted. •

•

Henceforth larger 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, as of 2008 parallel versions of the surveys conducted during the previous year will be on hand, thus allowing 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.

Starting from school year 2006-2007 the Flemish government will conduct education surveys at least twice a year.

Indicative survey schedule (May-June) and repeat surveys for the next few years (so, this will be preceded by a developmental phase) 2007 • Listening (first survey) and comprehensive reading (repeat) in elementary education • French in the A-stream of the first stage of secondary education 2008 • French in elementary education • Mathematics in the B-stream of the first stage of secondary education (to this effect, initial tests were held at the end of school year 2006/2007 – cf. circular letter SO/2006/04) 2009 • Mathematics (repeat) in elementary education • Mathematics in the A-stream of the first stage of secondary education 2010 • World Studies: time, space and society in elementary education • Social involvement in the third stage of secondary education or Dutch in the third stage of secondary education 2011 • Dutch in the A-stream of the first stage of secondary education • Acquisition and processing of information (repeat) in the A-stream of the first stage of secondary education • Mathematics in the second stage of secondary education 2012 • Acquisition and processing of information in elementary education • Modern foreign languages in the third stage of secondary education International comparative study: PISA 2009 Meanwhile, during 2007 Flanders will start preparing for the Pisa 2009 study.

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9.3. Administrative and legal framework Brief summary o o o o o

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, Educational Development Division and pedagogical counselling services. Decree 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. Decree 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. Decree of 23 October 1991 laying down article 19 and article 108 of the Decree of 17 July 1991 concerning the inspectorate and pedagogical counselling services. Decree 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 28 June 2002 concerning Equal Educational Opportunities I. Decree of 14 July 1998 concerning Education IX. Decree of 16 April 1996 concerning teacher education 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. Decree of the Flemish government of 9 July 1996 laying down the ratification of the operating principles 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 universities and 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: [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 Adult education + adult basic education Part-time artistic education (DKO) Pupil Guidance Centres (CLBs)

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The general control of the inspectorate has been entrusted to a Board of Inspectors chaired by the coordinating inspector-general (coördinerend inspecteur-generaal - CIG). Its composition, which has been enacted by decree, consists of the inspectors-general BaO and SO and the director of the Curriculum Entity, but has in practice been expanded since 2005 and also includes the coordinating inspectors. (An amendment to the legislation is currently being prepared). 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-àvis the educational institutions and centres. The board promotes cooperation between the various departments of the inspectorate. In addition, it is in regular contact with the Department for 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 coordinating inspector-general • • •

Coordinates the activities of the inspectorate; Coordinates and organises the activities of the inspectors for artistic education, CLB centres and adult education; Coordinates and organises the administrative duties of the philosophy of life courses inspectors.

The inspector-general for elementary education is in charge of the elementary education inspectorate, including special elementary education. For mainstream elementary education there is one coordinating inspector per province. Each province has been subdivided into a number of districts ((jurisdictions) and each district is covered by one inspector. Special elementary education also comes under the remit of these coordinating inspectors. Officially, one single inspector could be put in charge of all of special needs education throughout Flanders. The inspector-general for secondary education is charged with directing the secondary education inspectorate, which also covers special secondary education and part-time vocational education. The Resource Centre is an autonomous cell within the inspectorate and its chief task is to provide support to the Board of Inspectors and to the inspectorate of elementary education, secondary education, the pupil guidance centres, adult education and part-time artistic education. The resource centre counts four concept staff members and is headed by the coordinating inspector ‘general policy support’. The staff jointly work on developing crosslevel or cross-corps concepts and their corresponding implementations. The support tasks currently consists in developing and integrating a tool for risk analysis in full inspections, the integration of a manageable data management system and the participation in cross-level pilot 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. 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 is published under the name “Onderwijsspiegel” [Mirror of Education]. The Board of Inspectors specifies its content very early on. Furthermore, every three years 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. These themes are then investigated in a more targeted fashion (either in the course of full inspections, either separately). Usually, the Board of Inspectors chooses the themes or they may also feature on 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;

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• • • • •

Checking whether the subject or area of learning related final objectives are achieved and whether the educational institutions adequately pursue the developmental objectives and/or subject or cross-learning area final objectives; Checking and enforcing school times; Checking the hygiene in school accommodation, the compliance with language laws, the educational and school equipment; Issuing advice on 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 teaching methods or school development plan of educational institutions. These come under the freedom of education. Neither may it inspect the subjects Religion or 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.]. In relation to the number of full inspections, cf. [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 final objectives; Developing analysis- and evaluation tools to inspect schools, for one in relation to achieving the 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 advanced training for the members of the inspectorate.

The Decree on teacher education 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 the basic competences for each type of teacher upon advice from the Flemish Educational Council. To that effect, the Educational Development Division drafts proposals for the Flemish Educational Council.' In 1999 the task and position 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 for Education and Training, the Educational Development Division is to 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 structure of education; Developing criteria for the approval of curricula and plans of action; Formulating proposals on developmental objectives, 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 final objectives, developmental objectives and specific final objectives; developing basic competences for teacher education; developing study profiles; developing tools for quality control; developing criteria for curricula and plans of action on a pedagogical-didactical level screening courses of study and modular course itineraries Preparing a programme structure; Advice and expertise; Publishing the contents, evaluation and implementation of curricula.

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As regards teacher education, these activities relate to elementary education, special needs education, secondary education, adult education and higher education. 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 for 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/ IIn relation to offices within the Curriculum Entity, cf. [8.4.].

9.3.3. 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. 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 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. The operating principles of the pedagogical counselling services of each network were ratified by the Decree of the Flemish government of 9 July 1996. Their tasks include: • • •

External support to the educational institutions in questions pursuant to their own pedagogical concept, amongst others with drafting school development plans; 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.

Philosophy of life courses do not come under the remit of the pedagogical counselling services, as special procedures apply to these subjects. • • •

On PBD for community education, cf. http://pbd.gemeenschapsonderwijs.net/ On PBD for KO, cf. http://ond.vsko.be/portal/page?_pageid=533,41186&_dad=portal&_schema=portal&p_portal_id=6&p_fol der_id=41186 Within the VSKO [Flemish Secretariat 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_id=6&p_fol der_id=41187

As to the offices within the pedagogical counselling services, cf. [8.5.].

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.]

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9.3.4.1. Control of and support for the philosophy of life courses The Constitution guarantees all pupils, who must attend compulsory education by law, 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 the basic principles of society 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 education (in university colleges) were regulated by a separate Decree of 1 December 1993. The recognized bodies of the recognized religions (Roman Catholic, Orthodox, Protestant Evangelical, Anglican, Israeli and Islamic religions) and the recognized association of the non-denominational community specify the operations of the inspectorate and the guidance for non-confessional ethics and the religions in question. 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 non-confessional ethics are adhered to; Checking the teaching 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 recognized bodies of the recognized religions and the recognized association for non-confessional ethics on the contents, the curricula and the vocational competence of teachers; The coordinating inspector-general – who heads the inspectorate, on the application of the legal and administrative regulations.

Within the philosophy of life courses inspectorate, a Philosophy of Life Courses Commission (Commissie Levensbeschouwelijke vakken – CLBV) was set up, which is a consultation cell of inspectors-advisors from all recognized 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 recognized 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 organising body for subsidised official education. Cf. [1.2.4.].

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9.4. Evaluation of educational institutions The evaluation of educational institutions comprises: • • •

Forms of 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.]; Accreditation in higher education, cf. [9.4.3.].

In 2005, DVO online published the comparative study "Equilibrium: balance between internal and external evaluation on the European stage" (“Equilibrium: evenwicht tussen interne en extreme evaluatie op de Europese scène”). 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 selfevaluation 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 selfevaluation procedures still comes under the exclusive authority of the schools and their organising bodies (Van Petegem, 1996). For pre-primary, primary and secondary education self-evaluation systems were developed (cf. [9.4.1.1.]); for university colleges and universities the decrees on universities and university colleges provide for a quality control system in which self-evaluation is an essential element (cf. [9.4.1.2.]). 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 selfevaluations 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 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-à-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 selfevaluation 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. 14/09/02) grants, for the first time, the status of statutory expectation to self-evaluations of schools. Elementary and secondary schools which by law can avail of GOK-resources are expected to carry out a self-evaluation of the policy implemented during the Equal Educational Opportunities policy period. However, it is part of the school’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 two-fold 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 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 education and research activities. Here, we shall consecutively discuss internal quality control at university colleges, cf. [9.4.1.3.1.] and at the universities, cf. [9.4.1.3.2.].

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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 of such evaluation tools is PROZA (Project group for the development of a self-evaluation tool for quality assessment - Projectgroep Ontwikkeling Zelfanalyse – instrument kwaliteitszorg), which requires the university college’s evaluation team to work in various 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 ‘Optimalisation 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 applies effectively to 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 quality assurance system in 1991. The government left full responsibility for and ownership of the quality assurance 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 first in this internal quality control process. 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.]). In the first stage, the focus lies on internal evaluation, i.e. a critical selfanalysis by the parties involved of the programmes which will be externally reviewed. The results of this selfquestioning, which takes about one year and which involves academic, administrative and technical staff as well as students, graduates and representatives from the occupational field, are compiled in an exhaustive report, the self-evaluation report. Self-evaluation, which is seen as a form of control within the internal quality assurance system should take place under the terms of periodicity laid down by the board of governors taking elements such as the duration of programmes and the frequency of external quality assurance into account.

9.4.2. External evaluation External quality control is based on the full inspection of schools in elementary education, secondary education, adult education (incl. adult basic education), part-time 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.] The CLBs, Pupil Guidance Centres, cf. [9.4.2.2.] Higher education, cf. [9.4.2.3.]

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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 plan is drawn up with a focus on school clusters (all schools of one school cluster during one and the same 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, but 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 function 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)… Process: all the pedagogical and school organisation 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 (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 possible grounds 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 1)

2) 3)

School inspections are always announced well in advance by means of a letter to the chairperson of the organising body, the school principal (and in secondary education the coordinating director of the school cluster). In the case of community education schools, the general director of the 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 full school inspection’s organisation 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 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 school inspection in which the practical organisation is discussed as well as the CIPO analysis framework, the preparation, the development of the full school inspection and the report. Subsequently a contact meeting is organised with the school to provide assistance with completing 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 school 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 talks are aimed at rounding out or refining the information featuring in the information file. The talks with pupils will centre around general themes, based on the scales or the 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 for instance aimed at fine-tuning the information already

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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 subjects 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. • 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 aspects such as e.g. the cross-curricular final objectives and developmental objectives, safety, well-being, and 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 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 obtainedthat 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 initiative of the inspector-reporter an appointment is made with the organising body and management, and this at the latest within 60 calendar days of the full inspection, to discuss the findings in view of the draft report. After this round-up talk the report which in fact constitutes the advice to the government is finalised. 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; • unfavourable; this will lead to the lifting of a school’s recognition or part thereof.

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. Their full inspection reports are also available to the public. Since 2004, the adult education inspectorate has been conducting an investigation into the quality of modular courses in the centres for adult basic education. This investigation will continue in 2006-2007. 9.4.2.1.3. The destination of the full inspection report and its public nature 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. A copy of the full report is available at the school’s secretariat for perusal. For the school and the organising body this report has the function of sounding board due to the concrete leads it provides on which the school and the organising body can base themselves for future reference. The staff have the right to peruse it and can, if they wish, obtain a copy of the report from the school. The Flemish government enacted the right of perusing the full inspection report for members of staff, pupils and parents in a decree (B.S. 01/04/1999). Of course, management can also give the report itself to anyone who requests it. However, care must be taken that the report is always handed over in its entirety and not merely certain excerpts. Other participants in education such as the members of the school negotiating committee (basisoverlegcomité - BOC), the local consultation committee (het lokaal onderhandelingscomité -LOC), the works’ council, the separate special committees (afzonderlijke bijzondere comités - ABC), the participation/school council and the parents’ association may also receive a copy of the inspection report, if they ask the organising body. The organising bodies may also make this report available to their pedagogical counselling service. In the framework of the transparency of governance, also people who do not have any immediate interest can seek access to the full inspection reports. They must apply to the Agency in question (AGODI [Agency for Educational Services] for elementary and secondary education reports as well as the CLB and DKO reports; AHOVO [Agency for Higher Education and Adult Education] for adult education). When interested parties apply for an inspection report they will also receive a short introductory note, which specifies amongst others that the report may not be used for commercial ends or to draw up school rankings based on a comparison of data featuring in the inspection reports. Furthermore, the note also stresses the time-relatedness of an inspection report. The right to perusal does not apply to unfavourable advice as these are still subjected to appeal proceedings and a final decision remains to be taken.

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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 and external review of CLBs, Pupil Guidance Centres 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 CLB-inspectorate mainly concentrated its inspections on the transformation of PMS and MST to CLB. Subsequently, between 2003 and 2004 it was investigated how quality control could be organised by means of external review committees. This resulted in a 3year 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 with the following characteristics: 1) further development of an internal quality assurance system resulting in periodical self-evaluation reports which in the future will become the subject of 2) quality control by the inspectorate and 3) will be performed in conjunction with external experts. 9.4.2.3. External reviews in higher education University colleges and universities themselves see to the regular external assessments of the quality of their educational activities. This may take place per programme or per cluster of programmes. For Bachelor’s and Master’s programmes, these external assessments take place at least every eight years (Decree concerning the reorganisation of higher education in Flanders (B.S. 18/08/2003). Where internal quality assurance comes under the autonomy of institutions, VLHORA and VLIR (cf. [2.7.2.2.]) were given the task to see to the organisation and coordination of external quality assurance in higher education – the so-called external reviews of programmes. Coordination relates in any case to the development and establishment of a quality assurance protocol which the external review committees will use when assessing the quality. The external review committees carry out an external assessment of one particular programme or cluster of programmes. All institutions offering a programme or cluster of programmes which are due to be assessed are involved in this external review. The external review is carried out by a committee of external experts. These are the procedures: 1. 2.

The external review committee starts off from the self-evaluation report, which was compiled by the programme departments (cf. [9.4.1.2.]). The external review committee visits the institution in question. On the basis of the external review activities it will come to a consensus on the strong points and the points for which the committee 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 external review committees compile the results of their evaluation in a public report.

The external review protocols and reports may be found on http://www.vlir.be > documents (documenten); http://www.vlhora.be > external reviews & accreditation (visitaties & accreditatie).

9.4.3 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 officially recognized diplomas. The initiative to apply for accreditation falls to the higher education institution. Programmes are assessed on the basis of 6 topics: objectives of the programme, the actual programme, dedication of staff, facilities, internal quality assurance and results. To that end, a joint Dutch-Flemish accreditation organisation was set up, the NVAO (Nederlands-Vlaamse accreditatieorganisatie) by the Netherlands and Flanders. The programme’s evaluation report by the external

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review committee, 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. The first Flemish programme to be accredited was the Bachelor’s - Master’s programme Veterinary offered by the Ghent University which was accredited for a period of 8 years in 2005. Cf. http://nvao.net & http://www.hogeronderwijsregister.be

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 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 For a number of years now the government has regularly conducted a survey on a cluster of final objectives. By means of representative 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 final objectives within Flemish education. These surveys are always conducted at the end of a level of education or at the end of a stage in secondary education. Thus, in primary education a survey on the final objectives is always conducted at the end of the sixth grade as final objectives have been formulated per level of education or stage. These 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 final objectives, this information can also be used to assess or possibly 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 2006-2007 more surveys will be organised and the methodology will be adjusted, cf. [9.2.]. The following surveys have already been conducted. Elementary education Elementary education Secondary education 1st stage, A-stream Secondary education 1st stage, A-stream

2002 2005 2004 2006

Mathematics and comprehensive reading Nature within the area of learning world studies Acquisition and processing of information Biology

9.5.3. Participation in international comparative studies Flanders very regularly participates 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. Trends in International Mathematics and Science Study (TIMSS).

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th TIMSS charts the pupils’ performance in mathematics and science in the 4 grade of primary education and the nd 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: • • •

http://timss.bc.edu/ Comparing NAEP, TIMSS, and PISA in Mathematics & Science, cf. http://nces.ed.gov/timss/pdf/naep_timss_pisa_comp.pdf http://www.ond.vlaanderen.be/onderwijsstatistieken

Programme for International Student Assessment (PISA) This is an international study organised by the OESO which surveys the knowledge and skills of 15-year olds regardless of the grade they find themselves 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. The subsequent cycles concentrated on mathematical literacy and problem solving (2003) and scientific literacy (2006). The PISA 2003 survey was taken in 162 Flemish schools amongst which a number of special needs secondary schools. In each school some 35 pupils were randomly selected. Flemish youngsters find themselves in the top of the world 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 achieve unusually highly. The difference between indigenous and foreign pupils 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 the final objectives put more emphasis on those skills than on theoretical knowledge. This different approach to mathematics could also explain why more and more pupils claim to enjoy mathematics.

On 4 December 2007 the results of PISA 2006 will be published which focuses on scientific literacy. Info • • •

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

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 (OESO) and Key data on Education in Europe (European Commission).

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9.6. Pedagogical scientific research on the evaluation of the education system OBPWO study Each year the Minister for Education and Training allocates part of the budget to ‘Pedagogical Policy and Practice-Oriented Scientific Research ('Onderwijskundig Beleids- en Praktijkgericht Wetenschappelijk Onderzoek' - OBPWO). In 2006 the OBPWO budget amounted to 1.6 million euro. OBPWO is a research programme for policy-oriented research. 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 OBPWO issues an annual open call to all Flemish universities. They may put forward proposals which dovetail with the priority themes the minister lays down upon proposal from the Department for Education and Training and upon advice from the Flemish Educational Council. During the selection the proposals submitted are assessed on their policy-relevance and on their scientific quality. This double assessment is carried out by two separate juries who work 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. During its course (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. 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). For instance, the results of the research carried out on the policy powers of schools and the performance of school leaders was presented at the end of 2006 at a study day on the issue. In 2006 and 2005 research projects on the following themes were approved: • • • • • • •

evaluation of the CLB decree; cross-curricular final objectives in secondary education: a study on the social and pedagogical relevance of cross-curricular 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 from investments in higher education; learning as it is, 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.

http://www.ond.vlaanderen.be/obpwo/ 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, to carry out policy-oriented research and to provide scientific services. The prime focal point lies in the first instance on devising specialised surveys on elementary education and the transition from school to work. Cf. http://www.steunpuntloopbanen.be Besluit van de Vlaamse Regering betreffende de steunpunten voor beleidsrelevant onderzoek, of 15/09/2006 (B.S. 04/12/2006) University research groups Finally, there are a number of Flemish university research groups involved in fundamental and practice-oriented scientific research on the performance of (aspects of) the Flemish education system.

9.7. Statistics 9.7.1. Number of full inspections 2005-2006

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1. Elementary education Number of full inspections

Mainstream elementary education 30 64 206 300

Community education Official education Subsidised education Total

Special elementary education 7 11 25 43

Total 37 75 231 343

2. Secondary education Number of full inspections Community education Official education Subsidised education Total

Full-time mainstream education 39 0 87 126

Part-time vocational education 5 0 5 10

Special secondary education

Total

1 2 11 14

45 2 103 150

3. Adult education 20 centres were inspected. 4. Part-time artistic education

Total

Music - Word Craft Dance 11

Visual Arts

Total

5. Pupil Guidance Centres 15 centres were inspected. 9.7.2 Number of inspectorate members 2006 Coordinating inspector-general BaO Inspector-general Coordinating inspectors Inspectors Cross-level coordinating inspector (a.o. BuO) SO Inspector-general Coordinating inspectors Inspectors CLB Adult education + adult basic education Part-time artistic education Coordinating Inspector Resource Centre Resource Centres Philosophy of life courses Inspectorate Total

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1 1 4 84 1 1 2 24 5 7 4 1 4 32 171

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10. EDUCATION FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS In Flanders, disabled pupils can avail of: •

•

Within mainstream education: o A system of integrated education (Geïntegreerd Onderwijs - GON) (cf. [10.5.1.]) o A project with inclusive education (Inclusief Onderwijs – ION) for education - type 2 mentally disabled pupils, cf. [10.5.2.] Alongside mainstream education: special needs education, cf. [10.6.]

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 needs education, cf. [10.7.1.] Reception education for non-Dutch speaking newcomers in mainstream education (Onthaalonderwijs voor Anderstalige Nieuwkomers - OKAN), cf. [10.7.2.]

The equal educational opportunities policy (gelijkeonderwijskansenbeleid - GOK) aimed at the progression of pupils from disadvantaged backgrounds is dealt with in [10.5.3.].

10.1. Historical overview Though some special needs schools are well over one hundred years old (e.g. schools for visually or aurally impaired pupils), society only became aware of its duty towards physically and mentally disabled pupils when the idea of the right to education for everyone struck root (Broekaert, et al., 1993). 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 some grades were organised for children who had suffered brain damage; these grades were attached to the teachers’ training colleges. In 1968 46,000 pupils attended special needs schools. At that moment Special Primary Education (Buitengewoon Lager Onderwijs - 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 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. In 1980 Integrated Education (Geïntegreerd Onderwijs - GON) was introduced as an experiment to achieve pupil integration. 1991 saw the launch of a reception class for non-Dutch speaking newcomers in mainstream elementary and secondary education. In March 2003, part-time vocational education (deeltijds beroepssecundair onderwijs DBSO) also started to provide reception education. In 1991 the project educational priority policy (project onderwijsvoorrangsbeleid) for migrants saw the light of day; it was introduced in special elementary and secondary education during 1998. In 2002 the equal educational opportunities policy was laid down in a decree.

10.2. Current debates and future developments The revision of special needs education has featured on the policy agenda for some time now. In 1998 the Flemish Educational Council (Vlaamse Onderwijsraad - VLOR) formulated an advice on inclusive education, and in 2002 the Minister for Education presented a green paper. The present Minister for Education has also presented a green paper on ‘Learning care’ (Leerzorg). This has been presented to VLOR for further advice so that a white paper may be drafted. The aim is to lay down the new regulations in a decree by 1 September 2009. The lines of force of the new learning care framework are aimed at widening the target groups in special needs

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education and at getting more pupils to attend mainstream education rather than special needs education. To that end the draft of the green paper proposes a new structure with two axles: clusters and levels. â€˘

Four clusters will replace the 8 education types within special needs education. o 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; o Learning disabilities, for instance dyslexia; o Function disabilities, for instance hearing problems; o Social interaction disabilities, for instance autism. The four clusters group a number of specific problems which are wider than the existing education types, thus allowing pupils to be oriented in a more flexible fashion. This clustering should enable both mainstream and special needs education 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 needs education.

â€˘

Four special needs levels replace the dichotomy between mainstream and special needs education. o The first two levels are geared towards mainstream schools: Level one is aimed at prevention, differentiation, remediation and compensation, level two at compensation and dispense. Schools pursue a common curriculum and pupils receive a diploma. o In the third level pupils may attend both mainstream and special needs education. Schools in mainstream education receive the same support as schools in special needs education. o Pupils in special needs level four attend special needs education. Both in levels three and four, schools individualise and work with individual educational planning, they pursue an individual curriculum and the pupils are given alternative certificates. o Aside from the four special needs levels there is also a separate special needs level for children who do not go to school, be it on a temporary or permanent basis. This level comprises hospital schools and preventoriums, permanent or temporary home education and education provided in youth psychiatric services (K-services). These special needs levels refer to the characteristics of the education provided: they indicate which adjustments are required. These adjustments refer to the special needs provision, the pedagogicaldidactical approach and the aims of education. 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 him/herself. Pupils may also change special needs 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. Outline with the draft of the green paper:

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Abbreviations A: Certificate BuO: Special needs education CLB: Pupil guidance centre COM: Compensation DIF: Differentiation DIS: Dispense E: Outsiders (or Outside-assistance) GO: Mainstream education GC: Common curriculum and standard certification GV: Well-founded report IC: Individual curriculum with alternative certification IHP: Individual educational plan IND: Funding at pupil level ORG: Funding at organisational level P: Prevention PBD: Pedagogical counselling service R: Remediation SOL: Special teaching aids Z: Special needs policy Target groups A: Severe learning disability B: Mild intellectual disability C: Moderate and severe intellectual disability D: Physical disability E: Aural disability F: Visual disability G: Behavioural and emotional disorder W: Pervasive developmental disorder Cluster 1: no disorders Cluster 2: learning disability Cluster 3: functional disability Cluster 4: social interaction disability

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learning care level I Support Learning care level II IND for cluster 3 Support Learning care level III Support Learning care level V part-time education * 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. Mainstream education Special needs education The green paper draft is available on http://www.ond.vlaanderen.be/beleid/nota/leerzorg.htm Education Decree XVI of 7 July 2006 meanwhile wants to simplify the integration of BuSO into the existing school clusters by bringing the support staff in both types of education in line with each other.

10.3. Definition and diagnosis of target groups Disabled pupils in special needs education (cf. [10.6.]) The RD of 28 June 1978 and the elementary education decree of 25 February 1997 define 8 types of special needs education on the basis of the nature and degree of the (main) disability within a certain group: • • • • • • • •

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; · 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 special pre-primary education. Moreover, education - type 8 is not available at secondary education level. Within secondary education four education forms are organised which can accommodate pupils of the various education types, consistent with the nature or the degree of their disability (Broekaert et al., 1993).

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Education form (Onderwijsvorm – OV) OV 1 OV 2 OV 3 OV 4

Nature and degree of disability

Qualifying certificate

Children who are unable to live an independent life. Children who can manage by themselves to a certain extent and are given training to prepare themselves for work in a protected labour and living environment. Pupils capable of following vocational education which prepares them for a job in a normal working environment. 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 , 2, 3, 4, , 6 or 7 type , 2, 3, 4, , 6 or 7 type 1, , 3, 4, , 6 or 7 type , , 3, 4, 5, 6 or 7

Migrant children in special needs education enjoying educational priority (cf. [10.7.1.]) 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. Non-Dutch speaking newcomers in mainstream education receiving reception education (Onthaalonderwijs voor anderstalige nieuwkomers - OKAN) (cf. [10.7.2.]) Reception education is aimed at pupils who have no command of the Dutch language and who have recently arrived in the country.

10.4. Financial support for families The allowance system is not any different from the system prevailing 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 in special needs education can avail of bus or taxi transport which is organised and funded by the government. Parents receive various types of extra financial compensation: •

•

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 Department of Finance (Federale Overheidsdienst Financiën FOD financiën).

In adult education, disabled pupils are exempt from registration fees.

10.5. Special services 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 in [10.7.].

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10.5.1. Integrated education (GON) 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 needs education. The system started 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. To a certain extent, education - type 2 pupils can enter inclusive education (ION), cf. [10.5.2.] In 2005-2006 1,045 GON pupils attended pre-primary education; 2,857 pupils attended primary, 1,866 attended secondary and 103 attended higher education (cf. [10.8.7.]). 10.5.1.1. Legal framework Integrated education (GON) is regulated by the following education legislation: • • • • • •

Law of 6 July 1970 on special needs 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). Circular letter CLB/2006/01 concerning GON and ASS (Autism Spectrum Disorders autismespectrumstoornissen) (21/06.2006).

10.5.1.2. General objectives Integrated education is in fact a collaboration between mainstream education and special needs education. Its aim is to give youngsters suffering from a disability and/or learning and behavioural difficulties the opportunity to temporarily or permanently attend classes or partake in activities in schools providing mainstream education, either on a part-time or full-time basis, with the assistance from a special needs school which is allocated extra teaching periods and/or extra hours (GON-package) for this purpose and which receives an integration allowance via the operating 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/her 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 needs education during the previous school year. An integration plan must have been drawn up for GON pupils, i.e. an action-oriented declaration of commitment containing essential details, drawn up for an extended period of time. This plan contains a.o. o A description of the problems and the type of assistance asked for by the pupil, the parents and the school team; o The substance of the collegial support (team-oriented action), pupil-oriented action and parentoriented action; o The plan of activities (intensity, evolution throughout the school year, the disciplines involved, location...); o Adjustments to equipment and material support (special learning tools); o Mobilisation of the pupil guidance centre (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 provided by a school for special needs education. To this end the institution receives

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• •

Financial compensation in the form of an integration allowance which is a.o. used to pay travel expenses for staff members travelling from the special needs school to the mainstream school. A GON package to appoint GON support staff, allocated to the school for special needs education, to provide pupils and schools with pedagogical and/or paramedical, medical, social, psychological and orthopedagogical assistance. This GON package is used to provide guidance for teachers in mainstream education where the pupils attend school (collegial consultation) and for the support of 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

Severe 2 hours, every

year 4

2 hours, 2 years

2 hours, every year

6/7

2 hours, 2 years

4 hours, every year

(primary education only) 1 or 2 hours, every year

Henceforth, the number of GON pupils is taken into account when a decision is made to relieve BuSO school management from teaching duties (pursuant to Education Decree XVI). For university college education similar conditions and regulations apply, although there are no special needs higher education schools. So, the student attends higher education with the necessary GON-specific adjustments and support. As there is no special needs education at higher education level, pupils who wish to attend integrated education at a higher education level outside the universities, are oriented towards special secondary education.

10.5.2. Inclusive education (ION) Inclusive education (ION) is a project aimed at a guided intake of children with a moderate or severe intellectual disability (education - type 2) into mainstream primary and secondary education. This project started in school year 1999-2000 with 5 pupils. Support for this project was regulated by a Decree from the Flemish government of 12 December 2003. Currently all 50 available places have been taken up. 10.5.2.1 Legal framework Decree 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 Support is available in the form of:

5.5 additional teaching periods or teaching staff hours per pupil; A fixed annual integration allowance of 250 euro per pupil.

The additional teaching periods or teaching hours and the fixed integration allowance are allocated to schools providing special primary education or to special secondary education schools which organise education - type 2 special needs education and which support a pupil with a moderate or severe intellectual disability in mainstream education. The additional teaching periods or teaching hours are used to provide pedagogical and didactical support by the school for special needs education to the class teacher, to the team and to the pupil with a view to an optimum integration of the pupil into a regular class situation and his/her participation in classes and activities. The maximum number of pupils who can qualify has been limited to 50.

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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 special needs education programme.

www.ond.vlaanderen.be/leerzorg www.inclusiefonderwijs.be

10.5.3. Integrated equal educational opportunities policy (GOK) The Equal Educational Opportunities (GOK) Decree saw the light of day in September 2002. This integrated educational support wants to offer all children the same optimum opportunities to learn and develop themselves. At the same time, this decree aims 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/her 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 broad care activities focussed on disadvantaged children.

http://www.ond.vlaanderen.be/gok/ 10.5.3.1. Legal 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 Decree of the Flemish government of 28 June 2002 established local consultation platforms. The Decree of the Flemish government of 19 July 2002 regulates integrated educational support in mainstream elementary education. The Decree of the Flemish government of 6 September 2002 regulates educational support in mainstream secondary education. The Decree 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. Decree of the Flemish government of 31 March 2006 concerning temporary projects on art initiation for disadvantaged 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 foreign mother tongue or because they have already fallen behind. GOK hours are sometimes confused with special needs hours which are used to provide support for a broad special needs policy in schools and are therefore aimed at pupils who require 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 selfevaluation. 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.

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Or within a cluster of which the objectives have been specified beforehand. These clusters are: • • •

Cluster 1: remedying developmental and learning delays and achieving learning benefits; Cluster 2: enhancing pupils’ linguistic skills; Cluster 3: encouraging a positive self-image and social skills.

10.5.3.3. Support Conditions: minimum thresholds and equal educational opportunities indicators Under the terms of the equal educational opportunities policy schools may receive additional support (extra teaching periods or extra hours/teacher) for a period of three years, if at least 10% of the school’s pupil population st is made up of target group pupils (in elementary education and the 1 stage of secondary education) or is made nd rd up of 25% target group pupils (in the 2 and 3 stages of secondary education) who meet one or more equal education opportunities indicators. •

•

In mainstream elementary education, BaO, and the first stage of mainstream secondary education, these are disadvantage indicators: o The family is living solely on benefits; o 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; o The parents are members of the travelling community; o 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; o Dutch is not the family’s mother tongue. For the second and third stages of mainstream secondary education these are delay indicators: o The pupil has an academic delay of at least two years; o 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); o 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 hours for school years 2005-2006 through to 2007-2008. As more pupils qualified for GOK support an extra 8 million euro was earmarked in 2006. nd rd On 1 September 2007 the number of GOK hours in the 2 and 3 stages of secondary education will have risen by 30%. Any schools who had already been allocated GOK hours for the 2nd and 3rd stages will receive a proportional increase. (Indicators and minimum thresholds remain unchanged, so extra schools do not qualify). For this measure 2 million euro per school year has been set aside, which corresponds to 50 full-time jobs over 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. This special needs counsellor does not only coordinate special needs provision within a school and supports pupils but he or she also offers guidance to teachers who wonder how children with a specific problem should be approached 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 permanently appointed to equal educational st opportunities policy hours in elementary education, BaO, and the 1 stage of secondary education.

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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. 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 intermittent self-evaluation must be carried out during the second term of the second nd school year. During 2007, this takes place in light of the 2 GOK cycle. The Flemish Educational 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) are available on the VLOR website http://www.vlor.be 10.5.3.5. Temporary projects on art initiation Within the framework of the Equal Educational Opportunities-I Decree, the Flemish government also initiated projects on art initiation for disadvantaged and/or children from ethnic minorities in elementary and secondary education from school year 2002-2003 (Decree of the Flemish government of 6 September 2002). This 3-year trial period has meanwhile been extended by the Decree of 15 July 2005 concerning Education XV (Chapter IX, section III) The former strategic objective “Towards part-time artistic education” ("toeleiding naar het deeltijds kunstonderwijs") has become a more long-term objective which is gradually pushed to the background. It is replaced by a three-fold objective which can be achieved within a period of three years: • • •

Boosting the self-image of pupils who are at risk of falling behind at school; Promoting the cultural competence within these target groups; Increasing the involvement of the neighbourhood and parents in the school.

The running of the project itself is in the hands of a cooperative composed of the initiating elementary or secondary school (and possibly other schools) and the following compulsory partners: • • •

One or more schools providing part-time artistic education; A cultural organisation (e.g. a cultural centre, or an arts educational 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 or administrative staff; Additional resources for operational expenses or lecturers.

By analogy with ICT coordination each assignment hour is given a rating. The projects are open to teachers from elementary and secondary education as well as teachers from part-time artistic education. Until 2008, € 497,000 per year will be allocated for this project. Cf. http://www.ond.vlaanderen.be/schooldirect/BL502/KI_info.doc

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10.5.3.6. GOK Centre (Steunpunt GOK) The Centre for Equal Educational Opportunities integrates the Centre for Intercultural Education (Steunpunt Intercultureel Onderwijs - ICO), The Dutch as a second language Centre (Steunpunt Nederlands Tweede Taal NT2) and the Centre of Excellence for Experience-based Education (Expertisecentrum voor Ervaringsgericht Onderwijs - ECEGO). It supports schools in their implementation of the local GOK policy. Centre for Equal Educational Opportunities

http://www.grootgelijk.be www.steunpuntgok.be

ICO, Centre for Intercultural Education

http://www.steunpuntico.be

CTO, Centre for Language and Education

http://millennium.arts.kuleuven.ac.be/steunpunt/Steunpunt.cf

(Centrum voor taal en onderwijs)

m?CFID=1346996&CFTOKEN=38721451tersqsdfqfdsdf

ECEGO, Centre of Excellence for Experience-

http://www.cego.be

based Education 10.5.3.7 Local consultation platforms, 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, socioeconomic partners, etc… (cf. also [2.3.1.2.]); http://www.lop.be The Elementary Education Brussels LOP must try and find a consensus on the principle of simultaneous priority for Dutch-speaking children 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 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. Special needs education (Buitengewoon onderwijs - BuO) Here we shall discuss special needs education in Flanders, i.e. education for pupils with specific educational needs, provided by separate schools both at elementary and at secondary level. Flanders’ special needs education system caters for some 46,000 pupils as against 1.1 million pupils in mainstream elementary and secondary education. The number of pupils attending BuO has increased by 40% in comparison to 15 years ago. In this same period the percentage share of BuO in the overall school population of pre-primary, primary and secondary education rose from 2.9% in 90-91 to 4% in 2004-2005. Cf. also: • • • •

The structure of BuO in function of the various target groups, cf. [10.3.] The educational priority policy (Onderwijsvoorrangsbeleid - OVB) for migrant pupils in special needs education, cf. [10.7.1.] The equal educational opportunities policy, which also applies to special needs education, cf. [10.5.3.] Integrated education to cater for disabled pupils in mainstream education, cf. [10.5.1.] Inclusive education which caters for education - type 2 pupils in mainstream education, cf. [10.5.2.]

10.6.1. Legal framework The following education legislation regulates special needs education in Flanders: • •

Law of 29 May 1959 amending certain education legislation provisos. Law of 6 July 1970 on special needs and integrated education (only applicable to special secondary education).

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• • • • • • • • • • •

Royal Decree of 28 June 1978 laying down the description of the education types and the organisation of special needs education and specifying the admission and retainment conditions in the various levels of special needs education (only applicable to special secondary education). Royal Decree no. 439 of 11 August 1986 laying down the rationalisation and programming of special needs education. Elementary education Decree of 25 February 1997. Decree of the Flemish government of 24 June 1997 on the powers, composition and workings of the Advisory Commissions for Special Education. 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 the Flemish government of 1 March 2002 concerning experimental secondary education under a modular system. Decree of the Flemish government of 6 December 2002 concerning the organisation of education form 3 of special secondary education. Decree of the Flemish government of 24 January 2003 to define and classify the offices within special needs education. Decree of the Flemish government of 14 March 2003 concerning the concordance of the specialities in education form 3 of special secondary education. Decree of the Flemish government of 14 March 2003 concerning the establishment of the services rendered by a specific office within special secondary education. Circular letter BaO/2006/05, Pupil control in special elementary education

Developmental objectives • • • • •

Decree of 2 March 1999 ratifying the Decree of the Flemish government of 1 December 1998 laying down the developmental objectives for education - type 2 special elementary education. Decree of 18 January 2002 laying down ratification of the Decree of the Flemish government of 27 April 2001 defining the developmental objectives for education - type 8 special elementary education. Decree of 22 March 2002 ratifying the Decree of the Flemish government of 23 November 2001 specifying the developmental objectives for education - type 1 special elementary education. 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 Decree of the Flemish government of 31 January 2003 specifying the developmental objectives for education - type 7 special elementary education.

Permanent home education (Permanent onderwijs aan huis - POAH) • • •

Decree of the Flemish government of 17 June 1997. Decree of the Flemish government of 27 July 1999. Decree of the Flemish government of 13 January 2005.

For the legislation regarding the educational priority policy in special needs 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 needs education of 6 July 1970 and in the elementary education Decree of 25 February 1997 special needs education is defined in terms of the extent to which mainstream education is capable of ensuring for the overall personal development of pupils. The elementary education Decree reads: ''it is education which, on the basis of a pedagogical project, provides an 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 The figures and maps charting the provision of special needs education per education type show that the geographic spread is not even. This finding applies both to education types and education forms, which is clearly

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demonstrated by education - types 3, 6 and 7 in elementary education, BaO. At secondary level there is also an imbalance within these education types, and especially in education form 4 and education form 1, which means that pupils often spend a lot of time on the bus travelling to and from school. For that reason parents are sometimes forced to ‘opt’ for boarding schools. This unbalanced provision also results in pupils being oriented in function of 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. In general, special needs 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.

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 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/97/14). Children may be registered in 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. Pupils normally start primary education at the age of 6. From 1 September 2001 pupils who will reach the age of 5 before the first of January of the school year in question can also be registered in special primary education, however, this is rather rare. The minimum age to enter special secondary education is 13 years and the maximum age is 21. Admission procedures The Law of 6 July 1970 and the RD of 28 June 1978 – adopted in the Decree of 25 February 1997 – regulates the admission requirements for special needs education in a detailed manner. While admission procedures are more or less similar to those in mainstream education as regards age, registration in an institution for special needs education always requires a registration record. The registration record consists of two parts: • •

A certificate containing information on the education type and/or the education form and the level of education the child attends; A justification protocol which reports on a multi-disciplinary examination and which accounts for the certificate issued.

This report is drawn up by a pupil guidance centre (CLB) or by an institution which offers the same guarantees regarding choice of study or vocation. Every year, the Flemish minister in charge of education issues a list of institutions qualified to issue these certificates (Circular letter CLB/2005/02). The certificate is given to the parents, allowing them to register their child in a school of their choice which organises the specific education type and/or education form of special needs education their child requires. This certificate is returned to them when the child leaves the school (Broekaert, et al., 1993). In certain cases an additional advice may be required before a pupil is admitted to a special needs school. To this end Advisory Commissions for Special Education (Commisie van Advies voor buitengewoon onderwijs CABOs) have been set up in every province under the terms of the Decree of the Flemish government of 24 June 1997. These commissions have the power to: • •

Take a well-founded decision on temporarily or permanently exempting a youngster from compulsory education or to lift this exemption;· Issue advice on: o Granting the benefits of the law on special needs and integrated education outside the age limits; o Transferring a pupil registered in a mainstream school to a special needs school; o Transferring a pupil registered in special needs education to mainstream education;

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o o

Transferring a pupil to another special needs school where a more suitable level, education type or education form of special needs education is provided; The right to permanent home education.

Aside from parents and adults with a disability or his/her 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. After results from a Flemish study on the transition from mainstream to special elementary education [Educational and Policy-oriented Scientific Research - Onderwijskundig en Beleidsgericht Wetenschappelijk Onderzoek OBPWO 98.09] were published, the minister decided to set up an ad-hoc working group to develop alternatives to the bottlenecks regarding the existing procedures to orientate pupils towards special needs education. In the meantime, this ad-hoc working group has developed a framework which gives a different interpretation to path counselling and the transition of pupils with specific educational needs to special needs education. In this framework, teachers, the school team, pupil guidance centres (CLBs), parents and pupils are all seen as able partners. This project runs over two school years. The experimental phase will come to an end at the end of school year 2005-2006. An evaluation of the project will determine its further course. 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 education form they offer, merely because they focus on a specific target group within that education type and education form. Registrations of pupils must be recorded chronologically. Parents must agree to the pedagogical project and the school regulations. These registrations continue until the school/geographical location/the education type (elementary education)/the education form (secondary education)/the administrative group/the pupil group (secondary education)/the pedagogical unit is full and pupils may 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 has been 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). Permanent home education (POAH) A child who is unable to attend school has two options: • •

Either an exemption from compulsory education (in elementary education and in secondary education) and therefore no education; Either permanent home education. Within the framework of so-called ‘Permanent home education’ (Permanent Onderwijs aan Huis – POAH) a child who is unable to go to school due to his/her disability can receive 4 teaching periods of education at home which is provided by his/her nearest school (cf. also [4.17.]).

10.6.5. Age levels and age groups Special needs education is organised at pre-primary, primary and secondary education level. At primary school level, eight education types of special needs education have been defined, with the idea to meet the general and individual needs of children and youngsters in the best possible way (cf. [10.3.]). Education - types 1 and 8 do not exist in 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 BuSO is provided for education - type 8 youngsters. On the basis of the justification protocol the class council places the pupil in the most appropriate class group. So, the school board decides on the placement of pupils in pedagogical units within the education types and education forms.

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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 advice from the Advisory Commission for Special Education (CABO).

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 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. Education form 3 : three stages plus an optional integration stage: o 1° the observation stage: comprises the first grade and is limited to one full school year; o 2° the training stage: comprises a minimum of two school years; o 3° the qualification stage: comprises a minimum of two school years; o 4° the optional integration stage. This stage comprises one full school year in the form of alternance vocational training (Decree 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 (Broekaert, et al., 1993).

10.6.7. Curriculum and subjects Special needs education does not make pupils follow a common curriculum but provides individualised curricula which are adapted to the needs and capabilities of each pupil. For that reason the school team selects the developmental objectives it wants to pursue for a particular pupil or pupil group. This selection is defined in the individual educational planning. School teams may select developmental objectives from: • • •

the developmental objectives which have been defined for a specific special education type or a certain education form; the final or developmental objectives in mainstream elementary education or mainstream secondary education; the developmental objectives specified for other special education types.

Special elementary education At this moment in time developmental objectives have been defined for special elementary education: • • • •

Education - type 1 (Decree of the Flemish government of 22 March 2002), Education - type 2 (Decree of the Flemish government of March 1999), Education - type 7 (Decree of the Flemish government of May 2003), Education - type 8 (Decree of the Flemish government of January 2002);

23 November 2001, ratified by the Decree of 1 December 1998, ratified by the Decree of 2 31 January 2003, ratified by the Decree of 23 27 April 2001, ratified by the Decree of 18

The developmental objectives for special elementary education have been classified into areas of learning. These areas of learning are largely the same as those in mainstream elementary education, BaO. To respond to the specificity of the target group, certain areas of learning have been developed more elaborately or differently. For certain areas of learning in some special education types the final objectives of mainstream elementary education have been adopted as developmental objectives. Special secondary education For special secondary education developmental objectives have been defined for:

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• •

Education form 3 – general and social education (Decree of the Flemish government of 19 April 2002, ratified by the Decree of 19 July 2002); Education form 4, here the same final and developmental objectives and specific final objectives apply as those 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. (Decree 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 (Decree of 1 March 2002). Individual educational planning Individual educational planning is a cyclical process of orthopedagogical and ortho-didactical activities aimed at providing tailor-made education for each pupil. Starting from the pupil’s or pupil group’s initial situation, the individual educational planning specifies the developmental objectives, the pace, the methods and the evaluation. The product of individual educational planning is the written embodiment: the individual educational plan. An individual educational plan gives the various elements of pedagogicaldidactical actions, a.o. the initial situation based on a diagnosis, teaching objectives, contents of learning, methods, evaluation, reporting and adjustments (VLOR, 1996). Individual educational planning can be represented by the following diagram:

Determining the initial situation

Evaluation phase

Executive phase

Selecting objectives

Praparatory phase

Evaluation phase

Executive phase

Determining the initial situation

Selecting objectives

Praparatory phase

Evaluation phase

Executive phase

Selecting objectives

Praparatory phase

Determining the initial situation In this phase the specific educational needs of the pupil are clearly defined. These educational needs form the basis for the further development of the individual educational planning. Selecting objectives During the objectives phase developmental and/or final objectives are selected for each pupil for a certain period of time with a view to optimum and harmonious personal development and social integration. This selection is made by a team and if possible in consultation with the parents. Preparatory phase During the preparatory phase one determines how the chosen developmental objectives can be achieved on an organisational and methodological level and how the evaluation will be performed. Executive phase During the executive phase the chosen developmental objectives are pursued in accordance with the planned strategy and built-in intermittent evaluations take place. Evaluation phase Evaluation takes place at regular times throughout the various phases of the individual educational planning. On the basis of these evaluations the process is adjusted; hence, the double arrows between two consecutive phases. Aside from process evaluation, an evaluation of pupil progress is carried out to asses whether or not the developmental objectives pursued are achieved. This evaluation then forms the starting point for the new initial phase

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of the next planning period. This is shown by the dotted arrow which starts from the evaluation phase from one cycle and runs to the initial situation of a subsequent planning cycle. Characteristic of the individual educational planning process is that each phase is consciously worked out, with constant feedback to the other phases, geared towards following an agreed path. This is represented by the double arrows in the diagram. In day-to-day teaching it is difficult to distinguish between the various phases. Moreover it is not appropriate to artificially split up these phases as various phases can be dealt with simultaneously. The individual educational plan also schedules the multi-disciplinary 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.

10.6.8. Teaching methods and teaching aids In special needs 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 aids appertain to the freedom of the organising bodies.

10.6.9. Progression of pupils Evaluation and guidance of pupils are strongly interwoven. In special needs education evaluation plays a largely formative role. The class councils, assisted by the pupil guidance centres, 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 education type or form.

10.6.10. Guidance and link to further studies/labour market Aside from the school board and the teaching staff, staff in special needs education also consists of paramedical, medical, social, psychological and orthopedagogical staff who are a.o. responsible for the support of pupils in special needs education. In addition, also the pupil guidance centres (CLBs) focus on the guidance of pupils in special needs education (Decree of 1 December 1998). Pupil guidance centres for instance assist special needs education with developmental problems and reducing risk behaviour, with effective and qualitative referrals of pupils in mainstream education to special needs 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, 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. (Decree 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: 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 needs education. The objectives of social training are the same as for work experience placements. Social training can only be provided in institutions who 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 o Stage 1: work experience placements are forbidden. o Stage 2: work experience placements are possible and must be available to all pupils (cf. below under qualification stage 3 of education form 3. Education form 3 o Observation stage 1 and training stage 2: work experience placements are forbidden o 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

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•

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). Education form 4: 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 with 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.

Within education form 3 a (one-year) alternance vocational training was organised during 2004. Cf. Circular letter SO/2004/07 (BuSO). The Vocational Training Service (Dienst Beroepsleiding – DBO) coordinates numerous projects in this area (a.o. for the European Social Fund): cf. http://www.ond.vlaanderen.be/dbo/projecten/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. Study certificates and BuSO certificates • • •

•

OV1: social adaptation certificate of special secondary education OV2: social adaptation and employability certificate of special secondary education OV3 (old structure): o For pupils who passed: a qualification certificate o For pupils who do not qualify for the above: certificate of special vocational secondary education OV3 (new structure): o Pupils who passed their training or part of their training: Certificate Certificate of acquired competences for an accomplished unit o Pupils who do not qualify for a certificate: Certificate of acquired competences Certificate of special vocational secondary education o If pupils attended the integration stage: Successfully: certificate of alternance vocational training Unsuccessfully or in the case of an early drop-out: certificate of alternance vocational training OV4: certificates and diplomas just like in mainstream SO

10.6.12. Private education Cf. [4.16.]

10.7. Specific measures for pupils from migrant and ethnic minorities Here we shall discuss: • • •

OVB, the educational priority policy in special needs education [10.7.1.] OKAN, reception education in mainstream education [10.7.2.] Support measures for the Brussels peripheral and language boundary municipalities [10.7.3.]

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 in [10.5.3.]. Projects aimed at enhancing the link between education and the labour market which also focus on the issues of children from ethnic minorities and poorly educated and disadvantaged youngsters are dealt with in [5.18.].

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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 special needs provision in ordinary 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 target fields. To that end schools also had to submit an allocation plan. In 1993 the Flemish Minister for Education and the umbrella organisations signed a non-discrimination declaration resulting 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 needs education, cf. below under [10.7.1.].

10.7.1. The educational priority policy (OVB) in special needs 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. Legal framework • • • • • •

Elementary Education Decree of 25 February 1997, art. 168-172. Decree concerning equal educational opportunities I of 28 June 2002, art. X1 § 1. Education Decree XV. Decree of the Flemish government of 14 July 1998 concerning the temporary educational priority project in elementary education. Circular letter BaO/2005/06. 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 due 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 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: o A contract with a recognized welfare or socio-cultural association or with a recognized local or regional integration centre for migrants focussed on increasing the involvement of parents; o Collaboration with the Pupil Guidance Centre (CLB); o Participation of teachers in (further) trainings initiatives regarding educational priority policy; o Support by the pedagogical counselling service of the network; A favourable inspection report on the previous school year.

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10.7.1.4 Target fields These extra teaching periods can be used for the following target fields: • • • •

Intercultural education (ICO); this is geared towards developing skills and attitudes to deal in a positive and effective manner 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.

10.7.1.5 Duration In special needs education extra teaching periods were allocated from school year 1999-2000 through to school year 2004-2005. The 2004-2005 teaching periods for the schools involved were extended for another three school years up to and including 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 is considerably expanded and adjusted. Moreover, teachers from regular education will also be coached by the reception class. • • •

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 followup year. In secondary education newcomers can progress to mainstream education with extra support provided by the reception class. Henceforth the number of newcomers in elementary education can be counted per school or per school cluster, just like in secondary education.

For this project well over 5 million euro a year has been earmarked. 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 provided by 38 secondary schools. Cf. http://www.ond.vlaanderen.be/onthaalonderwijs 10.7.2.1. Legal framework • • • • • •

Elementary education Decree of 25 February 1997. Decree of the Flemish government of 17 June 1997 concerning the composition of staff in mainstream elementary education. Decree of the Flemish government of 22 September 1998, as amended by the Decree 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 DBSO were included in the Decree of the Flemish government of 4 July 2003 concerning experimental reception education for nonDutch speaking newcomers in DBSO. As of school year 2005-2006 it forms part of 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;

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• • • • •

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 for 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 period 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 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 had been organised by the school or school cluster in question during the previous year. Should a school or school cluster cease to organise a reception year it can however continue to avail of 22 teacher hours support for a period of 3 school years.

The allowance for reception years amounts to 12.5 euro per full month per non-Dutch speaking newcomer, while for 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 cluster (or an increase of 4 over and above the former quota), while no minimum number applies for the follow-up year. In secondary education a minimum of 25 newcomers per school cluster are required. In DBSO, reception education may be organised in one DBSO centre per network with the proviso that no more than 60 non-Dutch speaking newcomers can be accepted per centre. Moreover, schools must organise structured and systematic consultations with a view to pedagogicaldidactical 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 Non-Confessional Ethics and the optional 4 weekly teacher hours per nonDutch 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 teaching Dutch. Within this general plan schools must work out a learning pathway for each and every non-Dutch speaking newcomer, in conjunction with the relevant CLB. This learning pathway must clearly show how the pupil will be followed up and how he/she will be evaluated. 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 cluster or in dialogue with one or several schools of another school cluster. Enhancing the understanding and expertise of regular teachers in and outside of reception schools through coaching 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

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For secondary education, the KU Leuven NT2 Centre developed a ‘reference framework for reception education' which lists 15 general developmental objectives for non-Dutch speaking newcomers, starting from language skill objectives which can be used cross-curricularly. The developmental objectives are classified into 4 contexts where pupils need proficiency in Dutch: participation in class and school, understanding and processing of class contents, establishing informal contacts and social participation. The successor to the centre, the Centre for Language and Education (Centrum voor Taal en Onderwijs – CTO) supports OKAN by developing aids, providing training and information and by carrying out 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. 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 “cooperation on proper Flemish governance in the Flemish periphery ("samenwerken voor een goed Vlaams bestuur in de Vlaamse rand"). In Brussels, control on truancy has been debilitated because Flemish and French-speaking education operate separate registration lists. At the start of 2007 the Flemish and French-speaking ministers of Education agreed to come to a common list. 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 Dutchspeaking elementary schools in the language boundary municipalities have been granted structurally 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 resources. After all, schools in the municipalities bordering 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. Target group elementary schools are given extra teaching periods on the basis of a temporary project which runs until the end of school year 2005-2006. 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, structural support will be provided and additional teaching periods will be allocated to integrate non-Dutch speaking pupils during school years 2006-2007 and 2007-2008.

The number of additional teaching periods will depend on the percentage of pupils who do not speak Dutch at home (thuistaal niet het Nederlands – TNN) with a minimum number of 10%. % TNN-pupils (pupils who do not speak Dutch at home) 10% or more & not exceeding 25% Over 25% and less than 40% 40% or more

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Number of additional teaching periods 6 6 + (number of pupils above the 25% x 0.315) 6 + (number of pupils above the 25% x 0.4)

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Regulations • • •

Circular letter BaO/2006/02 Additional teaching periods for the integration of non-Dutch speaking pupils in Dutch-speaking schools in the peripheral and language boundary municipalities. Decree 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. Decree 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. Brussels’ variants in the 1st stage of secondary education Language skills amongst pupils in secondary education in Brussels are extremely heterogeneous: many nonDutch speaking pupils coming from elementary schools in Brussels have a better knowledge of French; pupils coming from outside of Brussels have a limited second language package. To allow for this more successfully a 3-year experiment was launched during school year 2004-2005 for the first stage of secondary education, the socalled Brussels’ Curriculum. Alongside their normal programme, schools in Brussels may also organise one or two alternative curricula. • • •

The first variant spreads the 1st stage over 3 years. The second variant maintains the 2-year structure of the 1st 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 PAL-system (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 Decree 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

10.8. Statistics

10.8.1. Number of pupils in special pre-primary education School year 2005-2006 Community education Subsidised private education Municipal education Flemish Community Commission Total

T2 372

T3 38

T4 126

T6 1

T7 0

Total 537

607 61

139 11

1,119 9

39 6

232 14

1,136 101

0 1,040

0 188

0 254

5 51

42 288

47 1,821

Source: Statistical yearbook of Flemish education 2005-2006

10.8.2. Number of pupils in special primary education School year 2005-2006 T3 359 1,251 0 106

T4 403 492 0 26

T6 13 103 0 8

T7 0 567 0 49

T8 1,801 5,827 316 1,554

Total 5,910 16,565 664 3,546

0 0 0 10,382 3,428 1,716 Source: Statistical yearbook of Flemish education 2005-2006

0 921

8 132

60 676

0 9,498

68 26,753

Community education Subsidised private education Provincial education Municipal education Flemish Community Commission Total

Flemish Eurydice report 2007

T1 2,269 6,122 348 1,643

T2 1,065 2,203 0 160

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10.8.3. Evolution of the number pupils in special pre-primary education

SPECIAL PRE-PRIMARY EDUCATION Boys Girls School year

10.8.4. Evolution of the number of pupils in special primary education

SPECIAL PRIMARY EDUCATION Boys Girls School year

10.8.5. Evolution of the number of pupils in special secondary education

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SPECIAL SECONDARY EDUCATION (x 1,000) School year

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10.8.6. Number of pupils in special secondary education Type 1

School year 2005-2006

Mild

Type 2 Moderate and/or

Personality

Physical

Visual

Aural

severe

disorders

disability

disorders

mental

disorders

Type 3

Type 4

Type 6

Type 7

Overall total

Education form 1 Community educ.

290

190

146

451

273

724

Private law

829

624

238

148

117

1,270

871

2,141

Municipality Intermunicipal company

133

- 1,216

862

399

247

122

1,834

1,210

3,044

Total Education form 2 Community educ.

442

327

531

362

893

Private law

783

573

950

684

1,634

Municipality Intermunicipal company

147

VGC

- 1,347

979

149

106

1,611

1,133

2,744

Total Education form 3 Community educ.

1,184

872

165

1,396

941

2,337

Private law

3,705 2,492

743 165

170

4,643

2,719

7,362

Province

137

156

220

Municipality Intermunicipal company

855

442

928

454

1,382

112

152

Total 6,000 3,922

1,026 234

193

7,299

VGC

4,245 11,544

Education form 4 Community educ.

Private law

112

277

354

161

112

385

469

Community educ.

1,184

872

732

517

219

258

128

2,407

1,581

3,988

Private law

3,705 2,492 1,612 1,197

843 175

425

284

119

436

115

7,140

4,351 11,491

Province Total OVERALL TOTAL

Province

137

235

301

Municipality Intermunicipal company

855

442

160

1,104

558

1,662

174

256

103

1,260 252

706

431

131

469

VGC

Overall total 6,000 3,922 2,563 1,841

132 11,129

6,672 17,801

To avoid double counts education - type 5 pupils were not included in this table (cf. clarification). On 1 February 2006, 240 pupils were counted in education - type 5 special secondary education: Community education numbered 120 pupils, private law education numbered 40 pupils and municipal education numbered 80 pupils. The Annual Average attendance amounted to 116.85 for community education, 37.09 for private law education and 59.22 in municipal education . VGC = Flemish Community Commission (Vlaams Gemeenschapscommissie) (Dutch-speaking education in the Brussels Capital Region)

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Source: Statistical yearbook of Flemish education 2005-2006 PER EDUCATION FORM BuSO Secundary education BuSO Social Adaptation Secondary Education BuSO Social Adaptation and Employability Secondary Education BuSO Vocational Education

10.8.7. Number of pupils in integrated education Pre-primary education Type type 2

Number of pupils 7

Nature of disability ==

Primary education Nature of integration 7 VP

type 3

Number of pupils

type 4

523

type 6

type 7

420

type 8 Total

1,045

178 severe physical 345 moderate physical 67 severe visual 28 moderate visual 176 severe aural 244 moderate aural

178 VP 345 VP 67 VP 28 VP 175 VP + 1 GP 244 VP 1,044 VP + 1 GP

811 155 1,686 196 2,857

type 3 type 4 type 6

162

type 7

1.165

Type

Nature of disability 103 normal ability 279 severe physical 157 moderate physical 145 severe visual 17 moderate visual 548 severe aural

Flemish Eurydice report 2007

1 moderate or severe mental 8 normal ability 421 severe physical 390 moderate physical 120 severe visual 35 moderate visual 847 severe aural 839 moderate aural ==

Nature of integration

1 VP 8 VP 420 VP + 1 GP 390 VP 120 VP 35 VP 846 VP + 1 GP 839 VP 196 VP 2,855 VP + 2 GP

Higher education

Secondary education Number of pupils 103 436

Nature of disability

Nature of integration 103 VP 279 VP 157 VP 145 VP 16 VP + 1 VT 548 VP

Number of pupils

24 25 54

Nature of disability

Nature of integration

18 severe physical 6 moderate physical 22 severe visual 3 moderate visual 28 severe aural

18 VP 6 VP 22 VP 3 VP 28 VP

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617 moderate aural Total

1,866

608 VP + 9 VT 1,856 VP + 10 VT

26 moderate aural

103

26 VP 103 VP

VP: Full permanent integration (volledige integratie, permanent). VT: Full temporary integration (volledige integratie, tijdelijk.) GP: Partial permanent integration (gedeeltelijke integratie, permanent). GT: Partial temporary integration (gedeeltelijke integratie, tijdelijk). Source: Statistical year book of Flemish education 2005-2006

10.8.8. Evolution of the number of GON pupils who received support from special elementary education Community School year 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006

education 66 54 79 97 105 83 101 118 148 170 216 291 430 734 1,025

Subsidised Free Educ. (VGO) Official Educ. (OGO) 393 115 376 120 438 130 491 156 552 147 540 167 611 179 737 176 793 179 909 210 1,053 247 1,266 317 1,630 344 2,189 439 2,769 537

Total

574 550 647 744 804 790 891 1031 1,120 1,289 1,516 1,874 2,404 3,362 4,331

Source: Statistical yearbook of Flemish education 2005-2006

10.8.9. Evolution of the number of GON pupils who received support from special secondary education Community School year 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006

education 33 40 43 44 38 42 41 43 66 56 53 76 84 123 190

Subsidised Free Educ. Official Educ. (OGO) (VGO) 146 16 201 19 224 19 245 24 233 33 200 21 246 24 272 29 337 32 377 33 412 26 495 27 658 30 920 45 1,250 100

Total

195 260 286 313 304 263 311 344 435 466 491 598 772 1,088 1,540

Source: Statistical yearbook of Flemish education 2005-2006

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10.8.10 GOK count on 1/2/2002 GOK details elementary education Number of schools with GOK teaching periods Number of GOK pupils Number of pupils who score on at least one GOK indicator Number of GOK teaching periods allocated Number of pupils in schools who made a GOK application GOK details secondary education 1st stage Number of schools with extra GOK teacher hours Number of GOK pupils Number of pupils who score on at least one GOK indicator Number of extra Gok teacher hours GOK details secondary education 2nd and 3rd stage Number of schools with extra GOK teacher hours Number of GOK pupils Number of extra GOK teacher hours

count on 1/2/2005

1,808 119,935 137,104 37,825 467,000

1,899 128,270 158,487 40,478 527,716

376 25,255 28,111 5,503

400 26,145 30,672 6,580

120 14,696 2,582

109 14,149 2,704

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 2005-2006. 8 elementary schools were given an unfavourable st inspection report and for that reason only received half of the hours. In the 1 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

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10.8.11. Number of foreign national pupils/students per level of education

CLASSIFICATION OF FOREIGN-NATIONAL PUPILS/STUDENTS PER LEVEL OF EDUCATION Mainstream pre-primary education Special pre-primary education Mainstream primary education Special primary education Mainstream Secondary education Special secondary education

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CLASSIFICATION OF BELGIAN PUPILS/STUDENTS PER LEVEL OF EDUCATION Mainstream pre-primary education Special pre-primary education Mainstream primary education Special primary education Mainstream Secondary education Special secondary education

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11. THE EUROPEAN AND INTERNATIONAL DIMENSION IN EDUCATION 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 for 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 pre1993 are those entered into with the Netherlands (1990) and 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 marked essentially by intergovernmental co-operations. 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 materials 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 OESO) the opportunities of these structures for the Ministry for Education and Training are often examined. 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.

11.2. Current 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 selfevaluation 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. Each higher education institution has now established a special department to provide administrative support for the development of international contacts and relations. The decree of 4 April 2003 introduces the new international Bachelor’s-Master’s structure in accordance with the Bologna process. The higher education institutions can now offer programme components taught by non-Dutch speaking 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 education go and teach or do their teaching practice in schools abroad which benefits a.o. their CLIL-skills (Content and Language Integrated

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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 diplomas in 1991 and for all Flemish university college diplomas 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 between the institutions 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 his/her diploma. The Flemish higher education institutions very actively and successfully organise 'Joint Degrees' and Master’s programmes within the framework of the Erasmus Mundus programme.

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. In 2005, the now 45 participating countries completed the lines of force of the Bologna Process at a meeting in Bergen (Norway) Cf. [6.1.3.]. More information can be found on:

http://www.bologna-bergen2005.no/ http://ec.europa.eu/education/policies/educ/bologna/bologna_en.html 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 st concrete long-term objectives for the 21 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.

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• • •

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. 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. Cf. http://www.ond.vlaanderen.be/internationaal/doelstellingenrapport.htm 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 directorsgeneral 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 on-going 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 assurance

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.

11.3. Flemish policy lines and legal framework For extensive information and documents 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

http://docs.vlaanderen.be/buitenland/index.htm

Affairs Regarding policy framework, white

http://docs.vlaanderen.be/buitenland/overheidsdiensten/beleidskader.htm

papers, Flemish coalition agreement (section foreign policy and international co-operation) Internationalisation within education

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

Flanders and the European Union

http://docs.vlaanderen.be/buitenland/europeseunie.htm

The Lisbon Strategy

http://docs.vlaanderen.be/buitenland/europeseunie/lissabonstrategie.htm

Flemish multilateral co-operation

http://docs.vlaanderen.be/channels/hoofdmenu/vlaanderenint/multilaterale samenwerking.jsp

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OESO

http://docs.vlaanderen.be/channels/hoofdmenu/vlaanderenint/multilateraal /oeso.jsp

Council of Europe

http://docs.vlaanderen.be/channels/hoofdmenu/vlaanderenint/multilateraal /raad.jsp

UNESCO

http://docs.vlaanderen.be/channels/hoofdmenu/vlaanderenint/multilateraal /vn_organisaties_unesco.jsp

Shortly, an online database will be available, set up by the Flemish Department of Foreign Affairs which will contain all the various treaties, the so-called NADIA database (Archives Network for Documents on International Treaties - Netwerk Archivering van Documenten m.b.t. Internationale Akten). Within the Department for Education and Training, the Project International Education and Training Projects (Internationale Projecten Onderwijs en Vorming) is responsible for the follow up and management of international projects within the policy field of Education and Training. The department International Relations works in conjunction with this project on the development and implementation of multilateral, European and bilateral education programmes.

11.4. Flemish 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, 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 co-operation 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-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 cooperation, the Flemish Department of Foreign Affairs continues to observe these geographical priorities and the Department for Education and Training also tries to take these into consideration to the best of its ability. In May 2005 the permanent joint committee Flanders – South Africa approved the work programme for 2005 and 2006. Within the framework of this work programme the following projects are currently running:

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• •

Early Childhood Development in the Free State. This is a development co-operation project with an (intrinsic and financial) input from the Department for Education and Training. The general objective is ‘to improve elementary education and health services for young pupils in the Free State’. ‘A Whole School Development Strategy for Values in Education’: a project ran by the national department for education. This project is in fact the implementation phase of the 2003-2004 pilot project.

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’ and will be incorporated into the new 2007-2008 work programme. 11.4.1.3. Education agreements Here we shall discuss the bilateral co-operation between the Department for 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

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 on-going 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 GENTagreements (cf. next §). •

Cf. http://www.cvn.be/cult/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 offers the opportunity to act as one single common linguistic community 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, providing a number of services for teachers: o An electronic current awareness list containing summaries of articles on the teaching of Dutch published by Dutch and Flemish journals; o A glossary of Dutch, Surinam and Flemish education terminology and/or abbreviations o A digital NT2 file featuring articles on NT2 adult education within a Dutch and Flemish context o A vade mecum on Dutch language education/NT2. o 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.:

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Co-operation regarding the foundation of the transnational Universiteit Limburg (Limburg University); o Consultation and co-operation on ICT, which resulted in the programme matrix, i.e., an electronic database of educational software (for Flanders at elementary education level) which may be consulted online → http://www.programmamatrix.be o Co-operation between the Flemish schools providing part-time artistic education (DKO) and the Dutch Arts’ Centres; o Participation training periods: exchanges between Flemish and Dutch elementary schools in which, every year, teachers from 16 Flemish schools go and observe Dutch schools 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. o

•

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 Cf. also [9.4.3.] The accreditation of higher education programmes.

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 report). The treaty on the Transnational Universiteit 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/ 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

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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/ Cross-border co-operation (grensoverschrijdende samenwerking - GROS) and Neighbouring Countries programme The GROS-project on elementary and secondary education level with the Netherlands commenced in 1995. In 1999, the initiatives regarding elementary education, BaO, were taken over by the Neighbouring Countries Project, cf. [11.6.1.1.1.] (exchange of pupils) and [11.6.2.1.] (exchange of teaching staff). This programme was opened up to the immediate neighbouring countries of Belgium, i.e. the Netherlands, Luxembourg, Germany, France and the United Kingdom from school year 2004-2005, cf. [11.6.1.2.1.]. 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. The areas in which co-operation between Flanders and Russia exists are e.g. 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 were to run until the end of 2007, i.e. 2 on pupil guidance and 2 on children and youngsters with special needs. 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 cooperation 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 crosscurricular projects in which development of identity and tolerance play a key part cf. http://www.ond.vlaanderen.be/twinning/ 11.4.1.4. Co-operation with neighbouring countries There are various on-going programmes and some will be discussed more elaborately under exchange programmes. Since 1995 the GROS programme (Cross-border co-operation) has given Flemish and Dutch 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 involves co-operation projects with neighbouring countries on secondary education, cf. [11.6.1.2.1.]. The Neighbouring Countries programme relates to co-operation between neighbouring countries on elementary education, BaO, cf. [11.6.1.1.1.] (exchange of pupils) and [11.6.2.1.] (exchange 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 in-service training course and who want to pass on their knowledge (14 days). Subsidised through Comenius.

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Formacom II is a co-operation with France regarding the training of trainers for the subject French • • • • •

For staff teaching French in secondary education and adult education (Social Advancement Education – Onderwijs voor Sociale Promotie -OSP). First, the 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 for 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 for Education and Training, the French government and Comenius 22C-grants. The participants’ schools (school clusters) 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 further training activities: an in-service training course for Flemish teachers teaching German, hosted in Germany, and an inservice training course for German teachers teaching French, hosted in Flanders, cf. also [11.6.2.2.]

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.] OESO, 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 from 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 and the Department for Education and Training partakes in the activities of both committees. The Council of Europe launched various educational projects. •

•

The project Education for Democratic Citizenship, EDC (Democratische Burgerschapseducatie) 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. Higher education and research. Here, the priorities are: o Contributing to the creation of a European Higher Education Space (Bologna-process); o Recognizing qualifications within the European region; o Reform of higher education in South Eastern Europe; o Facilitating access to higher education (HO); o 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 guide) which should contribute to the reform of teacher education.

Council of Europe European Year of Citizenship 2005 Objectives, practical aids and practical experience in Flanders regarding 'Citizenship through education'

http://www.coe.int/t/nl/com/about_coe/default.asp http://www.coe.int/T/E/Com/Files/Themes/ECD/ http://www.ond.vlaanderen.be/burgerschap/

11.4.2.2. Co-operation within the OESO (OECD) framework The OESO 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 OESO 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 attracts an international network on Early Childhood Education and Care. The Department for Education and Training participates in the INES (gathering indicators regarding education and training) and PISA (Programme for International Student Assessment, cf. [9.5.3.]) activities in a structured fashion 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 CERIs 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 OESO publications on education in which Belgium features: cf. http://www.oecd.org > country Belgium > topic education 2006 saw the publication of country profiles on the Flemish Community in relation to childcare and early childhood education and in relation to higher education. • •

Thematic review of Tertiary Education - Country Background Report - Flemish Community of Belgium Country Profiles: An Overview of Early Childhood Education and Care Systems in Participating Countries - Belgian Flemish Community

11.4.2.3. Co-operation within the UNESCO framework

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Every 3 years, ''The International Bureau of Education'', a specialised UNESCO institution, organises an th international conference on education where Ministers for Education and other parties concerned 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 for 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 th which was concluded on 6 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 federal state. Science Trust fund: During September 1999 an agreement was signed which allows scientific projects to be financed via a trust fund. General trust fund: to facilitate the expansion of the co-operation with UNESCO in other areas, the Flemish government ratified an agreement on the foundation of a general Flemish UNESCO Trust Fund in December 2001. This agreement was signed on 7 February 2002 and is valid for a period of five years. This meant in essence that the Flemish government contributed a maximum of 750,000 euro per year to the trust fund and this contribution was preferably to go towards projects on education for all, HIV/AIDS prevention, promoting cultural diversity and the preservation and upkeep of cultural heritage sites. This trust fund agreement is currently being revised together with UNESCO. In 2004 the Flemish government founded the Flemish UNESCO Commission which is composed of both members from the government and members of the civic society. The Department for Education and Training also sits on the Flemish UNESCO Commission. International Bureau of Education (IBE)

http://www.ibe.unesco.org/

Flemish UNESCO Commission

http://www.unesco-vlaanderen.be

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 countries. 2007 saw the start of the 2007-2013 Lifelong Learning Programme (Levenslang Leren Programma -LLP) with the following sub-programmes: Comenius (BaO, SO), Erasmus (HO), Leonardo Da Vinci (vocational education and training), Grundtvig (adult education), the transversal programme (policy development, languages, ICT, propagation of good practices) and the Jean Monnet programme (Jean Monnet Action, European institutions, European associations). vzw EPOS, successor to the Flemish Leonardo Da Vinci Agency and the Flemish Socrates Agency sees to their implementation in Flanders. For figures on Flanders’ participation, cf. [11.7.1.] (Socrates / Erasmus), [11.7.2.] (Comenius / Grundtvig), [11.7.3.] (Leonardo). Here we give an overview of the relevant Flemish websites. International projects on

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

education Internationalisation BaO

http://www.ond.vlaanderen.be/basisonderwijs/personeel/

Internationalisation SO

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

Internationalisation HO

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

Comenius projects in

http://www.comeniusvlaanderen.be/

elementary and secondary schools (overview of projects and schools) Socrates II

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http://www.epos-vlaanderen.be /

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Erasmus Belgica (*)

http://www.ond.vlaanderen.be/hogeronderwijs/interna/erasmusbelgica.htm

Grundtvig (overview of projects

http://www.grundtvigvlaanderen.be/

and schools) Leonardo Da Vinci programme

www.epos-vlaanderen.be /

NARIC-Flanders

http://www.ond.vlaanderen.be/hogeronderwijs/NARIC/default.htm

ENTEP (teacher education)

http://www.ond.vlaanderen.be/hogeronderwijs/leraar/entep.htm

ESF-Flanders

http://www.esf-agentschap.be/

ECTS

http://www.ects-helpline.be/

ENIS Flanders (**) (overview of

http://www.enis.be/

projects and schools) e-Twinning (***)

http://www.etwinning.be/ http://www.klascement.net/index.php?menu=etwinning

e-learning Europe

http://www.elearningeuropa.info/

(*) Erasmus Belgica is 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. (**) ENIS, the European network of innovative schools was founded by European Union countries in 1989 within the European School Network, to stimulate the use of ICT within education. (***) e-Twinning: a low-threshold initiative on fraternization with other European schools via the Internet – in the LLP section of Comenius

11.5. European and international dimension in the Flemish curriculum The final and developmental objectives pay attention to human rights, world issues, the workings of international organisations, the countries of the European Union, the unfair distribution of wealth and the diversity in ways of life. Within secondary education the subject ‘civic education’ is one of the cross-curricular themes. Subjects such as philosophy of life education, 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.alden-biesen.be

Both provide amongst others information on organising cross-border projects.

11.6. Mobility and exchange • • • • •

Mobility and exchange activities in 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 are provided 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 decrees. 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

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investigation into the completeness of the file, advice from experts and the decision whether or not equivalence recognition is granted. 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 diplomas 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 diplomas 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 work very closely together 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 co-operation. The decree of 4 April 2003 confirms that the recognition of foreign higher education diplomas 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 diploma and certificate supplement and a mobility summary to substantiate any European learning experiences, cf. http://www.europassvlaanderen.be .

11.6.1. Mobility and exchange of pupils and students We shall individually discuss the programmes for elementary education, BaO, secondary education and higher education. 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. Class exchanges (in principle at least one entire class) must ensue from a common educational project between schools which has been embedded in the pupils’ normal curriculum. Visiting a partner school involves a minimum stay of 2 days and 1 night at the place of destination, excluding travel time. Accommodation should ideally be provided by host families. 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. [11.6.2.1.]

Trefoil (Klavertje Drie)

• • • •

Since 2005-2006 this programme has been geared towards pupils of the 5th and 6th grade of elementary education. It is aimed at class exchanges between the 3 Belgian Communities. One class from a particular Community hosts one (bilateral) or two (trilateral) classes from one or two other Communities. Pupils must stay at their destination for a minimum of 2 nights and 3 full days. Accommodation is ideally provided by a host family. Reciprocity is possible but not necessary.

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• •

The programme was launched in 1994 by the King Baudoin Foundation and now continues under the Prince Philippe Fund which provides subsidies in conjunction with the Departments for 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/ GROS (Cross-border co-operation with neighbouring countries within secondary education) • • • • •

This programme is open to all secondary education pupils. Class exchanges can take place with schools from Belgium’s immediate neighbouring countries: the Netherlands, Luxembourg, Germany, France and the United Kingdom. Class exchanges (in principle, at least one entire class) must ensue from a common educational project between schools, 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 which qualify 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 Tritec (Co-operation with other Belgian communities, specifically for technical and vocational education) • • • •

This programme is open to groups of pupils from the 2nd and 3rd stage of technical and (part-time) vocational education from the 3 Belgian Communities. It wants to encourage schools (based on their school curriculum) to develop projects between the 3 Belgian Communities and to work together during the period from January to June. The programme is patronized and subsidised by the Prince Philippe Fund. www.prins-filipfonds.org

Euro classes (European class exchanges) • • • • •

This programme is open to pupils from the 4th 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.

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. cf. http://www.prins-filipfonds.org/pff/Blue.aspx?id=85730 Trialogue • •

This is a programme geared towards an exchange of university college students from the 3 Belgian Communities. Exchanges should run over a minimum of 5 consecutive days.

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• • •

Per university college a minimum of 5 students should take part in the project. Reciprocity is possible but not necessary. The programme is patronized and subsidised by the Prince Philippe Fund.

11.6.2. Mobility and exchange of teaching and academic staff We shall discuss the programmes for elementary education and secondary education separately. 11.6.2.1. Elementary education Neighbouring countries programme • • • • •

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 stimulate 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 opportunity for pupil exchange, cf. [11.6.1.1.1.]

11.6.2.2. Secondary education 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 Evolution of the participation of students in the Socrates/Erasmus programmes from school year 1990-1991

Academic year

Men (university colleges + universities)

Women (university colleges + universities)

383 503 590 883 1,133 1,069 1,006 1,085 1,124 1,086 1,016 1,048 1,047 1,055 1,087 11,973

445 637 837 1,051 1,017 1,301 1,382 1,422 1,570 1,614 1,559 1,680 1,615 1,620 1,641 16,130

252 291 462 595 834 976 1,004 1,166 1,304 1,355 1,245 1,400 1,406 1,482 1,481 15,253

576 849 965 1,339 1,316 1,394 1,384 1,341 1,390 1,345 1,330 1,328 1,256 1,193 1,247 18,253

828 1,140 1,427 1,934 2,150 2,370 2,388 2,507 2,694 2,700 2,575 2,728 2,662 2,675 2,728 33,506

71,507

84,993

99,661

56,839

156,500

1.5

1.9

1.4

2.2

1.7

71,363

85,654

100,178

56,839

157,017

1.5

1.9

1.5

2.1

1.7

71,612

86,578

101,185

57,005

158,190

1.5

1.9

1.5

2.2

1.7

1990-1991 1991-1992 1992-1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 Final total Total number of students* 2002-2003 % Socrates/Erasmus within the overall number of students Total number of students* 2003-2004 % Socrates/Erasmus within the overall number of students Total number of students* 2004-2005 % Socrates/Erasmus within the overall number of students

University colleges (men Universities + women) (men + women)

Total

* Students at university colleges and universities within the Flemish Community, regardless of nationality, only main registrations in initial programmes. Source: http://aps.vlaanderen.be

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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 Number of students Academic year Men (university colleges + universities) Women (university colleges + universities) University colleges (men + women) Universities (men + women)

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11.7.2 Socrates 2 â€“ approved elementary, secondary and adult education projects

2002 2003 2004 2005 2006

74 67 58 63 61

7 10 16 13 20

90 66 73 94 94

8 9 13 7 7

Grundtvig

16 25 28 36 36

13 19 19 27 33

Centralised

10 18 26 6 19

Preparatory visits

Further training grants

Preparatory visits (*)

Learning partnerships

Grundtvig 2 School development projects

Language projects

School projects

School development projects

School projects

Comenius Elementary Secondary education education

25 25 42 36

36 (2002-2004) 42 (2004-2006)

Source: http://www.epos.be (*) The preparatory visits regarding centralized actions relate to all levels of education (elementary, secondary, higher and adult education)

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11.7.3 Evolution of participants in the Leonardo programme Type of participant Secondary education pupils University college and university students, young employed people and recent graduates Total Number of participants and projects within the Leonardo framework Number of projects Secondary Number of participants schools/pupils Average number of participants per project University Number of projects colleges, Number of participants universities, the Average number of employed and participants per project unemployed Total

Number of projects Number of participants Average number of participants per project

2005

2004

2003

2002

2001

2000

1999

1998

409

261

234

197

161

264

205

168

338 747

281 542

270 504

250 447

280 441

240 504

248 453

176 344

29 409

27 261

21 234

19 197

15 161

20 264

17 205

13 168

14.1 18 338

9.7 17 281

11.1 19 270

10.4 16 250

10.7 17 280

13.2 18 240

12.1 15 248

12.9 11 176

18.8 47 747

16.5 44 542

14.2 40 504

15.6 35 447

16.5 32 441

13.3 38 504

16.5 32 453

16 24 344

15.9

12.3

12.6

12.8

13.8

13.3

14.2

14.3

Estimates for 2005: these are projects which have been selected in 2005, possibly running from 1 June 2005 until 31 May 2007. Mutatis mutandis for 2004. Final figures for 1998-2003.

Source: http://aps.vlaanderen.be Flemish Leonardo Da Vinci projects 1995 - 2005: cf. http://www.vl-leonardo.be/Ftweedefase.html

11.7.4 Evolution of the participation of Flemish lecturers in the Socrates/Erasmus programme, according to destination 2004-2005

2003-2004

2002-2003

2001-2002

2000-2001

Sweden

Spain

The Netherlands

Portugal

France

Poland

16 20

Rumania

Germany

Finland

Italy

Greece

Austria

19 12

Czech Republic

Hungary

United Kingdom

Turkey

Ireland

115

639

610

587

583

Other countries Total

Source: http://aps.vlaanderen.be

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