Belgium (Flemish)
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Within the Ministry of the Flemish Community, the Education Department is responsible for nearly all aspects of the education policy: from nursery school to university education. The Federal authorities are responsible only for teachers' pensions, for determining compulsory school age and the minimum requirements to obtain a diploma.
The 1983 compulsory school attendance Act obliges parents to have their children attend school for 12 years. From the month of September in the year of their 6th birthday until the end of the month of June of the year in which they become 18. Compulsory school attendance applies to all children and is full-time up to the age of 15, provided the pupil completed primary education and the first two years of secondary education with full curriculum. In other cases, it is full time up to the age of 16. From this age compulsory school attendance can be part-time, attending classes and work (or looking for a job) part-time. However, full-time education is opted for by the large majority of pupils.
During the compulsory school attendance period access to education is free; in practice schools ask parents for some financial contributions for additional expenses. There is also a system of study allowance at secondary and higher education level.
The freedom of education was incorporated into the Belgian Constitution. The organisation of educational institutions cannot be subjected to any restrictive measure. Schools can be managed without any link with the authorities. In Flanders, there is education organised on behalf of the Flemish community ; education organised by provinces and municipalities and education organised by private persons or organisations (mainly Catholic). They traditionally form the three educational networks.
When schools want to issue officially recognized certificates or diplomas and wish to receive subsidies from the Community, they must follow rules. The Flemish Community sets quality standards for the education provided. Besides the freedom of organising education, parents have the freedom to choose the type of education or the school they select for their children.
In order to set quality standards for education, the concept of ''attainment targets'' and ''developmental objectives'' were introduced. Attainment targets are minimum aims that must be strived for and reached by the majority of pupils. The targets relate to qualities in the field of knowledge, understanding, skills and attitudes. Developmental objectives must be strived for by the school, but need not necesarily be achieved.
The targets and objectives do not replace the curricula. However all curricula have to include the appropriate attainment targets or developmental objectives. The curriculum remains the responsibility of the particular school board.
The inspectorate has the task of supervising educational quality by examining whether the attainment targets and developmental objectives are realized, in relation to other factors such as input, environment and learning-teaching processes. It aims at examining the whole school.
To give general pedagogic and methodological assistance to teachers and schools, each educational network has its school advisors. For information on the Psychological, medical and Social Guidance Centres, please see the section: Co-operation with other services.
Three educational levels are distinguished: elementary education, secondary education and higher education. At primary and secondary level, special education exists as well. Next to these traditional education levels, there is also continuing education for adults.
Elementary education includes nursery school for children aged 3 - 6 and primary education meant for children aged 6 - 12. However there is some flexibility: some children can spend the first year of compulsory education at pre-primary level. Some children with learning problems can spend eight years in primary education in order to get a certificate of primary education.
Nursery schools are co-educational and can be part of a primary school. The classes are usually organised in three groups of children by age. Teachers are allocated to a different group each year. Assessment is based on observation. Pupils progress automatically to the next class. The guidance centre together with the school-team, measure the degree of maturity and development reached by the pupil.
Primary education consists of 6 consecutive years. In most cases, year class systems are used in primary education and each class has its own teacher. Assessment of the pupils' progress is incorporated within the pedagogical freedom of the school. Schools can define the type and method of assessment they wish to use. The teacher, or team of teachers, assesses the year's work and the results at the end of the year to decide whether or not a pupil can move on to the next class. If not a pupil can repeat the year. Pupils with learning difficulties can get special and individualized support from a remedial teacher. Since the school year 93-94 a programme of extending care has been established to improve the ability of teachers and schools in dealing with children with special educational needs. Recently, pupils who are ill for a certain period can get lessons at home given by one of the teachers of the school. Pupils who succesfully complete primary education receive a certificate. Schools are responsible for awa
rding this certificate, there are no central examinations.
Secondary education is meant for youngsters aged 12 - 18 and consists of 6 years.Basic training is considered of great importance. The definite choice is postponed until the third year of secondary education (first year of the second grade). The purpose of the first grade is to provide a broad general basis for education. Four education forms are distinguished: general, technical, artistic and vocational education.
The six years of secondary education are divided into three grades of two years each (in some cases there is a possibility of a third year). In the first grade, there is a distinction between a first year A and B. The last one is meant for pupils with learning difficulties or children less suited for mainly general education. In the first grade, from the second year on, there are also special arrangements for pupils who follow vocational education.
Throughout the first two grades and to a lesser extent in the third grade, it is possible to transfer from one form of education to another and there are bridges from vocational education to other types of education. Classes are generally organised by age.
The essential instrument in assessment is the Class Council (klassenraad): all the staff members who are responsible for the education of a specific group of pupils. It assesses the pupil's progress during and at the end of the year and makes decisions concerning the pupils' movement to a higher class with or without restrictions. Movement can also be delayed or refused. Non-passing pupils can repeat a year. The Class Council issues certificates where appropriate. Similar to primary education there are no central examinations.
Besides full-time secondary education, part-time vocational secondary education is also provided (part-time education, apprenticeship contract with an employer-instructor and industrial apprenticeship).
Higher education includes university education and education provided by higher education institutes (colleges). A secondary education diploma is needed to have access to higher education.
For detailed information regarding the organisation of mainstream educational services in Flemish Belgium, please visit the Eurydice information service for information in English
Available on paper direct from Eurydice in Flemish.