organisation of the education system in the french ......eurybase belgium – french community 2...

European Commission

Organisation of the education system in

the French Community of Belgium

2009/2010

BE fr

E U R Y B A S E B E L G I U M – F r e n c h C o m m u n i t y

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1. Political, Social and Economic Background and Trends .......................................................................... 11

1.1. Historical Overview ........................................................................................................................ 11 1.2. Main Executive and Legislative Bodies ............................................................................................ 11

1.2.1. The Federal Institutions ........................................................................................................ 12 1.2.2. The Community and Regional Institutions ............................................................................. 12 1.2.3. The Provinces and Municipalities........................................................................................... 14

1.3. Religions ....................................................................................................................................... 14 1.4. Official and Minority Languages ..................................................................................................... 15

1.4.1. Minority Languages .............................................................................................................. 15 1.4.2. The Language System in Education ....................................................................................... 15

1.5. Demographic Situation .................................................................................................................. 16 1.6. Economic Situation........................................................................................................................ 17 1.7. Statistics........................................................................................................................................ 17

1.7.1. Total population on January 1, by gender and region............................................................. 18 1.7.2. Foreign population on January 1, by gender and region......................................................... 18 1.7.3. Foreign population by origin on January 1............................................................................. 19 1.7.4. Age of persons domiciled in Belgium, by region..................................................................... 20 1.7.5. Population trends (population on 31 December) ................................................................... 20 1.7.6. Main subdivisions of the workforce ....................................................................................... 20 1.7.7. Breakdown of employment by level of education .................................................................. 20 1.7.8. Trends in the employment rate by region .............................................................................. 21

2. General Organisation of the Education System and Administration of Education .................................... 22

2.1. Historical overview ........................................................................................................................ 22 2.1.1. The Pacte scolaire ................................................................................................................. 22 2.1.2. Compulsory education ......................................................................................................... 23 2.1.3. Devolution of education to the Communities ........................................................................ 23 2.1.4. Renovation of education....................................................................................................... 24 2.1.5. Recent changes .................................................................................................................... 24 2.1.6. New political orientations ..................................................................................................... 25

2.2. Ongoing debates and future developments.................................................................................... 26 2.3. Fundamental principles and basic legislation .................................................................................. 27

2.3.1. Freedom of education .......................................................................................................... 27 2.3.2. Réseaux ............................................................................................................................... 28 2.3.3. Free (no-charge) compulsory education ................................................................................ 29 2.3.4. Co-education ....................................................................................................................... 30 2.3.5. Objectives ............................................................................................................................ 31

2.4. General structure and defining moments in educational guidance .................................................. 32 2.4.1. Defining moments in educational guidance .......................................................................... 34 2.4.2. Organisation chart: Structure of the Education System ........................................................... 35

2.5. Compulsory education................................................................................................................... 35 2.5.1. The compulsory education period ......................................................................................... 35 2.5.2. Monitoring of compliance..................................................................................................... 36 2.5.3. Penalties .............................................................................................................................. 37

2.6. General administration .................................................................................................................. 37 2.6.1. General administration at national level ................................................................................ 38 2.6.2. General administration at regional level ................................................................................ 38 2.6.3. General administration at local level...................................................................................... 42


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2.6.4. Educational institutions, administration, management........................................................... 44 2.7. Internal and external consultation .................................................................................................. 50

2.7.1. Internal consultation............................................................................................................. 50 2.7.2. Consultation involving players in society at large ................................................................... 58

2.8. Methods of financing education ..................................................................................................... 68 2.8.1. Financing of the French Community...................................................................................... 69 2.8.2. Financing of non-school childcare facilities............................................................................ 70 2.8.3. Generalities concerning the financing of education ............................................................... 70 2.8.4. Ordinary pre-primary and primary schools............................................................................. 76 2.8.5. Ordinary secondary education .............................................................................................. 79 2.8.6. Specialised enseignement fondamental and secondary education ......................................... 81 2.8.7. Higher education.................................................................................................................. 82

2.9. Statistics........................................................................................................................................ 85 2.9.1. Overall education budget ..................................................................................................... 85 2.9.2. Breakdown of the education budget ..................................................................................... 86 2.9.3. Cost per pupil from the French community’s budget ............................................................. 87

3. Pre-Primary Education.......................................................................................................................... 88

3.1. Historical Overview ........................................................................................................................ 89 3.1.1. Education-oriented school institutions .................................................................................. 89 3.1.2. Non-school institutions......................................................................................................... 90

3.2. Ongoing Debates and future Developments ................................................................................... 91 3.3. Specific Legislative Framework....................................................................................................... 91

3.3.1. Education-oriented school institutions .................................................................................. 91 3.3.2. Non-school institutions......................................................................................................... 92

3.4. General Objectives......................................................................................................................... 93 3.4.1. Education-oriented school institutions .................................................................................. 93 3.4.2. Non-school institutions......................................................................................................... 94

3.5. Geographical Accessibility.............................................................................................................. 94 3.5.1. Education-oriented school institutions .................................................................................. 94 3.5.2. Non-school institutions......................................................................................................... 94

3.6. Admission Requirements and Choice of Institution/Centre .............................................................. 95 3.6.1. Education-oriented school institutions .................................................................................. 95 3.6.2. Non-school institutions......................................................................................................... 95

3.7. Financial Support for Pupils’ Families.............................................................................................. 96 3.7.1. Education-oriented school institutions .................................................................................. 96 3.7.2. Non-school institutions......................................................................................................... 97

3.8. Age Levels and Grouping of Children.............................................................................................. 97 3.8.1. Education-oriented school institutions .................................................................................. 97 3.8.2. Non-school institutions......................................................................................................... 98

3.9. Organisation of Time ..................................................................................................................... 98 3.9.1. Organisation of the Year ....................................................................................................... 98 3.9.2. Weekly and Daily Timetable .................................................................................................. 98

3.10. Curriculum, Types of Activity, Number of Hours............................................................................. 99 3.10.1. Education-oriented school institutions ................................................................................ 99 3.10.2. Non-school institutions..................................................................................................... 101

3.11. Teaching Methods and Materials ................................................................................................ 102 3.11.1. Education-oriented school institutions .............................................................................. 102 3.11.2. Non-school institutions..................................................................................................... 103


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3.12. Evaluation of Children................................................................................................................ 103 3.12.1. Education-oriented school institutions .............................................................................. 104 3.12.2. Non-school institutions..................................................................................................... 105

3.13. Support Facilities ....................................................................................................................... 105 3.13.1. Education-oriented school institutions .............................................................................. 105 3.13.2. Non-school institutions..................................................................................................... 105

3.14. Private Sector Provision.............................................................................................................. 106 3.15. Organisational Variations and Alternative Structures ................................................................... 106

3.15.1. Education-oriented school institutions .............................................................................. 106 3.15.2. Non-school institutions..................................................................................................... 106

3.16. Statistics .................................................................................................................................... 107 3.16.1. Education-oriented school institutions .............................................................................. 107 3.16.2. Non-school institutions..................................................................................................... 111

4. Primary Education .............................................................................................................................. 114

4.1. Historical outline ......................................................................................................................... 115 4.1.1. Development of primary education..................................................................................... 115 4.1.2. Pedagogy........................................................................................................................... 115

4.2. Ongoing debates and future developments.................................................................................. 116 4.3. Specific legal framework .............................................................................................................. 116 4.4. Overall objectives ........................................................................................................................ 119 4.5. Geographic accessibility............................................................................................................... 120 4.6. Admission requirements and choice of school .............................................................................. 120

4.6.1. Admission to primary education.......................................................................................... 120 4.6.2. Parents’ freedom of choice.................................................................................................. 120

4.7. Financial assistance to families ..................................................................................................... 121 4.8. Age levels and grouping of pupils ................................................................................................ 121

4.8.1. Age levels........................................................................................................................... 121 4.8.2. Grouping of pupils.............................................................................................................. 122 4.8.3. Teachers ............................................................................................................................ 122

4.9. Organisation of school time ......................................................................................................... 122 4.9.1. Organisation of the school year ........................................................................................... 123 4.9.2. Weekly and daily timetables................................................................................................ 123

4.10. Curriculum, subjects, number of hours........................................................................................ 124 4.10.1. Elaboration of curricula ..................................................................................................... 124 4.10.2. Subjects required by law ................................................................................................... 125 4.10.3. Language courses............................................................................................................. 125 4.10.4. Philosophy and religion courses ........................................................................................ 126 4.10.5. Physical development....................................................................................................... 127 4.10.6. Education to the media..................................................................................................... 127

4.11. Teaching methods and materials ................................................................................................ 127 4.11.1. Methods: recommendations and practices ........................................................................ 127 4.11.2. Teaching materials ........................................................................................................... 128

4.12. Pupil assessment ....................................................................................................................... 129 4.13. Progression of pupils ................................................................................................................. 130 4.14. Certification............................................................................................................................... 131 4.15. Educational guidance ................................................................................................................ 131

4.15.1. School health services....................................................................................................... 132 4.15.2. School health inspection................................................................................................... 132


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4.16. Private education....................................................................................................................... 133 4.17. Organisational variations and alternative structures .................................................................... 133 4.18. Statistics .................................................................................................................................... 134

4.18.1. Pupils ............................................................................................................................... 135 4.18.2. Schools ............................................................................................................................ 136

5. Secondary and Post-Secondary Non-Tertiary Education ....................................................................... 137

5.1. Historical overview ...................................................................................................................... 139 5.2. Ongoing debates and future developments.................................................................................. 142 5.3. Specific legislative framework ...................................................................................................... 143 5.4. General objectives ....................................................................................................................... 145

5.4.1. First stage .......................................................................................................................... 146 5.4.2. Transition stream................................................................................................................ 147 5.4.3. Qualification stream ........................................................................................................... 147

5.5. Types of institution ...................................................................................................................... 148 5.6. Geographical accessibility ............................................................................................................ 148 5.7. Admission requirements and choice of school .............................................................................. 148

D. Access to the differentiated first stage...................................................................................... 150 5.8. Registration and/or tuition fees .................................................................................................... 150 5.9. Financial support for pupils .......................................................................................................... 151

A. Scholarships and grants........................................................................................................... 151 B. Student Loans ......................................................................................................................... 152

5.10. Age levels and grouping of pupils............................................................................................... 152 5.10.1. Common first stage .......................................................................................................... 152 5.10.2. Differentiated first stage ................................................................................................... 153 5.10.3. The second and third stages.............................................................................................. 153

5.11. Specialization of studies ............................................................................................................. 153 5.11.1. The first stage and the specific differentiation and orientation year..................................... 154 B. Differentiated first stage .......................................................................................................... 154 5.11.3. Transition stream.............................................................................................................. 155 5.11.4. Qualification Stream ......................................................................................................... 156

5.12. Organisation of school time........................................................................................................ 158 5.12.1. Organisation of the school year ......................................................................................... 158 5.12.2. Weekly and Daily Timetable .............................................................................................. 158

5.13. Curriculum, subjects, number of hours........................................................................................ 158 5.13.1. Common first stage .......................................................................................................... 159 5.13.2. Differentiated first stage ................................................................................................... 161 5.13.3. The third year of differentiation and orientation within the second stage ............................ 161 5.13.5. Qualification stream.......................................................................................................... 165

5.14. Teaching methods and material ................................................................................................. 167 5.14.1. Common first stage and differentiated first stage ............................................................... 168 5.14.2. Qualification stream.......................................................................................................... 169

5.15. Pupil assessment ....................................................................................................................... 169 5.16. Progression of pupils ................................................................................................................. 171

5.16.1. Common first stage and the differentiated first stage ......................................................... 172 5.16.2. The specific year of differentiation and orientation following the first stage of secondary education ................................................................................................................................... 173 5.16.3. Transition stream.............................................................................................................. 174 5.16.4. Qualification stream.......................................................................................................... 174


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5.17. Certification............................................................................................................................... 175 5.17.1. Common first stage and differentiated first stage ............................................................... 175 5.17.2. Transition stream.............................................................................................................. 176 5.17.3. Qualification Stream ......................................................................................................... 176

5.18. Educational/vocational guidance, education/employment links .................................................. 178 5.18.1. Common first stage and differentiated first stage ............................................................... 178 5.18.2. Transition stream.............................................................................................................. 179 5.18.3. Qualification stream.......................................................................................................... 179

5.19. Private education....................................................................................................................... 180 5.20. Organisational variations and alternative structures .................................................................... 180 5.21. Statistics .................................................................................................................................... 186

5.21.1. Number of Schools ........................................................................................................... 187 5.21.2. School enrolment by réseau and stream ............................................................................ 187 5.21.3. Number of pupils per salaried teacher (equivalent full-time) in ordinary secondary education.................................................................................................................................................. 190

5.21.4. Certification...................................................................................................................... 190 5.21.5. Percentage of students repeating a year, by year of study and education stream................. 192

6. Tertiary Education .............................................................................................................................. 192

6.1. Historical overview ...................................................................................................................... 193 6.1.1. Universities ........................................................................................................................ 194 6.1.2. Hautes Écoles ..................................................................................................................... 195 6.1.3. Art colleges ........................................................................................................................ 196 6.1.4. Architecture colleges .......................................................................................................... 196

6.2. Ongoing debates and future developments.................................................................................. 196 6.3. Specific legislative framework ...................................................................................................... 197

6.3.1. Universities ........................................................................................................................ 198 6.3.2. Hautes Écoles ..................................................................................................................... 199 6.3.3. Art colleges ........................................................................................................................ 200 6.3.4. Architecture colleges .......................................................................................................... 201

6.4. General objectives ....................................................................................................................... 201 6.4.1. Universities ........................................................................................................................ 202 6.4.2. Hautes Écoles ..................................................................................................................... 203 6.4.3. Art colleges ........................................................................................................................ 203 6.4.4. Architecture colleges .......................................................................................................... 204

6.5. Types of institutions..................................................................................................................... 204 6.5.1. Universities ........................................................................................................................ 204 6.5.2. Hautes Écoles ..................................................................................................................... 205 6.5.3. Art colleges ........................................................................................................................ 206 6.5.4. Architecture colleges .......................................................................................................... 206

6.6. Admission requirements .............................................................................................................. 206 6.6.1. Universities ........................................................................................................................ 207 6.6.2. Hautes Écoles ..................................................................................................................... 209 6.6.3. Art colleges ........................................................................................................................ 210 6.6.4. Architecture colleges .......................................................................................................... 210

6.7. Registration and/or tuition fees .................................................................................................... 210 6.8. Financial support for students ...................................................................................................... 211 6.9. Organisation of the academic year ............................................................................................... 213 6.10. Branches of study, specialization ................................................................................................ 214


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6.10.1. Universities ...................................................................................................................... 215 6.10.2. Hautes Écoles ................................................................................................................... 216 6.10.3. Art colleges ...................................................................................................................... 217 6.10.4. Architecture colleges ........................................................................................................ 219

6.11. Curricula.................................................................................................................................... 219 6.11.1. Universities ...................................................................................................................... 220 6.11.2. Hautes Écoles ................................................................................................................... 221 6.11.3. Art colleges ...................................................................................................................... 221 6.11.4. Architecture colleges ........................................................................................................ 222

6.12. Teaching Methods ..................................................................................................................... 222 6.12.1. Universities ...................................................................................................................... 223 6.12.2. Hautes Écoles ................................................................................................................... 223 6.12.3. Art colleges ...................................................................................................................... 224 6.12.4. Architecture colleges ........................................................................................................ 224

6.13. Student assessment ................................................................................................................... 224 6.13.1. Universities ...................................................................................................................... 224 6.13.2. Hautes Écoles ................................................................................................................... 225 6.13.3. Art colleges ...................................................................................................................... 225 6.13.4. Architecture colleges ........................................................................................................ 226

6.14. Progression of students.............................................................................................................. 226 6.14.1. Universities ...................................................................................................................... 226 6.14.2. Hautes Écoles ................................................................................................................... 227 6.14.3. Art colleges ...................................................................................................................... 228 6.14.4. Architecture colleges ........................................................................................................ 228

6.15. Certification............................................................................................................................... 229 6.15.1. Universities ...................................................................................................................... 229 6.15.2. Hautes Écoles ................................................................................................................... 230 6.15.3. Art colleges ...................................................................................................................... 231 6.15.4. Architecture colleges ........................................................................................................ 231

6.16. Educational/vocational guidance, employment prospects, education/employment links.............. 232 6.16.1. Universities ...................................................................................................................... 232 6.16.2. Hautes Écoles ................................................................................................................... 232 6.16.3. Art colleges ...................................................................................................................... 232 6.16.4. Architecture colleges ........................................................................................................ 233

6.17. Private education....................................................................................................................... 233 6.18. Organisational variations, alternative structures .......................................................................... 233 6.19. Statistics .................................................................................................................................... 236

6.19.1. Number of students.......................................................................................................... 236 6.19.2. Certification...................................................................................................................... 241 6.19.3. Student/teacher ratios ...................................................................................................... 242

7. Continuing Education and Training for Young School Leavers and Adults............................................. 243

7.1. Historical overview ...................................................................................................................... 243 7.2. Ongoing debates and future developments.................................................................................. 246 7.3. Specific legislative framework ...................................................................................................... 246

7.3.1. Distance learning................................................................................................................ 249 7.3.2. Education for social advancement....................................................................................... 249 7.3.3. Part-time artistic education ................................................................................................. 250 7.3.4. Continuing training and education for small and medium-sized enterprises ......................... 251


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7.3.5. Vocational training for job seekers and workers ................................................................... 252 7.3.6. Vocational training for workers in the agricultural sector ...................................................... 254 7.3.7. At-risk groups..................................................................................................................... 254 7.3.8. Literacy courses.................................................................................................................. 255 7.3.9. Industrial apprenticeships................................................................................................... 255

7.4. General Objectives....................................................................................................................... 256 7.4.1. Distance learning................................................................................................................ 256 7.4.2. Education for social advancement....................................................................................... 257 7.4.3. Part-time artistic education ................................................................................................. 258 7.4.4. Continuing education......................................................................................................... 258 7.4.5. Continuing education for small and medium-sized enterprises (SME) ................................... 258 7.4.6. Vocational training for job seekers and workers ................................................................... 258 7.4.7. At-risk groups..................................................................................................................... 259 7.4.8. Literacy courses.................................................................................................................. 259 7.4.9. Industrial apprenticeships................................................................................................... 259

7.5. Types of institution ...................................................................................................................... 259 7.5.1. Distance learning................................................................................................................ 260 7.5.2. Education provided in educational institutions .................................................................... 260 7.5.3. Education provided in training centres or in enterprises ....................................................... 260

7.6. Geographical accessibility ............................................................................................................ 263 7.7. Admission requirements .............................................................................................................. 264

7.7.1. Distance learning................................................................................................................ 264 7.7.2. Education for social advancement....................................................................................... 264 7.7.3. Part-time artistic education ................................................................................................. 265 7.7.4. Continuing education for small and medium-sized enterprises............................................. 265 7.7.5. Vocational training for job seekers and workers ................................................................... 265 7.7.6. Vocational training for workers in the agricultural sector ...................................................... 265 7.7.7. Socio-occupational integration training courses .................................................................. 265

7.8. Registration and/or tuition fees .................................................................................................... 266 7.9. Financial support for learners ....................................................................................................... 267 7.10. Main areas of specialisation ........................................................................................................ 269

7.10.1. Distance learning.............................................................................................................. 270 7.10.2. Education for social advancement ..................................................................................... 271 7.10.3. Part-time artistic education ............................................................................................... 271 7.10.4. Continuing education ....................................................................................................... 272 7.10.5. Continuing training for independent professions and small and medium-sized enterprises . 272 7.10.6. Vocational training for job seekers and workers ................................................................. 273 7.10.7. Vocational training for workers in the agricultural sector .................................................... 274 7.10.8. At-risk groups................................................................................................................... 274 7.10.9. Industrial apprenticeships ................................................................................................. 275

7.11. Teaching Methods ..................................................................................................................... 275 7.11.1. Distance learning.............................................................................................................. 276 7.11.2. Education for social advancement ..................................................................................... 276 7.11.3. Part-time artistic education ............................................................................................... 277 7.11.4. Continuing education ....................................................................................................... 277 7.11.5. Vocational training for independent professions and small and medium-sized enterprises .. 278 7.11.6. Vocational training for job seekers and workers ................................................................. 278

7.12. Trainers ..................................................................................................................................... 278


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7.12.1. Distance learning.............................................................................................................. 278 7.12.2. Education for social advancement ..................................................................................... 279 7.12.3. Part-time artistic education (ESAHR) .................................................................................. 279 7.12.4. Vocational training for job seekers and workers ................................................................. 279

7.13. Learner assessment/progression ................................................................................................ 280 7.13.1. Distance learning.............................................................................................................. 280 7.13.2. Education for social advancement ..................................................................................... 280 7.13.3. Continuing education for independent professions and small and medium-sized enterprises.................................................................................................................................................. 281

7.13.4. Vocational training for job seekers and workers ................................................................. 281 7.14. Certification............................................................................................................................... 281

7.14.1. Distance learning.............................................................................................................. 283 7.14.2. Education for social advancement ..................................................................................... 283 7.14.3. Part-time artistic education ............................................................................................... 284 7.14.4. Continuing education for independent professions and small and medium-sized enterprises.................................................................................................................................................. 284

7.14.5. Vocational training for job seekers and workers ................................................................. 285 7.15. Education/employment links...................................................................................................... 285 7.16. Private Education....................................................................................................................... 291 7.17. Statistics .................................................................................................................................... 291

7.17.1. Programmes under the jurisdiction of the French Community ............................................ 292 7.17.2. Programmes under the jurisdiction of the Walloon Region ................................................. 295 7.17.3. Programmes under the jurisdiction of the Brussels-Capital Region...................................... 299 7.17.4. Transversal policies: literacy courses .................................................................................. 302

8. Teachers and Education Staff .............................................................................................................. 303

8.1. Initial training of teachers............................................................................................................. 303 8.1.1. Historical overview ............................................................................................................. 304 8.1.2. Ongoing debates and future developments ........................................................................ 307 8.1.3. Specific legislative framework ............................................................................................. 307 8.1.4. Institutions, level and models of training ............................................................................. 309 8.1.5. Admission requirements ..................................................................................................... 312 8.1.6. Curriculum, special skills, specialization ............................................................................... 314 8.1.7. Evaluation, certificates ........................................................................................................ 319 8.1.8. Alternative training pathways ............................................................................................. 321

8.2. Conditions of service of teachers .................................................................................................. 323 8.2.1. Historical Overview............................................................................................................. 323 8.2.2. Ongoing debates and future developments ........................................................................ 325 8.2.3. Specific legislative framework ............................................................................................. 326 8.2.4. Planning policy................................................................................................................... 331 8.2.5. Entry to the profession........................................................................................................ 332 8.2.6. Professional status.............................................................................................................. 337 8.2.7. Replacement measures....................................................................................................... 340 8.2.8. Support measures for teachers ............................................................................................ 342 8.2.9. Evaluation of teachers......................................................................................................... 344 8.2.10. In-service training ............................................................................................................. 346 8.2.11. Salaries............................................................................................................................. 352 8.2.12. Working time and holidays................................................................................................ 354 8.2.13. Promotion, advancement.................................................................................................. 360


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8.2.14. Transfers .......................................................................................................................... 362 8.2.15. Dismissal .......................................................................................................................... 362 8.2.16. Retirement and pensions .................................................................................................. 364

8.3. School administrative and/or management staff ........................................................................... 365 8.3.1. Requirements for appointment ........................................................................................... 365 8.3.2. Conditions of service .......................................................................................................... 368

8.4. Staff involved in monitoring educational quality ........................................................................... 372 8.4.1. Requirements for appointment as an inspector.................................................................... 373 8.4.2. Conditions of Service .......................................................................................................... 373

8.5. Educational staff responsible for support and guidance................................................................. 375 Thus, with regard to the enseignement fondamental organised by the French Community, the number of educational advisers has been fixed at nine, and their qualifications have been determined on the basis of the subjects concerned (modern languages, IT, psychomotor education and physical education) or the level of schooling (preprimary or primary) and the geographical area to be covered................................................................................................................................................... 376

8.6. Other educational staff or staff working with schools .................................................................... 376 8.7. Statistics...................................................................................................................................... 378

8.7.1. Teaching staff, by gender and working time ........................................................................ 378 8.7.2. Management staff, by gender and working time .................................................................. 379 8.7.3. Full-time equivalent staff in universities, by category and gender ......................................... 380 8.7.4. Full-time equivalent teaching staff, by status ....................................................................... 381 8.7.5. Full-time equivalent teaching staff, by age group................................................................. 381 8.7.6. Teacher diplomas awarded in short-type tertiary education ................................................. 382 8.7.7. Teacher diplomas awarded by universities........................................................................... 383 8.7.8. Gross annual salaries of public school teachers, by level of education ................................... 384

9. Evaluation of Educational Institutions and the Education System ......................................................... 385

9.1. Historical overview ...................................................................................................................... 385 9.2. Ongoing debates and future developments.................................................................................. 386 9.3. Administrative and legislative framework ..................................................................................... 387 9.4. Evaluation of schools/institutions ................................................................................................. 387

9.4.1. Internal evaluation ............................................................................................................. 388 9.4.2. External evaluation ............................................................................................................. 390

9.5. Evaluation of the education system .............................................................................................. 393 9.5.1. Enseignement fondamental and secondary education ......................................................... 397 9.5.2. Tertiary education .............................................................................................................. 400

9.6. Research on education relevant to the evaluation of the education system .................................... 401 9.7. Statistics...................................................................................................................................... 402

10. Special Educational Support ............................................................................................................. 404

10.1. Historical Overview .................................................................................................................... 405 10.2. Ongoing debates and future developments................................................................................ 406 10.3. Definition and diagnosis of the target group(s) ........................................................................... 406 10.4. Financial support for pupils’ families ........................................................................................... 407 10.5. Special provision within mainstream education .......................................................................... 407

10.5.1. Specific legislative framework ........................................................................................... 408 10.5.2. General objectives ............................................................................................................ 409 10.5.3. Specific support measures ................................................................................................ 409

10.6. Separate special provision.......................................................................................................... 409 10.6.1. Specific legislative framework ........................................................................................... 410 10.6.2. General objectives ............................................................................................................ 411


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10.6.3. Geographical accessibility ................................................................................................. 411 10.6.4. Admission requirements and choice of school ................................................................... 412 10.6.5. Age levels and grouping of pupils ..................................................................................... 413 10.6.6. Organisation of the school year ......................................................................................... 416 10.6.7. Curriculum, subjects ......................................................................................................... 416 10.6.8. Teaching methods and materials....................................................................................... 417 10.6.9. Progression of pupils ........................................................................................................ 420 10.6.10. Educational/ vocational guidance, education/employment links....................................... 420 10.6.11. Certification.................................................................................................................... 422 10.6.12. Private education............................................................................................................ 423

10.7. Special measures for the benefit of immigrant children and those from ethnic minorities ............. 423 10.7.1. Intercultural schooling ...................................................................................................... 423 10.7.2. Integration of newcomer pupils ........................................................................................ 424 10.7.3. Courses to adapt to the teaching language........................................................................ 424

10.8. Statistics .................................................................................................................................... 425 10.8.1. Number of Schools/Sites ................................................................................................... 425 10.8.2. Pupils enrolled in specialised education............................................................................. 427 10.8.3. Number of pupils by type of handicap, type of school (réseau), and level ............................ 428 10.8.4. Certificates awarded in specialised education .................................................................... 430 10.8.5. Language and culture of origin courses (LCO) .................................................................... 431

11. The European and International Dimension in Education ................................................................... 432

11.1. Historical overview..................................................................................................................... 432 11.2. Ongoing debates and future developments................................................................................ 433 11.3. National policy guidelines, specific legislative framework ............................................................ 433 11.4. National programmes and initiatives .......................................................................................... 435 11.5. European and international dimension in the national curriculum ............................................... 438 11.6. Mobility and exchange............................................................................................................... 439

11.6.1. Mobility and exchange of pupils and students ................................................................... 439 11.6.2. Mobility and exchange of teachers and academic staff ....................................................... 442

11.7. Statistics .................................................................................................................................... 442

GLOSSARY............................................................................................................................................. 449

LEGISLATION ......................................................................................................................................... 453

INSTITUTIONS........................................................................................................................................ 485

BIBLIOGRAPHY ...................................................................................................................................... 494


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1. Political, Social and Economic Background and Trends

Please refer to the subdivisions for comprehensive information.

1.1. Historical Overview The Kingdom of Belgium, a constitutional parliamentary monarchy, has been a united State since its creation in 1830. The Constitution stipulates that all power stems from the Nation – the State was founded on the principle of unity in legislation and government. Nevertheless, some responsibilities of a ‘local’ character were very quickly transferred to subordinate entities: the provinces and municipalities.

As of the 19th century, a Flemish movement made demands including official linguistic recognition. In 1962, a linguistic boundary was defined between the Dutch-speaking North and the French-speaking South. The bilingualism of Brussels and its 18 surrounding municipalities was formally acknowledged, and a German-speaking area was mapped out in the eastern part of the country. The following years saw the rise of the cultural and linguistic Communities.

At the same time, a Walloon movement demanded political and economic control over the industrial redeployment of the Walloon region. This resulted in the creation of economic and social Regions.

To meet these demands, four constitutional amendments introduced in 1970, 1980, 1988 and 1993 gradually changed the political structures, and Belgium has now become a fully-fledged federal State (Article 1 of the Constitution).

Three Communities were created: the French Community, the Flemish Community and the German-Speaking Community (Article 2 of the Constitution). The decisive factors in determining these Communities are culture and language.

Three Regions were also created at the same time: the Flemish Region (in the north), the Walloon Region (in the south) and the Brussels-Capital Region (in the centre) (Article 3 of the Constitution). The decisive factor in defining a Region is territorial.

Although the Brussels-Capital Region is located in the Flemish part of the country, the majority of its population is French-speaking. The small German-Speaking Community (about 71,000 inhabitants, in the east) is part of the territory of the Walloon Region.

Belgium’s political evolution had significant repercussions on the organisation of education. The federalisation of the State led to the transfer of nearly all responsibilities concerning education to the Communities in January 1989. The only remaining federal responsibilities are setting the beginning and end of compulsory schooling, the minimal conditions for awarding diplomas, and the pension scheme for teachers.

Constitution

1.2. Main Executive and Legislative Bodies

Three levels of government are described in the following sections: the federal institutions (see 1.2.1.), the Community and regional institutions (see 1.2.2.), and the provinces and municipalities (see 1.2.3.).


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La politique d'éducation et de garde des jeunes enfants en Communauté française de Belgique

Le développement de l'éducation. Rapport de la Communauté française de Belgique.

1.2.1. The Federal Institutions

The Constitution provides for separation of legislative, executive and judicial powers. The King and the Federal Parliament, which consists of a Chamber of Representatives and a Senate, exercise legislative power. The King and the Government, which is composed of Ministers and Secretaries of State, exercise executive power. The King appoints and dismisses Ministers, but has no political responsibility. His acts are inoperative unless countersigned by a Minister who assumes responsibility for the said act. The law courts exercise judicial power.

The Chamber and the Senate are both composed of a French-speaking group and a Dutch-speaking group.

Successive reforms have entirely modified the former situation, whereby the Chamber and the Senate were on an equal footing on all issues and covered the same remit.

The Chamber of Representatives is composed of 150 representatives elected by direct universal suffrage. The Senate is composed of 71 senators (40 elected directly, 21 designated by the Parliaments of the Communities, and 10 co-opted) plus the senators by constitutional right, which are currently three: Prince Philippe of Belgium, Princess Astrid of Belgium and Prince Laurent of Belgium, i.e. King Albert II’s three children.

The special province of the Chamber of Representatives is political control, in other words, the political responsibility of Ministers and Government may only be contracted before the Chamber. The Chamber also has sole responsibility for budgetary matters. The Chamber alone formulates the finance bill and votes the budget.

As a rule, bills passed by the Chamber of Representatives pass through the Senate, which may amend them. Nevertheless, since the latest reforms, the primary role of the Senate is increasingly shifting to that of a ‘chamber of reflection’ handing down rulings on major societal debates, as well as that of a ‘chamber of representation’ of the federated entities at the national level.

The Federal Government is the main executive body and administers the State’s current affairs, foreign policy, national defence, judicial matters, financial matters, social affairs, etc.

Constitution

1.2.2. The Community and Regional Institutions

In Belgium, the Communities and Regions are political institutions vested with legislative power exercised by an elected assembly, the Council, and executive power exercised by an own government.

Prescriptive acts on a Community and Regional level take the form of decrees that have force of law. Their scope is equivalent to national laws.


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The Flemish Region and the Flemish Community have merged their respective Councils and Governments. Conversely, the Council of the Walloon Region and the Council of the French Community have remained separate entities. As regards the Brussels-Capital Region, its internal structures are suited to its role as a dual community and bilingual entity.

Alongside the Flemish Council, there are a Council of the French Community, a Council of the German-Speaking Community, a Council of the Walloon Region, and a Council of the Brussels-Capital Region. The Councils consist of directly elected members:

● the Flemish Council has 124 members, 118 directly elected from the Flemish Region and 6 members elected from the Dutch-speaking linguistic group on the Council of the Brussels-Capital Region.

● the Council of the Walloon Region has 75 members, all directly elected. ● the Council of the French Community has 94 members, of whom 75 are members of the directly

elected Council of the Walloon Region and 19 are members elected by the French-speaking linguistic group on the Council of the Brussels-Capital Region.

● the Council of the Brussels-Capital Region has 75 members, all directly elected. ● the Council of the German-Speaking Community has 25 members, all directly elected.

Legislative branch Executive branch

Flemish Community/ Flemish Region

Vlaamse Raad (Flemish Council)

Vlaamse Regering (Flemish government)

French Community Conseil de la Communauté française (Council of the French Community)

Gouvernement de la Communauté française (Government of the French Community)

German-speaking Community Rat der Deutschsprachigen Gemeinschaft (Council of the German-speaking Community)

Executive der Deutschsprachigen Gemeinschaft (Government of the German-speaking Community)

Walloon Region Conseil régional wallon (Council of the Walloon Region)

Gouvernement régional wallon (Walloon Regional Government)

Brussels-Capital Region Conseil de Bruxelles-Capitale (Council of the Brussels-Capital Region)

Gouvernement de Bruxelles-Capitale (Government of the Brussels-Capital Region)

A Court of Arbitration organises the prevention and solution of conflicts between the laws and decrees issued by the various Councils. It hands down rulings on jurisdictional conflicts and on any law or decree that violates the articles of the Constitution. Matters may be referred to it by any authority designated by law, by any jurisdiction, and – on a prejudicial basis – by any citizen.

The Regions are responsible in particular for economic policy, foreign trade policy, public works and public transport, the environment, energy, scientific policy, public health, housing, social policies, training, employment, and town and country planning.

The Communities are responsible for cultural matters and the use of languages, as well as education, childhood, youth, and research. The German-Speaking Community has the same responsibilities as the two other Communities, except concerning the use of languages, which remains under national jurisdiction except for education.


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Cabinet du Ministre de l'Enseignement obligatoire

Cabinet du Ministre de la Santé, de l'Enfance et de l'Aide à la jeunesse

Cabinet de la Ministre de l'Enseignement supérieur, de la Recherche scientifique et des Relations internationales de la Communauté française

Cabinet du Ministre du Budget en charge du Sport et de la Fonction publique

Constitution

1.2.3. The Provinces and Municipalities

The State is divided into provinces, which are further subdivided into municipalities. Belgium has 10 provinces and 589 municipalities. Each municipality is part of a linguistic region. The 19 municipalities of the Brussels-Capital Region are officially bilingual. On the periphery of the Brussels-Capital Region, there are several municipalities which are Dutch-speaking, but which offer ‘administrative conveniences’ for French-speaking inhabitants, who may be the majority.

Each municipality has an assembly, the Municipal Council, whose members are elected for a term of 6 years. They also have an executive arm, the College of the Burgomaster (chief magistrate) and Deputy Burgomasters, which is responsible for the administration of the municipality. Within the College, chaired by the Burgomaster, one of the Deputy Burgomasters is usually assigned special responsibility for education.

A Governor heads each of the ten provinces. The Provincial Council, whose members are elected for a term of six years, exercises legislative power. Executive power is in the hands of a Standing Deputation elected from the members of the Provincial Council. One of the standing deputies is responsible for education.

It should also be noted that since the federalisation of the State, provincial responsibilities are being progressively transferred on one side to the Communities and Regions and on the other side to the Municipalities.

Constitution

1.3. Religions

The Constitution guarantees the separation of Church and State. Freedom of religion, public worship, and freedom of speech on any matter are also guaranteed.

A significant proportion of the population claims to be Catholic, but the majority are not practising.

All students attending compulsory education are entitled to moral or religious education, the costs of which are borne by the Community (Article 24 of the Constitution). Thus, every child may benefit from a non-denominational morals course, or a Catholic, Islamic, Jewish, Orthodox or Protestant religion course (see 2.3. and 4.10.4.).

Constitution


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1.4. Official and Minority Languages

The official languages are Dutch, French and German. The Belgian language system is based on four linguistic regions (Article 4 of the Constitution): the French-speaking region, the Dutch-speaking region, the German-speaking region and the bilingual region of Brussels-Capital. The four linguistic regions should not be confused with the three Regions, which are federal entities.

This linguistic separation is primarily intended as a means of determining the scope of application of legislation on the use of languages and the scope of decrees issued by the Communities.

Each municipality belongs to a linguistic region.

Section 1.4.1. describes the situation of minority languages, and section 1.4.2. describes the language system in education.

1.4.1. Minority Languages

The concept of minority language does not apply in Belgium. Nevertheless, regional dialects (Walloon, Gaumais, Picardy, etc.) and immigrant languages (Italian, Arabic, Spanish, Turkish and Portuguese, in particular) are spoken by some sections of the population.

Belgium signed the Framework Convention for the Protection of National Minorities on 31 July 2001. In September 2002, in the follow-up to this ratification, the parliamentary assembly of the Council of Europe deemed in its Resolution 1301 (2002) that the following groups could be considered national minorities in Belgium: at the State level, the entire German-speaking Community; at the Regional level, the French-speakers living in the Dutch-speaking Region and the German-speaking Region, and the Dutch- and German-speakers living in the French-speaking Region. This Convention has not yet been recognised by the Flemish Region.

Loi concernant le régime linguistique dans l'enseignement

1.4.2. The Language System in Education

The teaching language is the same as the language of the linguistic region. Thus, the teaching language is Dutch in the Dutch-speaking region, French in the French-speaking region, German in the German-speaking region and, depending on the choice of the parents, Dutch or French in the bilingual region of Brussels-Capital.

In pre-primary, primary and secondary education, the Government of the French Community may, under certain conditions, authorise an pouvoir organisateur to provide, in one or more schools or sites under its jurisdiction, certain scheduled courses or activities in sign language or a modern language other than French (immersion approach – see 3.15.1. for pre-primary education, 4.17. for primary education, and 5.14. for secondary education). In higher education, courses may in part be given in a language other than French (see 6.11.).


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Some aspects of foreign language teaching are also governed by language legislation. For instance, in the bilingual Brussels-Capital Region, the first foreign language in French-speaking schools is obligatorily Dutch, and vice versa. In the French-speaking region, students are instead free to select their first foreign language (Dutch, German or English), with the exception of municipalities with special status.

Allemand, anglais ou néerlandais ? Le choix d’une langue moderne dans l’enseignement fondamental.

L’immersion linguistique dans l’enseignement fondamental en Communauté française de Belgique : l’état de la question.

Décret portant sur l'organisation de l'enseignement maternel et primaire ordinaire et modifiant la réglementation de l'enseignement

Loi sur l'emploi des langues en matière administrative


Lois coordonnées du 18/07/1966 sur l'emploi des langues en matière administrative

1.5. Demographic Situation

With over 10 million inhabitants over a land area of 30,528 sq. km (32,545 sq. km including Belgian territorial waters in the North Sea), the average population density of Belgium on January 1, 2009 was 352 inhabitants per sq. km: 206 inhabitants per sq. km in the Walloon Region, 459 inhabitants per sq. km in the Flemish Region, and 6,625 inhabitants per sq. km in the Brussels-Capital Region (with an area of only 161 sq. km).

The population is characterised by significant ageing (the average age of the Belgian population in 2001 was 39.8 years). In 2002, the death rate was 10.40 per thousand men and 10.14 per thousand women. In 2004, life expectancy at birth was 76.47 years for men and 82.36 years for women. The number of centenarians is increasing progressively, from 917 in 2000 to 1,247 in 2005 and 1,298 in 2006 (according to the National Register).

95% of the population lives in urban areas. The main urban conglomeration is Brussels (over 1 million inhabitants for all of Brussels’ municipalities). The municipalities with the largest populations are Antwerp (457,749 inhabitants), Ghent (230,951 inhabitants), Charleroi (201,373 inhabitants) and Liège (185,574 inhabitants) on January 1, 2005.

The balance of immigration over emigration is positive, but has little influence on current population trends in Belgium. The Italian, French, Dutch and Moroccan nationalities are particularly well represented, with variations depending on the regions. On January 1, 2005, there were 900,473 foreigners living in Belgium, i.e. 8.6% of the total population.

Information sources: SPF Economie. Directorate-general for statistics and economic information, demographics department.

Chiffres-clés 2007, aperçu statistique de la Belgique

Institut National de Statistique (INS)


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1.6. Economic Situation

In Belgium, like all European countries, the importance of the industrial sector has been supplanted over the past thirty years or so by that of the service sector.

During the second half of the 1990s, Belgium progressively recovered from a structural adjustment crisis (weak growth, high unemployment, budgetary deficit). The recession reached a peak during the course of the first semester of 1993. Since then, measures have been introduced to create employment, stabilise the national debt and balance social security expenditures.

In 2009, the consequences of the severe global recession which began in 2008 were experienced in Belgium.

Real GDP fell at the start of the year as a result of the decrease in international trade and industrial production. Despite signs of recovery in the second half of the year, economic activity shrank by an average of 3% during 2009. However, ‘despite great sensitivity to international trade and the difficulties experienced by the large banks, the Belgian economy proved more resilient than that of the eurozone as a whole. This was because households and businesses, which had a relatively modest level of indebtedness, reduced their level of investment by less’ (Council of Regency, 2010, p. 13).

The unemployment rate rose from 7 to 7.9%, despite extensive use of the system of temporary unemployment which is not included in the unemployment statistics.

The harmonised consumer price index, which had risen by 4.5% in 2008, remained stable on average in 2009.

The moves to reduce the country’s traditionally very high level of indebtedness (as much as 134.1% of GDP in 1993), could not be prolonged: the level of public indebtedness, which had already risen from 84.2 to 89.8% of GDP in 2008, reached 97.8% in 2009. The Belgian government has set itself the target of returning to a balanced budget by 2015 at the latest.


Inventaire des mesures en faveur de l’emploi.

Tableau de Bord de l'enseignement, Indicateurs statistiques 2

SPF économie, PME, Classes moyennes et énergie

1.7. Statistics

For data on:

● total population by gender and region, see 1.7.1. ● foreign population by gender and region, see 1.7.2. ● origin of foreign population, see 1.7.3. ● age of persons domiciled in Belgium, see 1.7.4. ● population trends, see 1.7.5. ● main subdivisions of the workforce, see 1.7.6. ● breakdown of employment by level of education and gender, see 1.7.7. ● breakdown of the employment rate by region, see 1.7.8..


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Institut National de Statistique (INS)

Décret portant création de l'Entreprise publique des Technologies nouvelles de l'Information et de la Communication de la Communauté française (ETNIC)

1.7.1. Total population on January 1, by gender and region

1980 1990 2000 2005 2007 2008 2009

By gender (thousands)

Men 4,819 4,860 5,006 5,087 5,181 5,224 5,269

Women 5,036 5,088 5,233 5,309 5,403 5,443 5,488

Total 9,855 9,948 10,239 10,396 10,585 10,667 10,757

By region (thousands)

Brussels-Capital Region 1,009 964 959 1,007 1,031 1,048 1,069

Flemish Region 5,619 5,740 5,940 6,043 6,117 6,162 6,211

Walloon Region 3,227 3,244 3,340 3,396 3,436 3,457 3,477

Source: FPS Economy, SMEs, the Self-Employed and Energy (http://statbel.fgov.be/fr/statistiques/chiffres/index.jsp)

1.7.2. Foreign population on January 1, by gender and region

1980 1990 2000 2005 2007 2008

% of total population 9.0 8.9 8.8 8.3 8.8 9.1

By gender (thousands)

Men 482 475 466 446 474 495

Women 408 406 431 425 458 477

Total 890 881 897 871 932 971

By region (thousands)

Brussels-Capital Region 234 268 274 263 284 295

Flemish Region 235 245 294 288 333 354

Walloon Region 421 368 330 308 317 322

Source: Directorate-General for Statistics and Economic Information – Demographics Department


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Number of foreigners (thousands) 2007 2008 Change from 2007 to 2008

Brussels-Capital Region 283,527 295,043 4.06%

Flemish Region 331,694 354,370 6.84%

Walloon Region 316,940 322,035 1.61%

Belgium 932,161 971.448 4.21%


1.7.3. Foreign population by origin on January 1

Nationality Number of persons on January 1, 2008

Italy 169,027

France 130,568

Netherlands 123,454

Morocco 79,867

Spain 42,712

Turkey 39,954

Germany 38,370

Poland 30,768

Portugal 29,802

UK 25,126

Congo- Kinshasa 16,132

Romania 15,310

Greece 15,182

Russia 11,650

USA 11,235

Serbia-Montenegro (before 2006) 10,182

China 8,254

Algeria 8,185

Bulgaria 6,753

India 6,166

Others (169 origins, each accounting for less than 5,000 persons) 149,011

Stateless 476

Unknown 3,264

TOTAL 971,448

Source: http://www.dofi.fgov.be/fr/statistieken/statistiques_etrangers/Stat_ETRANGERS.htm


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1.7.4. Age of persons domiciled in Belgium, by region

Population on January 1, 2008

Belgium (number of inhabitants)

Brussels-Capital Region

Flemish Region Walloon Region

Total 10,666,866 1,048,491 6,161,600 3,456,775

Aged 0-19 2,452,770 253,288 1,360,229 839,253

Aged 20-64 6,394,370 643,158 3,701,177 2,050,035

Aged 65 or more 1,819,726 152,045 1,100,194 567,487


1.7.5. Population trends (population on 31 December)

2002 2003 2004 2005 2006 2007

Total population

10,355,844 10,396,421 10,445,852 10,511,382 10,584,534 10,666,866

Increase 46,119 37,771 47,013 60,635 73,152 82,332

Births 111,225 112,149 115,618 118,002 121,382 120,663

Deaths 105,642 107,039 101,946 103,278 101,587 100,658


1.7.6. Main subdivisions of the workforce

2010 (1st quarter) Men Women Total Employed 2,405,408 2,022,964 4,428,372 Unemployed (ILO) 221,805 198,359 420,164 Non working 970,506 1,339,514 2,310,020

Source: Directorate-General for Statistics and Economic Information

Emploi et chômage. Enquête sur les forces de travail 2005

Service public fédéral Emploi, Travail et Concertation sociale

1.7.7. Breakdown of employment by level of education


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2007 Men Women Total

Num. % Num. % Num. %

Primary school or no diploma 197,040 8.06% 130,364 6.73% 327,404 7.47%

Lower secondary school 425,714 17.42% 247,357 12.77% 673,071 15.37%

Upper secondary school 1,004,180 41.09% 715,397 36.94% 1,719,577 39.26%

Short-type higher education 385,125 15.76% 542,225 28.00% 927,350 21.17%

Long-type (non-university) higher education 103,350 4.23% 71,427 3.69% 174,777 3.99%

University 328,295 13.43% 229,806 11.87% 558,101 12.74%

TOTAL 2,443,704 100.00% 1,936,576 100.00% 4,380,280 100.00%

Source: Directorate-General for Statistics and Economic Information – Workforce survey


1.7.8. Trends in the employment rate by region

1999 2000 2001 2002 2006 2007

Belgium 59.3 % 60.5 % 59.9 % 59.9 % 61.00% 62.00%

Women 50.4 % 51.5 % 51.0 % 51.4 % 54.00% 68.70%

Men 68.1 % 69.5 % 68.8 % 68.3 % 67.90% 55.30%

Brussels-Capital Region 54.1 % 55.0 % 53.9 % 54.5 % 53.40% 54.80%

Walloon Region 54.8 % 55.9 % 55.4 % 54.9 % 56.10% 57.00%

Flemish Region 62.6 % 63.9 % 63.4 % 63.5 % 65.00% 66.10%

Source: National Statistics Institute, Workforce Survey



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2. General Organisation of the Education System and Administration of Education

2.1. Historical overview

The Dutch regime (1814-1830) encouraged the State and local authorities to assume responsibility for education (construction of infrastructure, teacher training, development of curricula and teaching methods). At the time of independence (1830), Belgium had over 4,000 public schools that were attended by 293,000 students out of a total population of 3½ million.

For information on:

● The Pacte scolaire, see 2.1.1.;. ● Compulsory education, see 2.1.2.; ● Devolution of education to the Communities, see 2.1.3.; ● Renovation of education, see 2.1.4.; ● Recent changes, see 2.1.5.; ● New political orientations, see 2.1.6..

2.1.1. The Pacte scolaire

Since the proclamation of freedom of education in the Constitution of 1831, institutional acts have regulated the respective roles of the public authorities and the Catholic Church in the provision of enseignement fondamental and secondary education. The main topics covered in these acts are the rights and obligations concerning the creation and grant-aiding of schools, and the place of Catholic religion courses. Depending on the political orientation of the public authorities, the laws tended to favour secular or Catholic positions, and tensions culminated in two ‘school wars’, the first one of which lasted ten years. At the end of the 19th century, parents who sent their children to public schools were excommunicated.

The second ‘school war’ erupted in 1951 between supporters of secular public schools and supporters of private – mainly Catholic – grant-aided schools. It lasted seven years. On 20 November 1958, the Pacte scolaire established 'school peace’ through a broad-based compromise agreement amongst the three major Belgian political camps: socialists, Christian democrats, and liberals. Signed into law on 29 May 1959, it applied to all levels from pre-primary to non-university tertiary education and ‘social advancement schools’ (adult education), by organising and standardising the relationships between the different réseaux, and by guaranteeing the real right to a free choice for families. The State has the right to create all levels of schools where there is a need (there was no longer any limit to the number of schools). Subsidies to private grant-aided schools were generalised. In public schools, a religion course had to be organised alongside an ethics course. The same rules and regulations were applicable to studies in all réseaux.

Since then, the pacte scolaire remains a pillar of the organisation of the education system.

Histoire de l'enseignement en Belgique


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2.1.2. Compulsory education

In 1890, only 4% of children attended school for 6 full years. On the eve of World War I, the law of 19 May 1914 introduced compulsory education for all children aged from 6 to 12. This provision did not necessarily mean that the child had to attend courses in a school; lessons could, for example, be taught at home. The law stipulated that the compulsory education age would progressively be raised to 13 and then 14. However, this law was not applied until after World War I. Thereafter, several projects attempted to increase the compulsory education age to 15 or 16. In 1970, the average school-leaving age was 15 years and 8 months.

The law of 29 June 1983 extended the compulsory education obligation to cover a period of 12 years (from age 6 to 18). The purpose of this reform was to ensure improved student qualifications and consequently to provide students with better job-market insertion opportunities. By delaying the entry of students onto the labour market, it also contributed to reducing the constantly rising percentage of young unemployed. Since the French Community's adoption of the law on school majority, young people are no longer subject to compulsory education after their eighteenth birthday (for more information, see 2.5.1.).


Loi décrétant l'instruction obligatoire et apportant des modifications à la Loi organique de l'enseignement primaire

Loi concernant l'obligation scolaire

2.1.3. Devolution of education to the Communities

Until 1961, a single minister was responsible for national education. As such, he or she was responsible for education planning and policy. From 1961 to 1980, there were two ministers: one for the French- and German-speaking systems, and the other for the Dutch-speaking system. In 1980, the year when limited and provisional devolution of education to the Communities became effective, the national ministers ceded a very limited part of their jurisdiction to Community ministers through the implementation of a revision to the constitution.

It is only since the 1988 revision to the constitution that Community ministers have had practically all of the powers formerly held by the national ministers as regards education. Since January 1, 1989, education is devolved to the Communities. That means that a single national legislation was progressively replaced in numerous domains by differentiated legal and regulatory provisions in the form of reforms representing different political convictions, though still on a common and enlarged institutional base.

Community devolution was not accompanied by the allocation of sufficient financial means to be able to define new, more aggressive policies. During the first years of devolution to the Communities, there were hence widespread protest movements by teachers who demanded, amongst other things, a financial revaluation of their position.

In a context of budgetary tightening, different rationalisation measures were implemented. Two measures in particular provoked strong reactions from teachers' unions and tertiary education students. These involved the reorganisation of education (merging or eliminating poorly attended secondary schools, setting up the


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Hautes Écoles in non-university higher education), and modifying the teachers' sick leave scheme. Significant redundancies were recorded in secondary education at the beginning of the 1996-1997 school year, leaving traces that are still visible 10 years later.

In 2001, a refinancing of the Communities was embarked upon (for more information on the financing of education, see 2.8.1..

Loi de financement des Communautés et des Régions


2.1.4. Renovation of education

Starting in the 1970s, the Communities launched a reform process for enseignement fondamental. This overall reform process encompassed objectives, teaching methods and the organisation and content of education. Above all, the initiatives addressed the need to introduce more flexibility in education, to use methods adapted for young children, and to respect, to the extent possible, each child's learning pace. In 1977, a first restructuring launched the trial of the ‘5-8 cycle’, which was designed to ensure a smoother transition between the pre-primary and primary education levels (pupils aged 5 to 8).

The law of 19 July 1971 introduced a 'reformed' type of secondary education (see 5.1.). The split into streams was eliminated in the 1st and 2nd years, corresponding to the observation stage. Instead, a first ‘induction year’ receives young people who leave primary school without having totally assimilated the course content, and the second year provides children experiencing difficulty in general education with a vocational orientation. The choice of options is broader in the following two stages, known as orientation stage and determination stage. The entrance requirements for tertiary education were reviewed.

In June 1983, ‘reformed’ secondary education was again reorganised following the adoption of the law that lengthened compulsory education. Dual vocational education and training was created, which has since undergone various modifications. It is currently attended by only a narrow fringe of the school population.

2.1.5. Recent changes

Initiatives aimed at steering the education system were launched since the 1990s, in particular through standardised external assessment of students' competencies at the start of an education cycle (see 9.5.). Under the decree of 27 March 2002, the French Community created an Education System Steering Committee. The decree defines the Committee’s missions: the steering of education in the French Community is based on a forward-looking, anticipatory methodology – a way of making preparations for directions to be taken and decisions to be made, and of acquiring the means to improve the organisation or content of teaching. These means are obtained through reflection and the submission of proposals. Ensuring the coherence of education in the French Community is central to the work of the Committee. Its proposals and opinions represent a dashboard for political decision-makers, enabling properly motivated, responsible decisions to be made in the field of education.

An important Decree that defined the priority missions of the enseignement fondamental and secondary education, and which organised the structures designed to achieve these, was passed in July 1997. This Decree on the missions of school was the basis of important reforms, in the years that followed, affecting


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many aspects of education: curricula, participation of the education community in the management of schools, pupil assessment, procedures to appeal against decisions made by the conseil de classe, pupil guidance, regulations concerning enrolment and exclusions, free (no-charge) education, integration of pupils with special education needs in mainstream education, etc.

In 2001, following an institutional reform that allowed a refinancing of Belgium’s three linguistic communities, the government of the French Community adopted on 26 September 2001 a reference document that outlined its general objectives and action plan for the short and medium term: the ‘Charter for the future for the Wallonia-Brussels Community’.

Very early on, Belgium created specialised education, a dedicated, well-structured organisation for the education of children who are "apt to be educated but cannot attend an ordinary school". A decree of 2004 reformed different aspects of specialised education (see 10.1.).

As regards tertiary education, staff positions and titles in the hautes écoles were redefined, and artistic higher education was reorganised. In 2004, several decrees created the conditions for inclusion of higher education provided in the French Community within the European Higher Education Area.

Under the decree of 27 March 2002, the French Community acquired an Education System Steering Committee. The decree defines the Committee’s missions: the steering of education in the French Community is based on a forward-looking, anticipatory methodology – a way of making preparations for directions to be taken and decisions to be made, and of acquiring the means to improve the organisation or content of teaching. These means are obtained through reflection and the submission of proposals. Ensuring the coherence of education in the French Community is central to the work of the Committee. Its proposals and opinions represent a dashboard for political decision-makers, enabling properly motivated, responsible decisions to be made in the field of education.

On 31 May 2005, the Government of the French Community adopted the Contrat pour l’école. This defines ten priorities shared by all school partners, belongs in the context of the refunding of the French Community, and covers the period 2005-2013.

Le tableau noir de l'école

2.1.6. New political orientations

In late 2004, a consultation process was launched between the Minister in charge of education and all partners involved. The purpose was to define the objectives, principles and priorities of a strategic ‘Contract for education’. The result was a joint declaration signed by 22 players in the domain of education, which laid down 3 priorities:

● upgrading the quality of education; ● fighting against inequalities in education; ● modernising the organisation of the education system.

On the basis of a very wide-ranging consultation (decentralised debate evenings open to all, calls for individual reactions, etc.) the process led, in May 2005, to the ‘Contract for School’, which assigns to the education system 6 objectives to be attained by June 30, 2013:

● increasing the level of education of the school-going population;


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● improving the performance of each child; ● increasing the number of pupils who are not lagging behind; ● favouring social diversity in each school and each stream; ● setting the various streams on an equal footing so that the choice of stream becomes a positive

choice; ● fighting against all relegation mechanisms existing at the level of educational institutions.

Ten priorities are defined and given expression as an arsenal of concrete measures:

● More teachers for our children; ● Enable mastery of basic competencies for all our young people; ● Give efficient education advice to all young people; ● Choosing and learning a job at school; ● Better prepare teachers; ● Give to pupils and teachers the tools to acquire knowledge; ● Valuing teachers; ● Permanently steering schools; ● No to ‘ghetto’ schools; ● Reinforcing the dialogue between schools and families.

The work has started as of 2005 on these bases, and continued in subsequent years.

As regards ongoing education and training of youngsters who have left schools and adults, a number of action plans have been elaborated, some of which jointly by the French Community and the Regions, which emphasise efforts to better structure public policies and the transversality of measures (see 7.1.).

The declaration of Community policy 2009-2014, adopted following the June 2009 elections, stipulates the continuation of previously launched projects, while performing an objective assessment of what they have achieved and how they can be improved. Among the priorities are included the ambition to organise excellent education for all, by means of the steering of the education system, emancipation and the success of every pupil, support for teachers, a re-foundation of qualifying education, the positioning of the pupil at the centre of the school’s concerns, the redefinition of art education, the establishment of synergies between specialised and ordinary education, the consolidation of relations between school and families and schools that are open and integrated in their environment. Higher education must be of a high quality and accessible to all, thanks to the democratisation of access to courses and to students’ success, measures to improve the consistency of higher education provision, the guarantee of quality higher education, career and training support for staff, the guarantee of the specific features of higher arts education, the renovation and adaptation of buildings and the continuation of the refinancing of higher education. Social advancement education must be repositioned at the centre of a philosophy of lifelong learning thanks to the expansion and adaptation of education provision, the promotion of training in secondary education, increased collaboration between institutions, the positioning of social advancement education within full-time higher education, the recognition of qualifications, the positioning of distance learning as an integral part of social advancement education and, finally, more attractive careers within this branch of education. The declaration also stipulates that pupils must be given a high-quality reception and guidance, with local creches, high quality childcare for those aged two and a half to 15 years, and support for families.

2.2. Ongoing debates and future developments


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A decree granting additional funding to schools in order to recruit safety advisers was adopted by the Parliament of the French Community on 24 March 2009, but will only enter into force in 2013. This decree will apply to pre-primary and primary education, secondary education, social advancement education and the Centres for Psychological, Medical, and Social Services.

A draft decree making provision, among other things, for funding to improve the staff-pupil ratio in disadvantaged schools by means of a levy in the more wealthy institutions, called the ‘Robin Hood decree’, drew fierce criticism and was eventually drastically amended.

2.3. Fundamental principles and basic legislation

The fundamental principles applicable to education ordained by the Pacte scolaire were enshrined in the Constitution (Article 24):

"1. Education is free, all pre-emptive measures are prohibited; offences are redressed solely by law or decree. The Community guarantees parental free choice. The Community and the pouvoirs organisateurs of grant-aided public schools and non-denominational private grant-aided schools who wish to do so, administer neutral education. Neutrality implies, in particular, the respect for parents' and students' philosophical, ideological, or religious concepts. Schools run by public authorities offer, until the end of compulsory education, the choice of instruction in a recognised religion or in non-denominational ethics.

2. If a Community, acting in its capacity as an pouvoir organisateur, wishes to delegate responsibilities to one or more independent bodies, it shall only be able to do so by a decree adopted by a two-thirds majority.

3. Everyone has the right to education in the respect of fundamental rights and liberties. Access to education is free of charge until the end of compulsory education. All students attending compulsory education have the right to ethics or religious instruction at Community expense.

4. All pupils or students, parents, staff members, and educational establishments are equal under law or decree. Laws and decrees shall address the objective differences, in particular, the characteristics specific to each pouvoir organisateur, which justify adapted treatment.

5. The organisation, recognition, or subsidy of education by the Community is regulated by law or decree."

Thus, the organisation and administration of education fall under the jurisdiction of the Communities, which are empowered to develop their education policy fully independently.

For information on:

● Freedom of education, see 2.3.1.; ● Réseaux, see 2.3.2.; ● Free (no-charge) compusory education, see 2.3.3.; ● Co-education, see 2.3.4.; ● Objectives, see 2.3.5.;


2.3.1. Freedom of education


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Freedom of education is enshrined in the Constitution. The organisation of schools may not be subject to any restrictive measures. It is therefore possible to organise schools that have no ties to public authorities. However, schools that wish to confer recognised credentials and benefit from subsidies from the Community must comply with the provisions of laws, decrees, and regulations. The vast majority of schools are either organised or grant-aided by the Community. The responsibility for a school is vested in the person or legal entity known as the pouvoir organisateur.

Article 6 of the Pacte scolaire stipulates: ''Provided that a curriculum and schedule meet the legally established minimum requirements, each pouvoir organisateur shall be free, for its school system and even for each educational institution, to set its schedules and, subject to ministerial approval in order to ensure the level of studies, to set its curricula. Each pouvoir organisateur is free to choose its own teaching methods."'

Constitution

2.3.2. Réseaux

Education is structured as follows:

● Public SCHOOLS (organised by public authorities)

○ Schools organised by the French Community - 1st réseau Character: neutral (non-denominational)

○ Public grant-aided schools - 2nd réseau

▪ Schools organised by the provinces Character: denominational or non-denominational

▪ Schools organised by municipalities or other public entities Character: denominational or non-denominational

● Private grant-aided SCHOOLS (organised by private associations or persons)

○ Private grant-aided schools - 3rd réseau Character: denominational, non-denominational, or pluralist

In the Brussels Region, the French Community Commission (COCOF), made up of French-speaking ministers and councillors, ensures the administration of provincial schools in the Province of Walloon Brabant.

The Pacte scolaire imposes obligations on the Communities in order to guarantee parents’ free choice of the type of education they wish their children to receive. Depending on its character, education is ranked in one of the following categories: denominational (predominantly Catholic), non-denominational (including neutral education), and pluralist. The latter type is not actually found. The character has no legal definition.

Amongst private grant-aided schools, Catholic education has the most important place by a wide margin. These schools are organised by dioceses, congregations, parishes, and Christian associations. The Community also subsidises Jewish, Islamic, and Protestant denominational schools, mostly at the primary level. There are also a few non-denominational private grant-aided schools, such as Decroly schools.

Public schools must respect the philosophical and religious opinions of all parents and offer the choice between instruction in one of the recognised religions (Catholic, Protestant, Jewish, Islam, or Orthodox) and the ethics it inspires, or a non-denominational ethics course.


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Education for which the Community is the pouvoir organisateur must be neutral. Neutrality is defined in terms of respect for all parents' philosophical or religious beliefs and in terms of teaching staff behaviour. At least three quarters of the teaching staff hold a diploma from public and neutral education.

Strictly private schools recognised by the Community are almost non-existent. Non-recognised private schools are mainly organised at the tertiary level of education.

Conseil des Pouvoirs Organisateurs de l'Enseignement Officiel Neutre subventionné (CPEONS)

Conseil Général de l'Enseignement Catholique (CGEC)

Secrétariat Général de l'Enseignement Catholique en Communautés française et germanophone (SeGEC)

Service général des Affaires pédagogiques et du Pilotage de l'enseignement organisé par la Communauté française, AGERS

Conseil de l'Enseignement des communes et des provinces (CECP)

Décret du 31/03/1994 définissant la neutralité de l'enseignement de la Communauté

Loi modifiant la législation relative à l'enseignement gardien, primaire, moyen, normal, technique, artistique et spécial

2.3.3. Free (no-charge) compulsory education

Throughout compulsory education, access to education is free of charge; no school fees may be demanded. Only non-EU nationals who come to Belgium on their own to study are required to pay a special registration fee. The Communities bear part of the cost for traditional school supplies.

In enseignement fondamental, the reimbursement of certain expenses can nevertheless be requested from parents:

● charges for certain services or supplies associated with the pouvoir organisateur's pedagogical plan provided these are optional (joint purchasing, charges for participating in certain optional activities, magazine subscription charges);

● entrance fees to swimming pools and cultural and sports activities that are part of the pouvoir organisateur 's pedagogical plan or the institution’s school plan, including related transportation;

Costs which may be charged optionally must be shown clearly as such in the fee note issued to parents.

At the secondary level, financial contributions can also be requested from parents for the same categories of expenses as in the enseignement fondamental. Additional expenses can be claimed for the loan of school books, personal equipment and tools, and for group purchases and optional activities.

The pouvoirs organisateurs may establish a flat fee corresponding to the estimated average cost of these different expenses.

However, the Decree on the missions of schools specifies that, when charging expenses, the pouvoirs organisateurs must make sure that the schools consider students' social and cultural origins in order to


30

guarantee equal social, vocational, and cultural insertion opportunities for all. Non-payment of costs may not under any circumstances constitute grounds for refusing an enrolment or for exclusion.

Since January 1, 2003 each participation council (see 7.1.1.) is responsible for globally reviewing the various costs claimed from pupils during the course of a year for the organisation of cultural and sporting activities. For the payment of these costs, the implementation of solidarity mechanisms between pupils can thus be foreseen by this same council.

With effect from the school year 2008-2009, charges for the official endorsement of degrees and teaching certificates in compulsory education and social advancement education have been scrapped.

Since the refinancing of the French Community (see 2.1.5 ) .the room for manoeuvre for operating new, ambitious policies and for reinforcing existing schemes has gradually increased. The Contrat pour l’école is one of the outcomes of this new situation, and this is also the context within which education institutions are now experiencing a significant, continuous increase in their operational funding.

This increase represents the first element which the pouvoirs organisateurs will need to take advantage of in order to limit as far as possible schooling costs borne by pupils and their families. As an illustration, 42 million euros of extra money was earmarked purely for operational grants and subsidies aimed at education institutions in 2006 in the French Community’s budget, which thus reached a total of 475 million euros (not including the special budget for school buildings). These new funds have to grown year by year, raising the total by nearly another 18% by 2010.

The specific budgets earmarked by the French Community for cultural awareness-raising activities for students (Culture-École) or the purchase by education institutions of textbooks and educational software in connection with the Contrat pour l’école will also have the effect of gradually increasing the effective provision of free schooling. Thus, to take this last point, since 2006 a budget has been granted every year to education institutions in addition to their traditional operating subsidies. The budget earmarked for the purchase of approved school textbooks in 2009 was €1,497,750 for primary education and €499,250 for secondary education. The 2009 budget for approved school software packages was €538,000. This special budget will also be increased annually, reaching over 2.75 million euros in 2010 and 3.55 million euros in 2013.

Thanks to these new resources, education institutions should now be able to ensure the success of their various pedagogical plans, school plans and missions, while gradually relieving students and their families of as many of the costs associated with their schooling as possible.

A fee can sometimes be charged for child-minding services before and after class periods in the enseignement fondamental and secondary schools. Certain schools provide hot meals for a fee to children who eat at school during lunch break.

Contributions to travel expenses are provided for pupils attending compulsory education and do not find the school of their choice within a reasonable distance from their home

Material and financial support is offered under certain conditions starting from secondary education (see 5.9.).

Loi décrétant l'instruction obligatoire et apportant des modifications à la Loi organique de l'enseignement primaire

2.3.4. Co-education


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Pursuant to the European directive of 9 February 1976, all Member States must institute provisions to ensure equal treatment of men and women as regards working conditions and access to employment, vocational training, and promotion. A prohibition of all sexual discrimination is designed to ensure equal access of young men and women to all education and training. The educational practice of non co-educational groups is a matter of pedagogical autonomy. After having specified the meaning of orientation and vocational training, parliament took steps to ensure that all schools accommodate boys and girls without discrimination.

The application of these provisions has accelerated and reinforced the already very marked trend towards co-education, a practice thought to be favourable to the emancipation of women

Missions de l'école Chrétienne

2.3.5. Objectives

The Decree on the missions of schools assigns four general objectives to compulsory education:

● promote self-confidence and the development of each student as an individual; ● enable all students to assimilate knowledge and acquire the competencies that qualify them to learn

throughout their lives and play an active role in economic, social, and cultural life; ● prepare all students to be responsible citizens that are capable of contributing to the development

of a society that is democratic, cohesive, pluralist, and open to other cultures; ● ensure equal opportunities to all students as regards their social emancipation.

To attain these general objectives, the knowledge and skills that must be developed by the students themselves or that are conveyed, are positioned as the acquisition of competencies. They are acquired both in classes and during other educational activities, and, in a general manner, from the organisation of daily life at school.

The pouvoirs organisateurs adapt the definition of their curricula and their pedagogical plan in order to address:

● the general objectives of education; ● learning, further development, and proficiency in the French language; ● learning mathematical tools; ● interest in knowing languages other than French and, in particular, communicating in those

languages; ● the importance of the arts, education in the media, and body movement; ● the understanding of science and technology and their interdependence; ● the transfer of cultural heritage in all its aspects and the discovery of other cultures, which, together,

provide signs of recognition and contribute to weaving a social bond; ● preservation of the memory of events, which assist in understanding the past and the present, from

the standpoint of a personal and collective attachment to the ideals that underpin democracy; ● understanding of the living environment, history, and, more specifically, the reasons and

consequences of European unification; ● understanding of the Belgian political system.

The French Community – for the schools it organises – and every pouvoir organisateur – for grant-aided schools – make sure that the schools they administer consider students' social and cultural origins in order to ensure equal opportunities for all as regards social, vocational, and cultural integration.


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The educational plan

The educational plan defines, in compliance with established objectives, the set of values, the choices of society, and the references from which an pouvoir organisateur defines its education objectives.

In 1998, an educational plan for ordinary and specialised enseignement fondamental and secondary education organised by the French Community was adopted, based on the guidelines described in the Decree on the missions of schools. This educational plan is consistent with the concept of neutrality and with the real public service role played by education organised by the French Community.

In public grant-aided schools, the educational plans vary amongst the pouvoirs organisateurs. Some of them are aligned with the French Community's educational plan, whilst others adhere to the educational plan of public grant-aided schools.

In 1995, the General Council of Catholic Education defined the missions for Christian schools. Christian schools serve humankind and educate through teaching, a service that it renders in light of the Gospel. It evangelises by educating. The cornerstone of Christian education rests on the insight that the education of man and the Christian's awakening to the faith form a unit. The one cultivates the other. This conviction forms the basis of Christian humanism. In a state of constant confrontation, faith and cultures mutually question and enrich one another. Christian schools take in Christians and the faithful of other religions, both believers and non-believers, who are invited to share the values that inspire the school's action.

The pedagogical plan

The pedagogical plan defines the educational aims and methodological choices that enable an pouvoir organisateur to implement its educational plan. For the schools that it organises, the French Community has chosen to stress consistency in its efforts by defining a common pedagogical plan for the different levels of ordinary and specialised compulsory education.

The school plan

The school plan, defined by the local education community, adapts the pedagogical plan of the pouvoir organisateur to fit the specific context of each school (see 2.6.4.1.).

2.4. General structure and defining moments in educational guidance


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Organisation of the education system in the French Community of Belgium, 2008/09

NON UNIVERSITAIRE COUR T

SECONDAIRE DE QUALIFICATION TECHNIQUE / AR TISTIQUE

41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710

UNIVERSITÉ

NON UNIVERSITAIRE LONG

ENSEIGNEMENTMATERNEL

ENSEIGNEMENT PRIMAIRE SECONDAIRE DE TRANSITION GÉNÉRAL / TECHNIQUE / AR TISTIQUEBE fr

SECONDAIRE PROFESSIONNEL

Pre-primary – ISCED 0 (for which the Ministry of Education is not responsible)

Pre-primary – ISCED 0 (for which the Ministry of Education is responsible)

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

Lower secondary general – ISCED 2 (including pre-vocational)

Lower secondary vocational – ISCED 2

Upper secondary general – ISCED 3 Upper secondary vocational – ISCED 3

Post-secondary non-tertiary – ISCED 4

Tertiary education – ISCED 5A Tertiary education – ISCED 5B

Allocation to the ISCED levels: ISCED 0 ISCED 1 ISCED 2

Compulsory full-time education Compulsory part-time education

Part-time or combined school and workplace courses Additional year

-/n/- Compulsory work experience + its duration Study abroad

Source: Eurydice. Education is divided into four levels, which correspond to the following age groups:

● Pre-primary education (also known as nursery school) for children aged two-and-a-half to six. ● Primary education for children aged six to twelve.

These two levels are collectively referred to as enseignement fondamental

● Secondary education for young people aged twelve to eighteen and over. Type I secondary education (known as ‘reformed’) is organised in two-year stages. The first is called observation stage, the second orientation stage and the third determination stage. Some institutions provide type II or ‘traditional’ secondary education, which consists of six years split into two 3-year cycles. A enseignement secondaire en alternance and training scheme is also organised for young people aged 15/16.

● Tertiary education, with different courses of varying duration, is provided for young people aged eighteen to twenty-five and over. Tertiary education is sub-divided into university and non-university education. There is long type and short type non-university education. The long type is of university level.

In addition to full-time ordinary education, there are also:

● Specialised education, for handicapped people aged three to twenty-one or older, organised at the pre-primary, primary, and secondary education levels;

● Part-time artistic education, known as ‘socio-cultural advancement’ education. This form of education is organised at the secondary and tertiary (short-type) levels;


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● Education for social advancement, designed for young people and adults who have left the school system and wish to acquire new qualifications or update their competencies; or also to obtain a qualification that they did not earn during their schooling. This type of education is organised at the secondary level (including specialised education) and the tertiary level (short and long). Since the extension of the compulsory education period, it may also target young people aged 15/16, who have satisfied their full-time compulsory education obligation and enter a part-time stream.

Décret définissant les missions prioritaires de l'enseignement fondamental et de l'enseignement secondaire et organisant les structures propres à les atteindre

2.4.1. Defining moments in educational guidance

Pre-primary education and the first eight years of compulsory education constitute a single educational continuum, which is structured in three phases and designed to provide all students with the socles de compétences necessary for their social insertion and the pursuit of their studies.

These phases are:

1 from the start of pre-primary education to the end of the second year of primary education; 2 from the third to the sixth year of primary education; 3 the first two years of secondary education.

The first phase is organised in two cycles:

1 from the start of nursery school to the age of 5; 2 from age 5 until the end of the second year of primary education.

The second phase is organised in two cycles:

1 the third and fourth years of primary education; 2 the fifth and sixth years of primary education.

The third phase is organised as a single cycle.

Children who successfully complete enseignement fondamental receive a primary education certificate.

Secondary education is in principle common to all pupils for the first two years. Nevertheless, in order to provide a differentiated track that is better adapted to the needs of certain pupils, the first two years can also be organised in a differentiated manner.

Upon completion of the first cycle of secondary education, several options are available. The choice of a stream in the 3rd year of secondary education is crucial, since it orients both studies and the later choice of a career.

The Decree on the missions of schools specifies that the pouvoirs organisateurs must rule out any measure that could lead to a hierarchy between schools or streams and forms of education organised in secondary education. The different forms and streams should be considered different ways to attain the general objectives defined by the decree.

Young people can choose between:


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● a transition stream, also known as 'general and technological humanities', designed for those who intend to go on to tertiary education, whilst still retaining the option of entering the labour market:

○ general;

○ technical;

○ artistic.

● a qualification stream, also referred to as 'vocational and technical humanities', designed for those who wish to have a trade upon completion of secondary education, whilst still retaining the option of going on to tertiary education (often short-type);

○ technical;

○ vocational;

○ artistic.

A dual vocational education and training (CEFA, see 5.20. parag. B) at lower or upper secondary level is also offered. It is accessible from age 15/16.

Young people may be reoriented upon completion of the 2nd stage of secondary education. Orientation towards specialised education is also possible as of the pre-school level.

Full-time higher education is provided in four types of institutions: universities, hautes écoles , art colleges, and architecture colleges.

2.4.2. Organisation chart: Structure of the Education System

2.5. Compulsory education

For information on:

● The compulsory education period, see 2.5.1.; ● Monitoring of compliance, see 2.5.2.; ● Penalties, see 2.5.3..

2.5.1. The compulsory education period

The law regulates compulsory education. Every underage child must attend school from the school year during which he or she turns 6 until his or her 18th birthday (legal age).

Attendance is full-time until age 15/16 and includes a maximum of seven years primary education and at least the first two years of full-time secondary education. Only children who did not attend the first two years of secondary education by age 15 are required to remain in full-time education until age 16. If a 15-year-old pupil has completed the second year of full-time secondary education (even without successful completion), then he or she no longer falls under the obligation of compulsory full-time school attendance. In no case is compulsory full-time school attendance extended beyond age 16.

The requirements for part-time compulsory school attendance are met when the teenager attends full-time secondary education or dual vocational education and training or another programme recognised as


36

meeting the compulsory schooling requirements. (In January 2009, a series of training courses approved by the SFPME in Brussels or the IFAPME in the Walloon Region see 7.3.4 .were recognised as satisfying the compulsory education obligation on a part-time basis).

A committee established in 1984 examines applications for compliance of training programmes with the compulsory schooling requirements. The programme must include at least 360 hours per year if it is attended before the end of the school year in which the minor subject to compulsory education reaches age 16; and at least 240 hours per year if it is taken between July 1st of the year in which the minor subject to compulsory education reaches age 16 and the end of the school year in which he or she reaches age 18. The programme must be educational and prepare the student to engage in an occupation. The list of recognised training programmes is published in the Belgian Official Gazette: they are mainly the apprenticeship schemes organised by independent professions and the programmes taught in dual vocational education and training centres, (CEFA, see 5.20.).

Attendance of pre-primary education is not compulsory. Only pupils who attend nursery school during the first year of their compulsory education are required to attend on a regular basis.

Minors subject to the compulsory education obligation who are not enrolled either in a school institution organised or subsidised by the French Community or recognised as dispensing education satisfying the compulsory education obligation fall into the category of home schooling. This is subject to inspection of the level of studies performed by the General Service of Inspection (on the basis of the sets of standards defined by the Missions Decree), of the pursuit of the objectives assigned for compulsory education by the aforementioned decree, and of the use of fundamental texts. Minors classified as receiving home schooling must be enrolled for various tests according to their age:

the common external test held with a view to obtaining the primary education certificate, the examinations held with a view to orientation certificates assessing the first stage.

Should the minor fail these tests, he must be enrolled in an education institution.


Arrêté du Gouvernement de la Communauté française fixant les conditions pour pouvoir satisfaire à l'obligation scolaire en dispensant un enseignement à domicile

2.5.2. Monitoring of compliance

In 1996, a new bar-coded school registration card was introduced for all pupils subject to compulsory education. Its implementation is the culmination of long deliberations lasting more than twenty years and a consequence of the awareness of the serious problems posed by dropping out of school in the early nineties. The French Community needed to choose a platform that is independent of the schools' installed base of computers. The simple bar-code card met this imperative.

The bar code is linked to the national registration number for individuals. It makes it possible to compare the potential school population (based on the national register) to the enrolled school population, using the registration cards held by schools that provide education or training that complies with compulsory education requirements. As such, it becomes possible very early in the school year to identify young people who are not attending school, enabling the authorities to intervene in the case of a failure to comply with the compulsory school attendance obligation.


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The project matured progressively and its implementation was enriched by additional functions. Based on the current status, the functions can be summarised as follows:

● the pupil registration card is a tool that protects children's right to education by early and automatic identification of young people who are not attending school;

● it functions as a budgetary management tool because it counts students eligible for appropriations or grants;

● it is a school system management tool, enabling analysis of pupil flows year over year, by form, stream, etc.

Convergence between files created with the assistance of the Inspectorate and schools and the data from the National Register is constantly improving. Each year, no later than December 1st, a list of pupils subject to the compulsory education obligation who are not enrolled in a school and not authorised to take home education is handed to a Youth Services counsellor. The information is managed in such a way that privacy is ensured.

A pupil subject to the compulsory education obligation is said to be dropping out of school when neither enrolled in a school nor receiving home education, or absent from school without a valid reason for more than 30 half-days – as of the 2nd stage of secondary education. On the 10th day of unjustified absence at the latest, in both primary and secondary education, the head of school summons the pupil and his or her parents to a meeting. A decree passed in December 1998 defines the meaning of a half-day of unjustified absence. In secondary education, pupils dropping out of school lose their status as ‘regularly enrolled’ pupils, which leads to changes in the calculation of the allocation of periods, (see 2.8.4. and 2.8.6.).

Regarding minors subject to compulsory school who are classified as receiving home schooling, inspection of the level of studies may take place at any time, subject to the provision of prior notice to those responsible for the minor, and at least once during the years in which the minor turns eight and ten years. The inspection may be individual or collective. In the event of a negative decision by the Home Schooling Commission, based on the conclusion from the inspection, a new inspection is carried out. If, following the second inspection, the Commission decides that the study level does not conform to standards, the minor must be enrolled in an institution providing education which is recognised as enabling the compulsory education obligation to be satisfied.

Arrêté du Gouvernement de la Communauté française relatif au contrôle de l'inscription scolaire

2.5.3. Penalties

The law of 29 June 1983 provides for the possibility of a fine for each minor that does not respect the compulsory education obligation. In the case of a repeat offence, the fines can be doubled or a prison sentence of one day to one month can be imposed. The public prosecutor can refer the matter to the Youth Courts, which can order measures to be taken against the persons exercising parental control or having the legal or actual guardianship of the minor subject to the compulsory education obligation.


2.6. General administration


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For information on:

● The general administration at national level, see 2.6.1.; ● The general administration at regional level, see 2.6.2.; ● The general administration at local level, see 2.6.3.; ● Management and administration of educational institutions, see 2.6.4..

2.6.1. General administration at national level

Responsibility for education has been devolved to the Communities. There is no national administration by level of education.

To date, and since January 1, 1989, only three prerogatives included in the Constitution remain under the jurisdiction of federal authorities. These are:

● defining when compulsory schooling begins and when it ends; ● the minimum requirements for issuing diplomas; and ● the pension scheme.

In 1994, the departments of the Ministry for National Education remaining at the federal level merged with the Planning Department for Scientific Policy in a new structure called the Federal Department of Scientific, Technical, and Cultural Affairs. Only military training, which has its own special characteristics, remains under the jurisdiction of the federal parliament and under the authority of the Minister of National Defence.

Constitution

2.6.2. General administration at regional level

The Communities have the primary responsibility for educational matters. Therefore, in this context, the expression ‘regional level’ translates as ‘Community level’. The Regions' only responsibility for the education system relates to school transportation, which was transferred to the Regions in 1991, and vocational training, which was transferred in 1993. As part of their vocational training policy, the Regions are developing increasingly numerous contacts with secondary technical and vocational schools. The Regions also subsidise various university/enterprise joint initiatives, e.g. in the new technologies sector.

Also since 1993, the Regional administration participates in the administration of school buildings together with the French Community.

The Government of the French Community has a dual responsibility:

● it is the pouvoir organisateur for schools administered by the French Community and, as such, establishes structures, curricula, and methods; it administers schools, and takes all measures with a view to improving their operation;

● it regulates public and private grant-aided schools, in compliance with the applicable constitutional and legal provisions.


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The Government of the French Community is composed of seven ministers, three of whom have distinct responsibilities in the area of education:

● The Minister-President, in charge of compulsory education and social advancement education, ● The Minister of higher education. ● The Minister for scientific research and the civil service.

A. The Ministers’ Cabinets

Each minister is assisted by a cabinet. This is a group of people who assist the ministers to accomplish the tasks entrusted to them. The cabinet's term is linked to the government's term, i.e. a maximum of 4 years.

In compliance with the guidelines defined in the Declaration of community policy, the cabinet's role, with the assistance of the administration, is to translate into enactments (decrees, ordinances, and ministerial orders), the decisions taken by the policy-making bodies (the Community Council and Government). It is also responsible for preparing the ministers' decisions and advising them on everyday tasks.

B. The Ministry of the French Community

Like any central administration, the role of the Ministry of the French Community is primarily to execute ministerial decisions. Nevertheless, it is sometimes involved in the technical study of new regulations (laws, decrees, etc.).

One of its missions is to transform into circulars the content of decree and regulatory provisions initiated by the legislative powers and the French Community executive. These circulars are sent to all people whose task is to administer the structures that are part of the Ministry of the French Community and/or who are concerned, for a variety of reasons, by its actions.

At the different levels of education, the administration is responsible, in one way or another, for administering the following areas:

● the general characteristics of schools; ● the structure of the specific education on offer at each school, i.e. forms, years of study, streams,

options, courses, programmes, etc. that each school is authorised to organise in compliance with the standards and rules in effect;

● the compliance of schedules, i.e. the combination of courses attended by each student during a week;

● the regularity of student enrolment; ● school population flows (from the standpoint, in particular, of monitoring standards, the different

calculations of teacher/pupil ratios, statistics, etc.); ● the calculation of staffing levels; ● the calculation of administrative and auxiliary education staffing levels; ● the calculation of operating subsidies or grants; ● determining the job positions eligible to be organised/subsidised (in compliance with staffing

standards) and assigning teaching staff (in compliance with statutory rules).

In all these areas, the implementation of regulations necessarily involves a monitoring aspect, but also the aspect of serving the heads of school and the pouvoirs organisateurs: this means providing them in useful time with all the necessary information and tools needed to serenely organise their schools, with all the legal guarantees both for students and staff members.


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From today and based on a 10-year plan, the dual objective of monitoring and service can be implemented more effectively, owing to the use of computerised management, which, in particular, is designed to integrate all the different sectors of involvement at the individual-school level.

The Ministry employs around 4,000 people.

Two education information servers were set up by the General Administration for Education and Scientific Research: http://www.enseignement.be et http://www.restode.cfwb.be.

The first hosts information that concerns the three réseaux and is an education showcase for the French Community of Belgium, whereas the second is specific to schools administered by the French Community.

C. Organisation Chart of the Ministry of the French Community

General Secretariat :

● General Secretary ● Services under the authority of the General Secretary ● General Directorate of Audit, Coordination and Support (including the Directorate of International

Relations) ● Social Service ● General Directorate of Personnel and the Civil Service ● General Directorate of Budget and Finance ● General Department of Audiovisual and Multimedia ● External body

The General Secretary co-ordinates five general administrations (see below)

● General Administration of Infrastructure (that manages all school, cultural, and sports infrastructure) ● General Administration of Youth Services, Health and Sports ● General Administration of Culture ● General Administration of Education and Scientific Research (AGERS), which is the central point for

implementation of French Community education policy, both for pedagogical aspects and for staffing and structures

○ General Administrator

○ Observatory of Higher Education General Directorate of Compulsory Education

▪ Department of Open-Air Classes, Cultural and Educational Partnerships, Welfare Benefits and Reorientation Classes

▪ Department of School Population Verification

▪ Department of Accounts Verification

▪ Directorate of Schools Financing, Compulsory Education Control and Assistance to Schools (network of the French Community)

▪ Department for the Counting of Pupils (Law of 23 May 2000 on Community financing)

▪ Department for Compulsory Education Control

▪ Department for Enrolments and Assistance for Schools

▪ General Department of Primary and Pre-primary Education and Specialised Education

▪ General Department of Secondary Education and Centres for Psychological, Medical and Social Services (Centres psycho-médico-sociaux)

▪ Directorate for Relations between Schools and the Working World


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▪ Jury

▪ Community Commission of Professions and Qualifications (CCPQ)

▪ Centre for the Coordination and Management of European Projects

○ General Directorate of Non-compulsory Education and Scientific Research

▪ Support Unit for the General Directorate

▪ Directorate for the Management of the International Dimension of Higher Education

▪ General Department for Regulations and Scientific Research

▪ General Department for the Management of Higher Education

▪ General Department of Social Advancement Education, Part-time Secondary Artistic Education and Distance Learning

○ General Department for the Pilotage of the Education System

○ General Department for Education Organised by the French Community

○ General Department of Inspection

● General Administration of Education Personnel

○ Departments of the General Administrator

○ Departments under the Authority of the General Administrator (including the Department of Allocations and Student Loans)

○ General Department of Coordination, Design and Social Relations

○ General Directorate of the French Community Education Personnel

▪ Departments of the General Director

▪ General Department of Legal Status and Careers of the French Community Education Personnel

▪ General Department of Management of the French Community Education Personnel

○ General Directorate of the Grant-aided Education Personnel

▪ Secretariat and Common Departments

▪ General Department of Legal Status of Grant-aided Education Personnel and Administrative Litigation

▪ General Department of Management of Grant-aided Education Personnel

The Directorate of Allocations and Student Loans, the General Department of Teaching Personnel Management and Centres for Psychological, Medical, and Social Services (CPMS) for schools organised and subsidised by the French Community are decentralised at the levels of the Brussels Region and the 5 Walloon Provinces. In particular, these agencies manage administrative and financial records of personnel.

Administration générale de l'Aide à la Jeunesse, du Sport et de la Santé, Ministère de la Communauté française

Administration générale de l'Enseignement et de la Recherche scientifique (AGERS), Ministère de la Communauté française

Administration générale de l'Infrastructure, Ministère de la Communauté française

Administration générale des personnels de l'Enseignement, Ministère de la Communauté française


Cabinet du Ministre de la Santé, de l'Enfance et de l'Aide à la jeunesse


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Secrétariat général du Ministère de la Communauté française

Constitution

Décret du 05/07/1993 relatif au transfert de l'exercice de certaines compétences de la Communauté française à la Région Wallonne et à la commission communautaire française

2.6.3. General administration at local level

A. General Principles

The organisation of education has traditionally been highly centralised. Since the early 1980s, the trend has been towards reinforcing the administrative autonomy for both schools organised by the French Community and grant-aided schools. The movement implies greater empowerment at the local level and more autonomy for schools. In 1985, the schools organised by the French Community became separately managed entities.

Deregulation has been introduced in certain areas. It can be described as the simplification and reduction or elimination of rules and regulations enacted by the central authority. An example is the elimination of standards for class continuance and splitting in secondary education. The result of this elimination was to transfer to the local school administration the responsibility for determining the cases where classes should be split and poorly attended options should be continued. Deregulation can increase the autonomy of heads of school, but this is not automatically the case.

During the ‘Conference on Education and Training’, the desire to increase school autonomy was again expressed. This autonomy, which must necessarily include consideration of guidelines established by the community, must be accompanied by the decisional participation of the different partners in management and increased solidarity amongst the schools in the same education sector.

To organise the current and future education on offer more efficiently, the central authorities implemented a series of rationalisation and planning measures for the three réseaux by establishing school population standards, which schools must meet in order to be subsidised or established. These standards vary according to the population density of municipalities. The purpose of rationalisation is to progressively close or merge schools whose population is insufficient to enable a wide range of orientations. Recent measures of redeployment of secondary education led to the merging of schools with less than 400 students. However, there were exceptions to this general rule in certain situations (rural areas, underprivileged populations, etc.).

Planning relates to the creation of schools, and the organisation of new stages, options, and streams. Although planning itself is subject to strict rules, schools have a real margin to manoeuvre. Planning enables all schools to envisage completing, improving, or modifying its education offering, according to the needs of the public or the evolution of the labour market.

B. Responsibilities of the pouvoirs organisateurs


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Education can be provided by the French Community, a municipality, a province, or a local association, etc.

For public grant-aided schools, the pouvoir organisateur is made up of officials elected during municipal or provincial elections: the decision-making bodies are the College of the Burgomaster and Deputy Burgomasters, the Standing Deputation of the provincial Council, or the College of the French Community Commission (COCOF) for schools located in the Brussels Region.

For private grant-aided schools, the pouvoir organisateur is made up of private individuals, mostly in the form of a non-profit association (ASBL). The decision-making body is the annual general meeting; an executive board handles administration.

The vast majority of municipalities provide enseignement fondamental. Only the larger municipalities organise secondary and tertiary education. The provinces have principally created secondary and tertiary education schools. Private grant-aided education and French Community education are organised at all levels.

The pouvoirs organisateurs are responsible for staff recruitment, selection, nomination, and promotion, under the specific rules outlined in teachers' labour agreements, by réseau, see 8.2.6.. They are the teachers' employers.

Each year, the pouvoirs organisateurs receive operating grants based on the number of students enrolled in the institutions that they organise. Each pouvoir organisateur must manage its budget allocation in accordance with applicable legal provisions and standards for teacher/pupil ratios. The financing conditions for schools are described in 2.8.. For grant-aided schools, the day-to-day management of facilities and the construction of buildings are the responsibility of the local pouvoir organisateur.

Each pouvoir organisateur may determine its schedules and its curriculum provided that it complies with certain legally mandated rules and regulations; it may also freely choose teaching methods. Although there is a common core, local diversity is seen in curricula.

For each level of education, each pouvoir organisateur is required to establish general study regulations, which define, in particular, the criteria for quality schoolwork and procedures used by the conseils de classe to assess, deliberate, and communicate their decisions. Since the Decree on the missions of school of 24 July 1997, the general framework of studies must be accompanied by a school plan.

The pouvoirs organisateurs may be represented on representative and co-ordinating bodies. Thus, the Municipal and Provincial Council on Education (CECP) federates numerous pouvoirs organisateurs of public grant-aided schools.

Les chefs d'établissement scolaire dans l'Union européenne



Fédération des Etablissements Libres Subventionnés Indépendants (FELSI)




Décret organisant la représentation des pouvoirs organisateurs d'enseignement subventionné et de centres psycho-médico-sociaux subventionnés (1)


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2.6.4. Educational institutions, administration, management

A distinction should be made between a school and a school site. A school site is a building or group of buildings located at a single address. Although one school may have several school sites, it may only have one head of school who is responsible for all sites.

The missions of heads of school and administrative staff are described in 8.3.2..

In 1994, Local Joint Committees (CoPaLoc) for grant-aided schools were established for enseignement fondamental, secondary and tertiary education schools. The representatives of the pouvoirs organisateurs and trade unions that sit on these Committees define staff working conditions and intervene, in particular, in cases of temporary appointments of teachers, redeployments and assignment changes, when a school is taken over by another pouvoir organisateur; or to administer the use of the capital-périodes and the NTPP (in secondary education, the total number of teacher-periods allocated on the basis of the number of regular pupils is called NTPP). They set school opening and closing hours. They verify that the school plan conforms to the educational plan set by the pouvoir organisateur. They are also consulted on other questions. In grant-aided free education, a similar role is played by the works council, a local consultation body or the trade union delegation.

A ‘Local Consultation Committee’ (CoCoBa) is set up in each school organised by the French Community. It is composed of staff members and trade union representatives. Its principal mission is to provide consultation on teaching staff working conditions. It verifies that the school plan conforms to the educational plan set by the pouvoir organisateur.

2.6.4.1. Enseignement fondamental and secondary Education

The July 1997 Decree on the missions of schools enables each enseignement fondamental and secondary school to adapt its teaching and modify the organisation of courses: arranging the school schedule, option to organise part of qualifying training at companies, etc. Every ordinary and specialised enseignement fondamental and secondary school organised or subsidised by the French Community must have a school plan. The school plan defines the range of educational choices and specific concrete actions that the school's teaching team intends to implement – in co-operation with all players and partners – to achieve the aims of the educational plan and pedagogical plan set by the pouvoir organisateur.

The school plan is a tool to attain the decree's general and specific objectives and to acquire the required competencies and knowledge. Development of the school plan is based, in particular, on proposals submitted to the participation council by representatives of the pouvoir organisateur (see 2.7.1.1. and 2.7.1.2.).

The school plan is developed with consideration given to the following:

● the students enrolled in the school, their cultural and social characteristics, and their needs and resources in relation to the process of acquiring skills and knowledge;

● students' and parents' aspirations for occupational life and further studies; ● the school's social, cultural and economic environment; ● the natural, neighbourhood, and town or village environment where the school is located.

In the case of an ordinary school, the school plan establishes the pedagogical choices and priority initiatives that are implemented to foster the integration of specialised education students.


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The school plan is assessed each year (see 9.4.1.).

The capital-périodes scheme (see 2.8.4. and 2.8.6.) enables the education community to adapt the structure of enseignement fondamental schools according to pupils’ specific needs (creating an adaptation class, organising physical education classes, etc.). The capital-périodes is discussed in the local joint committees (see 2.6.4.) and the entity's consultation bodies (see 2.7.1.6.).

Each secondary school has a total number of teacher-periods, (NTPP), which may be distributed by stage, year, or group of years based on the number of regular students attending the school on the last day of class in the first quarter of the previous school year. The teacher-periods calculated in this way may be allocated to meet pupils’ education needs in consultation with the teaching team, and subject to the planning rules which establish the conditions required to create new options and streams.

Arrêté royal du 30/03/1982 relatif aux centres d'enseignement secondaire et fixant le plan de rationalisation et de programmation de l'enseignement secondaire de plein exercice



2.6.4.2. Hautes écoles

Each Haute École has at least as many departements as it provides study categories. Each department is administered by a director flanked by a Department Council. In a Haute École, a Steering Committee, Pedagogical Council, and Social Council are attached to the administration.

The Steering Committee is made up of the department directors and is chaired by a Director-President, who ensures that Executive Board decisions are carried out, takes decisions, and exercises the competencies of directors and deputy directors. The Pedagogical Council is a consultative body for all matters concerning the use of teaching methods and the assignment of human resources. The Social Council is consulted on all matters related to students' facilities and social conditions.

In schools administered by the French Community, the Executive Board consists of a Director-President, the department directors, four staff members representing trade unions, a representative of service, trades, and administrative staff, two persons chosen by the government from occupational sectors covered by the school, four persons chosen by the government to represent the general community, and student representatives (at least 20% of the Executive Board members).

Each Haute École must prepare an annual budget and a five-year plan, which specifies budget forecasts, staffing and teacher-training plans, research, investments, etc. This five-year plan must be approved by the government.

Each Haute École must have a pedagogical, social and cultural plan. The pedagogical, social and cultural plan, which is effectively the Haute École’s identity declaration, provides internal consistency, as well as consistency between the goals of the school, its internal and external partners (the business world, general community, etc.), and activities organised and resources allocated to them.

The following fifteen chapters appear and are developed in each pedagogical, social and cultural plan:


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1. Description of the resources implemented by the Haute École to address the general objectives of tertiary education;

2. Definition of the specific characteristics of the education linked to the character of the Haute École and the resources implemented to maintain those specific characteristics;

3. Definition of the specific characteristics of short- and/or long-type education provided by the Haute École and a description of the resources implemented to maintain those specific characteristics;

4. Description of the resources implemented by the Haute École to foster interdisciplinarity within an education category or between the education categories provided by the Haute École.

5. Definition of the Haute École's missions, reconciling these missions amongst themselves, and the availability of players, in particular teachers, to fulfil those missions;

6. Definition of the objectives of each education category and each course of study, by mentioning, in particular, the learning methods used and the objectives of generalisation and/or specialisation;

7. Definition of arrangements for bridging between the different tertiary levels of education; 8. Definition of quality-control methods implemented at the Haute École; 9. Description of the Haute École's pedagogical assessment methods and the frequency of

assessment procedures; 10. Description of the means implemented by the Haute École to combat school failure; 11. Description of the means implemented to favour student mobility within the Haute École,

amongst other Hautes Écoles, and amongst other Belgian or foreign higher education institutions;

12. Definition of the organisational arrangements made for the participation of players from the education community within the Haute École;

13. Description of the methods used to circulate information about, in particular, the decisions taken by the Haute École's administration;

14. Description of the means implemented to integrate the Haute École in its social, economic, and cultural environment;

15. Description of the means implemented to foster partnerships with other schools and/or entities from the social, economic, and cultural worlds.

The objectives of the pedagogical, social and cultural plan are set out in the form of the following chapters: ● Description of the resources implemented by the haute école to address the general objectives and

missions of tertiary education ● Definition of the haute école’s missions, reconciling these missions amongst themselves, and the

availability of players, in particular teachers, to fulfil those missions; ● Definition of the specific characteristics of short- and/or long-type education provided by the haute

école; ● Definition of the specific characteristics of the education linked to the character of the haute école

and the resources implemented to maintain those specific characteristics; ● Description of the means implemented to promote success and combat failure; ● Description of the means implemented to favour student and teacher mobility amongst other

Belgian or foreign tertiary education institutions; ● Definition of the organisational arrangements made for the participation of players from the

education community within the haute école and the circulation of information about, in particular, decisions taken by the haute école’s administration;

● Description of the means implemented to integrate the haute école in its social, economic and cultural environment;

● Definition of quality-control methods implemented at the haute école;


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● Description of the resources implemented by the haute école to foster interdisciplinarity within an education category or between the education categories provided by the haute école.

The pedagogical, social and cultural plan must specify all the means implemented to attain at least the objectives set out above.

The means and methods are freely determined either by the pouvoirs organisateurs providing tertiary education or by the Hautes École’s administration.

The pedagogical, social and cultural plan is a public document. It is available upon request from the Haute École’s administration.

The Community Pedagogical Committee makes a recommendation to the government on the compliance and approach of each Haute École's plan. This Committee is made up of contract or statutory staff members from government departments and, if necessary, experts designated by the government.

All proposals introduced by the Haute École's administration to modify its pedagogical plan are subject to approval by the instution’s Pedagogical Council and Student Council.

When the majority of the representatives of either staff members or students who sit on the Haute École's Pedagogical Council finds that the Haute École's administration is not implementing one or more means outlined in the plan, the Pedagogical Council is convened. If no solution is found at the local level, the Pedagogical Council can refer the matter to the Community Pedagogical Committee. A French Community administration inspector can also refer a matter to this Committee. If the problem is not resolved following the intervention of the Community Pedagogical Committee, the government may decide to reduce the subsidies or operational credits granted to the Haute École.

The Haute École administrations adopt study regulations. They establish, in particular, the objectives of each course of study, its description, the organisation of the academic year, disciplinary regulations and appellate procedures, rules applicable to splitting study years and remedial teaching, rules applicable to exemptions, and the provisions inherent in teaching methods. Finally, they mention the amount of registration fees. The study regulations are a public document made available to students before their enrolment.

Décret fixant l'organisation générale de l'enseignement supérieur en Hautes Ecoles

2.6.4.3. Art colleges

The art colleges or artistic higher education institutions are managed by an pouvoir organisateur and are assisted by a Pedagogical Management Council, one or more Options Councils, a Student Council and a Social Council.

The Pedagogical Management Council, which generally fulfils a consultative role, is charged with preparing the methods for the implementation of the institution’s tasks by defining its pedagogical and artistic plan and specific study regulations. It is made up of the director, the assistant director (if applicable), as well as representatives from the different categories of personnel and students.

The Options Councils submit to the Pedagogical Management Council their proposals relating to one or more options, aiming to meet the institution’s pedagogical plan. They are made up of all the teachers involved in the option and representatives of the students taking the option.


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The Student Council performs different tasks: representation, encouraging the participation of students, and defending their interests. In particular, it nominates the students’ representatives in the other councils. It is made up of representatives elected each year by the entire student body.

The Social Council is specifically charged with preparing a proposal for a social budget and allocate social credits, and to provide opinions on all questions relating to the social and material conditions that the students encounter. It is made up of students’ representatives and representatives of the administrative and teaching personnel.

A general study regulation is defined by the Government (exam periods, success criteria …), while an individual study regulation, specific to the institution, defines the organisation of the academic year while respecting the framework defined by the government, as well as the disciplinary rules and all the recourse procedures. These two documents are public.

The art colleges can enter into cooperation agreements to organise joint studies.

Following an opinion from the High Council of higher artistic education (see 2.7.2. section B), the Government defines the methods to control the quality of the education given.

Décret relatif à l'enseignement supérieur artistique

2.6.4.4. University higher education

A. Universities

In universities administered by the French Community, for example, the academic authorities are: the president, the academic council, the executive board, the vice-president of the executive board, the vice-president, the faculty deans, the secretary of the academic council, and the secretary of the executive board.

The French Community executive appoints the president for a four-year term from a list of three ordinary professors provided by the academic council. His or her responsibilities include the university's general administration and those academic matters that the law does not reserve for the academic council. The president chairs the academic council and executes its decisions. He or she also chairs the executive board.

The academic council consists of ordinary and extraordinary professors from the university. It debates any matters of interest to the university and tertiary education, as well as the possible creation of faculties, institutes, schools, and interfaculty centres. It exercises statutory powers and confers honorary degrees.

The Executive Board makes nominations for the appointment of academic staff (tutors, career scientific staff, etc.), directly appoints other staff members (assistants, student assistants, clinical interns, etc.) within the limits approved by royal decree and the budgets allocated by the Ministry of Education. It also appoints, subject to the same limitations, administrative staff below the rank of office manager, as well as specialised staff, and service and trades workers. It adopts a list of construction, furnishing, and maintenance work to be performed and communicates it to the competent authority; issues pre-project planning directives for these works; and approves specifications and blueprints. It submits university budget proposals to the Ministry of Education. It administers, subject to applicable law and regulations, the funds allocated to the university other than those to pay salaries, and distributes these funds to the different university departments.

Each institution submits an annual report to the responsible minister. This report outlines, in particular:


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● policy for monitoring first cycle students; ● measures taken to combat first cycle failure; ● reception, information, assessment, orientation, remedial teaching, and reorientation policy

measures.

The report also provides statistical data on enrolment, success, failure, and staffing ratios for all years of study.

Concurrent with its budget preparation, the university executive board establishes its staffing plan. The total number of ordinary and extraordinary professorships cannot exceed 20% of the total number of teaching and scientific staff positions.

The total number of designated or temporarily hired assistant positions cannot be less than 30% of the total number of teaching and scientific staff members.

Total staff salary costs cannot exceed 80% of the aggregated annual operating and supplemental allocations and the institution's other income.

B. Academies

Each association of universities (academy) is administered by an Academy Council made up of five representatives of each member institution: the university president and four representatives nominated by the university’s executive board, of which one student. The representation of each institution is renewed at the beginning of each presidential mandate.

The Academy Council is chaired by one of the presidents, chosen for one year. The other presidents (recteurs) are vice-chairmen. The Council elects a secretary from its members or the staff of one of the member institutions. The Council meets at least four times a year, or, under certain conditions, at the request of one of its members. The chairman sets the agenda. The Council sets its internal regulations. It may invite experts and institute committees.

The proposals submitted to the Academy Council are approved by majority voting. However, each president may veto decisions judged contrary to the interests of his institution. The representatives of member institutions that do not participate in a common formation or organisation do not take part in the vote on proposals submitted to the Council in this context. The executive boards of the member institutions ratify the decisions taken by the Academy Council, except as regards missions entrusted by one of the universities to the academy.

2.6.4.5. Social advancement schools

Each pouvoir organisateur for social advancement education has a grant that is calculated in units of 50-minute periods and allocated for each calendar year. Different education categories have been defined. The pouvoir organisateur allocates a grant for each school.

A social advancement school can be annexed to a full-time education school.

Service général de l'enseignement de promotion sociale, de l'enseignement artistique à horaire réduit et de l'enseignement à distance (AGERS)


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2.7. Internal and external consultation

Section 2.7.1. (Internal consultation) describes the different forms of consultation focused on the educational institution. Section 2.7.2. (Consultation involving players in society at large) describes different types of mechanisms for wider-ranging consultation.

2.7.1. Internal consultation

There are four types of internal consultation:

● consultation within the same school; ● area-level and entity-level consultation; ● consultation across different education levels; ● consultation across schools that have the same character or belong to the same réseau.

Consultation arrangements vary depending upon the level involved:

For enseignement fondamental (see 2.7.1.1.),

● within-school consultation takes place within the framework of the participation council and the Conseil de classe;

● consultation within a same réseau takes place in Entity Councils, Area Councils and Consultation Committees, as well as in the UVCB and SeGEc federations of pouvoirs organisateurs;

● consultation across different réseaux takes place within the General Council for pre-primary/primary education.

For secondary education (see 2.7.1.2.),

● within-school consultation takes place within the framework of the participation council and the Conseil de classe;

● consultation within a same réseau takes place within the framework of federations of pouvoirs organisateurs;

● consultation across different réseaux takes place in the General Council for secondary education consultation;

● consultation between schools with the same character (denominational/non-denominational) takes place in Consultation Committees and Area councils, in the CPEONS and in the Consultation Council for public schools.

For tertiary education (see 2.7.1.3.),

● consultation within a same réseau takes place at area level; ● consultation across different réseaux takes place in the Interuniversity Council, the General Council

of the Hautes Écoles, and the Inter-school type consultation council.

For social advancement schools (see 2.7.1.4.)

● consultation between different réseaux takes place within the Consultation Committee on education for social advancement.

For consultation between different levels of education (see 2.7.1.5.).


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For consultation between institutions of the same character or from the same network (see 2.7.1.6.)


2.7.1.1. Enseignement fondamental

A. Consultation within the institution

Generally, only one teacher is responsible for a class. He receives the help of teachers for special courses: physical education, ethics/religion, foreign language. These teachers work in several classes in the same institution and sometimes in several institutions.

The decree on the promotion of success at school recommends consultation between the school’s staff members in order to develop together the educational tools and ensure the monitoring of pupils during a cycle. By virtue of the decree of July 1998 which organises ordinary pre-primary and primary education, class teachers and teachers for special courses are required to hold at least 60 periods of consultation with their colleagues from pre-primary and primary education, as well as, when necessary, from secondary education; an assistance function for administrative or educational management is also foreseen in the decree.

Following the Decree on the missions of school, participation councils were created in each enseignement fondamental and secondary school in the different réseaux.

The participation council is made up of:

● the institution’s director and representatives of the pouvoir organisateur; ● representatives of the personnel elected by their peers; ● parents’ representatives; ● representatives from the social, cultural and economic environment; ● students’ representatives elected by their peers – except in enseignement fondamental.

This council is responsible for debating the school plan, to modify and extend it, to propose it for approval by the Minister or the pouvoir organisateur, to periodically evaluate its implementation, to propose adaptations and issue an opinion on the activity report (see 9.4.1.). The participation council is also consulted to give its opinion on the positive discrimination projects submitted to the Area Council, for the attribution of supplementary resources potentially obtained in secondary education in the framework of the positive discrimination mechanisms (see 2.8.3.4.).

Following the decree that reorganised pre-primary and primary education, the participation council gives its opinion on the timetable established for pupils, on learning one modern language or the choice between two languages, of the possibility of organising certain lessons and educational activities in sign language or in another language than French, etc. The participation council also has to be informed of the allocation of periods and the organisation of ethics and religion courses, and make comments on this subject.

The purpose of the participation councils is not to deal with details of the daily management of the institution, but to discuss fundamental options in specific areas, in order to develop an educational action that is motivating, dynamic and prospective, and in this manner to strengthen the decentralisation process and increase autonomy.

A decree which came into force on 1 September 2009 introduces various measures to facilitate the creation of an association of pupils’ parents where parents wish to have such a body (for example, if there is no initiative from the parents, the head of the school must call a general meeting of parents before 1 November


52

at which he explains the role of a parents’ association, among other things) and to ensure that it works effectively (in particular by ensuring that information is circulated).

The purpose of the Parents’ Association Committee is to:

● organise, together with the school management, a general meeting of parents, at least once a year; ● organise meetings of parents, in particular in order to discuss issues raised in the participation

council; ● ensure that information is circulated between parents of pupils at the institution and any

representative bodies; ● encourage active participation by all parents of pupils at the institution so as to enable them to play

an active and responsible role within their children’s school; ● to express opinions and/or proposals to the actors concerned.

B. Area-level and entity-level consultation

To promote more local consultation, French-speaking Belgium was divided up into twelve geographical areas for enseignement fondamental; the areas are further subdivided into entities. Co-ordinating bodies (consultation committees) were also set up for each level of education.

In enseignement fondamental, the areas co-ordinate actions taken by schools from several entities of the same réseau.

The Area Councils, established in 1993-1994, took decisions to provide resources for consultation initiatives and mutual assistance under the ‘success at school’ plan (see 4.1.). The objective is to value and develop positive teaching practices by establishing stimulating and constructive dynamics amongst same-school teachers and/or teachers from schools wishing to collaborate. The Area Councils discuss and approve action plans submitted by Entity Councils, plan for the replacement of teachers on sick leave and continuing education.

A coordinating committee has been created for each réseau to monitor compliance of the Area Councils’ decisions with the general and specific guidelines of the decree on success at school, and to arbitrate possible conflicts within an Area Council. For this purpose, it confers with representative trade union organisations.

For enseignement fondamental and secondary education, the areas are subdivided into local geographic entities.

For enseignement fondamental, each entity includes all schools of the réseau in one or more municipalities (+/- 5 to 10 schools); municipalities with over 5,000 students may create several entities.

Each entity has an Entity Council whose mission is:

● facilitating relations amongst schools and amongst pouvoirs organisateurs, ● exchanging experiences and strategies used in the teaching, administrative, and para-school

organisation, for example mutual-assistance initiatives for schools involved in promoting ‘success at school’;

● providing the resources and developing the processes necessary to attain the general framework objectives, e.g. by defining joint action plans;

● preparing reports and assessments for the relevant Area Council; ● fostering the emergence, as needed, of proposals and requests addressed to the Area Councils.


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The Entity Council may seek advice from the Inspectorate, educators, the centre psycho-médico-social, and parent associations.

Entity Councils representing different types of schools may sponsor joint initiatives in the same area.

The composition and operating rules of entity councils may differ across réseaux.


Décret du 14/03/1995 relatif à la promotion d'une école de la réussite dans l'enseignement fondamental

Loi relative aux expériences de rénovation dans l'enseignement primaire et dans l'enseignement gardien

2.7.1.2. Secondary Education

A. Within-school consultation

As in enseignement fondamental, each secondary education institution has a participation council see 7.1.1.and conseils de classe.

The conseil de classe includes all of the management and teaching staff responsible for a specific group of students. It is chaired by the head of school. Parents and pupils are not represented in the conseil de classe.

The conseil de classe is responsible for preparing an intellectual, social and behavioural report about each pupil at regular intervals, to draw the educational conclusions, propose assistance or remedial action, and if necessary, guidance or reorientation, to define a common approach towards each pupil, and at the end of the year, to take the decisions concerning promotion to the next class – with or without restrictions, adjournment (with the obligation to re-sit examinations in September), denial of promotion, and certification. It bases its opinion and decisions on various elements, such as

● the previous school record of each pupil; ● the intermediate results of each term, reports and examinations; ● information collected by the centre psycho-médico-social; ● interviews with the pupil and his or her parents.

B. Area-level and entity-level consultation

To promote more local consultation, French-speaking Belgium was divided up into ten geographical areas for secondary education. Co-ordinating bodies (consultation committees) were also set up for each level of education. As regards secondary education, the areas were further subdivided into entities.

A decree which came into force on 1 September 2009 introduces various arrangements to facilitate the creation of an association of pupils’ parents where parents wish to have such a body, and relates to both secondary education and pre-primary and primary education (for more details, see 7.1.1.).

Area-level consultation for secondary education has a twofold objective: on the one hand to prevent competition between same-character schools and, on the other, to reduce the profusion of options that


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previously resulted in a costly and unwieldy situation characterised by the organisation of 6,000 courses or options with an enrolment of just one to five students. In the past, option planning was handled exclusively by each pouvoir organisateur. At present, the Area Councils approve proposals to create core options developed by schools located in their area.

Since the school year 1992-93, the Area Councils make planning and in-service training decisions for secondary education; they also administer the organisation of additional third years.

In each area, two Area Councils have been established: one for non-denominational education (including neutral education) and one for denominational education. One Consultation Committee per character type oversees the Area Councils. The Consultation Committees and Area Councils consist of representatives from the pouvoirs organisateurs, including the Minister acting in his capacity as the organising body for schools operated by the French Community, plus administration and Inspectorate representatives.

For secondary education, as in enseignement fondamental, the areas are divided into entities (see 2.7.1.1. point B), but in this case the entities group schools with the same character.

Arrêté de l'Exécutif de la Communauté française fixant les obligations de concertation entre établissements de même caractère dans l'enseignement secondaire de plein exercice


2.7.1.3. Tertiary education

A. Within-school consultation

The multiplication of students’ movements and the emergence of common demands to be associated with the decision-making and management process of educational establishments have led the authorities to increase student participation in management bodies and to involve them actively in the implementation of the pedagogical plan.

An educational council and an executive board operate in the Hautes Écoles. The executive board is made up of members of the management and teaching personnel representing the educational council and the recognised trade unions, members of the supervisory staff, professional people, students and ex-students with diplomas, and other external people whose professions relate to the studies concerned. The members are partly elected and partly chosen by the Minister responsible for secondary education.

A Student Council is established in each Haute École. It is composed of at least seven students, elected by the departments. The Student Council proposes student representatives to the different bodies of the Hautes Écoles. The Student Council's mission is to represent all the students of the Hautes Écoles; to defend and promote their interests; to foster their active participation; and to ensure dissemination of information between the Haute École administration and the students. It may initiate a recommendation or proposal that directly concerns students of the Haute École or any other matters related to the administration of the education that the school provides.

The art colleges are endowed with a pedagogical management council, one or more options councils, a student council and a social council. The members of these councils have access to all the information necessary for them to complete their mandate, without this being detrimental to respect for personal privacy.


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The pedagogical management council elaborates the school’s pedagogical and artistic plan as well as the study regulations. It is consulted on all educational matters, the use of educational resources, and the assignment of staff, as well as on opinions coming from the options council and can also provide opinions on its own initiative. It is made up by the director and the assistant director, professors elected by their peers, attendants, assistants, other categories of personnel, and students as well as trade union representatives The options council(s) develops proposals relating to the option or options aiming to implement the school’s pedagogical and artistic plan. It is made up of all the teachers involved in teaching subjects related to the option and four representatives of the students following the option. The student council has the objective of representing the school’s students, defending and promoting their interests in education, teaching methods and management of the institution, to encourage the active participation of students and initiate them in exercising their citizenship in their school and society as a whole, to circulate information between students, the pouvoir organisateur and the school’s management, and lastly, to nominate the students’ representatives in the various councils. The student council is made up of at least seven representatives elected each year by the school’s entire student body. The social council includes, in equal numbers, the students’ representatives designated by the student council and the representatives of the management and teaching personnel, these last being elected by the whole body of teachers.

A social council is set up at every architecture college. The membership of this council consists, in equal numbers, of student representatives on the one hand and of the director and teachers’ representatives on the other hand. The social council is chaired by a student. It draws up its internal regulations and the rules for allocating aid granted to students, and passes them on to its pouvoir organisateur. In particular, the social council manages the amounts of social subsidies.

At each architecture college, a student council has the following roles:

● to represent all students at the college; ● to defend and promote the students’ interests, in particular with regard to all issues relating to the

education, pedagogy and management of the college; ● to encourage the active participation of the students in order to enable them to play to the full their

role as active, responsible and critical citizens within society and their institution; ● to ensure that information is circulated between the institution’s authorities and the students; ● to appoint student representatives to the social council: ● to ensure continuity of representation, in particular through participation in training for student

representatives; ● to inform the students about their rights, about the institution and about the educational

opportunities available to them.

The student council has at least seven members, elected every year from among all the students at the college by a vote in which at least 30% of the students take part (if this quorum is not achieved, other arrangements are specified by the decree). The student council chooses one of its members as its chairperson. All members of the student council have voting powers.

By 31 May, the student council which has been elected for the following year proposes the members of the bodies at the college together with their alternative members, as well as its representatives on the student representation organisation of its choice. The student council may, on its own initiative, issue an opinion or proposal regarding the students and all subjects to do with the college’s management and the education provided by it. The student representatives have access, under the same conditions as the other members of the bodies to which they belong, to the documents they need in order to exercise their mandate.

Every university institution must have at least one body in which students’ representatives participate and which defines the lessons, coursework and practical exercises, approves the budgets, the accounts and the report on social benefits, defines the internal procedure and the methods for the external evaluation of education, approves the annual report on guidance and remediation measures, provides an opinion on the allocation of credits. The university must make the necessary resources available to the representatives to


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perform their mandate. A decree organises students’ participation in universities in a systematic fashion and provides for their participation in the different bodies according to regulated elections. Specific resources are allocated to the representatives, proportionally to the number of students. Universities can create a student council.

B. Area-level consultation in non-university higher education

To promote a more localised consultation, the French-speaking territory has been divided into five geographic zones for non-university higher education. Coordination bodies (the consultation committees) have been created for each educational level.

The Hautes Écoles were created by area, by regrouping the existing non-university higher education institutions.

Solidarity and partnership links can be established between Hautes Écoles, as well as with other schools, university institutions, or legal persons from the entrepreneurial realm. Hautes Écoles may conclude co-operation agreements with pre-primary/primary and secondary schools, social advancement schools, or university institutions.

An across-school-type Consultation Council is established in each area to organise collaboration and partnerships between Hautes Écoles in the following areas: use of school infrastructures, exchanging educational materials, teacher training, creating new streams, options or specialisations, and staff redeployment. This council consists of one representative from each Haute École within the area.



Décret portant certaines réformes en matière d'enseignement supérieur

Décret relatif aux organes d'avis en matière de politique scientifique et universitaire et à la concertation entre les différents organes consultatifs de l'enseignement supérieur (1)


2.7.1.4. Social advancement schools

Six geographical areas have been defined. An advisory and co-ordinating area committee was created in each area. Its task is to issue an opinion prior to the opening of a training unit in a new domain and to co-ordinate the efforts of social advancement representatives within the different consultation bodies that group the different providers (SFMQs, see. 2.7.2.3. point C), and ‘training crossroads’).

Each committee consists of one member from each school located in the area and one representative from each recognised trade union. All members have voting powers.



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2.7.1.5. Consultation across education levels

Consultation across levels of education occurs principally when significant education reforms are introduced: introduction of the 5-8 cycles to link pre-primary and primary education, definition of socles de compétences, introduction of an educational continuum between the enseignement fondamental and the observation stage of secondary education, etc.

A. Schools administered by the French Community

All schools organised by the French Community, from pre-primary through short-type tertiary education, are subdivided into 23 social-educational districts. The districts represent a territorial division roughly equivalent to the arrondissements in France.

In compliance with decree and regulatory provisions, the district is specifically authorised to make decisions in the following areas:

● organising school transportation in the district, ● centralizing equipment orders, ● organising decentralised continuing-education activities in collaboration with the competent

Inspectorate, ● co-ordinating advertising initiatives, ● organising consultation and co-operation between the district's non-denominational pouvoirs

organisateurs.

District representatives are heads of school, administrators of independent boarding schools or homes, heads of centres psycho-médico-sociaux and Centres for Dual Vocational Education and Training (CEFA, see 5.20. parag. B).

Each district acts under the authority of a Committee of heads of school.

The Committee is charged with:

● considering new education policy orientations and co-ordinating teaching in district schools, ● submitting recommendations and proposals to the Minister to improve operations in district

schools organised by the Community, ● maintaining regular relations with the social, economic, and cultural sectors to understand the

district's education needs, ● maintaining regular relations with parent associations.

Although these tasks involve various levels of education, current deliberations and initiatives primarily concern secondary education, and more specifically the organisation and assessment of studies in the observation stage.

B. Private grant-aided schools

Within the Catholic school system, the General Secretariat of Catholic Education (SeGEC) provides unity and co-ordination for Catholic education by handling, in particular, matters common to several levels of education.


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C. Public grant-aided schools

For the past several years, there has been collaboration between UVCB and CPEONS (see 2.7.2.1.). The CPEONS – UVCB group is the organisation that represents public grant-aided provincial and municipal schools for all levels of education.

Arrêté de l'Exécutif de la Communauté française relatif à l'organisation des districts socio-pédagogiques de l'enseignement de la Communauté française

Arrêté de l'Exécutif de la Communauté française fixant la composition des districts socio-pédagogiques de l'enseignement de la Communauté française

2.7.1.6. Consultation within and between same-character or same-type réseau schools

For enseignement fondamental provided by the French Community, the government can organise consultation by school, by entity, or by area. For public grant-aided enseignement fondamental, the pouvoir organisateur can organise consultation by site, by school, or by municipality. For private grant-aided enseignement fondamental, consultation is organised by the pouvoir organisateur when it occurs within a school or by the entity council when it occurs within an entity.

For private grant-aided denominational enseignement fondamental, for example, the entity consultation body consists of representatives of the pouvoirs organisateurs, staff representatives with voting rights, and heads of school who act in an advisory capacity.

The general consultation assembly includes all pouvoirs organisateurs, heads of school, and trade union representatives from the entity.

The consultation covers, in particular, the use of the residual capital-périodes administered by the entity council and establishing recruitment criteria for administrative and education support positions.


Arrêté de l'Exécutif de la Communauté française relatif à l'organisation des districts socio-pédagogiques de l'enseignement de la Communauté française

Arrêté de l'Exécutif de la Communauté française fixant la composition des districts socio-pédagogiques de l'enseignement de la Communauté française

Arrêté royal du 10/08/1988 instaurant le Conseil pédagogique de l'enseignement de la Communauté française

2.7.2. Consultation involving players in society at large


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The section about the consultation of the different players in society at large describes:

● the representative bodies (see 2.7.2.1.), ● the general consultative bodies (see 2.7.2.2.), ● the consultative bodies per education level (see 2.7.2.3.), as well as ● consultation with enterprises (see 2.7.2.4.).

2.7.2.1. Representative bodies

A. Federations of pouvoirs organisateurs

The government recognises the following bodies that represent and co-ordinate pouvoirs organisateurs:

● a body representing grant-aided public authorities that organise ordinary or specialised pre-primary, primary and and pre-primary/primary schools, and specialised secondary schools;

● a body representing grant-aided public authorities that organise secondary schools; ● a body representing pouvoirs organisateurs that organise denominational grant-aided schools; ● a body representing pouvoirs organisateurs that organise non-denominational grant-aided schools.

Two federations represent public grant-aided schools.

● The Council of municipal and provincial schools (CECP), which is part of the Union of towns and municipalities of Belgium (UVCB), is the representative association and advocate for public grant-aided schools. It includes several municipal pouvoirs organisateurs providing enseignement fondamental, specialised education, and artistic education.

● The Council of organising bodies for public grant-aided neutral schools (CPEONS) is responsible more specifically for secondary, tertiary and social advancement education, and the centres psycho-médico-sociaux, (CPMS). It includes almost all the provincial and municipal pouvoirs organisateurs that provide neutral public education.

Created on 5 June 1988, the Consultation Council for public schools is charged with the following missions:

● to organise co-operation between réseaux, i.e. schools administered by the French Community and public grant-aided schools, in all areas deemed necessary, in particular, in the area of continuing teacher training;

● to develop an educational plan for public schools; ● to harmonise structures and teaching methods for the schools concerned, in particular, when

reorganising the education on offer; ● to implement rationalisation and planning; ● to present any measures designed to promote public schools.

It is made up of 12 members representing schools administered by the French Community and 12 members from public grant-aided schools.

The General Council of Catholic education, (CeGEC) includes the pouvoirs organisateurs that subscribe to the principles countenanced by the Bishops of Belgium regarding Christian education and accept the authority of the bodies charged with co-ordinating and planning Catholic education. The association's day-to-day management is entrusted to the General Secretariat of Catholic Education (SeGEC). Various federations also exist at each level of education (pre-primary and primary, secondary, specialised, tertiary, and social advancement). The formerly large number of Catholic education pouvoirs organisateurs has been restructured into seventy or so entities, each of which jointly administers the staff of several schools together with the trade unions.


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A federation of private grant-aided independent schools (FELSI) has also been established. It federates a small number of schools.

By the decree of 20 July 2006, a Consultation Committee between the Government of the French Community and the representative and coordinatory bodies of the pouvoirs organisateurs from education and the subsidised centres psycho-médico-sociaux (CPMS) recognised by the Government was set up.

The Consultation Committee of the pouvoirs organisateurs of education consists of a delegation from the authority and a delegation from the representative bodies.

This Consultation Committee draws up normative texts on general policy in the following areas:

a)Priority missions of enseignement fondamental and secondary education and the structures for achieving them;

b) General orientations, missions and organisation of the CPMS;

c) General orientations or duration of studies;

d) General structure and organisation of education;

e)Conditions for admission, enrolment, re-enrolment, exclusion, access and progression for pupils or students;

f)General study and exam regulations, where these exist;

g) Regulation of the education offer, curriculum definition, places and rules for consultation, and school creation and maintenance standards;

h) Methods for defining and revising the socles de compétences, final achievement and knowledge targets;

i) Means by which education or activity curricula are approved by the Government;

j) External evaluation;

k) Discrimination positive policy;

l) Awarding of grants and the methods by which this is done;

m) Methods for checking and publishing the annual accounts where these involve rules in addition to the rules which already apply and are associated with the legal nature of the pouvoirs organisateurs;

n) Financing of buildings;

o) Arrangements by which the free status of education is ensured and their application;

p) Policy with regard to and distribution and provision of specific equipment for the education institutions;

q) Social and other advantages granted to the schools;

r) Financing, functioning and equipping of the pouvoirs organisateurs;

s) Rules of status for subsidised staff;

t) Reallocation and management of jobs;

u) In-service training for members of staff.

B. The Pedagogic Council for Education in the French Community


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The Pedagogic Council for Education in the French Community has the following tasks:

● to provide the Minister with opinions and proposals concerning the educational plan and the major educational options;

● to coordinate the educational action in the French Community’s educational institutions; ● to provide the Minister with opinions and proposals with a view to improving the way education

operates in the French Community; ● to identify, evaluate and promote pedagogic experiences undertaken by education in the French

community.

It is composed of delegates from the head teachers’ councils.

C. Organisations representing parents

Two organisations represent the parents at Community level: one for French Community and public grant-aided schools, called the Federation of Associations of Parents of Students in Public Education (FAPEO); and the other for private grant-aided Catholic schools, called the French-Speaking Union of Associations of Catholic Education Parents (UFAPEC). These associations have the following roles:

● to defend and promote the interests of all pupils; ● to encourage active participation by all parents of pupils at the institution so as to enable them to

play to the full their role as active and responsible citizens in society and in schools; ● to ensure that information is circulated between parents and parents’ associations; ● to offer specific training to all parents to enable them to play to the full their role as parent

representatives.

D. Teachers’ Unions

The country's three major labour organisations are represented in education. The Confederation of Christian Trade Unions (CSC) has four education congresses: Federation of Christian teachers (FIC), Christian congress of Private Medium and Normal Education (CCEMNL), Christian Congress of Technical Education (CCPET), and the Christian Union of Public School Teachers (UCEO).

In the socialist Belgian General Federation of Labour (FGTB), teachers at all levels are represented by the General Congress of Public Services - Education (CGSP). Private grant-aided school teachers affiliated with the FGTB are represented by SEL-SETCA.

Teachers affiliated with the General Congress of Liberal Unions of Belgium (CGSLB) are represented by the Liberal Civil Servants' Union (SLFP). Private school teachers affiliated with the CGSLB are represented by (APPEL).

Labour organisation representatives sit on various councils: Council on Education and Training, Joint Committees, General Council for enseignement fondamental, General Council for Secondary Education, etc.

E. Organisations representing students


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Under certain conditions defined by the Hautes Écoles decree, community organisations that represent students receive an annual subsidy from the French Community. They are the only organisations authorised to designate student representatives to the different Councils. Currently, tertiary education students are represented within several associations:

● French-Speaking Federation of Students (FEF); ● Union of Tertiary Education Representative Associations (UNARES).



Fédération des Associations de Parents de l'Enseignement Officiel (FAPEO)

Fédération des Etablissements Libres Subventionnés Indépendants (FELSI)



Union Francophone des Associations de Parents de l'Enseignement Catholique (UFAPEC)

2.7.2.2. General consultative bodies

A. Council on Education and Training

The Council on Education and Training (CEF) consists of some hundred representatives (51 members and 49 alternates) from all levels of education (60%) and training (40%). These persons represent pouvoirs organisateurs; federations of parents associations; teachers' unions; economic and social sectors; organisations representing workers, employers, and the agricultural sector; universities; federations of student organisations; and organisations that provide initial training outside the education system. Since September 1, 2001 a civil servant from the General Affairs Department in the Ministry of the French Community also participates in a consultative role The Council consists of two chambers: the Chamber of Education and the Chamber of Training.

The CEF is responsible for the following tasks:

● formulate proposals in the areas of education and training that is organised or subsidised by the French community, respecting the autonomy and pedagogic liberty of the pouvoirs organisateurs and taking account of the work of the other councils;

● formulate proposals that further the connection between education, training, and society’s needs. In order to do this the CEF will regularly obtain information from the organisations responsible for consultation in education, training and employment at the regional level;

● provide opinions on all fundamental reforms:

○ of education, including any modification to the duration of compulsory education, respecting legal, decree and regulatory provisions;

○ of training organised or subsidised by the French community

○ of other types of training, as far as these are foreseen in the cooperation agreements between the French community, the Regions and the French Community Commission


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The CEF produces an annual activity report. The CEF has the authority to provide an opinion on the policy and the reforms foreseen, either on its own initiative or on the request of the Ministry concerned.

A significant feature of the CEF is the importance of its role in the linkage between education, training and society’s needs, and its study role, in liaison with the economic and social spheres, concerning the problem of training for employment.

B. Media Education Council

The tasks of the Media Education Council include making recommendations to the government on matters related to media education; defining priorities and encouraging initiatives, research, and teaching experiments that can promote and assess media education; and fostering co-operation amongst the different partners. It aims to integrate media education into initial and continuous teacher training.

It consists of representatives of the three réseaux, university experts, representative experts from the education and media sectors, administration representatives, and press representatives.

Commission Communautaire des Professions et des Qualifications

Conseil de l'Education aux médias

Conseil de l'Education et de la Formation (CEF)

Conseil Interuniversitaire de la Communauté Française (CIUF)

2.7.2.3. Consultative bodies per education level

Basic education reforms give rise to prior discussions between representatives from schools administered by the Community, provincial and municipal schools, and private grant-aided schools, who then confront their viewpoints. Basic reform means the modification of the general orientation or length of studies and student entrance requirements, but does not refer to creation of schools and teaching experiments.

Consultative bodies were set up for consultation across réseaux at each level of education.

A. General Council for enseignement fondamental

The General Council for enseignement fondamental was ordained by the decree on ‘success at school’. It formulates proposals for the major orientations of enseignement fondamental and assesses the suitability of different strategies in relation to the general objectives, in particular, at the area level. It discussed proposals related to the socles de compétences provided by the different work groups created by the Decree on the missions of school and transmitted them to the Government.

The Council consists of representatives from the administration, Inspectorate, pouvoirs organisateurs, teachers' unions, and Co-ordinating Committees from the different réseaux.


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B. General Consultation Council for Secondary Education

The General Consultation Council for Secondary Education, created in 1994, is composed of the presidents and representatives of secondary education consultation committees.

It is charged with the following missions:

● to submit to the government any proposals developed at government request or on its own initiative to improve the quality and operation of secondary education, subject to legal, decree, and regulatory provisions;

● to submit recommendations to the government, at government request or on its own initiative, concerning:

○ weekly timetables for the different forms of education;

○ dual vocational education;

○ dual vocational training;

○ socles de compétences;

○ the list of core options;

○ classification of courses;

○ the qualifications that teaching staff members must have to hold the various staff positions;

● to ensure the exchange of useful documents and experiences amongst all secondary schools to foster convergence towards the promotion of school success in all forms of secondary education; and in such a way as to guide students to their own highest possible level of competency.

It is also responsible for proposing vocational profiles to the government, corresponding to the grouped options in the determination stage of qualification-stream education.

A vocational profile corresponds to the set of competencies that must be acquired to earn a qualification certificate upon completion of secondary education.

A Community Commission on professions and qualifications was set up for that purpose (see below).

C. The French-Language Professions and Qualifications Service

As part of efforts to reinforce links between the world of business and training and vocational education structures, including social promotion education, a French-Language Professions and Qualifications Service (SFMQ) has been created. The replacement by this new institution of the Community Commission on Professions and Qualifications (CCPQ), which was set up in 1994, had been scheduled for 1 September 2009, but there have been delays in setting it up.

In concrete terms, the purpose of this change is to ensure that socio-economic actors, starting with the parties to social dialogue, can understand realities in the world of business, developments in that world, and its requirements in terms of competences and qualifications, and ultimately to ensure that those realities are taken into account when devising school or training curricula, so as to facilitate young people’s access to employment.

The SFMQ’s mission is to produce a description of professions, to translate this into profession profiles (or qualification profiles) and, on this basis, to devise training profiles which will be universally adopted.


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The SFMQ has a permanent team. The structure which has been set up consists of three Chambers (a Chamber of Professions, an Education and Training Chamber, and a Chamber for Dialogue and Approval) and an Executive Unit.

D. General Council of Hautes Écoles

The General Council of Hautes Écoles consists of the Director Presidents of the Hautes Écoles, representatives of the pouvoirs organisateurs, staff member representatives, student representatives, representatives of the general community presented by the intersectoral labour and employers' organisations. Amongst its missions, this Council must promote collaboration between the different réseaux, in particular, concerning gateways, planning, and continuous education. The Council makes recommendations, either upon request from the government or from a Haute École, on any matter related to tertiary education.

E. High Council of artistic higher education

The High Council of artistic higher education is made up of representatives from the pouvoirs organisateurs, personnel, students, and representatives of the general community presented by the intersectoral labour and employers' organisations. It is responsible for issuing opinions on all subjects related to artistic higher education, to supervise the implementation of the 1999 decree concerning this type of education and, where necessary, to develop any proposal for modification, as well as promoting collaboration between the réseaux in particular concerning gateways, programming, and further training.

F. Interuniversity Council of the French Community

The Interuniversity Council of the French Community (CIUF) was established on 3 April 1980. It is composed of the university presidents, representatives of professors, scientific staff, and students. The mission of this Council is to organise consultation between university institutions. As such, it submits recommendations and proposals to the ministers responsible for university education and scientific policy related to all matters involving collaboration between French-speaking university institutions.

The Council is authorised to launch initiatives designed to ensure increased co-operation amongst university faculties and departments. For this purpose, it may establish committees or specialised work groups and promote events of a scientific nature.

Universities may conclude co-operation agreements amongst themselves to organise certain courses of study and confer the academic degrees to which these courses lead.

G. Consultation Committee on Education for Social Advancement

Composed of representatives from the administration, Inspectorate, and the different réseaux, the Consultation Committee on education for social advancement is responsible for facilitating the implementation of Scheme 1 education for social advancement in the three réseaux. It is also charged with adapting training to vocational profiles and providing schools with the reference packages (minimum


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reference schedules, minimum content, procedures for capitalising credentials, etc.) necessary to implement training programmes. It is consulted regarding the creation of any additional short-type education stream with less than 750 class periods.

H. High Council on education for social advancement

The High Council on education for social advancement consists of: representatives of the different réseaux, administrative and teaching personnel, students, labour organisations and socio-economic sectors. It ensures that education meets socio-economic and cultural needs. It also determines the level of training programmes based on vocational profiles. This Council submits to the government a list of schools eligible to benefit from positive discrimination (see 2.8.3.5.).

I. High Council of the independent professions and the High Council on distance learning

The High Council of the independent professions and the High Council on distance learning are forums for consultation between schools and enterprises. They are charged with providing the government with recommendations on matters related to their type of education.

As part of the training organised by the independent professions, consultation with employers is very well developed. Internships are supervised by company personnel and employers are consulted when organising training programmes.

J. High Council on Specialised Education

The High Council on Specialised Education has the mission of providing, either on its own initiative or upon request by the Minister or the government, recommendations mandated by certain provisions of the law of 6 July 1970, and recommendations on all issues related to specialised education. These include: the different types of specialised education that can be provided or grant-aided by the French Community, the amounts of operational allocations for specialised education, the reimbursement of expenses for education at home provided to children or teenagers with special needs, and all issues concerning specialised education that elicit a consistent vision of its evolution in the medium and long term. The Council is also charged with creating synergies between all players and partners concerned with specialised education.

The Council is made up of a president, a vice-president and 24 members representing the teaching, psychological, medical, and social disciplines, the representative labour organisations, and the most representative associations of parents of children with special needs. Half of the members are chosen from the personnel of educational institutions administered or grant-aided by the French Community. The distribution of members aims to ensure a balanced representation of denominational and non-denominational education.

K. General Cooperation Council for Specialised Education


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The General Cooperation Council for Specialised Education is charged with providing to the government, on its own initiative or at the latter’s request, propositions aimed at improving the quality and operation of specialised education, and advice on different matters. These include: schedules, setting up schemes for integrating pupils from specialised education, ongoing evaluation of the integration schemes, orientations and themes to take into account for in-service training across all types of schools, geographic distribution of types and forms of specialised education. The Council is also charged with ensuring the exchange of relevant documents amongst specialised educational institutions and between these and ordinary educational institutions, to propose to the government – jointly with the General Cooperation Council for Secondary Education – training profiles for form 3 and form 4 specialised secondary education, to supervise the work of the Committee for specialised education curricula, to issue an opinion on curricula propositions.

The Council is made up of 24 members: the Director General of compulsory education, the coordinating inspector of the Inspectorate for specialised education, seven representatives of denominational education and seven representatives of non-denominational education, three representatives of trade unions that are representative at the level of enseignement fondamental and three at the level of secondary education, and the president and vice-president of the High Council on Specialised Education.

L. Consultative Council for Sign Language

This consultative Council has the responsibility of providing to the Government, on its own initiative or on demand, opinions and proposals on all topics concerning the use of sign language (a visual-body language unique to deaf people in the French community: Belgian French-Speaking Sign Language - LSFB).

M. Council for the promotion of health at school

This consultative Council is responsible for following the implementation of the decree of 20 December 2001 concerning the promotion of health at school.

N. Employment management councils

Employment management councils are charged with issuing proposals as regards the definition of shortages and carry out missions relating to redundancies, redeployments, and retaining pay grants.

In grant-aided public education on the one hand, and private grant-aided education on the other, there are a central employment management council and area employment management councils at the different levels of education. For education provided by the French Community, the inter-area and area affectation committees are responsible for proposals to address shortages.



Décret du 27/10/1994 organisant la concertation dans l'enseignement secondaire


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Décret organisant l'enseignement spécialisé

Décret relatif à la définition de la pénurie et à certaines commissions dans l'enseignement organisé ou subventionné par la Communauté française

2.7.2.4. Consultation with enterprises at different levels of the education system

Secondary schools enlist assistance from enterprises, principally when making up qualification boards. The Dual Vocational Education and Training Centres (CEFA, voir 5.20. point B) collaborate more closely with enterprises where students do internships. In certain cases, enterprises are called upon to provide continuing education for vocational teachers.

In each social-educational district, the Council of heads of schools administered by the French Community maintains regular contact with parents associations and the social, economic, and cultural sectors.

Areas are delimited so as to provide the first line of consultation between schools and the outside world (subregional employment committees, socio-cultural organisations, and local businesses).

The FOREM subregional employment committees connect social partners, the principal training providers, and the occupational sectors. They develop synergies between training and employment. Employment-training-education consultative committees, which have been established at the subregional committee level, analyse training needs, develop a directory of education and training offers, and function as employment observatories.

The creation of the French-Language Professions and Qualifications Service (see 2.7.2.3, point C) is intended in particular to strengthen the links between the world of business and vocational education and training structures (including social advancement education). In concrete terms, the purpose of setting it up is to enable socio-economic actors to provide an insight into realities in the world of business, developments in that world, and its requirements in terms of competences and qualifications, and ultimately to ensure that those realities are taken into account when devising school or training curricula, so that young people are properly prepared for finding a job at the end of their studies or training.

2.8. Methods of financing education

For information on:

● the financing of the French Community, see 2.8.1.; ● the financing of non-school childcare facilities, see 2.8.2.; ● generalities concerning the financing of education, see 2.8.3..

For information on financing by level and type of studies:

● for ordinaryenseignement fondamental, see 2.8.4.; ● for ordinary secondary education, see 2.8.5.; ● for specialised enseignement fondamental and specialised secondary education, see 2.8.6.; ● for higher education, see 2.8.7..

Evolution comparative des législations scolaires dans les trois Communautés belges


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Loi de financement des Communautés et des Régions

2.8.1. Financing of the French Community

An estimate of the budgetary credits to be transferred to the Communities was established in 1988 based on a review of all expenses related to the former remits that were to be transferred (primarily education). The credits provided for the Communities disregard the financing of past expenditures and those for university education provided to foreign students, both of which items remain in the federal budget.

The financing of the French community comes principally from a percentage of the global revenues from the Value Added Tax (VAT) shared between the Flemish and French Communities according to the number of children aged between 0 and 18 years in each community (approximately 65% of the French community’s budget in 2001), to which is added part of the personal income taxes (approximately 25%) and an allocation which replaces the part provided by the radio-television license fee (approximately 4%). Complementary finance is provided to the French community by the Walloon region and the COCOF.

Under the special law of 16 January 1989 on the financing of the Communities and Regions, the financing of the French Community comes from:

● Tax revenue collected and paid out by the federal government, i.e.:

▪ part of the personal income tax revenue;

▪ a percentage of the value added tax (VAT) revenue, together with additional amounts derived from VAT since the amendment of the financing law introduced in 2001.

● An allocation equivalent to the amount provided by the radio-television licence fee to the French Community before its transfer.

● The use of borrowing. ● The Community’s own revenue, associated with the exercise of the powers attributed to it. For

example, these include enrolment fees, proceeds from the sale of school buildings, proceeds from the sale of publications, etc.

● Transfers from the federal government for the funding of programmes applied by the Community (for example, the provision of university education to foreign students).

● Donations and bequests to the Community, which may be independent of the exercise of its powers.

Since 2001, a refinancing of the Communities is taking place that relies on an annual increase from 2002 to 2011 of the financial resources from VAT revenues. In parallel, the basis for the distribution between the communities will evolve from 2002 to 2012 from a distribution according to the number of pupils (currently about 43% in the French community and 57% in the Flemish community) towards a distribution according to the personal income taxes (approximately 36% for the French community and 64% for the Flemish community). Since 2002, the communities receive part of the profits of the national lottery.

Following the Contrat pour l’école signed on 31 May 2005, an extra 40 million euros should be added to the refinancing already provided by the above agreements.

In 2007, the French Community had a total budget of just over 7.58 billion euros. Slightly over three-quarters of this budget (76.11%) is used for the funding of education, research and training.

Therefore, the financial resources of the French community have increased progressively since 2002 and should reach about 745,000,000 € in 2010 (in 2001 prices), according to Deschamps and Van Den Kerkhove (2002), about 11% more than without these agreements.

Following the Contrat pour l’école signed on 31 May 2005, an extra 40 million euros should be added to the refinancing already provided by the above agreements.


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In 2009, the French Community had a total adjusted budget of €8,448,026. Of this, €6,363,642 is used for the funding of education, research and training.

2.8.2. Financing of non-school childcare facilities

To carry out its tasks, the Birth and Childhood Office (ONE) receives an appropriation from the French Community (208,206,000 € in 2009, 1st budgetary adjustment). Grants to childcare facilities represent 49.8% of expenditures.

A ‘Childcare solidarity and development fund’ has been created within the ONE. It is financed (indirectly) by the Regions within the framework of programmes to reduce unemployment, by employers who have entered into an agreement with the ONE to reserve childcare places, and by debiting contributions received by the ONE when the difference between the average contribution per diem and per child is higher than a minimum set by the ONE. This Fund is charged with compensating the discontinuation of interventions by the Fund for collective equipment and services (FESC) and developing the provision of childminding services, in particular through contributions by employers.

Since 2009, the ONE’s basic appropriation has been increased by €8,553,138 to enable it to take on the funding of childcare services specialising in pre-schoolers and childcare facilities that it organises for children who cannot be looked after by their family for a temporary period. In 2009, this amount was decreased by the advances paid during the year to childcare services specialising in infants by the administration of Assistance to Youth pending the execution of this new measure.

Arrêté de l'Exécutif de la Communauté française fixant la contribution des parents ou de tiers dans les frais de séjour des enfants dans les crèches, prégardiennats maisons communales d'accueil de l'enfance...

Arrêté du Gouvernement de la Communauté française fixant les conditions auxquelles doivent répondre les gardien(ne)s à domicile et les directeur(rice)s de maisons d’enfants ainsi que les modalités de la surveillance médicale

2.8.3. Generalities concerning the financing of education

Information which is general or at least common to several levels of education is presented in 4 sub-sections:

● for the principles and control of financing, see 2.8.3.1.; ● for social benefits, see 2.8.3.2.; ● for school buildings, see 2.8.3.3.; ● for certain educational resources, see 2.8.3.4; ● for measures aimed at institutions catering to particular populations, see 2.8.3.4.

2.8.3.1. Principles and control of financing

The expenses relating to education provided in educational institutions or sections thereof administered by public and private providers are borne by the pouvoirs organisateurs but the Communities can allocate


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salary-grants and operational subsidies to educational institutions administered by provinces, municipalities, and other legal entities or people. To this end, a pre-primary, primary, secondary, tertiary or specialised school or section must conform to regulatory provisions concerning the organisation of studies and the application of the language laws.

A grant-aided institution must:

● adopt a structure approved by the Minister; ● respect a curriculum that is decree-compliant and approved by the Minister; ● submit to the Inspectorate control organised by the government of the French Community. This

inspection covers the subjects that are taught, the level of studies, compliance with the language laws, but excludes teaching methods;

● be administered by a natural or legal person that assumes all responsibilities; ● have the minimum number of pupils per class, section, stage or other subdivision, as required by

Community government decree, unless waived by the Minister under special and exceptional circumstances;

● be established in buildings that meet certain hygiene and health standards; ● have the teaching aids and school equipment to meet pedagogical needs; ● form a teaching entity located in the same complex of buildings or, in any case, in the same

municipality or town, unless waived by the government of the French Community in exceptional cases;

● have staff that are not prone to endanger pupils’ health; ● observe the holiday scheme as prescribed by law; ● comply with the provisions set out in the decree of 20 December 2001 on the promotion of health at

school and with those set out in the decree of 30 June 1998 aimed at ensuring all pupils equal opportunities of social emancipation, in particular by the implementation of positive discrimination and differentiated staffing levels: see 2.8.3.5.

The subsidies granted by the communities, when the conditions set by laws and decrees are met, are of three types:

● salary subsidies for the staff, equal (for the same titles and functions) to the salaries paid to the French Community’s education personnel;

● operating and equipment subsidies, of a flat-rate nature, which are variable depending on the level, form and type of education;

● subsidies for the construction and equipping of premises, allocated for the amounts set by the law and according to different schemes for public and private education.

Each school must respect a chart of accounts and annually justify the usage of funds.

The allocation of operating subsidies to grant-aided institutions is conditional on control over t²he use made of these subsidies. An ordinance specifies the application of a chart of accounts, whereby a grant-aided educational institution must keep a ‘special’ ledger, a cash ledger, a bank or postal cheques ledger, annual accounts, and an inventory of purchases.

Control of these documents is carried out by the audit department of the Ministry of the French Community. This department is also charged with controlling proper use of the salary subsidies, based on the regulations on required qualifications and school population norms.


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Décret visant à améliorer les conditions matérielles des établissements de l'enseignement fondamental et secondaire

2.8.3.2. Social benefits

Article 33 of the Pacte scolaire specifies that municipalities and provinces that provide financing in the form of social benefits to the schools that they administer are also required to provide the same benefits to the private grant-aided schools established in the municipality.

Following differences of interpretation as to what is meant by ‘social benefits’, a decree has drawn up an exhaustive list of social benefits:

● the organisation of school restaurants and canteens, excepting those restaurants linked to hotel and food sections;

● the distribution of food and snacks as well as toys that do not form part of the teaching activities; ● the provision of childminding services, in whatever form, one hour before lessons begin or after they

have finished; ● the supervision of the midday meal, for which the duration, to fall into the field of application of this

article, is between half an hour to an hour; ● the distribution of clothing apart from clothing specifically for teaching; ● the organisation of school trips specifically for children with health problems; ● access to public swimming pools, as well as the related transport when the swimming pool visited

during school hours is not in the same municipality; ● access to infrastructures belonging to the municipality, the province, or the French community

commission, which provide an educational activity, with the exception of school buildings and swimming pools except those identified in the previous point;

● access to organised playing grounds and day trips during school hours and during the holidays on the municipality’s territory;

● financial or other aid to groups, associations or organisations, whose objectives are to provide social assistance reserved to pupils.

This same decree specifies the mechanism and its implementation procedure. As compensation for the exclusion of French Community institutions from the system of social benefits, these institutions are awarded an allocation per pupil (169 € to 211 €), depending on the school level and whether it is an ordinary or specialised school.

2.8.3.3. School buildings

The scheme set up in the French Community as regards school buildings for directly administered or grant-aided ordinary and specialised enseignement fondamental and secondary education, was reduced at the start of 2008 to two intervention levels:

● For structural construction work, the ‘classic’ funds (Fund for Community school buildings, Fund for grant-aided public education school buildings, Guarantee Fund) grant capital subsidies amounting to 60% of investments in grant-aided public education and interest subsidies amounting to the difference between the market rate and 1.25% in grant-aided education.

● A priority programme of work is intended to subsidise the most urgent work relating to safety or hygiene at schools and boarding schools, including preventing heat loss and improving disabled


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access in certain cases. Priority has been assigned to the specific needs of institutions for pupils with socio-cultural disadvantages and those whose governing body is under-funded.

As regards the priority works programme, the amount of the French Community’s contribution is determined per site and per eligible project at 70% of the investment amount in enseignement fondamental schools, and 60% in secondary schools, with a maximum total investment amount of €240,000 (the maximum amounts are higher in the case of sites where disadvantaged pupils are educated).

Mechanisms for reimbursing the French Community intervention are foreseen in case the building is sold or assigned to non-school use within a period of 20 years (first necessity programme) or 30 years (emergency programme).

In 2008, an exceptional funding programme for school building renovation, construction, reconstruction or extension projects via public/private partnerships was set up. This programme offers an additional solution for owners/governing bodies on top of existing subsidisation and funding structures using the various school funds and the priority works programme, which remain applicable. The funding structure will be accessible for all school buildings (primary and secondary schools, institutions of higher non-university education and PMS centres), regardless of network or owner, after selection on the basis of objective and non-discriminatory criteria. The French Community plans to allocate 25 million euros per year to this programme for 25 to 30 years. The planned programme underwent an evaluation in 2009-2010.


Décret du 05/02/1990 relatif aux bâtiments scolaires de l'enseignement non universitaire organisé ou subventionné par la Communauté française

Décret relatif au programme d'urgence pour les bâtiments scolaires de l'enseignement fondamental et de l'enseignement secondaire organisé ou subventionné par la Communauté française

Décret relatif au programme de travaux de première nécessité en faveur des bâtiments scolaires de l'enseignement fondamental et de l'enseignement secondaire organisés ou subventionnés par la Communauté française

2.8.3.4. Supplemental resources for the benefit of pupils with special needs

Recently, funding has been provided by the French Community to promote the dissemination of certain pedagogical resources. By the decree of 19 April 2006, a special budgetary programme was created for the acquisition by enseignement fondamental and secondary education institutions of the French Community of school textbooks and software programmes which have received conformity approval. The conformity criteria are set by the government of the French Community, and the various inspection services are responsible for issuing the notice of conformity.

1. Supplemental staffing

As a supplement to the basic rules, supplemental capital-périodes are granted to meet the special needs of certain pupils in ordinary enseignement fondamental or ordinary secondary education.


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In schools attached to a childcare facility administered or recognised by the Birth and Childhood Office (ONE), or a home for children of homeless parents, or a home for children placed in care by the courts, the number of pupils is multiplied by 1.5 to determine staffing levels.

Whatever school is attended, the number of pupils is likewise multiplied by 1.5 in the case of children coming from:

● a foster home or foster family, if the children were placed in care by the courts (not by a magistrate) or the youth assistance counsellor;

● a home for children of homeless parents; ● a childcare facility organised or recognised by the ONE.

A school that organises a gateway-class (see 10.7.2.) receives, in addition to its rightful capital-périodes or total number of teacher-periods (NTPP), 30 periods or 30 teacher-periods for the entire school year. Newcomer pupils, see 10.7.3.) or pupils who were newcomers for one of the two preceding school years, whose mother or usual tongue is not the language of instruction, and who are not enrolled in a gateway-class, are counted times 1.5.

When a course of adaptation to the language (see 10.7.3.) is organised, the school benefits from a number of periods depending on the number of pupils concerned (3 periods for 10 to 20 pupils, 6 periods for 21 to 44 pupils, etc.). Pupils eligible for a course of adaptation to the language, who also fall under the definition of newcomers, are counted times 3 during the first two years of enrolment in French Community education and times 2 for the following year if they are not enrolled in a gateway-class, or times 3 during the year following enrolment in a gateway-class and times 2 the year thereafter.

2. Differentiated operating expenses

A differentiated refinancing of ordinary and specialised enseignement fondamental and secondary schools came into force as of school year 2004-2005 and is scheduled to take place over several years. The socio-economic characteristics of the population attending each site, measured with the help of the software that underpins the positive discrimination policy (see below, point 3), are taken into account progressively, avoiding a dichotomy between beneficiaries and others.

The increase initially scheduled for 2010 will be phased over four years (from 50% in 2010 to 100% in 2013).

3. Positive discrimination schools

From 1998, in order to promote educational actions intended to ensure that all pupils have equal chances of social emancipation, as prescribed in the Decree on the missions of school, supplementary means were allocated to selected enseignement fondamental, secondary or social advancement schools or sites, on the basis of social, economic, cultural and educational criteria. The selection is based on the population attending the school and no longer on the district in which it is located. In the case of social advancement education, schools were selected on the basis of the number or proportion of learners that are unemployed persons receiving full unemployment benefits and job-seekers exempted from the enrolment fee and on the number of learners earning the minimum income, known as ‘minimex’.

The additional means granted within the framework of positive discrimination consisted of human resources:


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● possibility of hiring supplementary teachers to reduce the size of the class-groups, to create special needs classes for pupils that do not speak French, to implement a differentiated pedagogy;

● possibility of hiring supplementary staff in the centres psycho-médico-sociaux, auxiliary educational personnel, subsidized contract staff (in association with the Regions: childcare nurses, educators, teachers, social workers);

● organization of specific in-service teacher training courses and possible replacement of teachers; ● organization of actions in common with the youth assistance services and more specifically the

open environment assistance services; ● possibility of hiring contract staff within the framework of a professional transition programme (in

association with the Regions: light rehabilitation projects, personnel assistance)

The following could also be granted: material assistance aimed at ensuring the creation of meeting points, media libraries, libraries, documentation and resource centres, maintaining premises, the purchase of didactic material, service contracts with cultural, sports and educational bodies, the organization of sporting and cultural discovery activities, the consideration of particularly distressing employment conditions in schools recognized as high priority.

A new decree adopted on 30 April 2009 introduces differentiated staffing. It increases the resources made available to pre-primary/primary or secondary schools which take in disadvantaged pupils by increasing the number of schools benefiting from extra resources, while allocating resources in proportion to the scale of the difficulties encountered. This differentiated staffing is intended to correct certain undesirable effects of the positive discrimination policy, whereby schools either were or were not in the system and either received supplementary resources or not.

The new system will enter into force in 2010-2011. In 2009-2010, sites which are recognised for positive discrimination for the period 2006-2009 will have more supplementary resources allocated to them than before.

As regards the renovation of buildings (see 2.8.3.3.), the maximum amounts for the French Community’s intervention and for total investments are higher for positive discrimination schools.

4. Dropping out and violence at school

The CPMSs (see 4.15.1.) are the main bodies responsible for handling problems of dropping out and violence at school. Their action is reinforced by two schemes of the General Directorate of Compulsory Education: school mediation, which intervenes in ordinary education, mainly at secondary level and by priority in positive discrimination institutions (see point 3 above), and the mobile teams, which intervene in ordinary and specialised education.

School mediation is undertaken by two services:

the Service for School Mediation in the Brussels Region. The mediators are internal, being present in institutions throughout the year.

the Service for School Mediation in the Walloon Region. The mediators are external: they cover a set geographical area and intervene in schools individually or in groups without being attached to them.

The purpose of these services is to deal with relational problems between pupils, between pupils’ parents and staff members, or between staff members and pupils or class groups. The mediation services intervene at the request of the management, a teacher, an educator, a pupil and/or his family, an external service (schooling continuity service, youth support service, open-setting support service, etc.: see below).

Mobile teams consisting of mediators from outside schools (usually at least two) have the task of dealing with problems between pupils, between third parties and pupils and/or staff members, between staff


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members and pupils or between different staff members. The mobile teams intervene at the request of the principal in ordinary and specialised education organised by the French Community or at the request of the governing body in subsidised ordinary and specialised education.

Other institutions may intervene if problems arise under certain conditions.

Schooling continuity services are created for the benefit of primary and secondary schools (both ordinary and specialised, and both organised and grant-aided by the French Community). The purpose of these services is to provide social, educational and pedagogical support to minors who have been excluded from their school, to those undergoing a crisis or who have dropped out, and to those not enrolled in a school at all. Under certain conditions, and if the pupil and his/her parents so request, the schooling continuity services may take in these minors during the day and, if necessary, give them assistance and support in their family environment. If the Minister gives his/her consent, such care may be regarded as satisfying the school attendance requirements.

Some of those who may potentially intervene fall within the youth assistance sector: youth support advisers and advisers from open-setting support services (services specialising in youth support which provide preventive support for young people in their everyday setting and within their links with the social environment). Additional human resources are granted to the school which takes in the pupil after the completion of the support process aimed at helping ensure a successful return to school.

Analyse critique des indicateurs déterminant l’attribution des moyens destinés à la politique de discrimination positive en Communauté française de Belgique

Décret relatif à la différenciation du financement des établissements d'enseignement fondamental et secondaire

Décret visant à assurer à tous les élèves des chances égales d'émancipation sociale notamment par la mise en oeuvre de discriminations positives

Décret relatif aux avantages sociaux

2.8.4. Ordinary pre-primary and primary schools

A. Creation of schools

A Royal Decree on rationalisation and planning sets the standards for the creation of schools. These depend on the number of pupils concerned, the geographical situation of the school, and the density of population in the territory of the municipality in which it is located.

Minimum school population to be attained by September 30 to establish a pre-primary/primary school:

Municipalities with less than 75 inhabitants/sq.km

Pre-primary Primary Fondamental

School 14 14 24 (10)

Isolated school 12 12 20 (8-10)

Site 12 12 20 (10)


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Isolated site 12 12 20 (8-10)

Municipalities with 75 to 500 inhabitants /sq.km


School 20 50 60 (16)

Isolated school 14 14 24 (12)

Site 20 25 40 (16)

Isolated site 14 14 24 (12)

Municipalities with more than 500 inhabitants /sq.km


School 50 120 140 (20)

Isolated school 20 50 60 (16)

Site 20 25 40 (16)

Isolated site 14 14 24 (12)

Figures between brackets refer to the minimum number of pupils in each of the two levels. For example, 24 (10) means a minimum of 24 pupils in enseignement fondamental with a minimum of 10 pupils in primary and in pre-primary education.

The law also stipulates rationalisation norms, which are less exacting than the norms for creation. These set the minimum required enrolments.

B. Staffing

Staffing depends generally on the number of pupils and is set by different rules for different levels of education.

Since 1984, the autonomy of school administration in enseignement fondamental is based on the capital-périodes. This allocation corresponds to the number of periods made available to the school, calculated based on the number of students regularly enrolled in the school on the 15th of January preceding the start of that school year. The rules for calculating the capital-périodes differ for pre-primary and primary education (see below). When the number of pupils in all schools administered by the pouvoir organisateur or an organising body of the same réseau – in the territory of the municipality for education administered by the French Community or public grant-aided education, or in the territory of the entity for private grant-aided education – on October 1 is higher or lower by 5% or more than the number calculated on the preceding January 15, a new calculation for staffing purposes is made for each school.

In some circumstances, schools benefit form additional periods to allow them to take account of the special needs of some pupils (see 2.8.3.5.).

Independent pre-primary/primary schools and nursery schools also benefit from periods allocated to the management. The number of periods is calculated on basis of the number of pupils in pre-primary and primary education on January 15 of the preceding school year, taking account of any multipliers (see 2.8.3.5. section 1). The number ranges from 6 periods (schools with more than 50 and less than 130 pupils) to 24 periods (schools with more than 179 pupils). Schools with less than 51 pupils do not benefit from periods allocated to the management. In case of fluctuation of the number of pupils on October 1, the management supplement is adjusted accordingly, upward or downward.


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The number of periods remaining after allocation to the school head, class teachers, full-time or half-time teachers of language adaptation courses, physical education teachers, second language teachers, periods for additional staffing in the 1st and 2nd primary grades, and periods for adaptation to the language of instruction, is known as the residue. The residue (if any) may be used for part-time positions, but within limits: the residue transferred at the level of the area (education administered by the French Community), of the pouvoir organisateur (grant-aided public education), or of the entity (private grant-aided education) is limited to a maximum of 11 periods.

O r d i n a r y p r e - p r i m a r y e d u c a t i o n

Each bracket of 28 periods entitles the school to one full-time nursery school teacher. One position is created for up to 19 pupils, one and a half for 20 to 25, and two positions for 26 to 39, etc. The pupils counted are aged at least 2 years 6 months on September 30 of the current school year and have attended the same school or separately counted site at least 8 half-days spread over 10 days during the month of September, on condition that their registration was not cancelled during the month of September. Registration is effective on the 8th day of presence. Three additional counts are taken during the year to allow staffing increases: the 11th school day after the autumn holidays, winter holidays, and spring holidays. The period taken into account, in the same way as for the month of September, is the period between the count and the previous count.

Childcare nurses may be assigned to nursery schools. These are persons who are qualified to monitor and care for very young children. They are made available to schools according to need and objective criteria: number of very young children (under age 3 years and 9 months) or less autonomous children, etc.

O r d i n a r y p r i m a r y e d u c a t i o n

The number of periods for course given by class teachers and physical education courses in a school or separately counted site is calculated as follows:

● 19 pupils or less: 32 periods ● 20 to 25 pupils: 38 periods ● 26 to 30 pupils: 52 periods ● 31 to 44 pupils: 64 periods ● 45 to 50 pupils: 78 periods ● etc.

An additional 6, 9 or 12 periods are granted to each site which takes in 1st and/or 2nd year primary pupils, provided the school or separately counted site has at least 50 pupils. These periods, added to the capital-périodes generated by the 1st and/or 2nd year primary pupils, is intended to enable each site to offer teaching staffing which can be used for the permanent or temporary reduction of the size of class groups or the recruitment of remedial teachers.


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Schools that organise the 5th and 6th primary years benefit in addition to periods generated by the modern language course. These are calculated on basis of the number of pupils attending the 4th or 5th primary year on the preceding January 15: 2 periods for 23 pupils or less; 4 periods for 24 to 44 pupils; etc.

The total number of periods obtained is divided by the administrative divisor of 24. The whole number of the resulting quotient corresponds to the maximum number of positions expressed as full-time jobs.

C. Operating expenses

A differentiated refinancing of schools entered into force starting from school year 2004-2005. The progressive increase of operating expenses is differentiated on basis of the size of the site (20% of the increase) and of the enrolled population, depending on the socio-economic situation of the districts which the pupils come from (80% of the increase). The principle that underpins this differentiation is to give more to those who need more, considering that equality is not a postulate but a result.

For example, in 2005-2006, in ordinary pre-primary education, operating expenses per pupil in constant euros, not indexed, would have amounted to 244 € without the refinancing. With the differentiated financing, it amounts to 267 € in the most privileged site and 294 € in the most disadvantaged site. In ordinary primary education, these figures are respectively 298 €, 334 €, and 386 €. At the end of the process, the increase will be 57% on average for ordinary primary education (about 47% for a privileged school and 69% for a disadvantaged school).

D. Pupils with special needs

Additional means can be allocated to schools that enrol pupils with special needs (see 2.8.3.5.).




2.8.5. Ordinary secondary education

A. Standards for the creation of secondary schools

The creation of secondary schools is regulated by decree.

Since 1994, school mergers have occurred in the three réseaux. For the past several years, the major premise has been to rationalise the education on offer through consultation and to aim at increased harmonisation.


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In 1996, a more ambitious secondary school redeployment plan was outlined for the three réseaux. This redeployment process is based on four operational concepts:

● Optimal size: Consensus appears to be forming in the French Community that the ideal size for secondary education schools should be between 450 and 900 pupils. Such a size is sufficiently large to enable optimal use of human resources and offer a range of sections and complete options. Additionally, this type of school is of a human dimension, thereby making it possible for everyone to know all members of the school community.

● Equality of access to education and freedom of choice: in rural areas, all children have the right to education access under conditions as favourable as in urban areas. The free choice of school character (denominational or not) must be ensured, as ordained by the Pacte scolaire. Schools administered by the French Community must provide access to neutral education for all. Based on these two convergent principles, preferential standards result according to the population density and distance between two same-character schools.

● Reinforcement of technical and vocational education: it is in technical and vocational education that the dispersal of sections undoubtedly is most damaging. To attain levels of excellence, it is necessary, in particular, to have the appropriate equipment. To be credible vis-à-vis the business world, one should specialise in one’s domain. Remodelling the school landscape must consequently integrate this principle.

● Positive discrimination schools (see 2.8.3.5.): for schools affected by the positive discrimination policy, the optimal size of 450 students would generally be too large. It is important to establish a lower minimum without, however, overly reducing population figures to the extent that would negatively impact the education on offer, and consequently education and teaching services.

B. Staffing

Each school has a total number of teacher-periods (NTPP), which may be distributed by stage (degré), year, or group of years, based on the number of regular students attending the school on the last day of class in the first quarter of the previous school year. This management process gives the pouvoirs organisateurs and heads of school a stable basis before the start of the school year upon which to plan the organisation of their school. However, the NTPP is completely recalculated on the 1st of October in certain cases: a more than 10% increase or decrease in the school population, the organisation of a new stage, or the elimination of several grouped options. In addition to the NTPP, each secondary education school has a number of hours to allocate to teaching-staff duties (class council, class administration and co-ordination).

Staffing norms were reviewed in 1996 as part of a reorganisation of the secondary education on offer. The reform was designed to guarantee improved teacher/pupil ratios, i.e. maximum 24 pupils per class, in the observation stage and in the technical and vocational forms. Under-attended options were eliminated.

The teacher-periods calculated this way can be allocated according to pupils’ educational needs, in consultation with the educational team, without prejudice to the programming rules that define the conditions required for the opening of new options and sections.

A percentage (1%) is deducted from each school's number of periods; a reserve of teacher-periods is thus created, which makes it possible to assist schools in difficulty or allocate additional teacher-periods for special projects.



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A differentiated refinancing of schools entered into force starting from school year 2004-2005. At the end of the process, the increase will be 31% on average for ordinary secondary education (about 21% for a privileged school and 39% for a disadvantaged school).

The ‘Contract for School’ signed on 31 May 2005 as well as the Decree of 28 April 2004 guaranteeing teaching equipment for vocational and technical secondary education allowed for investments in the teaching equipment of the qualification-oriented sections of technical and vocational education and the creation of new infrastructures in the French Community: the future ‘Centres of advanced technologies’ (CTA). These amounts are distributed as follows: 22% for institutions located in the bilingual Brussels-Capital region, 78% for institutions located in French-speaking territory. The amounts are divided between the different réseaux on basis of enrolments.

Moreover, the government subsidizes a non-profit organisation which seeks out companies that could give away materials to schools, informs companies on schools’ needs as regards materials, and distributes equitably the materials obtained among schools in the different réseaux.

D. Pupils with special needs

Additional means can be allocated to schools that enrol pupils with special needs (see 2.8.3.5.).

Décret fixant le mode de calcul et d'utilisation du nombre global de périodes professeur pour l'enseignement secondaire de plein exercice de type I et de type II

Décret portant assentiment de l'accord de coopération du 4 juillet 2000 entre la Communauté française et la Région wallonne relatif à la mise à disposition d'équipements pédagogiques en faveur des élèves et des enseignants de l'enseignement secondaire


2.8.6. Specialised enseignement fondamental and secondary education

A. Creation of schools

To be created or become eligible for grant-aiding on September 1, a specialised pre-primary/primary school or specialised secondary school must meet 3 conditions by September 30:

● provide at least two types of education (unless exempted); ● enrol a minimum number of pupils for each type (18 pupils for types 6 and 7, 30 pupils for types 1

and 8, 21 pupils for types 2, 3, 4, 5); ● enrol a minimum number of pupils determined year by year for all types provided (for example, if

the school provides types 1 and 6, the minimum number of pupils is 64 for the 1st year, 72 for the 2nd year, 80 for the 3rd year).


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The law also stipulates rationalisation norms, which are less exacting than the norms for creation. These set the minimum required enrolments and are applicable as of the 4th year.

B. Staffing

The number of teaching positions in nursery, primary, and secondary education administered or grant-aided by the French Community is determined every year and for each school on basis of the number of regular pupils enrolled on the preceding January 15 (except for type 5, for which it is based on the average number of regular pupils attending during a reference period). A new calculation of staffing levels is made on October 1 if the enrolment on September 30 has changed by 5% or more versus the enrolment on the preceding January 15. In the course of the school year, staffing levels can be recalculated each time that the enrolment increases by at least 10%.

The number of positions is set within the limits of the capital-périodes for each school, i.e. the total number of 50-minute periods allocated to the school to provide education. This allocation is obtained by multiplying the number of pupils taken into account in each type and form of education by the number of weekly periods provided, and dividing the product by a guide-number (the number of pupils per group, which varies from 5 to 10 depending on the category of pupils concerned).

The school’s capital-périodes is the sum of the quotients obtained per type of education, rounded to the higher unit.


A differentiated refinancing of schools entered into force starting from school year 2004-2005.

At the end of the process, the increase will be 42% on average for specialised enseignement fondamental (about 34% for a privileged school and 47% for a disadvantaged school). The increase will be 31% on average for specialised secondary education (about 27% for a privileged school and 34% for a disadvantaged school).

2.8.7. Higher education

The funding of higher education is described according to the type of institution: for universities, see 2.8.7.1.; for Hautes Écoles, see 2.8.7.2.; for art colleges, see 2.8.7.3.

Arrêté du Gouvernement de la Communauté française pris en application de l'article 462 du décret du 20 décembre 2001 fixant les règles spécifiques à l'Enseignement supérieur artistique organisé en Ecoles supérieurs des Arts...

Décret du 09/09/1996 relatif au financement des Hautes Ecoles organisées ou subventionnées par la Communauté française

Décret du 25/07/1996 relatif aux charges et emplois des Hautes écoles organisées ou subventionnées dans la Communauté française


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2.8.7.1. Universities

The ‘Bologna Decree’ includes provisions on the refinancing of the universities, in force as of fiscal year 2006.

The French Community contributes by way of annual operating subsidies to the financing of the operating expenses of recognised universities. These operating subsidies cover ordinary expenses for administration, teaching and research, including mobile equipment.

The operating subsidy for each university includes a fixed component reviewed every ten years (€106,630,867 for 2006 to 2015) and a variable component distributed between universities on basis of the number of regularly enrolled students (base amount of €321,749,191,). This amount is increased every year by an additional cumulative amount of €2,000,000 from 2010 until 2023, and by an additional cumulative amount of €1,000,000 for 2024 and 2025. The base amount and the increases are adjusted in line with the health consumer price index. From 2026, the amount of the variable component of the operating subsidy will be equal to the total index-adjusted amount for budget year 2025.

The number of regularly enrolled students taken into account does not correspond to the total number of enrolments: students enrolled in a series of courses leading to less than 15 credits are not taken into account; students registering for two or more courses are counted only once. Foreign students, students who failed a year, or obtained similar academic grades, are taken into account only under certain conditions. The fixed cost per student differs by study orientation and cycle. The 4 study orientations are: humanities and social sciences, sciences, applied sciences and medicine, and agricultural sciences.

Students enrolled for the teacher training for higher education (CAPAES) or initial training for teachers in upper secondary education (AESS) are taken into account at the time of their initial enrolment with a weighting coefficient corresponding to half of that applied to students regularly enrolled in the humanities and social sciences study orientation. Only the first two years of study leading to a complementary academic master’s degree or the first year of doctorate studies are taken into account in the calculation.

Study years pertaining to the preparation of a doctorate thesis are not taken into account.

A complementary registration fee is paid by non-EU nationality or stateless students (see 6.7.).

An amount of €8,379,827 is divided between the university academies in proportion to the number of students who obtained the degree of doctor during the preceding academic year.

An annual budget of 7,600,000 € is earmarked for buildings (important reparations). Institutions that host students with scholarships benefit from a supplemental annual budget to compensate for the lower revenues owing to reduced registration fees.

A decree adopted in early 2008 provides for an additional loan of €451,669 (index-linked) to be divided between the academies as a contribution to fostering student success. In addition, since July 1, 2001, universities receive as contributions to their general expenses at least 15% of the total amount of agreements, subsidies and deliveries (except these contributions) paid to them within the framework of all research tasks carried out for third parties against remuneration and for deliveries to third parties of services or materials stemming from the university’s activities. Fundamental research programmes are not subject to this contribution.

2.8.7.2. Hautes écoles


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The creation of tertiary education schools is regulated by decree. The decree of August 1995 that regulates the Hautes Écoles launched a process of voluntary mergers of 113 short and long type non-university higher education schools. In 2009-2010, there were just 21 remaining Hautes Écoles enrolling a minimum number of students, depending upon the area, of 700 to 1,600.

The principle for financing the Hautes Écoles is based on the number of students regularly enrolled on February 1 of the current year, but reduction coefficients are applied, which implies that an increase in the student population does not automatically result in an equivalent allocation increase. Furthermore, some categories of students are not subsidized.

The financing of the Hautes Écoles comes from the annual budgetary credits of the French Community.

Additionally, the Hautes Écoles retain the full amount of the registration fees paid by students and may develop education and applied research programmes and initiatives with private enterprises and public services and receive compensation for these.

Financing must cover all personnel, operating, equipment, and building infrastructure expenses. Each Haute École is fully responsible for the management of the budget envelope which it receives each year.

This envelope was frozen in 1997 (historical portion), after which it varies according to three parameters:

● the historical portion has been progressively reduced each year from 1998 until 2002, by which time it amounted to only 5% of the 1997 amount;

● a flat incentive portion to encourage restructuring amongst schools and categories and enable the 'single' Hautes Écoles in an area or for a category to reorganise over a period of five years;

● a variable portion, calculated beginning in 1998, based both on the number of students and on a weighted coefficient per education category multiplied by the weighted gross average cost of a full-time teacher.

These measures are designed to empower all parties involved in the Hautes Écoles.

In 2005 and 2006, in response to significant enrolment increases in some sections of the Hautes Écoles and protest actions by the personnel and students, the calculation basis for the historical portion was raised (inclusion of additional support not included in the budget envelope) and a 5,000,000 € amount for personnel remuneration was distributed between the Hautes Écoles. One part of this amount is allocated on basis of student population trends while another part is fixed, allowing each Haute École to hire one extra equivalent full-time staff person, given the need in each institution to carry out tasks not directly related to education.

A decree adopted in early 2008 provides for an additional loan of €465,000 (index-linked) to support actions to foster student success and to pay for personnel costs connected with quality assessment.

2.8.7.3. Art colleges

The calculation for staffing levels is made up of a fixed amount for a first tranche of financable students and proportional amounts equal to the number of financable students in the following tranches multiplied by a specific coefficient. These numbers and coefficients vary according to the study area (plastic, visual and spatial arts, music, etc.) and the type (short or long).

In the music domain, for example, 26 employment units are allocated for the first 150 students; above 150 the number of additional units is calculated by multiplying the number of students by 0.17 (for 151 to 300 students), and then by 0.15 (for more than 300 students).


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The number of employment units thus calculated is allocated for a year.

The allocated staffing is made up of two parts: a historical part and a variable part, defined every five years and modified by a degressive coefficient in the first year and a progressive coefficient for the second year. When the numbers of personnel are defined, the proportions of the different types of personnel must respect minimums and maximums defined by the decree.

The French community contributes, through annual allocations called social subsidies, to the financing of students’ social needs (direct and indirect welfare assistance, social and guidance services, operation of the student council).

The students must pay tuition fees of which half (short type higher education) or all (long type higher education), as well as specific enrolment fees, are deducted from the amount of the operating grants or allocations paid by the French community.

2.9. Statistics

For information on the overall education budget, see 2.9.1.); on its breakdown, see 2.9.2.); on costs per pupil at the different levels, see 2.9.3.).

Entreprise des technologies nouvelles de l'information et de la communication (ETNIC)

2.9.1. Overall education budget

Overall expenditure budget, 2009

EUROS (thousands)

Overall education budget 6,363,642

Budget of the French Community 8,448,026

Overall education budget as proportion of French Community Budget 75.33%

Source: General Directorate of the Budget and Finance – French Community (http://www.budget-finances.cfwb.be)

Total education budget, 2004-2009 (thousands of euros)

2004 2005 2006 2007 2008 2009


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Total education budget 5,178,368 5,472,940 5,688,984 5,865,462 6,180,995 6,363,642

Scientific research budget 95,147 98,017 106,060 111,870 121,788 121,788

Education budget 4,854,962 5,115,643 5,291,405 5,472,731 5,709,740 5,709,740

‘Miscellaneous’ budget 219,788 249,809 282,048 271,514 339,996 339,996

Source: General Directorate of the Budget and Finance – French Community (http://www.budget-finances.cfwb.be)

(1) Part administered by just the Ministry of the French Community. Training was transferred to the Walloon Region and COCOF. The remaining appropriation for the French Community includes only funds for action programmes or training and job re-entry schemes under the European Social Fund – not including amounts for the ‘European Social Fund’ unit under the ‘Services généraux’, which has become a separately managed department.

Statistiques de l'enseignement de plein exercice et budget des dépenses d'enseignement, Annuaire 2007-2008.

2.9.2. Breakdown of the education budget

Breakdown of education expenditures by level of education, type of education and réseau, 2008

Total French Community

Public grant-aided

Private grant-aided

TOTAL 5,709,740 1,279,635 1,651,565 2,778,540

Full-time education 5,299,429 1,171,643 1,455,651 2,672,135

Ordinary nursery education 489,597 34,987 267,990 186,620

Ordinary primary education 1,107,261 102,719 554,721 449,821

Ordinary secondary education 2,278,012 599,438 407,723 1,270,851

Specialised education 410,770 125,945 101,352 183,473

Art colleges 61,305 28,839 10,212 22,254

Architecture colleges 14,513 2,587 5,528 6,398

Hautes Écoles 360,697 89,728 108,125 162,844

Universities 577,274 187,400 389,874

Other Education 289,881 54,890 161,535 73,456

CEFA (see 5.20. parag. B) 46,228 8,943 13,321 23,964

Part-time artistic secondary education 82,162 73,790 8,372

Social advancement education 158,817 43,273 74,424 41,120


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Distance education 2,674 2,674

Source: ETNIC Statistics Department of the French Community

Breakdown of education expenditures by type, based on actual expenses expressed as percentages, 2008

Type of expense Percentage of overall expenses

Salaries and social security 84.4

Operating costs 15.0

Capital movements 0.6

Other 0.1

Total 100.0



2.9.3. Cost per pupil from the French community’s budget

2007-2008 (current euros)

All réseaux French Community

Public grant-aided

Private grant-aided

FONDAMENTAL 3,309 3,484 3,345 3,230 Nursery 2,774 2,750 2,793 2,753 Primary 3,617 3,833 3,697 3,480 SECONDARY 6,574 7,336 7,205 6,103 Ordinary 6,612 7,400 7,321 6,115 CEFA (see 5.20. parag. B) 5,131 4,646 4,863 5,515 SPECIALISED 5,265 16,050 12,398 12,276 HIGHER 13,264 6,803 5,014 4,741 UNIVERSITIES 8,773 9,714 - 7,731


2.9.4. Study grant and loans

2007-2008 Secondary education

Higher education

Study grants Number of grants allocated 91,493 €30,151.00


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Average amount (in €) 192 €910.14 Study loans Number of loans allocated 43 €21,120.00 Average amount (in €) 56 €68,910.00 Source: ETNIC Statistics Department of the French Community

3. Pre-Primary Education




41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710

UNIVERSITÉ

















Source: Eurydice.

Pre-primary education organised or grant-aided by the French Community is commonly known as nursery education. Nursery education is defined as education given to children whose age on 30 September is at least 2 years and 6 months and who are not yet in primary education. While constituting a level of education in its own right, nursery education is grouped with the three cycles of primary education under the umbrella term of enseignement fondamental. This structure, which covers schooling from the age of 2½ to 12 years, aims to harmonise the transition between levels.

In addition there are childcare facilities for children under 3 years of age, among which day nurseries, registered childminders, and municipal childcare centres. The former dichotomy between education and


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childminding to compensate for the absenteeism of mothers is gradually giving way to a common goal of ensuring the young child’s development and socialisation.

3.1. Historical Overview

In this section we take a look at the gradual transition from childcare structures pursuing a social or prophylactic purpose to institutions that play a recognised role in education.

3.1.1. Education-oriented school institutions

In the early 19th century, the Industrial Revolution, which was to have a profound impact on social, economic and family relationships in all strata of society, coincided with the advent of the first day nurseries for groups of children. It was initially through the initiative of charitable ladies that the first institutions, which cared for young working class children, appeared. The children were gathered together by the hundreds in so-called ‘asylum halls’. The main aim was to protect the children from vagrancy and to inculcate them with principles of order, morality, and hygiene. Beginning in 1842, the Belgian State granted subsidies to these first day nurseries, known as ‘public cradles’.

The educational ideas of F. Froebel soon made their mark on pre-school education: the importance attached to the intellectual development of young children, as well as the stress on professionalism in teaching. In 1857, the first Froebelian kindergarten was opened in Brussels. One year later, training courses for Froebelian teachers were set up with government backing.

Unfortunately, due to the poor state of buildings, overcrowded classes, and the shortage of qualified teachers, these establishments differed little from the erstwhile day nurseries. It was not until 1880 that the government introduced the first ministerial directives regulating the operation of pre-school establishments. The 1880 directives provided for the introduction of one-month compulsory courses in the Froebelian method, in order to equip teaching staff with the rudiments of training. Primary education inspectors were assigned to scrutinise application of the directives. The first standard curriculum, established in 1890, was clearly influenced by the work of F. Froebel.

During the 20th century, the concept of pre-school institutions underwent significant change. From its humble beginnings as a childminding facility, the nursery school became a venue for socialisation, intellectual development, and the blossoming of personality. Several official curricula followed one another. The influence of M. Montessori and, in particular, of O. Decroly can be observed in the curricula of the 1950s.

Attendance of pre-primary education gradually extended to include children from all social backgrounds. From 1950 on, almost all children aged three to six attended nursery school. Since 1965, children may attend as of the age of two and a half.

Further developments are common to the pre-primary and primary education levels.

A l'école fondamentale, les enjeux avant 6 ans



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Le 5-8 : sa réalité, ses promesses.

Socles de Compétences, Enseignement fondamental et premier degré de l'enseignement secondaire

3.1.2. Non-school institutions

The first day nurseries were created in the middle of the 19th century with a view to saving lives – in a context of high infant mortality – while at the same time permitting mothers to work, and to educate the people by inculcating them with moral values and later the principles of childcare.

They catered to working class children and were at first free of charge, then paying. Only children with mothers unable to care for them were admitted. They were instituted at the initiative of philanthropists, municipal administrations, and factories. The day nurseries coexisted with childminders providing care at home, nannies, and neighbourhood solidarity schemes.

In the 1970s there were significant changes, linked to four essential factors: progress in prophylaxis, the development of female salaried work, the pressure from social movements, and the advances in knowledge relating to child development and the preoccupations of professionals working in the sector. Since 1970, the day nursery is considered a public service available to all parents. Subsidies are no longer linked to the type of users (subsidies per day of presence of children from a humble background), but calculated instead to remunerate qualified personnel in sufficient numbers (Royal Decree of 13 February 1970).

The day nurseries opened up to other users. While private childminders were previously supervised and controlled by the Birth and Childhood Office, the services of registered childminders were created in 1976. Facilities for very young children (infant day nurseries), initially external to the Birth and Childhood Office, were included in this structure.

In the early 1990s, owing to the budgetary restraints preventing the French Community from creating additional day nurseries, the Birth and Childhood Office instituted municipal childcare centres which benefit from other sources of financing.

In 1992, there remained some private childcare (estimated at 20% in the Brussels region) and some underground childcare, i.e. children minded in higher numbers than permitted or minded by unregistered childminders (estimated to be about as many as the duly registered childminders).

In 2003, ‘parental day nurseries’ were recognised by the law. These are day-care facilities for children aged 0 to 36 months, minded in groups, partly by qualified personnel and partly by parents.

In late 2005, a new form of childminding was authorised: two independent childminders at the most may carry out their activity together, in the same facility (see 3.15.2.).

Starting in 2005, in response to a significant increase in childcare requirements, the Government of the French Community has drawn up and implemented ‘Cigogne Plans’: these plans aim to expand childcare possibilities for young children, and rely on agreements between the French Community and the Regions to facilitate the funding of staffing costs. In 2008, two of the three priorities set for the ONE (see ##LINK$$3.3.2.)##/LINK$$) in in in the context of its management contract relate to the expansion and enhancement of childcare provision for children up to the age of 12 and improvements to the quality of support and childcare. These priorities have been translated into concrete measures.


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Des conditions de base pour assurer la stabilité et la continuité des interactions adulte-enfant. Enquête auprès des institutions.


La transformation des structures familiales et des politiques sociales et les modes d'accueil des jeunes enfants. Rapport national.

Les crèches de jour au temps de l'oeuvre nationale de l'enfance

Maternité et petite enfance dans le bassin industriel liégeois de 1830 à 1940

3.2. Ongoing Debates and future Developments

The ongoing debates are mainly concerned with non-school institutions. Various measures are planned to reinforce childcare capacity.

For information on school institutions, see 4.2. and also 2.1.6..


3.3. Specific Legislative Framework

For information specific to education-oriented school institutions, see 3.3.1., and for information on non-school institutions, see 3.3.2..


Pre-primary education is an integral part of the education system. The majority of laws and regulations on pre-primary education are the same as those applicable to the primary level (see 4.3.).

A distinction is made between:

● independent nursery schools with their own premises and management; ● pre-primary and primary sections that may together constitute an independent entity called a basic

school or be attached to a secondary school; ● schools attached to a childcare centre administered or accredited by the Birth and Childhood Office; ● schools attached to boarding schools for children of parents with no fixed abode; ● schools belonging to a home for children placed in care.

Pre-primary education is most often organised in basic schools.

All three réseaux – schools maintained by the French Community, public grant-aided schools, and private grant-aided schools – provide pre-primary education. To receive subsidies, schools must conform to statutory requirements (cf. 2.8.). As a result, the vast majority of pre-primary schools are governed by the


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same standards as regards facilities and hygiene, staff remuneration, teaching qualifications, staff-pupil ratios, school calendar, etc.

Schools vary considerably in size. Pre-primary schools are co-educational, with very few exceptions. Regulations for the creation, merger, restructuring, and separation of schools are established by Royal Decree (cf. 2.8.).

Direction générale de l'enseignement obligatoire, AGERS

Arrêté du Gouvernement de la Communauté française relatif à l'organisation et au fonctionnement des Commissions des programmes de l'enseignement fondamental et de l'enseignement secondaire

Arrêté royal réglementant la rationalisation et programmation de l'enseignement maternel et primaire ordinaire




Décret portant confirmation des socles de compétences visées à l'article 16 du décret du 24 juillet 1997 définissant les missions prioritaires de l'enseignement fondamental et de l'enseignement secondaire et organisant les structures propres à les at

Décret relatif aux avantages sociaux

Décret relatif à la promotion de la santé à l'école


Since its creation in 1919, the National Childhood Institution, a parastatal body charged with the protection of mothers and infants, oversees childcare outside the family sphere.

Childcare policies, which were initially national, were devolved to the Communities in 1983 and the National Childhood Institution became the Birth and Childhood Office.

In 1998, a (Community) Observatory of Childhood, Youth and Assistance to Youth was created and charged with creating a permanent inventory of the relevant social policies, data, associations and institutions. The Observatory also provides opinions, promotes and raises awareness of initiatives, and issues recommendations concerning the cooperation between relevant bodies and the coordination of scientific research.

A Decree of 8 February 1999 obliges all facilities caring for children under 12 years of age to register with the Birth and Childhood Office and to conform to a childcare quality code. Care for children under 6 years of age is subject to authorisation by the Birth and Childhood Office. Upon request, a quality certificate may be obtained if the facility operates under supervision by the Birth and Childhood Office.

Whereas the Birth and Childhood Office is responsible for the accreditation of childcare facilities, other official bodies contribute in different ways to their financing, under the headings of employment within these facilities (federal and regional level) or infrastructure aid (regional level).


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A Decree of 17 July 2002, which reforms the Birth and Childhood Office, charges the Childcare Section of the Birth and Childhood Office with the public service mission of childcare outside the family sphere. An Order of the Government of the French Community adopted on 27 February 2003 and in force since 1 July 2003, which has since been amended several times, defines the different childcare systems, introduces new forms of childcare, and specifies – like previous decrees and orders – the procedures for accreditation and for obtaining Birth and Childhood Office subsidies, and the financial contribution by parents. Last, an Order of December 2003 establishes a new childcare quality code to be respected by all facilities providing childcare on a regular basis for children under 12 years of age outside the family sphere. This public service mission takes the form of the following operational tasks: authorising, approving, subsidising, creating or managing institutions and services; providing assistance and advice to institutions and services and supervising them. Additional operational tasks derive from other specific legal provisions.

Accueillir les tout-petits. Oser la qualité. Un référentiel psychopédagogique pour des milieux d'accueil de qualité.


Rapport 2007 de l'observatoire de l'enfance, de la jeunesse et de l'aide à la jeunesse

Office de la naissance et de l'enfance (ONE)

Arrêté du Gouvernement de la Communauté française fixant le code de qualité de l'accueil

Décret modifiant le décret du 30 mars 1983 portant création de l'Office de la Naissance et de l'Enfance, tel que modifié par les décrets des 22 décembre 1983, 12 mars 1990, 26 juin 1992 et 6 avril 1998.

Décret portant réforme de l'Office de la Naissance et de l'Enfance, en abrégé « O.N.E. » (1)

3.4. General Objectives



Pre-primary education pursues all the general goals laid down in the Decree on the missions of school (see 2.1.). Its specific aims are:

● to develop children's awareness of their individual potential and encourage self-expression through creative activities;

● to develop socialisation; ● to develop the learning of cognitive, social, affective, and psychomotor skills; ● to identify children's difficulties and handicaps and address these through remediation.

Socles de compétencesto be attained at the end of the 5-8 cycle have been laid down by inspectors and teachers from all the réseaux. These core skills (cf. 4.4.) are a group of reference points, which determine the notion of level of instruction, and around which are structured the curricula devised or approved by the body that regulates and subsidises education. The core skills are defenders of democratisation in schools, learning


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guides and assessment watchdogs. They mark out the difficult path that should lead not only to equal access to school, but also to equal results from education and equal expectation for all children.

Nursery school is an integral part of the education system. Most of the laws and regulations relating to pre-primary education are the same as those which apply to the primary level.


A new childcare quality code is in force since 1 January 2004, which addresses both the quality of life of children under 12 years of age in childcare facilities and the service offered to parents and society. It defines general quality objectives that are directly inspired by the International Convention on Children’s Rights and recommendations by the European Communities in the domain of childminding. The legislator considers that "the needs in the domain of childcare go beyond the mere necessity to watch over children during the periods when those who entrust them are unavailable, and concern the children’s physical, psychological, cognitive, affective and social development."

3.5. Geographical Accessibility



Parents have the right to dispose at a reasonable distance of a school that corresponds to their philosophical choice; if such a school does not exist, the State must either create or subsidize a school corresponding to their wish, or participate in the costs for transportation towards such a school, or provide such transportation. For a description of this service, see 4.5.).

Given the population density in the French Community (202 inhabitants per sq. km. in the Walloon Region and 6,238 inhabitants per sq. km. in the Brussels-Capital Region on 1 January 2005), and the number of pre-primary schools (almost 1,800), distance is rarely a problem.

Most schools offer a childminding service before and after school time.

Dispersion géographique du recrutement des écoles fondamentales subventionnées


The 1991 Charter of Infancy recognises that access to a childcare facility is one of children’s rights, independently of the parents’ professional situation.


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Nevertheless, coverage rates vary according to the geographic area. Childcare facilities started out in the more economically advantaged areas and where female employment grew. Coverage rates are hence better in Brussels and the province of Walloon Brabant. Improvement of coverage rates is one of the priorities. The “Cigogne II” Plan (see 3.1.2) approved in late 2005 is directly relevant to this priority. It enabled 3,717 new childcare places to be created in two years. Even so, the birth rate has risen non-stop since 2003, and the demand for childcare places is increasing accordingly. As a result, the coverage rate has not yet improved significantly.

In 2008, a cooperation agreement was concluded between the French Community and the Walloon Region, the purpose of which is to create or develop rural centres and to facilitate the introduction of facilities and services in existing village centres so as to provide as many services as possible to citizens and to voluntary and non-profit organisations, whether the services fall within the scope of the Walloon Region or the French Community. Among other things, this scheme has facilitated the introduction of childcare facilities in rural settings.

3.6. Admission Requirements and Choice of Institution/Centre



Pre-school education caters for children aged two and a half (on September 30 of the current school year) to five years, or even six in exceptional cases. Registration is open throughout the academic year.

Parents freely choose the school to be attended by their child.


There are several childcare options: collective or at home, subsidized or not subsidized. Parents freely choose the childcare institution to be attended by their child.

Most non-school facilities admit children as of their birth. Only infant day nurseries are reserved for a specific age range (18 months to 3 years of age).

Childcare facility Accepted ages

Day nurseries 0 to 3 years

Infant day nurseries 18 months to 3 years

Municipal childcare centres 0 to 6 years

Registered childminders 0 to 6 years

Children’s homes 0 to 6 years


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Self-employed childminders 0 to 3 years

Parental day nurseries 0 to 3 years

The childcare quality code prohibits any kind of discrimination behaviour based on gender, race, socio-economic or socio-cultural origin. The childcare facility must do all it can to avoid that the amount of the financial contribution that may be asked of the persons who wish to entrust their children to them can become a factor restricting access. The childcare facility fosters the harmonious integration of children with specific needs.


3.7. Financial Support for Pupils’ Families

A series of benefits are granted to families by the federal authorities: free medical insurance for children up to the age of 25 years, and a family allowance for each child enrolled in education, without age limit.

Starting from fiscal year 2006, childminding expenses for children up to 12 years old are tax-deductible under certain conditions, including the presence of professional income and submission of proof.

The sums paid by parents for childminding before start of school, during the lunch break, after school hours, during all holidays, Wednesday afternoons, and during free courses, during weekends, or in boarding schools are deductible as long as the sums have been paid to childminding facilities accredited, subsidized or supervised by the Birth and Childhood Office or the public authorities (e.g. after-school minding organised by a municipality), or to independent host families or day nurseries under ONE supervision, or to nursery or primary schools, or to institutions or childminding facilities linked to the school or its pouvoir organisateur.

All expenses may be declared, but the deductible amount may not exceed 11.20 € per actual day of childminding and per child (for more details, see http://minfin.fgov.be).



Access to pre-primary and primary education is free of charge for all pupils regardless of their origin: no school fees may be demanded. Parents may nevertheless be asked for a financial contribution to cover meals, transportation or extra-school activities and childminding (cf. 2.3.).

In pre-primary and primary education, textbooks and school stationery are supplied free of charge. Annual flat-rate operational subsidies are granted by the French Community to cover the expenditure for the operation and equipment of schools and the provision free of charge of textbooks and school stationery to pupils attending compulsory education. Families cannot be charged for the cost of photocopies handed out to pupils, for the class diary and for the loan of schoolbooks, personal equipment and tools.

For pupils in pre-primary and primary education, there is no financial aid of the scholarship type.


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The financial contribution of parents to childcare costs in subsidized facilities – day nurseries, infant day nurseries, municipal childcare centres and registered childminders – is proportional to the family’s net aggregate income, and varies between €2.02 and €28.54 per diem in 2007. The parents’ financial contribution covers all childcare costs except dietary food, medicines, clothes and diapers, if provided by the facility.

If two children from the same family attend a subsidized facility or if there are at least 3 children in the family, the parents’ contribution is reduced to 70% for each child. A handicapped child counts for two in this calculation.

In non-subsidized facilities, the parents’ contribution is variable and freely set by the management.

3.8. Age Levels and Grouping of Children



In most cases, pre-primary education is arranged into two or three groups or "classes" according to age (horizontal distribution). The limits for different age groups vary according to the size of the school. Half of the pre-primary sections include only one or two classes.

In rural areas, where small schools do not have a sufficient number of children for three groups, and increasingly in other schools, children of different ages are grouped into a single, more ‘familial’ class known as a ‘composite class’ (vertical distribution).

Rather than abiding by a rigid group structure, certain schools prefer to arrange classes vertically in some instances, i.e. with children of different ages, and horizontally in others. Within this structure, classes do not have a permanent teacher. Teachers regularly change their group and classroom.

Caring for very young children (two and a half) poses a problem for the school in adjusting to the needs of small children, with features such as pace and schedules, number of children in a class, activities, and classrooms.

The organisation of education in cycles and phases is being gradually set up throughout compulsory education (cf. 4.8.). According to the Decree on the missions of school, the first phase covers children aged 2½ to 8 years. It is organised in two cycles: from admission in nursery school to 5 years, and from 5 years to the end of the 2nd primary school year. This second cycle of the first phase, straddling the end of pre-primary education and the beginning of primary education, aims to harmonise the transition from the pre-primary to the primary level. The socles de compétences (cf. 4.4.) are elaborated in accordance with the different phases.

In certain cases, a child may be authorised to attend pre-primary education during his or her first year of compulsory schooling. In this case, the pupil is expected to attend school regularly.


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Le 5-8 : sa réalité, ses promesses.


Childminders may take care of 1 to 4 equivalent full-time children, taking into account the childminder’s own children under 3 years old, unless the Birth and Childhood Office grants authorisation for one or two additional children. Except for dispensation, 5 is the maximum number of children minded simultaneously.

Traditionally, in the day nurseries and infant day nurseries, children are grouped by age.

3.9. Organisation of Time

For information on the organisation of the school year, see 3.9.1., and for information on weekly and daily schedules, see 3.9.2..

3.9.1. Organisation of the Year

For information specific to education-oriented school institutions, see 3.9.1.1., and for information on non-school institutions, see 3.9.1.2..

3.9.1.1. Education-oriented school institutions

See 4.9.1..

3.9.1.2. Non-school institutions

Subsidized facilities – day nurseries, infant day nurseries, municipal childcare centres, parental day nurseries and registered childminders – mind children 5 days a week and 220 days per year. Organisation of the year is variable in accredited but non-subsidized facilities (children’s homes and independent childminders).

3.9.2. Weekly and Daily Timetable

For information specific to education-oriented school institutions, see 3.9.2.1., and for information on non-school institutions, see 3.9.2.2..


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3.9.2.1. Education-oriented school institutions

Schedules and possibilities for out-of-school childcare are similar to those in primary education (see 4.9.2.).

3.9.2.2. Non-school institutions

Subsidized facilities – day nurseries, infant day nurseries, municipal childcare centres, and registered childminders – mind children at least 10 hours per day.

Each facility draws up its house rules, defining the rights and obligations of parents, staff and pouvoir organisateur, and this includes the timetable.

3.10. Curriculum, Types of Activity, Number of Hours



Socles de compétences to be attained by the end of the 5-8 cycle have been defined by inspectors and teachers in all the networks and relate to all schools organised or grant-aided by the French Community. They set out in a logical structure the basic skills to be practised up to the end of the first eight years of compulsory education and those which must be mastered by the end of each of its phases.

The socles de compétences relate to the different subjects: French, mathematics, introduction to science, modern languages, physical education, education through technology, artistic education, and introduction to history and geography including social and economic life. For each skill and at each of the phases, an achievement level is indicated, involving raising awareness through practising the skill, certifying it, or maintaining it.

According to the Decree on the missions of the School, the curriculum is the "reference as regards compulsory and optional learning situations, course contents, and methodological orientations, which an pouvoir organisateur defines in order to attain the competencies laid down by the Government for a particular year, period or cycle".

Curricula are the responsibility of the organising bodies, which may delegate it to a body that represents and coordinates them. The curricula conform to the general objectives of education (see 2.3.).

The Missions Decree has set up a Curriculum Committee, which ascertains whether the curricula enable children to attain the socles de compétences. This Committee gives an opinion on curricula that are submitted for government approval, as well as on the curriculum established by the government for education administered by the French Community.

Freedom in teaching methods (see 2.3.) empowers every pouvoir organisateur to submit its own curriculum for government approval.


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As regards pre-primary education, the Government of the French Community, the General Secretariat of Catholic Education (for grant-aided Catholic pre-primary and primary education) and some municipalities (e.g. Brussels) have established curricula that conform to the socles de compétences and are approved by the Government.

The brochure "A l'école fondamentale, les enjeux avant six ans" (Basic education, the stakes before the age of six), which was developed as a result of the decree on promoting a ‘school of success’, is neither a curriculum, nor a key skill to be attained at age six. It is rather a tool, which defines the stakes involved in providing positive guidance for a child, thereby situating the pupil on his or her affective, motor, intellectual, and social path.

The French Community’s curriculum

The curricula used in schools organised by the French Community are first drawn up by inspectors and teachers and then adopted by the Government, after seeking the advice and counsel of the Curriculum Commission competent for the level concerned.

With a view to ensuring coherence of educational action, the curriculum defined in 2001 for the enseignement fondamental organised by the French Community covers both pre-primary and primary education as regards all subjects: physical education, "éveil" [discovery] – subdivided in discovery of science, history and geography, basic languages – subdivided in mathematics and French, artistic education, modern languages, education through technology and education to the media.

For each subject, the curriculum presents its definition, a conceptualisation, and the approach to be adopted, accompanied by a graphic representation. Some sections are further divided into subsections with their own definitions, conceptualisations and methodologies. For example, French comprises seven subsections: listening and speaking, reading, writing, grammatical analysis, spelling, conjugation, and vocabulary.

After this introduction, the skills defined as socles de compétences are reviewed, commented and complemented by examples for each of the four cycles of enseignement fondamental. Besides the skills to be developed or certified, some activities that are not explicitly mentioned in the socles de compétences are proposed. For these activities, there is no certification.

Pedagogic data sheets are proposed to teachers at the end of each section of the curriculum.

At the end of the curriculum, there is also a breakdown by education cycle of the different notions or points for each subject.

Subjects

The new curricula concerning pre-primary education published in 2001 (education administered directly by the French Community and Catholic grant-aided education) insist on the continuity of learning, and organise the presentation of structuring activities in relation to the socles de compétences. Thus, in the two réseaux for which a curriculum for the pre-primary level is available, the activities to be carried out at this level are in relation to the subjects. For example, as regards communication situations, the suggested activities related to the skill "orienting one’s reading based on the communication situation" foresee as of the first cycle having recourse to a reading corner, to the library, to finding a book in the classroom’s library corner (schools administered by the French Community).

At this cycle it is rather a matter of initiation, as the skills only need to be mastered at the end of the 2nd stage (8 years).


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Some schools practice early learning of a foreign language starting in the 3rd year of nursery school, in particular through linguistic immersion.

There is no obligation with regard to organising philosophical courses (religion, ethics, etc.) in nursery school.

Number of hours

The curriculum does not anticipate a rigid division of time. The number of hours to be spent on different activities is not stipulated. The organisation of school time in nursery classes varies considerably. Many teachers find it important to alternate between static and more active exercises.

Nursery school is characterised by long periods of free time. According to a study conducted over a sample of schools in the 1980s, playtime and meals made up 23%, organising 11% and waiting 11% of total time. Half of the time available is spent on educational activities (54%). Of these, 27% are artistic, 21% academic, 20% language, 7% psychomotor, and 5% musical.

Psychomotor education

Every school providing pre-primary education must organise at least two weekly 50-minute periods of psychomotor education.

Psychomotor activities aim to integrate the different axes of psychomotility:

● psychomotility via action-awareness, i.e. psychomotor dynamics that integrates the three dimensions of a human being – bodily, affective, and cognitive – starting out from awareness of the action carried out;

● psychomotility of the global relation, i.e. psychomotor dynamics that confronts the child to space-time, to him/herself, to others, and to objects, in a global movement and via action-awareness;

● perceptive-motor psychomotility, i.e. psychomotor dynamics that allows the child to discover an increasingly differentiated space and act in an increasingly complex space-time.

Programme de l'enseignement maternel (réseau officiel subventionné)

Programme des études. Enseignement fondamental.

Programme intégré adapté aux socles de compétences. Enseignement fondamental.



The Childcare Quality Code (cf. 3.4.2.) provides a coherent framework which is given concrete expression, depending on each particular context, through freely organised activities. Four psycho-pedagogic principles must be respected:

● nurturing and fostering the child’s desire to discover, ● watching over the quality of the relationship between childminder and child,


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● allowing the child to express him/herself personally and spontaneously, fostering the development of self-confidence and autonomy,

● contributing to the development of the child’s socialisation, in a perspective of solidarity and cooperation.

Children must be grouped so that conditions are favourable for optimal carrying out of activities, building a quality relationship with the childminder, and taking into account the needs and expectations of children. The childcare facility must also provide a healthy living environment for children.

A pedagogic reference work "Accueillir les tout-petits – Oser la qualité" (Minding very young children – Go for quality) was elaborated collectively by persons involved in reflection and progress in the childcare domain (researchers, trainers, Birth and Childhood Office staff, etc.). It proposes principles of educational action that are specific to the childcare situation and that rest on ethical and scientific foundations. It emphasises three main themes: relations, activity, and socialisation. This reference work gained legal recognition in 2004. Efforts were subsequently made to distribute this guidance on high-quality childcare practice and to ensure that it is understood and considered in detail by the milieux d’accueil.

Since the 1980s, some day nurseries have instituted what they call "following of groups": each new group of toddlers is taken in charge by two childminders who will take care of the same group throughout its stay in the facility. Since 1990, the Birth and Childhood Office suggests – in a non-official document – adopting this organisational pattern: "The general organisation of the day nursery or infant day nursery must allow for limiting the number of different persons taking care of a child. A maximum of two childminders in tandem will take care of a group of children. Preference should be given to an organisation that allows the same group of children to be ‘followed’ by the same childminders".

3.11. Teaching Methods and Materials



Each pouvoir organisateur is free as regards teaching methods, in the respect of the framework defined by the Decree on the missions of the school and the socles de compétences.

Each school must allow every pupil the opportunity to progress at his or her own pace, by practising differentiated pedagogy. Thus, every child can, at his or her own pace, fully live out the successive stages of maturity, and gradually acquire and reinforce the attitudes and knowledge required for harmonious development.

The methods employed aim at the development of ideas rather than the transmission of knowledge. The game is the prime agent in pedagogical work. Official legislation emphasises welcoming, closely observing and listening to the child, in order to provide pedagogical support in his or her development. It raises the subject of respect for the child's individual learning pace and the need to centre activities within a functional context.


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The curriculum also provides for co-operation amongst the teaching staff, continuity between pre-primary and primary education, and interaction between the school and the family.

Children are accommodated in specially equipped premises. The most common teaching aids are tabletop games, toys, books, and painting and psychomotility equipment. An outdoor play area is also provided. Most schools also have video equipment and recorders. More than half of nursery schools are equipped with computers. The diffusion of psychomotility activities goes hand in hand with the granting of subsidies for purchasing psychomotility materials to schools that ask for them, within the limits of budgetary means.

Usually, specific areas for particular activities are defined:

● "affective" area: reassurance, elaboration of ideas, roster of chores distributed amongst the group, etc.;

● area for play, graphic expression, physical expression, etc., aiming at self-affirmation; ● "cognitive area": opportunities to experiment (presence of plants, animals), library, television, etc.; ● "psychomotility area": opportunities to let go of inhibitions, to develop rational thought, "comfort"

(cuddly toys, cushions etc).

It is recommended to carry out projects that are suited to children’s interests.

The project allows for voluntary action, acceptance, and participation in attaining the objectives. Pupils are divided into groups. These groups take part in various workshops organised by the teacher, who mainly takes care of one group, (e.g. painting, building game, library, maths, discovery, make-believe games: dolls, shops, etc.).

Research conducted in 1991 showed that only a third of activities were carried out in small groups, and that workshop classes were mainly used in classes with less than fifteen pupils. The practice of workshop classes is currently spreading.

The educational departments of the French Community and those of the different pouvoirs organisateurs for grant-aided education will produce teaching aids designed to attain the socles de compétences. Every school administered or grant-aided by the French Community will be entitled to use such teaching aids.

A decree adopted in March 2001 confirms that assigning homework is forbidden in pre-primary education.

A decree adopted in 2007 imposes the organization of interdisciplinary activities for a responsible and active citizenship at least once during each cycle.


As stipulated by the Quality Code (http://www.one.be/decr/cq.htm), every childcare facility must elaborate a "childcare plan", which lists its objectives and the methodological options chosen to attain these. This plan is subject to periodic evaluation. The Quality Code provides some indications on the means to be deployed: organising living spaces that are adapted to the needs of children, fostering the development of living in groups, organising groups in a way that favours the optimal carrying out of activities and building of a quality relationship with the childminder, making room for children’s initiative and preserving the notion of free time, ensuring a healthy living environment for children.

3.12. Evaluation of Children


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Internal evaluation

Evaluation is one of the aspects for which educational freedom is guaranteed for each réseau; in compliance with the relevant laws, decrees, and orders, each pouvoir organisateur may therefore define the type of assessment that will be adopted, and the manner in which to communicate the results.

Evaluation, which is essentially based on observing the child's approach in carrying out its activities, is conceived as an integral part of education and learning.

Evaluation has three roles:

● prognosis: does the degree of maturity and development reached by the child bode well for the next phase, in particular with regard to progressing to primary school?

● gauging: what has the child attained, how does the child compare with his or her peers? ● diagnosis: why is development hampered, why has learning not been achieved?

Training in self-evaluation must be introduced starting with the junior section.

Evaluation by the teacher is predominantly based on observing the children’s behaviour. In this way, the teacher becomes aware of difficulties, which children might have in day-to-day activities, and may suggest remedial activities or support.

Some classes have class councils: the teacher and the children talk about the activities carried out during the last day or half-day (this is less frequent in the first year of nursery school). Reference is often made to pictures or symbols that the children can understand. In this way, they can grasp the significance of evaluation (positive or negative comments) and their personal development.

By monitoring individual progress and through evaluations currently performed 2 or 3 times a year, the teaching staff is able to communicate to parents an evaluation of the behaviour and development of their children.

External evaluation by the Centre for Psychological, Medical and Social Services

Children in the third year of nursery school are regularly observed unless parents voice their explicit disapproval. Officers of the Centre psycho-médico-social (CPMS) administer maturity tests in the third year of pre-primary school.

After consulting with the CPMS and the head of school, parents may decide either to extend their child's pre-school attendance by one year or, conversely, to have the child begin primary education at the age of 5.


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Children are subject to medical monitoring (which may extend to other aspects of children’s health: psychomotor development, language, etc.). A preventive medicine guide distributed to consulting physicians is often used as a reference by doctors working in childcare facilities

No other information on this aspect was found.

3.13. Support Facilities

For information specific to education-oriented school institutions, see 3.13.1., and for information on non-school institutions, see 3.13.2.


Childcare nurses may be assigned to nursery schools. These persons are qualified to care for and monitor very young children. They are made available to schools according to needs and objective criteria: number of very young children (under 3 years and 9 months) or less autonomous children. By the decree of 2 June 2006, the French Community of Belgium released funds for the creation of a statutory framework for childminders in ordinary preschool education.

If a child is discovered to be suffering from disorders or to have special needs, these are tackled with the support of appropriately qualified staff that carries out special activities with the parents’ consent:

● speech therapists, ● psychomotor therapists

Few schools have a resident speech therapist. More frequently, schools regularly rely on external staff. These interventions are not subsidized.

There are special pre-primary schools for mentally or physically disabled children (cf. chapter 10.). In these cases, the Centre for Psychological, Medical, and Social Services provides the liaison between the different forms of education.


The "management services" of registered childminders are structures that support the latter.

In addition, each childcare facility benefits from medical monitoring which may be carried out by a paediatrician attached to the facility (day nurseries and infant day nurseries) or by a consultation team from the Birth and Childhood Office.


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3.14. Private Sector Provision

For information specific to education-oriented school institutions, see 4.14.. The information below refers to non-school institutions.

With the exception of municipal childcare centres, which depend on a public authority, the childcare facilities subsidized by the Birth and Childhood Office may be either public or private. The same rules apply to all grant-aided childcare facilities, regardless of their status.

Children’s homes (collective facilities of 9 to 24 places for children aged 0 to 6) depend either on a public authority or a non-profit organisation or a private person. The same rules apply to all children’s homes, regardless of their pouvoir organisateur.

Independent childminders (private persons) are authorised to care at home for 1 to 4 (equivalent full-time) children aged 0 to 6 (an exemption is possible for taking on 1 or 2 additional children). On 31 December 2003, there were 642 accredited independent childminders, for a total of 2,134 places.

Timetables are variable in accredited but non-subsidized facilities (children’s homes and independent childminders).

3.15. Organisational Variations and Alternative Structures



Some schools have adopted teaching methods that are closely based on the educational principles of educationalists such as Decroly, Freinet or Steiner, after whom the schools are usually named.

Certain schools have undertaken the early learning of a foreign language (as of the 3rd year of nursery school), while others practice linguistic immersion in German, English or Dutch.


The regional employment office of Brussels (ORBEM) has set up a partnership with childcare facilities to offer places on a temporary basis (maximum 3 months) to jobseekers and unemployed persons in order to make it easier for them to take up a job or attend a training programme.

Day nurseries, infant day nurseries, municipal childcare centres and children’s homes may sign an agreement with the Birth and Childhood Office and public or private employers, to book a certain number of places (maximum 25% of overall capacity) for the children of their employees.


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Some childcare facilities have extended working hours (for example the Crèche Bout’chou in Namur accepts both children in day-care and boarders).

In parental day nurseries, children aged 0 to 36 months are minded by both qualified personnel and parents.

From late 2005, a new form of childminding is authorised: two independent childminders at the most may carry out their activity together, in the same facility. In this case, the total number of registered children cannot exceed 14 and the number of children minded simultaneously cannot exceed 10; from the moment that 5 children are present simultaneously, the presence of both childminders is required. A play and rest area must be set up, and the two childminders are bound by a collaboration agreement.

Development of a methodology for the collection of harmonised statistics on childcare. Final Report.

Actiris

3.16. Statistics






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Statistical data relative to pre-primary education (2008 - 2009)

Année scolaire 2008-2009 Elèves1 Enseignants2 Ecoles

French Community education 12,744 671 154

Grant-aided public education (provincial) 281 13 2

Grant-aided public education (communes) 94,324 5,125 892

Grant-aided free education 67,873 3,486 664

Source : General Administration of Education and Scientific Research, General Directorate of Compulsory Education

The statistical data relative to pre-primary education presented below are provided by the ETNIC-French Community Statistics Department and relate to the school year 2007-2008.

A. Pupils

N u m b e r o f p u p i l s i n o r d i n a r y p r e - p r i m a r y e d u c a t i o n , b y t y p e o f s c h o o l , i n 2 0 0 7 - 2 0 0 8

French Community

Public grant-aided (provincial)

Public grant-aided (municipal)

Private grant-aided

Total

Pupils 12,667 340 94,950 67,508 175,465

Source: ETNIC-French Community Statistics Department

N u m b e r o f p u p i l s i n o r d i n a r y p r e - p r i m a r y e d u c a t i o n , f r o m 1 9 7 5 t o 2 0 0 8

School year Number of pupils School year Number of pupils

1975-1976 182,658 1991-1992 162,645

1976-1977 181,104 1992-1993 164,877

1977-1978 170,619 1993-1994 168,751

1978-1979 164,967 1994-1995 171,164

1979-1980 160,685 1995-1996 168,066

1980-1981 160,721 1996-1997 163,908

1981-1982 158,376 1997-1998 156,335

1982-1983 156,981 1998-1999 156,272

1 Pupils enrolled on 15 January 2009. 2 Teaching staff and managerial and support staff on 1 October 2008, full-time equivalent (apart form

ACS/APE/PTP).


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1983-1984 156,534 1999-2000 155,896

1984-1985 159,636 2000-2001 156,335

1985-1986 160,971 2001-2002 157,770

1986-1987 156,899 2002-2003 160,020

1987-1988 155,520 2003-2004 161,938

1988-1989 155,589 2004-2005 176,215

1989-1990 159,005 2005-2006 176,278

1990-1991 159,239 2006-2007 175,827

2007-2008 175,465


Number and percentage of pupils in ordinary pre-primary education by year of birth, in 2007-2008

Year of birth Boys Girls Total %

2001 and earlier 1,723 979 2,702 2%

2002 24,941 23,772 48,713 28%

2003 25,508 24,493 50,001 28%

2004 25,990 24,707 50,697 29%

2005 (from January 1 to April 1) 6,214 5,841 12,055 7%

2005 (after April 1) 5,699 5,598 11,297 6%

Total 90,075 85,390 175,465 100%


B. Schools

N u m b e r o f s c h o o l s p r o v i d i n g o r d i n a r y p r e - p r i m a r y e d u c a t i o n , b y t y p e o f s c h o o l , i n 2 0 0 7 - 2 0 0 8

French Community



Private grant-aided

Total

Number of schools 153 3 888 667 1,711


N u m b e r o f c l a s s e s p r o v i d i n g o r d i n a r y p r e - p r i m a r y e d u c a t i o n , b y t y p e o f s c h o o l , i n 2 0 0 7 - 2 0 0 8


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French Community



Private grant-aided

Total

Number of classes 639 16 4,971 3,270 8,896


N u m b e r o f c l a s s e s i n o r d i n a r y p r e - p r i m a r y e d u c a t i o n , f r o m 1 9 7 1 t o 2 0 0 8

School Year Number of classes

1971-1972 6,587

1981-1982 7,433

1983-1984 7,477

1985-1986 8,100

1987-1988 8,125

1989-1990 8,187

1991-1992 8,313

1992-1993 8,821

1993-1994 8,819

1994-1995 8,928

1995-1996 8,838

1996-1997 8,686

1997-1998 n.a.

1998-1999 8,390

1999-2000 8,258

2000-2001 8,280

2001-2002 8,395

2002-2003 8,538

2003-2004 8,540

2004-2005 8,654

2005-2006 9,356

2007-2008 8,896


A v e r a g e n u m b e r o f p u p i l s p e r s c h o o l i n o r d i n a r y p r e - p r i m a r y e d u c a t i o n , b y t y p e o f s c h o o l , i n 2 0 0 7 – 2 0 0 8

French Community



Private grant-aided

All types combined


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Pupils per school

82.8 113.3 106.9 101.2 102.6


A v e r a g e n u m b e r o f p u p i l s p e r c l a s s i n o r d i n a r y p r e - p r i m a r y e d u c a t i o n , b y t y p e o f s c h o o l , i n 2 0 0 7 - 2 0 0 8

French Community



Private grant-aided

All types combined

Pupils per class

19.8 21.3 19.1 20.6 19.7




A. Number of childcare places on 31 December 2008

The data below refer to childcare places, not to children cared for.

Number of children from 0 to 2.5 year-old

(Janvier 1, 2007) Number of children

from 0 to 2.5 year-old (January 1, 2008)

Places in facilities grant-aided by the

ONE and similar

Places in facilities accredited but not grant-aided by the

ONE

Total number of places

Brussels Capital 35,869 6,139 1,958 8,097

Walloon Brabant 10,481 2,652 1,551 4,203

Hainaut 37,684 7,302 1,378 8,680

Liège 27,724 4,900 1,954 6,854

Luxembourg 8,286 1,915 996 2,911

Namur 13,493 2,833 1002 3,835

Total 133,537 25,741 8,839 34,580

Source: ONE Activity Report 2008

B. Coverage rate on 31 December 20072008


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The coverage rate is the ratio between the total number of childcare places and the number of births during the year multiplied by 2.5, which is an approximation of the number of children eligible to attend a childcare facility.

Number of children from 0 to 2.5 year-old

(January 1, 2008)

Coverage rate (grant-aided childcare

facilities)

Coverage rate (non grant-aided

childcare facilities) Total coverage rate

Brussels-Capital 35,869 17,1% 5,5% 22,6%

Walloon Brabant 10,481 25,3% 14,8% 40,1%

Hainaut 37,684 19,4% 3,7% 23,0%

Liège 27,724 17,7% 7,0% 24,7%

Luxembourg 8,286 23,1% 12,0% 35,1%

Namur 13,493 21,0% 7,4% 28,4%

Total 133,537 19,3% 6,6% 25,9%


C. Breakdown of places in childcare facilities grant-aided by the ONE and similar, on 31 December 2008

The data below refer to childcare places, not to children cared for.

Day

nurseries Infant day nurseries

Municipal childcare centres

Parental nurseries

Children’s homes & grant-aided part-time

nurseries

Registered child-

minders Total

Brussels-Capital 4,946 696 195 - - 302 6,139

Walloon Brabant 918 62 534 28 18 1,092 2,652

Hainaut 2,620 57 522 - 192 3,911 7,302

Liège 1,980 57 649 - 46 2,168 4,900

Luxembourg 318 0 363 - 0 1,234 1,915

Namur 731 0 627 - 33 1,442 2,833

Total 11,513 872 2,890, 28 289 10,149 25,741


D. Breakdown of the number of grant-aided and similar childcare facilities, on 31 December 2008


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Day

nurseries Infant day nurseries

Municipal childcare centres

Parental nurseries

Children’s homes & grant-aided

part-time nurseries

Registered child-minders

Total

Brussels-Capital 110 30 12 0 0 11 163

Walloon Brabant 25 3 29 2 1 16 76

Hainaut 66 3 32 0 12 33 146

Liège 55 3 41 0 3 11 113

Luxembourg 11 0 25 0 0 8 44

Namur 18 0 41 0 2 8 69

Total 285 39 180 2 18 87 611


E. Capacity of grant-aided and similar childcare facilities, from 1975 to 2008

The data below refer to childcare places on 31 December of each year, not to children cared for.

1975 1985 1990 1995 2000 2005 20072007 2008

Day nurseries 4,329 7,298 8,054 8,956 9,202 10,020 10,752, 11,513

Infant day nurseries 2,950 1,322 1,024 914 906 796 867 872

Municipal childcare centres - - - 900 1,092 1,948 2,597, 2,890

Registered childminders - 3,901 7,410 9,231 9,381 8,789 9,681, 10,149

Parental nurseries - - - - - 14 14 28

Children’s homes & grant-aided part-time nurseries - - - - - 380 400 289

Total 7,279 12,521 16,488 20,001 20,581 21,947 24,311, 25,741


F. Attendance of childcare facilities grant-aided by the ONE (ordinary grants)

In 2008, 48.888 children attended a grant-aided childcare facility for at least one day:


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● 8.030children born in 2008; ● 16.083children born in 2007; ● 15.744 children born in 2006; ● 8.031 children born in 2005.

Source: ONE Activity Report, 2008

Rapport d'activités 2008 de l'ONE


4. Primary Education




41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710

UNIVERSITÉ

















Source: Eurydice.

Primary education is grouped with pre-primary education under the umbrella term enseignement fondamental. Pre-primary education and the first eight years of compulsory education, including the six years of primary education, are considered a pedagogical continuum structured in three phases (see 2.4.1.).


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4.1. Historical outline

This section describes the development of primary education (see 4.1.1.) and the evolution of pedagogy (see 4.1.2.).



4.1.1. Development of primary education

As regards primary education specifically, various fundamental laws have been passed regulating the creation of schools, within a framework of rivalry between public and private education. This rivalry manifested itself in particular by the issue of public grants to private education and the status of the Catholic religion course, obligatory or not and included or not in the timetable. These conflicts culminated in two ‘school wars’.

In 1842, a first fundamental law required municipalities to have a public school, and requiring this school to provide a religious education course.

In 1890, only 4% of children attended primary school for the full duration of six years. In 1914, a law established compulsory education for all children aged 6 to 14, but World War I delayed its implementation by a few years. The principle that school must be free of charge was generalized.

After World War II, positions become radicalised. In 1951 the second ‘school war’ broke out. In 1955, the Collard Act imposed the creation of a public pre-primary school and a public primary school in each municipality, regulated grants, and specified that parents may opt between a religion course and an ethics course in public schools.

In 1959, an act known as the Pacte scolaire organised and normalised relationships between the different réseaux of schools and guaranteed the real exercise of families’ free choice.

In 1983, a law on compulsory education set the maximum duration of primary education to seven years.

4.1.2. Pedagogy

The structure of primary education has remained unchanged for several decades (six years subdivided into three cycles. However, the pedagogical methods applied at this level of education have undergone several phases of reform.

The 1922 programme and especially the 1936 syllabus, based on the educational theories of O. Decroly, placed emphasis on global education based on the child’s centres of interest. Various initiatives were undertaken to address the need for more flexibility in education, to adapt education to the changing needs of the surrounding world, and to respect the learning pace of the individual child. The curricula were revised


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to promote the acquisition of instrumental knowledge (e.g. mastering French and mathematics), rather than acquiring factual knowledge.

In 1971, reform initiatives were launched on a trial basis in a limited number of schools. In 1977, all the different réseaux of schools embarked on a phase of active consultation and experimentation concerning the organisation of a cycle for 5-8 year-olds followed by another cycle for 8-12 year-olds. The aim of the "5-8" cycle was to provide a better transition between the pre-primary and primary levels.

The decree on the promotion of the école de la réussite in enseignement fondamental, voted in March 1995, outlines a concrete action plan for all participants in enseignement fondamental, which is intended to achieve a significant and lasting reduction in the number of school failures. It defines the cycle as a "series of school years within which the pupil carries out his education continuously, at his own pace and without grade repetition" (Art. 1). This decree organises the continuous progression of pupils from entry into pre-primary school up to the end of the 2nd year of primary school, and from the 3rd to the 6th year of primary school, as well as the attainment within these periods of essential skills specified by the socles de compétences. Substantial resources (around €10 million) have been invested each year in enseignement fondamental to develop consultation and mutual assistance both within and between schools belonging to the same entity.

The Decree on the missions of school, voted in July 1997, defines the objectives of compulsory education. In particular, it specifies the framework within which teaching activities take place, sets the length of the cycles and phases, organises the definition of the socles de compétences, the preparation of pedagogic tools and assessment instruments, as well as the control of study programmes. It imposes the implementation of formative assessment and differentiated pedagogy. It further defines the notion of free education, imposes the definition by the pouvoirs organisateurs or the individual schools of texts specifying their options vis-à-vis pupils and their parents, and sets up a conseil de participation (see 7.1.1.) in each school.

Two decrees voted in 1998 modified a number of important aspects of the regulation of primary education. The first, a framework decree passed in July 1998, redefines the resources to be expended on ordinary and special pre-primary and primary education and the timetables. The second coordinates and expands various initiatives pertaining to positive discrimination. In 2009, the positive discrimination scheme was reviewed and is gradually being superseded by a more progressive system of differentiated staffing (see 2.8.3.5.)

In 1999, socles de compétences corresponding to enseignement fondamental and to the first stage of secondary education were adopted. New curricula were elaborated on these bases, which entered into force on 1 September 2002.

The decree of 2 June 2006 significantly modified the system of assessment in the French Community of Belgium. Before it was implemented, there was no compulsory external assessment leading to the issue of a certificate. Since the school year 2006-2007, the certificat d'études de base (CEB) has been issued following a common external test organised at the end of primary education.


The declaration of Community policy 2009-2014 defines in concrete form the intentions of the governments formed following the June 2009 elections. Although various chapters of this document relate to enseignement fondamental, and in particular primary education (steering, emancipation, excellence for all, etc.) the debate in 2009-2010 has rarely related specifically to this level of education.

4.3. Specific legal framework


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Progression of pupils

Pursuant to the decree on the promotion of the école de la réussite in enseignement fondamental (1995) and the Decree on the missions of school (1997), the progression of pupils must be continuous from entry into pre-primary school up to the end of the 2nd year of primary school and from the 3rd to the 6th year of primary school (cf. 4.1.2.).

Objectives

The Decree on the missions of school, voted in July 1997, defines the objectives of compulsory education. Working groups got down to the task of defining socles de compétences and assessment instruments; the educational and pedagogical plans of the various pouvoirs organisateurs were updated.

In 1999, socles de compétences corresponding to enseignement fondamental and to the first stage of secondary education were adopted. The structure of these socles de compétences underscores the necessary coherence of the education system, in particular the educational continuity to be achieved between enseignement fondamental and the first stage of secondary education. The socles de compétences concern the different subjects: French, mathematics, initiation to science, modern languages, physical education, education through technology, artistic education, initiation to history and geography including social and economic life. For each competency and in each of the phases, an achievement level is indicated: raising awareness of exercising the competence, certifying it, or further developing it.

New curricula were elaborated on these bases, which entered into force on 1 September 2002.

Regulation

A framework decree passed in July 1998 (cf. 4.1.2.) redefined the resources to be expended on ordinary and special pre-primary and primary education. The different measures adopted in this decree are designed, in particular, to:

● establish timetables for pupils, teachers, and heads of school; ● generalise the learning of a modern language other than French as of the 5th primary year; ● decide on teaching days and days of holiday, as well as on the number of days during which

teaching may be suspended; ● allow schools to organise certain courses and educational activities in the weekly timetable in sign

language or in a modern language other than French; ● in primary education, allow schools to organise courses of adaptation to the language of instruction

at the rate of three periods per week, for the benefit of pupils who are stateless, of foreign nationality, or have been adopted;

● allow the pouvoir organisateur to organise consultation proceedings by school, site, area, or entity, depending on the réseau;

● modify the calculation and assignment of personnel in pre-primary and primary education; ● modify certain structures relative to personnel, in particular, the qualifications required for teachers

of a second language; ● ensure that physical education courses are given in all schools by imposing the designation of

special teachers.

Co-education

The Decree on the missions of school reaffirms that the pouvoirs organisateurs must guarantee equal access to all education options to girls and boys.


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Types of schools

The three réseaux of schools mentioned in the Pacte Scolaire (schools maintained by the French Community, public grant-aided schools, and private grant-aided schools) provide primary education. Grant-aided schools conform to statutory requirements (see 2.8.3.). Consequently, the majority of schools are governed by the same standards for facilities and hygiene, staff remuneration, teaching qualifications, staff-pupil ratios, and school calendar.

Most primary schools are grouped together with pre-primary schools, forming écoles fondamentales. In the schools maintained by the French Community, some primary schools or écoles fondamentales are joined to a secondary school.

Schools vary considerably in size. Requirements for the creation, merger, restructuring, and separation of schools are established by Royal Decree (see 2.8.4.)

Primary schools are co-educational, with very few exceptions.



Arrêté du Gouvernement de la Communauté française déterminant la forme et les règles de délivrance du certificat d'études de base

Arrêté du Gouvernement de la Communauté française modifiant l’arrêté du Gouvernement de la Communauté française du 3 mai 1999 déterminant la forme et les règles de délivrance du certificat d'études de base

Arrêté du Gouvernement de la Communauté française fixant les projets éducatif et pédagogique de l'enseignement fondamental et secondaire, ordinaire et spécial, organisé par la Communauté française

Arrêté du Gouvernement de la Communauté française relatif à l'organisation et au fonctionnement des Commissions des programmes de l'enseignement fondamental et de l'enseignement secondaire


Arrêté royal du 20/08/1957 coordonnant les lois sur l'enseignement primaire





Décret relatif à la promotion de la santé à l'école

Loi du 01/04/1960 organisant les centres psycho-médico-sociaux

Loi sur l'inspection médicale scolaire


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4.4. Overall objectives

Primary education addresses all the general objectives established by the Missions Decree, (see 2.3.5.).

Within a global educational mission, the modern-day primary school must assume increased responsibilities. Whilst ensuring that children acquire the necessary basic knowledge for their academic future, the primary school should:

● be open to the life of the group/class and the environment, provide ample opportunity for the widest means of expression, and devote a certain amount of time to spontaneous activities;

● develop open-mindedness, curiosity, a taste and desire for learning, the ability to perceive a problem, define its elements, find a solution to it, and structure knowledge;

● strive for personal growth of children, which includes self-affirmation, self-expression and action possibilities, and the ability to participate;

● create conditions in which all children, whatever their social origin, can feel at ease, be recognised by the teacher and their peers, and pursue their initiation into society.

The Decree on the missions of school set up working groups to draw up socles de compétences, common to all types of schools and defined on the basis of the objectives assigned to compulsory education.

The socles de compétences are a "formal system of reference that sets out, in a structured way, which competencies must be exercised until the end of the first eight years of compulsory education, and those for which proficiency must be attained at the end of each phase, because they are considered necessary for social insertion and the pursuit of studies". As guarantors of school democratisation, learning guides, and assessment watchdogs, the socles de compétences mark out the difficult path that must lead not only to equal access to school, but also to equal results from education and to equal requirements for all children. The competencies to be attained at ages 8, 12, and 14 have been defined.

These socles de compétences foster the development of thinking, i.e. education that has meaning, as opposed to mechanical exercises or the simple recitation of subject matter. They embrace the different disciplines: French, mathematics, modern languages, physical education, education through technology, artistic education, initiation to history and geography including social and economic life. They include cross-curriculum competencies and subject-related competencies.

In order to respect freedom as regards teaching methods, a limited dispensation procedure was set up from 1 July 2001. Under certain conditions, which include the submission of a precise and justified request and maintaining the consistency of the education system, the quality of education, and respect for fundamental rights and freedoms, and based on the opinion of an ad hoc Committee, the government may authorize a pouvoir organisateur to use alternative educational methods to those described in the socles de compétences.

Primary education is officially expected to pursue the following overall objectives:

to prioritise learning how to read, with the emphasis on deciphering, written work and communication;

to gain a mastery of the basic mathematical tools for problem-solving; to enable children to attain the overall objectives of compulsory education via a range of

educational activities.

The curricula elaborated and approved by the governing and subsidising bodies take shape around these socles de compétences.

In addition, each pouvoir organisateur defines a projet educatif and a pedagogical plan, which give concrete expression to the objectives assigned to education by the Decree on the missions of school and establish the framework within which the projets d’établissement are elaborated (see 2.3.5.).


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4.5. Geographic accessibility

Given the high population density in Belgium, geographic accessibility of schools during compulsory education poses little problem (see 1.5.).

A school transportation department, transferred to the Walloon and Brussels Regions in 1991, is responsible for picking up pupils once per day going to and from the school of their choice – for all réseaux – that is closest to their residence. Transportation charges are calculated based on the fares in effect for public transportation services. Children less than six years old or those enrolled in special education are exempt from transportation fees. Families with three or more children benefit from a 50% reduction.

Dispersion géographique du recrutement des écoles fondamentales subventionnées

4.6. Admission requirements and choice of school

For information on admission to primary education, see 4.6.1.; on parents’ free choice, see 4.6.2..

4.6.1. Admission to primary education

A child is admitted to primary education after the summer holidays of the calendar year in which he or she reaches age 6. This date marks the beginning of compulsory education.

However, if the child’s parents or guardians have a certificate issued by the school’s headmaster and the Centre Psycho-Médico-Social, they may opt to have the child attend the first year of primary education once he or she has turned five, or postpone entry to primary school by one year whilst continuing to send the child to a nursery school (see also 2.1.6.).

Registration is taken no later than the first working day of September, but the headmaster may accept registrations until September 30 if the delay is due to exceptional circumstances.

4.6.2. Parents’ freedom of choice

The Pacte scolaire imposes obligations on the Communities in order to guarantee parents’ free choice of the type of education they wish to have their children receive. From this standpoint, the law distinguishes between denominational, non-denominational, and pluralist schools (see 2.3.).

Grant-aided enseignement fondamental and secondary education schools cannot refuse to enrol a student based on social, sexual, or racial discrimination, as long as the student agrees to subscribe to their educational plan.


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French Community schools are required to enrol all pupils who apply no later than September 30 of the school year in progress, provided they meet the conditions required to be a regular pupil. When a school organised by the French Community must limit the number of pupils it accommodates due to lack available space, the school’s headmaster immediately informs the Administration.

Enseignement fondamental schools organised by towns and municipalities are required to enrol all pupils, provided they meet the conditions required to be regular pupils, if they reside in the municipality.

A school headmaster that is unable to register a pupil who applied must issue the pupil an enrolment application attestation. This attestation includes the reasons for refusal, and indicates the Administration agency where the pupil and his or her parents can obtain assistance in enrolling in another school.

4.7. Financial assistance to families

Access to enseignement fondamental is free of charge for all pupils regardless of their origin; no school fees may be charged. The parents may be requested to make a financial contribution for meals, transportation, activities and childcare outside school hours (see 2.3.3.).

In pre-primary and primary education, textbooks and school supplies are distributed free of charge. Annual and fixed operating grants are provided by the French Community to cover expenses related to school operation and equipment and to the free distribution of textbooks and school supplies to pupils subject to the education obligation.

There is no financial assistance provided in the form of study grants for pupils in enseignement fondamental.

However, a series of benefits are granted to families by the federal authorities. The principal ones are:

● until age 25, free health insurance and child benefits for every child in school; ● the family benefits from tax reductions with no age limit for each child in school; ● under certain conditions, childminding expenses for children under 12 are tax deductible (see 3.7.).

4.8. Age levels and grouping of pupils

For information on age levels, see 4.8.1.; on grouping of pupils, see 4.8.2.; on teachers, see 4.8.3..

4.8.1. Age levels

Primary education is attended by children aged 6 to 12 years. However, certain pupils need more time than the usual six years to acquire the socles de compétences required at the end of each of the first two phases of schooling. In order to take account of each child’s individual pace of learning, schools have the option to enable pupils to receive a maximum of one extra year per phase. For pupils experiencing difficulties, the period of compulsory primary schooling may therefore be seven or eight years, or even nine years by special dispensation.


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4.8.2. Grouping of pupils

Education is subdivided into cycles (voir ##LINK$$4.13.##/LINK$$;): the cycle is regarded as the basic teaching unit, and ensures continuity of learning and the practice of differentiated teaching methods. Although the use of cycles is compulsory, the way pupils are grouped together is specific to each school and is a matter of the structural organisation defined by the school in order to achieve these objectives.

Various forms of organisation may be observed:

1. children of the same age accompanied by a class teacher for more than one year;

2. children of different ages looked after by one or more teachers either simultaneously or in an alternating pattern;

3. children of the same age looked after by a different class teacher every year, in which case close consultation between the teachers concerned is required in order to ensure continuity;

4. and so on.

Some flexibility in functional matters is required in order to take account of pupils’ needs in an overall context which harmonises the various structures: classes, cycles and school.

The third of the above arrangements is the one most commonly adopted: primary education is usually structured in six classes (or grades). Children of different ages may be grouped together in the same class, especially in rural areas, where small schools lack sufficient numbers of pupils to form six groups. Thus schools may have classes combining two, three or even all the years of primary education.

4.8.3. Teachers

Generally, one and the same teacher is responsible for all subjects, with the exception of special courses (philosophy courses, physical education, and modern language). Very rarely, some teachers specialise and share subjects (relaxation of tenure). When this particular organisation is adopted, it is usually at the end of primary education.

Within the framework of the organisation in cycles, the teacher sometimes follows his or her group/class for the duration of the cycle. Directives recommend that teaching teams be set up to co-manage lessons, work under co-responsibility for children in the same cycle, and draw up a consistent pedagogical plan within each cycle (shared tenure).

The number of teachers subsidised in each school is defined on the basis of the number of pupils, but the local authorities are free to decide the composition of groups of pupils and the assignment of teachers to these, making up – if they wish – classes of very different sizes.

4.9. Organisation of school time

For information on organisation of the school year, see 4.9.1.; on weekly and daily timetables, see 4.9.2..


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4.9.1. Organisation of the school year

The French Community establishes the start and end of the school year, as well as statutory holidays.

The school year generally begins on September 1 and ends on June 30 of the following year. In addition to the two-month summer holidays, students have one week of autumn holidays (early November), two weeks of winter holidays (Christmas), one week of Carnival holidays (February), and two weeks of spring holidays (Easter). Unless otherwise specified for the current year, the spring holidays (often called ‘Easter holidays’) are the first two full weeks of April, regardless of the date of Easter. In addition, a certain number of days off are granted at regular intervals during the school year: Ascension Thursday, Whit Monday, French Community Day (September 27), November 11, and May 1.

In the current school curriculum, a school year consists of 182 days of classes spread over 37 weeks. The government may define the number of class days between 181 and 183.

To organise assessment tests, classes may be suspended for a maximum of 10 days per year in the 5th and 6th primary years; and for a maximum of 5 days per year in the 2nd and 4th primary years. On these days, pupils are expected to attend school normally. Classes can be suspended for a maximum of 6 half-days in enseignement fondamental to enable teaching staff members to attend training days.

4.9.2. Weekly and daily timetables

In primary education, pupils attend school for 28 periods of 50 minutes per week (1,400 minutes per week). The weekly timetable can include a maximum of 31 periods, in particular when the course schedule includes the study of a modern language for more than three periods per week.

Each full day includes a recreation of 15 minutes in the morning and a break of at least one hour between morning classes and afternoon classes. Recreation is not part of the 28 periods referred to above. The schedule must be continuous.

The Decree on the missions of the school specifies that, as part of their plan, any pouvoir organisateur may authorise enseignement fondamental schools or secondary schools to adapt the weekly timetable in order to implement activities that enable them to attain their general objectives.

In practice, the 28 weekly class periods are spread over nine half-days from Monday morning to Friday afternoon. The time when school begins and ends is determined by the responsible education authority. Generally, school lasts from 9 a.m. to 12 p.m. in the morning and from 1.30 p.m. to 3.30 p.m. in the afternoon, with 8.30 a.m. and 4.00 p.m. representing the school day’s earliest starting and latest ending times.

The table below shows a typical example of a timetable:

Example of a weekly timetable

Out of school care - before

classes

Morning classes (starting and ending hour)

Lunch break Afternoon classes (starting

and ending hour)

Out of school care - after classes

Monday 7H30-9H00 9H00-12H 12H-13H30 13H30-15H30 15H30-18H

Tuesday 7H30-9H00 9H00-12H 12H-13H30 13H30-15H30 15H30-18H


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Wednesday 7H30-9H00 9H00-12H - - -

Thursday 7H30-9H00 9H00-12H 12H-13H30 13H30-15H30 15H30-18H

Friday 7H30-9H00 9H00-12H 12H-13H30 13H30-15H00 15H30-18H

Saturday - - - - -

Pupils spend on average 5 hours per day in school on learning activities, but some are present for close to 9 hours. In many schools, childminding is provided from 7 am until classes start and from the end of classes until 6 pm. In cities, most pupils remain in school during the lunch break, under the supervision of teaching staff or other person subsidised by the French Community for one hour of midday break monitoring.

From January 1, 2004, additional provision has been made for the coordination of care during pupils’ free time (Wednesday afternoons, weekends, and school holidays) and support of out-of-school care (before and after classes, but not during the lunch break). The interventions target specific geographical areas, based on appraisals of the situation of childcare drawn up at the initiative of municipalities. They relate to children of nursery school age, those attending primary education or those up to the age of 12. The childminding offer is presented in a programme called CLE – Coordination Locale pour l’Enfance (Local Coordination for Children), presented as a childminding programme coordinated and agreed by the concerned parties and applicable in a given territory. The consultation of local players allows structuring of the childminding provision, and favours the pooling of resources and creation of synergies aiming at greater efficiency. Under certain conditions, operators can benefit from support. Three general aims are pursued: the global development of children, social cohesion through intermingling, facilitation and consolidation of family life.

4.10. Curriculum, subjects, number of hours

For information on the elaboration of curricula, see 4.10.1.; on subjects required by law, see 4.10.2.; on language courses, see 4.10.3.; on ethics and religious courses, see 4.10.4.; on physical education, see 4.10.5.; on education to the media, see 4.10.6..

Programme de l'enseignement primaire (réseau officiel subventionné)

Programme des études. Enseignement fondamental.

Programme intégré adapté aux socles de compétences. Enseignement fondamental.


4.10.1. Elaboration of curricula

Curricula are the province of the pouvoirs organisateurs. These curricula must be adapted to the general objectives of education (cf. 2.3.5.) and consistent with the requirements of the Decree on the missions of the school. Freedom in pedagogical methods, as guaranteed by the Pacte scolaire (cf. 2.1.1), entitles every pouvoir organisateur to submit its own curriculum for approval by the Minister. The Decree on the missions of the school created a curriculum commission, which verifies whether the curricula, both for the French Community and for the grant-aidedréseaux, make it possible to attain the socles de compétences.


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The curricula propose learning situations and suggest course contents, which may be either compulsory or optional. They provide methodological orientations. Such learning situations, course contents and methodological orientations must make it possible to achieve the socles de compétences.

The Government of the French Community (for its schools), the Council of Municipalities and Provinces (for the public grant-aided pouvoirs organisateurs that so desire) and certain municipalities (e.g. Brussels and Verviers) dispose of (complete or partial) curricula reflecting the socles de compétences and approved by the Government.

4.10.2. Subjects required by law

The Decree on the missions of the school does not define subjects, but domains within which competencies are to be developed. Thus, priority must be given to the teaching of reading centred on the mastery of meaning, to the production of written and oral communication, as well as to the mastery of the basic mathematical tools within the framework of problem solving. The socles de compétences must also define the communication competencies in a language other than French that are expected to be attained at the end of the first stage.

The other educational activities are structured in the following domains, which are part of the compulsory common core: structure of time and space, psychomotricity and physical education, discovery and then initiation to history and geography, artistic education, education through technology, scientific initiation, discovery of the environment, education to the media, learning about social behaviours and citizenship.

Within this framework, the socles de compétences distinguish eight domains: French, mathematics, discovery – initiation to science, modern languages, physical education, education through technology, artistic education, discovery – initiation to history and geography including introduction to social and economic life. Philosophy courses are additional to these.

In primary education, the weekly timetable must include two (50-minute) periods of physical education (including swimming), two periods of philosophy courses, zero to five periods of modern language courses (depending on the year of study and the geographic area, see 4.10.3.), to which are added the courses and activities pertaining to other subjects.


4.10.3. Language courses

Compulsory courses

By virtue of the 1963 linguistic laws, the teaching of a second language is compulsory starting in the 3rd year of primary school in both the Brussels-Capital Region and in those municipalities with ‘special status’ (see 1.4.2.). The second language is taught 3 hours per week in the second cycle (3rd and 4th year of studies) and 5 hours per week in the third cycle (5th and 6th year of studies). This instruction can include review exercises for other subjects in the curriculum. In the Brussels-Capital Region, the second language is Dutch. In the Walloon municipalities classified as 'on the language border' (cf. 1.1.Comines-Warneton, Mouscron, Flobecq and Enghien), the second language is Dutch. In the municipalities of Malmédy, Waimes, Baelen, Plombières and Welkenraedt, the second language may be Dutch or German. A special scheme is provided for the municipalities surrounding Brussels.


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Since 1998, throughout the French Community, at least two periods per week must be assigned to teaching communication in a modern language other than French (German, English, or Dutch) in the fifth and sixth primary school years. The pouvoirs organisateurs may provide either one language or a choice between two languages. In the absence of an exemption, the language may not be modified between the 5th and 6th years.

The decree governing enseignement fondamental stipulates that the language courses given in the 5th and 6th years of primary education must undergo an external assessment, organised under the auspices of the French Community's inspectorate in collaboration with representatives of the different pouvoirs organisateurs. Between 1 May and 30 June 2009, primary schools had the opportunity to participate with their 6th year pupils in a non-certificative external assessment of modern languages, with a view to preparing for the introduction of the external assessment prescribed by the decree.

Optional courses

Schools and pouvoirs organisateurs, which so desire may organise early learning of a foreign language starting in the 1st year of primary schoolat the rate of two periods per week, or add one period per week in the 5th and 6th years of primary school in those Walloon municipalities which do not have special linguistic status.

These additional lessons must be included in the school plan if they are incorporated into the compulsory weekly timetable (28 periods). All the pupils concerned must take part, and the languages taught must be consistent with current legal requirements in the municipality in which the school is located.

If the increase in the number of second language periods is greater than this, the weekly timetable must be increased to 29, 30 or 31 periods.

Other approaches

On the authorisation of the government in the case of education organised by the French Community, or on the initiative of the pouvoir organisateur in the case of grant-aided education, a school or site may, under certain conditions, provide certain courses either in a modern language other than French or in sign language, by organising immersion instruction. Immersion is an educational procedure that endeavours to stimulate the learning of a modern language by teaching part of the weekly schedule’s regular courses in that language (see 4.17.).

Allemand, anglais ou néerlandais ? Le choix d’une langue moderne dans l’enseignement fondamental.

4.10.4. Philosophy and religion courses

Every child of compulsory school age has the right to be taught religion or ethics at the Community’s expense. In every site, a course is organised as soon as a pupil enrols, in accordance with thePacte scolaire.

Schools run by public authorities offer, up to the end of compulsory education, the choice between courses in one of the five recognised religions or in non-denominational ethics. Religious instruction is understood as the teaching of the religion (Catholic, Protestant, Jewish, Islamic, or Orthodox) and the moral values inspired by that religion. The choice must be stated in a declaration signed by the parents, guardian or person to whom the child’s care is entrusted.


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The weekly timetable includes two periods of religion or ethics. The ethics teacher is a staff member, who is responsible for ethics courses. The religion teacher is either a minister or a representative of a minister of one of the recognised denominations.

4.10.5. Physical development

The time allocated to physical education is the result of a desire to ensure a balance between the different school activities and an optimal use of physical education and sports within a global education. Schools should offer a range of activities allowing everyone to exercise a choice. The right of each child to have different physical abilities should be recognised. Physical education courses cover at least two periods per week. In some écoles fondamentales, the time allocated to physical education has been doubled.

Physical education is taught by either a physical education instructor or by the class teacher if he or she holds the appropriate qualification certificate.

4.10.6. Education to the media

Television and the media are a source of enrichment, knowledge, openness to others and to the world; and they are an integral part of young people’s lives. Therefore, they should be used to advantage and as a positive factor in education. Beyond the use of audiovisual equipment as teaching aids, two important objectives can be identified: on the one hand, learning to be an active spectator, an autonomous explorer, and a media communication player; on the other hand, using the audiovisual image as a technology at the service of intelligence-building.

Primary schools have had the possibility of receiving a cyber-media centre, and of connecting to the Internet at preferential rates, but no course is specifically oriented to the utilisation of these facilities.


4.11. Teaching methods and materials

For information on methods, see 4.11.1.; on materials, see 4.11.2..

Pour une éducation interdisciplinaire à l'environnement de 10 à 14 ans

4.11.1. Methods: recommendations and practices

Pursuant to the Pacte scolaire, each pouvoir organisateur is free as regards pedagogical methods. The pedagogical plan defines the pedagogical aims and methodological choices which enable a pouvoir


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organisateur to implement its educational plan. The school plan translates the pouvoir organisateur’s pedagogical plan into concrete terms in the light of its specific context (see 2.6.4.1.).

Every school must enable each pupil to progress according to his or her own pace of learning, by implementing differentiated teaching methods and formative assessment. Article 15 of the Decree on the missions of the schoolmakes this practice mandatory.

Ministerial circular letters recommend group activities; learning situations that encourage behavioural patterns suited for decision-making on the sequence of tasks, negotiation on the nature of the work to be done, and interaction among pupils; a general, functional, participative, and differentiated teaching method; maintaining stability of the teaching staff, collaboration among teachers, and dialogue with parents.

The official regulations recommend the use of information and communication technologies as instruments for development and for access to autonomy.

Apart from classes which work in mixed-age groups (in particular, classes of 5 to 8 year olds) and which use individualisation techniques, primary education is largely undifferentiated; all pupils in the same class are often faced with the same activities.

In certain classes, other methods are used:

● group work for tasks involving discovery activities (history, geography, and science); ● differentiated work on assignments: reading or mathematics work is most often handled this way; ● certain computer programmes (software) were introduced a few years ago and their use is

spreading, thereby enabling a certain degree of differentiation in teaching or correction.

Certain schools practice or are inspired by particular teaching methods (Freinet, Decroly, etc.).

In the face of some abuses, a decree has defined and given a legal status to the limits to be respected as regards homework. Only the reading and presentation of activities carried out during school time are authorised during the first two years of primary school. Afterwards, the pouvoirs organisateurs have the option, but not the obligation, to set homework adapted to the level of education. Homework assignments must prolong learning already carried out, take into account the individual characteristics of pupils, and be the object of rapid assessment of exclusively formative character. It must be possible to carry out these assignments without the assistance of an adult, and if reference documents are necessary, it must be ensured that all pupils have access to them. Lastly, pupils should have a reasonable deadline to carry out these assignments, and their length should not exceed 20 to 30 minutes per day, depending on the year of study.

A decree adopted in 2007 imposes the organization of interdisciplinary activities for a responsible and active citizenship at least once during each cycle as well as the set up of participative structures for pupils (election of class representatives by their peers, councils of pupils representatives made up by the representatives of one cycle or one stage) from the 5th year of primary education.

4.11.2. Teaching materials

The decision of whether or not to use a textbook, and its choice, are left to the teacher’s or the pouvoir organisateur’s discretion. The use of textbooks is not very widespread, in particular for scientific and mathematical disciplines. To encourage their use by educational teams, the decree of 19 May 2006 introduced a special budgetary programme for the acquisition by the écoles fondamentales of the French Community of textbooks which have received conformity approval. A textbook or set of textbooks may be submitted once a year to the Steering Committee with a view to gaining conformity approval:

An application for approval may be submitted by:


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a public- or private-sector author or publisher of textbooks; an educational team or one or more teachers; an education service of the réseau d'enseignement organised by the French Community; a pouvoir organisateur in education grant-aided by the French Community or a body representing and

coordinating pouvoirs organisateurs in education grant-aided by the French Community; another public- or private-sector organisation or association working in the field of education.

Recourse to textbooks is not very widespread, in particular for scientific and mathematics disciplines. The decision of whether or not to use a textbook, and its choice, are left to the teacher’s or the pouvoir organisateur’s discretion.

The educational departments of the French Community and those of the different pouvoirs organisateurs for grant-aided schools produce teaching aids, which are designed to attain the socles de compétences. Every school organised or grant-aided by the French Community is entitled to use these teaching aids.

Each primary school has been equipped with a multimedia centre, and thanks to agreements between the French Community, the Walloon Region, the federal government, and the access provider, each school can have access to the Internet under very favourable terms. Since 2002, schools also have the possibility of benefiting from the ADSL technology, by installing a new modem provided by the French Community and subscribing to a contract with an access provider.

Two servers providing pedagogic information have been set up. One is common to all school types (http://www.enseignement.be) and the other is specific for schools organised by the French Community (http://www.restode.cfwb.be). A database of courseware with information on the products elaborated by teachers and inspectors may be consulted on the site.

4.12. Pupil assessment

Assessment is one of the fields where educational freedom is guaranteed for each type of school. Each pouvoir organisateur may, in compliance with laws, decrees, and orders, define the type of assessment that will be adopted and the manner in which the results will be communicated. However, Art. 15 of the Missions Decree makes formative assessment mandatory.

The socles de compétences, which translate into concrete terms the concept of study level, are meant to help the teaching staff responsible for pupils in a cycle to put into practice continuous formative assessment and school report assessments, and to prepare the pupils for certificative assessment (at the age of 12).

The Decree on the missions of school created a Committee on Assessment Tools relating to the socles de compétences, which is responsible for producing sets of standardised assessment tests corresponding to the socles de compétences. Assessment tools prepared under the supervision of committees consisting of representatives of various pouvoirs organisateurs provide examples to the teachers which enable them to assess the skills of pupils at the different phases of compulsory education. These assessment tools are directly intended for the use of schools and teachers and are made available to them for illustration purposes: they indicate the type of assignments which should be set for pupils and the level expected at a given point. The tools are available together with a guide on the website http://www.enseignement.be.

An Administrative Steering Unit organises external assessments of what pupils have learnt at the start of the 3rd and 5th years of primary education. These assessments enable teachers to measure more effectively the level attained by the pupils and to adapt their teaching accordingly. The unit analyses the results and devises


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teaching approaches. The inspectorate performs pedagogical monitoring. Some pouvoirs organisateurs also organise assessments for use in the schools for which they are responsible (FédEFoC, City of Liège, etc.).

Each teacher assesses his or her own pupils in light of his or her objectives and teaching. Assessment is usually carried out after one or several learning sequences. A school report is sent to the parents, informing them of the results achieved, academic progress, learning behaviour, and personality development. Exam results are noted in the report in addition to observations and formative assessment remarks.

The majority of primary schools organise exams every year, but some do so only at the end of each cycle. Exam methods are variable. Exam authoring is generally handled by the class teacher, but consultation with teachers from other sites or of other academic years is more frequent for exams administered at the end of a cycle.

The first summary assessment may take place at the end of the 2nd year of primary school. To organise assessment tests, classes may be suspended for a maximum of 10 days per year in the 5th and 6th primary years; and for a maximum of 5 days per year in the 2nd and 4th primary years. On these days, pupils are expected to attend school normally.

Service général du Pilotage du système éducatif (AGERS)

4.13. Progression of pupils Nursery education and the first eight years of compulsory schooling form a pedagogical continuum arranged in three phases, which are themselves subdivided into cycles (see 2.4.1.).

This set-up is intended to enable each child to progress continuously through schooling, at his or her own pace and without repeating any years, from the beginning of nursery school until the end of the second year of primary school (Phase 1) and from the 3rd to the 6th year of primary education (Phase 2), acquiring within each of these phases the essential learning set out in the socles de compétences defining the required level of studies (see section 1.1.3.).

Certain pupils need more time than the usual period of schooling to acquire the socles de compétences required at the end of each of the first two phases of schooling. In order to take account of each child’s individual pace of learning, schools have the option to enable pupils to receive a maximum of one extra year per phase. For pupils experiencing difficulties, the period of compulsory primary schooling may therefore be seven years, or even eight years by special dispensation.

The teaching staff, by agreement with the parents, choose the most appropriate moment to use this measure, in the light of the child’s individual situation. Thus the arrangement of the extra year need not necessary take place at the end of a phase.

However, such a measure must be treated as exceptional, and may not under any circumstances be confused with a repeated year: it must be accompanied by the formation of a pedagogical dossier for each pupil concerned.

As a transitional measure in 2009-2010, a child who is kept in the 3rd year of nursery education during his or her first year of compulsory schooling may still benefit from an additional year at the end of the 1st or 2nd year of primary education.

Echec et décrochage scolaire en Communauté française de Belgique.


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Peut-on lutter contre l'échec scolaire ? (2e éd. rev. et aug.).


Tableau de bord de l'enseignement, Indicateurs statistiques n° 1

4.14. Certification

Since the school year 2008-2009, all pupils enrolled in the sixth year of ordinary primary education have been subject to the common external test leading to the certificat d'études de base (CEB), so that all pupils are evaluated and certified on the same basis.

The test is devised by a working group chaired by the general inspector of primary education, which also determines the conditions under which the test is taken and marked and the pass criteria: the conditions must be the same in every place where the test is taken (however, the arrangements for taking the test may be adapted to the specific situations of pupils suffering from sensory and/or motor disabilities).

The common external test relates to the mastery of the skills expected on the completion of the second phase of compulsory education (socles de compétences) and must include questions on French, mathematics, introduction to science and introduction to history and geography, including social and economic life.

A competent panel of examiners is formed by each inspector to record passes and failures resulting from the application of the rules on the taking of the test and to deliberate only in cases where a failure is associated with a chance event which occurred while the test was being taken.

A panel is also formed within each ordinary primary education institution. This panel is required to issue the CEB to every pupil enrolled in the 6th year of primary education who has passed the common external test. It may decide to award the CEB to a pupil enrolled in the 6th year who has not passed or has been unable to take all or part of the common external test: where this is the case, it bases its decision on a dossier containing copies of the pupil’s school reports for the last two years, a detailed report by the pupil’s teacher including his or her recommendation on whether the CEB should be awarded and any other consideration that the panel considers relevant.

The communication to the parents of a decision not to award the CEB must be accompanied by the following:

the grounds for the decision, arrangements for a meeting to be organised by the school to explain the reasons for the decision and

inform the parents on the future of the child’s schooling, and information about how to appeal against the decision.

Possession of a CEB is not a condition for admission to secondary education (and this certificate may be awarded in secondary education, see 5.17.1.).

4.15. Educational guidance

For information on school health services, see 4.15.1.; on school health inspection, see 4.15.2..


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4.15.1. School health services

The CPMS are places of listening, where multidisciplinary teams (psycho-pedagogic counsellors, psycho-pedagogic auxiliaries, social auxiliaries, paramedical auxiliaries and physicians), acting under professional secrecy, offer free services.

The CPMS for the three réseaux (French Community, grant-aided public education, and grant-aided private education) primarily serve their own schools’ needs.

Each centre provides guidance for a series of schools. All the centres are subject to an inspection organised by the French Community.

The CPMSs have three main missions:

1. To promote psychological, pedagogical, medical and social conditions which will give pupils the best chance of developing their personalities harmoniously and of preparing to assume their role as autonomous, responsible citizens and play an active role in social, cultural and economic life;

2. To contribute to pupils’ educational process throughout their school career, by encouraging the use of means by which they can be led to make constant progress, within an approach of ensuring equal access opportunities to social, civic and personal emancipation. To this end, among other things the centres will mobilise the resources available in the pupil’s family, social and school environment;

3. With a view to providing orientation for the subsequent course of their life, to support pupils in the positive construction of their personal, educational and work plans and their integration in social and professional life.

Each centre’s activities must be set within the context of a programme which is common to all the CPMSs, the specific programme laid down by the pouvoirs organisateurs (in line with their priorities and values) and the centre’s individual plan (drawn up by all personnel and based on the centre’s specific situation).

The common programme contains eight points:

1. The provision of services to consultants, in partnerships which are based on the mutual provision of information and respect the centre’s independence.

2. A response to the requests of consultants in which each request is received and analysed, but not necessarily taken up.

3. Preventive actions, particularly in synergy with other parties.

4. The identification of difficulties in order to encourage remedial action at an early stage.

5. Diagnosis and guidance, based on input from the three disciplines on which each centre’s work is based.

6. The provision of educational and professional information and guidance, in collaboration with the school management, with a view to a positive lifelong orientation, focusing on personal development and including (but also going beyond) the question of integration into working life.

7. Support for parenting, centred on the pupil and on optimising his or her schooling.

8. Health education via actions with the CPMSs’ partners.

4.15.2. School health inspection


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The law makes school health inspection mandatory for all pupils and staff in full-time schools and provides for its organisation.

In schools maintained by the Community, school health inspections are conducted by the staff of the Community’s Centres Psycho-Médico-Sociaux. There is a separate service for grant-aided schools.

The tasks cover the entire field of preventative medicine in the area of communicable diseases, screening for learning disabilities, and sensory, intellectual, and personality deficiencies, as well as the promotion of healthful and hygienic conditions in schools and the compiling of statistics on pupils’ health status and morbidity.

When a child is first enrolled in a school, and in the course of every year for which an assessment must be carried out, the school health inspection interviews the parents in order to establish the child’s medical history. At the beginning of each school year, the parents are informed of the role and resources of the school health inspection.

Children have a medical exam in the first (or, failing which, the second) and third (or, failing which, the first year of primary) year of pre-primary, and in the second, fourth and sixth year of primary school. If necessary, the physician can ask to see a pupil.

4.16. Private education

The private education sector in the strict sense, i.e. entirely organised, financed, and controlled by individuals or associations governed by private law and merely recognised by the Community, is extremely limited. There are also international (and European) schools in Belgium and schools administered directly by a foreign government (British School, Japanese School, etc.).

An education system known as enseignement libre subventionné also developed in parallel in Belgium, which whilst being non-public cannot truly be qualified as private, given the financing and inspection links with the State (cf. 2.3. and 2.8.3.). These private grant-aided schools are mostly denominational, and mostly Catholic, but there are also a few non-denominational schools, which are either lay or pluralist.

Except for a few characteristics, private grant-aided education is subject to the same rules as public grant-aided education.

In schools of the private grant-aided réseau of denominational character (in the large majority Catholic), the weekly schedule includes two hours of the religion corresponding to the particular denomination. In private denominational education, the religion course can be taught by the class teacher.

Private grant-aided denominational schools also strive to attain objectives of a religious nature, consistently with their educational plan.

4.17. Organisational variations and alternative structures

Travelling (mobile) schools and home teaching are almost non-existent (300 to 340 pupils for both primary and secondary education). Distance learning programmes provide courses for children in primary education who reside outside the country.


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Some schools have adopted particular pedagogic methods inspired by the educational principles of pedagogues such as Decroly, Freinet or Steiner; the schools are usually named after these.

More and more schools or sites are introducing language immersion in German, English or Dutch. The decree of 11 May 2007 regulates immersion education. A pre-primary and primary school which organises immersion learning offers the possibility of learning in this way either during the final year of nursery education and the six years of primary education, or during the last four years of primary education. A primary school which organises immersion learning offers the possibility of learning in this way either during the six years of primary education, or during the last four years of primary education.

Between 8 and 21 periods are taught in the target language from the 3rd year of nursery education to the 2nd year of primary education. From the 3rd to the 6th year of primary education, the timetable depends on the year in which immersion began.

Pupils who started immersion in the 3rd yr of nursery or 1st yr of primary

education

Pupils who started immersion in the 3rd yr of primary education

3rd and 4th years of primary education If part of the weekly timetable is dedicated to immersion learning, that part consists of a minimum of 8 and a maximum of 18 periods

If part of the weekly timetable is dedicated to immersion learning, that part consists of a minimum of 12 and a maximum of 18 periods

5th and 6th years of primary education If part of the weekly timetable is dedicated to immersion learning, that part consists of a minimum of 8 and a maximum of 18 periods

If part of the weekly timetable is dedicated to immersion learning, that part consists of a minimum of 12 and a maximum of 18 periods

Immersion learning seeks to achieve the following:

in terms of the lessons and educational activities provided in the immersion language, the attainment of the competencies defined in the socles de compétences;

in terms of the immersion language, the attainment of the oral and written communication competencies in that language defined in the socles de compétences.

If a school or site organises immersion learning, this is mentioned in the school plan. Enrolment in immersion learning may not be subject to any prior selection.

L’immersion linguistique dans l’enseignement fondamental en Communauté française de Belgique : l’état de la question.


4.18. Statistics


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Statistics relating to ordinary primary education (2008 - 2009)

School year 2008-2009 Pupils3 Teachers4 Schools

French Community education 26,619 1,957 159

Grant-aided public education (provincial) 617 40 2

Grant-aided public education (municipalities) 148,402 11,013 903

Grant-aided free education 129,265 21,643 672

Source: General Administration of Education and Scientific Research, General Directorate of Compulsory Education

For additional statistics on pupils, see 4.18.1.; for statistics on schools, see 4.18.2..


4.18.1. Pupils

Number of pupils in ordinary primary education, by type of school

French Community

Public grant-aided (municipal and

provincial)

Private grant-aided Total

1999-2000 31,652 150,520 137,008 319,180

2000-2001 31,050 149,805 135,007 315,862

2001-2002 30,140 149,241 133,079 312,460

2002-2003 29,492 148,166 131,534 309,192

2003-2004 28,343 147,411 129,898 305,652

2004-2005 27,602 146,691 128,406 302,699

2005-2006 26,967 147,332 127,633 301,932

2006-2007 26,682 148,527 128,055 303,264

2007-2008 26,658 148,892 128,628 304,178


Percentage of repeaters in ordinary primary education, by year of study 3 Pupils enrolled on 15 January 2009. 4 Teaching staff and managerial and support staff on 1 October 2008, full-time equivalent (apart from

ACS/APE/PTP).


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1st year 2nd year 3rd year 4th year 5th year 6th year

1999-2000 5.21% 4.84% 2.48% 3.00% 2.73% 1.94%

2000-2001 4.18% 5.05% 2.42% 2.80% 2.53% 1.58%

2001-2002 4.29% 5.95% 2.63% 3.02% 2.76% 1.86%

2002-2003 5.12% 6.35% 3.34% 3.55% 3.49% 2.26%

2003-2004 5.40% 5.90% 3.30% 3.70% 3.60% 2.50%

2004-2005 6.30% 6.40% 4.00% 3.90% 4.10% 2.20%

2005-2006 6.20% 5.70% 3.80% 3.70% 4.20% 2.40%

2007-2008 6.90% 5.21% 4.18% 4.25% 4.72% 2.24%


Primary school diplomas (CEB) awarded in 2007

Education level Number of CEBs

By primary ordinary schools 43,425

By secondary ordinary schools 3780

Total 47,205


L'enseignement en chiffres 2006-2007


4.18.2. Schools

Number of ordinary primary schools, by type of school

French Community

Public grant-aided

(provincial)

Public grant-aided

(municipal)

Private grant-aided

Total

1999-2000 170 3 947 680 1,800

2000-2001 171 3 943 675 1,792

2001-2002 171 3 938 674 1,786

2002-2003 169 3 919 673 1,764

2003-2004 165 3 912 670 1,750

2004-2005 164 3 910 664 1,741


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2005-2006 160 3 907 660 1,730

2007-2008 159 3 932 721 1,815


Number of ordinary primary education sites, by type of school

French

Community

Public grant-aided

(provincial)

Public grant-aided

(municipal) Private grant-

aided Total

2007-2008 236 3 1870 978 3,087

Number of pupils per school and per site in ordinary primary education, by type of school, 2007-2008

French Community

Public grant-aided (provincial and

municipal)

Private grant-aided

Total

Pupils per school 167.7 159.2 178.4 167.6

Pupils per site 113.0 79.5 131.5 98.5


Number of pupils per class in ordinary primary education, by type of school, 2007-2008

French Community

Public grant-aided

(provincial)

Public grant-aided

(municipal)

Private grant-aided Total

Pupils per class

13.6 11.8 13.6 12.7 13.6


5. Secondary and Post-Secondary Non-Tertiary Education


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41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710

UNIVERSITÉ

















Source: Eurydice.

The following general description of secondary education applies to type I secondary education, which is full-time education in which the majority of pupils are enrolled. Type II secondary education, also full-time, represents less than 2% of total pupil enrolment (excluding special education and artistic education). It is described in 5.20..

Type I secondary education consists of three stage of two years each:

● 1st stage: observation stage (1st and 2nd years); ● 2nd stage: orientation stage (3rd and 4th years); ● 3rd stage: determination stage (5th and 6th years).

A 4th stage of one, two or three years is organized in some vocational training institutes.

In principle, the first two years of secondary education are common to all pupils. But in order to provide a differentiated track that is better adapted to the needs of certain pupils, the first two years can also be organised in a differentiated manner.

In the first stage, teaching is organised in a single cycle.

In the second and third stages, full-time secondary education takes four different forms:

● general education; ● technical education; ● vocational education; ● artistic education.


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It features two streams:

● the transition stream for general education and part of technical and artistic education (3rd to 6th years), also referred to as ‘general and technological humanities’;

● the qualification stream for part of technical and artistic education (3rd to 6th years) and for vocational education (2nd to 7th years), also referred to as ‘technical and vocational humanities’.

The prime objective of the transition stream is to prepare pupils for higher education whilst retaining the option to enter the labour market. In the qualification stream, the prime objective is to enter the labour market after obtaining a Qualification Certificate whilst retaining the option to pursue higher education studies.

Secondary education includes core and optional components into which courses or activities can be grouped or imposed by the pouvoir organisateur.

Ordinary secondary education is also organized in the form of dual vocational education and training (see 5.20.).

The structure of secondary education in the French Community is thus of two years (1st stage ISCED 2) plus four years (2nd and 3rd stages, transition section or qualification section – ISCED 3). The descriptions ‘lower secondary’ and ‘upper secondary’ are used, but do not completely correspond to the reality of this education system.


Since the creation of the Belgian state (1830), secondary education has developed in Catholic institutions and public schools. The education provided in early schools centred almost exclusively on the traditional humanities or classics.

To respond to the need and requests to educate the bourgeoisie in the various sectors of economic and industrial life, schools gradually introduced new subjects and courses.

In 1887, a law was passed that defined the structure of secondary education (known as enseignement moyen), which remained unchanged until the end of World War II. In addition to the classics (Latin and Greek, Latin and mathematics, or sciences), modern humanities appeared (science section and commercial and industrial section).

During the 19th century, technical education independent of enseignement moyen developed, which focused on agriculture, horticulture, industry and commerce. Evening and Sunday classes were held. This form of education developed without any supporting legislation or a unified structure, until 1933, when technical schools were classified into 4 categories:

● A1, A2 for full-time courses; ● B1, B2 for evening classes; ● C1, C2 for girls’ schools; ● D for schools and courses to train future male teachers of technical courses.

Between the two World Wars, an attempt was made to define equivalence between the study of classics – the time devoted to Latin and Greek was declining – and the ‘modern humanities’. It was also during this period that the idea was born in some circles of bridging the gap between enseignement moyen and technical education.


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After World War II, and especially after the years 1950-60, technical sections were established in the athénées. The co-ordinated laws of April 1957 regulated both enseignement moyen and technical education. Gateways between these two types of education were organised, but only to transfer from enseignement moyen or general education to technical education, and, in case of failure, to vocational education.

The ‘omnivalence’ law passed in 1964 modified university admission requirements. It introduced a final exam at the end of enseignement moyen, teacher training schools, and certain technical streams. Passing this exam meant obtaining the Diplôme d'Aptitude à accéder à l'Enseignement Supérieur (DAES), which gives access to tertiary education.

The Reform of secondary education

Significant education reform was legislated on July 19, 1971. A single structure for secondary education, to be called ‘reformed’ or ‘Type I’ education, was established. The purpose of the reform was to postpone the choice of stream to the age of 15 or 16. Studies were henceforth structured in three stages (observation stage, orientation stage, and determination stage) for all forms of education.

Preparatory classes were introduced to facilitate the transition from enseignement fondamental to secondary education. Pupils were offered a wide choice of options, some of which attended by a very small number of pupils. Reformed education is characterised by active methods centred on the pupil. It was generalised for the State réseau in 1976. The other réseaux adopted it in the ensuing years.

In 1982, a first rationalisation and planning programme for secondary education was passed to organise more effectively the provision of education.

The 1983 compulsory education law modified secondary education attendance conditions and introduced part-time secondary education.

In the early 1980s, various initiatives were taken to reform curricula in vocational education, which had become a relegated stream. A June 1984 royal decree established gateways between each year in vocational education and the corresponding year in technical or general education, and enabled pupils in vocational education to earn certificates equivalent to the ones conferred in other forms of education.

In 1992, following, in particular, the conclusions of an OECD report, the French Community embarked on comprehensive reform of compulsory education, which resulted in the adoption, in concert with all parties involved, of a global and progressive strategy for joint initiatives common to the different réseaux of schools.

Among the measures adopted was the principle of structuring studies as one cycle in the observation stage (see 5.10.), the definition of socles de compétences for the first stage, a reduction from 450 to 150 in the number of options in the technical and vocational forms, and the harmonisation of weekly schedules.

The weekly schedules of all secondary education schools, regardless of the réseau, were harmonised with a view to achieving a number of objectives:

● to put an end to competition between schools, which would overload their weekly schedules to attract families;

● to ensure greater flexibility in the second stage (orientation stage to give pupils time to make considered choices;

● to modernize education and make it more capable of favouring success in tertiary studies.


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All these measures were designed to curtail the very high rate of school failures in the French Community and provide firmer foundations of basic knowledge and ability to analyse and synthesise for all pupils. There are five strong points:

● giving priority, in all courses, to pupils’ progress in mastering the French language; ● favouring interdisciplinarity from the standpoint of pupils’ overall education (knowledge, ability to

analyse and synthesise, work methods, etc.); ● ensuring improved transition from enseignement fondamental to secondary education; ● organising assessment based on acquired aptitudes and competencies being acquired, rather than

on specific content; ● supplying teachers with the tools to assess pupils, not in terms of pupils’ average performance in a

particular class, but in relation to references common to all schools.

In 1994, agreement was reached between teachers of enseignement fondamental and the first stage of secondary education on a working document relating to the socles de compétences to be achieved at ages 8, 12, and 14. These are references designed to determine the notion of education level and to serve as the basis on which to elaborate curricula (see 5.4.).

Since 1993, the regions administer vocational education. For example, the policy of the Walloon government includes in its priorities the development of dual vocational education and training (industrial and commercial apprenticeships) and synergies between schools and enterprises.

Since approximately 1975, dual education and training experiments have been made in cooperation with the informal education sectors. The 1983 compulsory education law introduced the concept of part-time compulsory education. A 1984 Royal Decree introduced dual education and training on an experimental basis for a period of two years. After several modifications, new Royal Decrees extended the experimental phase. In 1991, a French Community Decree established a permanent structure for this type of education. A charter for dual education and training was signed in March 1993 between the Ministry of Education, the representatives of the different réseaux that provide education, representatives from the teachers’ unions, representatives from the parental organisations, and representatives from the employers’ unions. This charter defined the respective roles of schools and companies. In dual vocational education and training, the educational institution and the company work together to fulfil a double educational role: education and vocational training. A memorandum of understanding aiming to extend dual education and training to the third stage of full-time technical and vocational education was signed at this time.

Various measures have been taken these past few years to limit expenditures for secondary education. Schools with less than 400 pupils were merged. The number of schools was reduced from 680 to 400. These changes resulted in redundancies. Numerous strikes disrupted school life during the school year 1995-1996.

The Decree on the Missions of School, passed in July 1997, represented an important milestone in the overhaul of compulsory education. In particular, it redefined the framework within which educational activities take place. Various working groups defined final attainment levels, profils de qualification, training profiles and curricula. Assessment tools were created. Two decrees passed in 1998 modified certain aspects of the regulations governing secondary education. The educational and pedagogical plans and the study regulations applicable to schools organised by the French Community were modified in 1998.

In 1999, the list of basic options was modified to bring it in line with the new training profiles.

New cooperation agreements were concluded between the French Community and the Walloon Region. These agreements cover the organisation of a dual education and training qualification stream, the provision of teaching equipment for technical and vocational education, and linguistic immersion programmes for secondary and higher education.


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In 2001, the structure of the first cycle of secondary education was modified with the introduction of a complementary first year; a decree reorganised dual education and training at secondary level; and the list of training profiles was extended to include other professions.

In 2002, the Government adopted 35 training profiles: environmental technician, skilled horse-related professions worker, automation engineer, etc. (decree of 11 July 2002).

In 2003, a government decree defined the list of basic options and regulated the transition from the old list to the new one.

Recent changes

In 2006, a decree set out the details of the educational organisation of the first stage of secondary education. The decree describes the functioning of the common first stage and arranges the possibility of a differentiated first stage.

In 2007, a decree regulated the possibility of introducing education in a linguistic immersion situation in secondary schools organised or subsidised by the French Community. Also in 2007, new provisions relating to the enrolment of pupils in the first stage of secondary education were approved by the Government of the French Community.

In 2008, the provisions adopted in 2007 on the enrolment of pupils in the first stage of secondary education were reviewed and approved by the government of the French Community. Moreover, in accordance with the provisions of a decree of 2006, from the school year 2008-2009 onwards all pupils in the differentiated first year underwent a common external test leading to the granting of the certificate of primary studies (5.10.2. ).

Comprendre l'enseignement secondaire, Evolution, Organisation, Analyse




Management of the heterogeneousness of skills remains a current topic; many teachers believe that the reform which imposed the organisation of the first stage as a single cycle, despite the flexibilities, is difficult to apply.

With a view to reducing educational inequalities, provisions had been taken in the course of 2007 with regard to the enrolment of pupils in the first stage of secondary education. These have raised important issues basically relating to the effectiveness and practicability of the chosen measures.

Following these debates, a new procedure was decided on for 2008, but this was also contested and new rules were defined.



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5.3. Specific legislative framework

Significant education reform was legislated on July 19, 1971. A single structure for secondary education, to be called ‘reformed’ or ‘Type I’ education, was established, which today has almost completely replaced traditional education (5). The purpose of the reform was to postpone the choice of stream to the age of 15 or 16.

The decree of July 29, 1992 extended and amended 27 times until December 31, 2008, regulates ordinary full-time secondary education. It addresses topics concerning the creation and maintenance of educational institutions, the calculation and usage of the number of periods-professors, use of promotion within establishments, counting of pupils, and the inter-institutional consultation committees.

Since the start of school in 1994, the first two years of secondary education (the observation stage) form a complete cycle during which there can be no repeats or failures. Another decree, adopted on July 17, 2001 redefines the additional year in the 1st stage, by authorizing it to take place after the first year in the cycle (rather than exclusively after two years).

The decree of July 24, 1997 defined the priority tasks for compulsory education and organized the appropriate structures to fulfil them, in particular the definition of socles de compétences, final achievement targets, qualification and training profiles, which will be gradually adopted over the coming years.

A decree of 2001 redefined the organisation of dual secondary education, extending the list of training profiles. In 2006, a decree set out the details of the pedagogical organisation of the first stage of secondary education. The decree describes the functioning of the common first stage and arranges the possibility of a differentiated first stage. In 2007, a decree regulated the possibility of introducing education in a linguistic immersion situation in secondary schools organised or grant-aided by the French Community, and a series of decrees since then have regulated the enrolment of pupils in the first stage of secondary education.


L'enseignement secondaire dans l'Union européenne : structures, organisation et administration



Arrêté de l'Exécutif de la Communauté française fixant la condition peu aisée des candidats à une allocation d'études ainsi que les critères servant à déterminer les montants des allocations d'études

Arrêté du Gouvernement de la Communauté française relatif aux attestations, rapports, certificats et brevets délivrés au cours des études secondaires de plein exercice

(5) This chapter relates to Type I education only, in view of the extremely small number of pupils receiving Type

II education.


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Arrêté de l'Exécutif de la Communauté française réglant l'organisation et le fonctionnement de la commission d'homologation des diplômes et certificats de l'enseignement secondaire

Arrêté de l'Exécutif de la Communauté française exécutant le décret du 29/7/92 portant organisation de l'enseignement secondaire de plein exercice

Arrêté du Gouvernement de la Communauté française du 28 juillet 1998 portant sur l'approbation du règlement des études de l'enseignement secondaire ordinaire de la Communauté française

Arrêté du Gouvernement de la Communauté française du 28 juillet 1998 relatif à la convention d'insertion socio-professionnelle des centres d'éducation et de formation en alternance

Arrêté du Gouvernement de la Communauté française fixant les modèles de convention de stage en entreprise, en application de l'article 53, 3e alinéa du décret du 24 juillet 1997 définissant les missions prioritaires de l'enseignement fondamental et d


Arrêté du Gouvernement du 15/05/1995 relatif aux attestations et aux certificats sanctionnant les études secondaires de plein exercice

Arrêté du Gouvernement de la Communauté française relatif à l'organisation de l'enseignement secondaire

Arrêté ministériel du 15/05/1977 relatif à la classification des études de l'enseignement secondaire de type I

Arrêté royal relatif à l'organisation de l'enseignement secondaire

Arrêté royal du 30/03/1982 relatif aux centres d'enseignement secondaire et fixant le plan de rationalisation et de programmation de l'enseignement secondaire de plein exercice

Arrêté royal du 30/04/1957 portant coordination des lois sur l'enseignement technique


Décret du 07/11/1983 réglant pour la Communauté française, les allocations et prêts d'études, coordonné le 07/11/1983

Décret relatif à l'organisation de l'enseignement supérieur de type court

Décret organisant l'enseignement de promotion sociale

Décret portant sur l'organisation de l'enseignement secondaire de plein exercice

Décret du 31 mai 1999 portant confirmation des profils de formation du technicien en horticulture, de l'ébéniste, de l'équipier polyvalent en restauration, du technicien en boucherie-charcuterie, de l'ouvrier coiffeur qualifié, de l'assistant pharmac

Décret organisant l'enseignement secondaire artistique à horaire réduit subventionné par la Communauté française

Décret portant approbation de l'accord de coopération relatif à l'organisation d'une filière de formation qualifiante en alternance, conclu à Namur le 18 juin 1998, entre le Gouvernement de la Communauté française et le Gouvernement de la Région wall

Décret portant approbation de profils de formation tels que définis à l'article 6 du décret du 27 octobre 1994 organisant la concertation pour l'enseignement secondaire


145

Décret portant confirmation de certains profils de formation définis conformément à l'article 6 du décret du 27 octobre 1994 organisant la concertation pour l'enseignement secondaire (1)

Décret portant confirmation des compétences terminales et savoirs communs requis à l'issue de la section de qualification, les compétences terminales et savoirs requis en éducation physique à l'issue de la section de qualification et les compétences

Décret portant confirmation des compétences terminales et savoirs requis en français, mathématiques et latin-grec à l'issue de la section de transition

Décret portant confirmation des compétences terminales et savoirs requis en langues modernes, histoire et géographie à l'issue de la section de transition

Décret portant confirmation des compétences terminales et savoirs requis en sciences à l'issue de la section de transition

Décret portant confirmation des compétences terminales et savoirs requis en sciences économiques, sciences sociales et en éducation physique à l'issue de la section de transition

Décret portant confirmation des profils de formation de conducteur/conductrice poids lourds, d'électricien installateur-monteur/électricienne installatrice-monteuse, d'ouvrier qualifié/ouvrière qualifiée en construction gros oeuvre, de conducteur/con

Décret portant confirmation des profils de formation de technicien en agriculture, agent technique de la nature et des forêts, ouvrier qualifié en agriculture, technicien de l'automobile, carrossier, mécanicien garagiste,... définis conformément à l'

Décret portant confirmation des socles de compétences et modifiant la terminologie relative à la compétence exercée par le parlement en application des articles 16, 25, 26, 35 et 43 du décret du 24 juillet 1997 définissant les missions prioritaires d


Décret portant confirmation du répertoire des options groupées

Décret relatif à l'enseignement secondaire en alternance

Décret relatif à la formation en cours de carrière des membres du personnel directeur et enseignant et du personnel auxiliaire d'éducation de l'enseignement secondaire artistique à horaire réduit subventionné par la Communauté française

Loi relative à la structure générale et à l'organisation de l'enseignement secondaire


5.4. General objectives

Like pre-primary and primary education, secondary education organized or grant-aided by the French Community pursues, in parallel and without hierarchy, the following objectives:

● promote self-confidence and development of the personality of each pupil; ● lead all pupils to acquire knowledge and skills that will foster lifelong learning and playing an active

role in social, economic and cultural life;


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● prepare pupils to become responsible citizens, able to contribute to the development of a society that values democracy, solidarity, pluralism, and openness to other cultures;

● open up equal opportunities of social emancipation.

In order to meet the fourth objective, the decree of 30 June 1998 (later reinforced by the decree of 28 April 2004) introduces ‘positive discrimination’ measures. The decrees regulate distinctions made for the benefit of ordinary secondary schools or sites organised or grant-aided by the French Community (in the same way as for schools and sites in ordinary enseignement fondamental), on the basis of social, economic, cultural and educational criteria (see 2.8.3.4.).

Objectives are further described for the 1st stage (see 5.4.1.), for the transition stream (see 5.4.2.) and for the qualification stream (see 5.4.3.).

Décret relatif à la différenciation du financement des établissements d'enseignement fondamental et secondaire

5.4.1. First stage

The two years of the first stage (observation stage) have four objectives:

● provide a wide-ranging basic education, allowing each pupil to acquire, at his or her own pace, all of the required skills;

● continuously observe and evaluate the abilities and behaviour of each pupil; ● help everyone to discover their capabilities and affinities; ● allow each pupil to choose for the second stage the most fulfilling orientation.

The socles de compétences are defined as a "reference that presents, in a structured manner, both the basic competencies to be taught until the end of the eight years of compulsory education and those, which are to be acquired at the end of each of the stages of the latter; because they are considered necessary for social integration and the continuation of studies". These core skills are a group of reference points, which determine the notion of level of instruction, and around which are structured the curricula devised or approved by the body that regulates and subsidises education. They play the role of learning guides and assessment watchdogs. These general objectives are identical for all schools and they complement the traditional curricula, which in turn outline the learning activities needed to attain these socles de compétences.

The priorities are learning to read focused on comprehension, written composition and oral communication, as well as mastering basic mathematical tools within the framework of problem-solving.

The socles de compétences include both interdisciplinary and cross-curriculum competencies, which, when gradually acquired, ensure the development of the pupil and his or her personality, and subject-related competencies directly related to the subjects taught in the different classes. These competencies should be developed throughout the stage.

The structure of these socles de compétences underscores the necessary coherence of the education system, in particular the educational continuity to be achieved between enseignement fondamental and the first stage of secondary education: the socles de compétences concerning enseignement fondamental and the first stage of secondary education are shown in the same paper (for additional information, see 4.4.).


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The differentiated first stage, targeted at pupils who would be unable to follow courses during the first year of the first stage at the same pace as other pupils because of shortcomings, aims at restoring confidence to pupils and, if needed, reconciling them with school by reinforcing their basic knowledge. At the end of the first ‘B’ year, a pupil may either enter the first ‘A’ year or continue the differentiated first stage by entering the second year of vocational education.

The differentiated first stage, targeted mainly at pupils who have failed to obtain the primary education certificate (CEB – see 4.14.), aims to integrate the pupils concerned into the common first stage so that they can attain the socles de compétences set for 14-year-olds. To achieve this, it will first be necessary to guide the pupils concerned towards the attainment of the socles de compétences set for 12-year-olds.

For pupils who have failed to attain the socles de compétences set for 14-year-olds at the end of the first stage, covered in three years, a specific differentiation and orientation year may be prescribed within the second stage. During this year, the pupil’s specific needs and the difficulties he or she experiences are taken into account in order to help with the further development of the competencies on which he or she has started working. In this way, he or she should be able to attain the level referred to earlier. The organisation of this year of differentiation and orientation is also intended to help each pupil to devise a personal plan which will enable him to continue his schooling. The personal plan is drawn up in conjunction with the relevant Centre psycho-médico-social (CPMS).

5.4.2. Transition stream

The transition stream (general and technological humanities) provides a humanist education, from the point of view of the general objectives of education: the prime goal of the transition sections is to prepare pupils for higher education, whilst maintaining the possibility of entering the labour market.

The competencies and skills required upon completion of a general and technological humanities course have been defined: final achievement targets and common-core knowledge required of all pupils, final achievement targets and common-core knowledge required in the different subjects, and minimum communication competencies in a modern language other than French.

The final achievement targets are defined as a "a reference, which, in a structured manner, presents the competencies that are expected to be attained at a given level at the end of secondary education" and subject-related competencies are defined as "a reference, which, in a structured manner, presents the competencies to be attained in a subject". These ‘final skills’ are a group of reference points, which determine the notion of level of instruction, and around which are structured the curricula devised or approved by the body that regulates and subsidises education. They play the role of learning guides and assessment watchdogs. These general objectives are identical for all schools and they complement the curricula, which in turn outline the means to be implemented.

The final achievement targets and common-core knowledge required upon completion of the transition stream have been defined and adopted by the government for most subjects and disciplines: French, mathematics and Latin-Greek, modern languages, history and geography, economics, social sciences, physical education, and science.

5.4.3. Qualification stream


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The qualification stream (technical and vocational humanities) provides a humanist education as outlined in the general objectives of education. This form of education consists of general courses plus qualification-oriented training, which is designed to attain the competencies detailed in a training profile.

In the qualification stream, the major objective is to enter the labour market by earning a Qualification Certificate (CQ), whilst retaining the option to pursue tertiary education studies.

The competencies and skills required upon completion of a vocational and technical humanities course have been defined: final achievement targets (see 5.4.3. for a definition) and common-core knowledge required of all pupils upon completion of a qualification stream leading to an upper secondary education certificate (CESS); final achievement targets and common-core knowledge required of all pupils upon completion of a qualification stream leading to the certificate of completion of 6th year vocational education; minimum communication competencies in a language other than French (when the study of a modern language is part of the curriculum); and the required knowledge and skills in physical education.

In parallel to humanist education, the vocational and technical humanities must also develop competencies detailed by training profiles: these training profiles correspond to qualification profiles defined by the Community Commission on Professions and Qualifications and describe the activities and competencies of skilled workers. The training profiles form the basis of certification.

5.5. Types of institution

The 500 or so institutions of full-time ordinary secondary education can be distinguished in terms of the education they provide: thus some institutions only organise the transition stream, while others only organise the qualification stream. Moreover, within the same type of education, the options which are offered may vary: some schools only organise the first stage of secondary education. A distinction is made in particular between athénées, which provide the 2nd and 3rd stages or all three stages, the lycées, which provide the 1st stage or the 1st and 2nd stages, and the instituts techniques, which provide the 2nd and 3rd stages or all three technical and vocational stages. The academies provide artistic education.


5.6. Geographical accessibility

See 4.5..

5.7. Admission requirements and choice of school

The Pacte scolaire imposes obligations on the linguistic Communities in order to guarantee the parents’ free choice as to the type of education they would like their children to receive. (see 4.6.2.).

The conseil d’admission is made up of all the administrative and teaching staff members who, for each year in question, are charged by the head of school to evaluate the possibility of admitting pupils into a form of education, a stream or course. This board is assisted by the Centre psycho-médico-social (CPMS) (see see 4.15.1.)..


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Access to the common first stage

The common first stage is organised for pupils holding the primary education certificate (CEB – see 4.14.). Pupils who have not obtained the CEB may either enrol in the common first year, provided they meet four conditions (they must be 12 years old and have attended the 6th year of primary education, and their entry in the common first year must have the approval of the parents and the conseil d'admission), or enrol in a differentiated first stage, the main purpose of which is to enable pupils not holding the CEB to obtain it. Once the CEB has been obtained, the pupil can be directed either into the common first stage or into a complementary year.

For the start of the 2009 school year, as stipulated in the circular of 12 September 2008, the procedure for the enrolment of pupils in the first year of secondary education will take place in two phases in most institutions, and in three phases for those where the number of enrolment applications exceeds the capacity for the intake of pupils in the first year of secondary education.

During the first phase, which will be spread over the first two weeks of November 2008, parents (or a guardian) may enrol their child in a school provided he meets one of the following seven priorities: sister or brother at the school; parent at the school; specific needs (disability); attendance of the secondary school’s boarding establishment; attendance at a centre or reception home (at risk situation); the pursuit of immersion in secondary school; originating from a primary school partnered with the secondary school by agreement.

After this, during the last two weeks of November 2008, registration will be open to all: no further priority may be claimed. If, as is the case in most institutions, the number of enrolment applications is less than the number of available places, all pupils will be definitively enrolled. If not, a third phase is organised.

During this third phase, spread out over the first two weeks of December 2008, the school lists the pupils who have been enrolled during Phase 2. This listing is organised so that a number of places are reserved firstly for pupils residing in the municipality (this number is established on the basis of the number of pupils residing in the municipality and enrolled in the institution in the first year of secondary education in 2007) and secondly for pupils from an underprivileged enseignment fondamental school institution (this proportion must be greater than 15%). An objective criterion is also chosen by the school to perform the listing order (the choice may be made from the following three criteria: balanced distribution of children per age category, chronological criterion or alphabetical criterion). On this basis, a number of pupils are definitively enrolled, depending on the number of places available. The others are then placed on a waiting list in their listing order.

A decree passed on 3 April 2009 provides provisional solutions to the problem of lack of places in certain schools for the 2009-2010 year, and postpones the first stages of enrolment for 2010-2011 in order to give the new government to be formed following the June 2009 elections the time to revise the procedure. For the start of the 2009-2010 school year, the decree firstly enables those schools which so wish to increase the number of pupils enrolled in the first year and grants them the staffing which will enable them to do this, and secondly introduces a scheme to remedy the problem created by ‘multiple enrolments’ (the reservation of several places by a pupil in more than one school). If a pupil is ranked high enough to be admitted to several institutions, the parents are asked to inform the schools of their choice; they may also be invited to rank in order of preference the schools at which they still have an enrolment application (if they fail to respond, all the schools are regarded as being on the same footing).


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Trop de disparités d'une école à l'autre au début de l'enseignement secondaire en Communauté française de Belgique

D. Access to the differentiated first stage

The differentiated first stage is only accessible to pupils who do not hold the primary education certificate (CEB – see 4.14.) and who have taken the sixth year of primary education, or who are at least 12 years old by 31 December of the following school year without having attended the sixth year of primary education.

5.8. Registration and/or tuition fees

During the period of compulsory education, access to education provided or subsidized by the French Community is free; no school fees can be demanded. Only those students that are non-European Union nationals and who come to Belgium only to pursue studies have to pay a specific registration fee. The linguistic Communities pay part of the cost of the standard supplies.

In secondary education, the reimbursement of the actual cost of certain items of spending can nevertheless be demanded from the parents:

● charges for certain services or supplies associated with the pouvoir organisateur's pedagogical plan provided these are optional (joint purchasing, charges for participating in certain optional activities, magazine subscription charges);

● entry fees to a swimming pool and for cultural and sporting activities that are part of the pedagogical plan of the pouvoir organisateur or the school’s plan, as well as the related transport costs;

● photocopies handed out to pupils (a maximum annual amount per pupil is set by the government); ● the loan of textbooks, personal equipment and tools.

Non-payment of costs may not under any circumstances constitute grounds for refusing an enrolment or for exclusion.

Subject to compliance with certain pedagogical and financial conditions, secondary school pupils may benefit from study grants or loans awarded by the Ministry of the French Community.

No claims can be made for the reimbursement of the following costs:

● costs related to the operation, equipment and staffing of schools; ● purchasing and distribution of textbooks; ● purchasing and distribution of school supplies.

The pouvoirs organisateurs can put in place a system for the payment of a lump-sum corresponding to the average real cost of reimbursable expenses.

Nevertheless, the Decree on the missions of school specifies that, in claiming these costs, the pouvoirs organisateurs are required to ensure that schools take account of the social and cultural background of the pupils in order to ensure that each of them has equal chances of social, professional and cultural integration. Also, non payment of the above-mentioned expenses cannot be used as a reason for refusing enrolment or for exclusion, or even for prohibiting a pupil from participating to compulsory activities. In addition, the conseil de participation (see 7.1.1.) of each school is invited to consider globally the expenses claimed throughout the year, in particular those related to cultural and sports activities within the framework of the school plan, and to study and propose solidarity mechanisms between pupils in order to meet these


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expenses. All schools are also required, before the start of each school year, to provide in writing to each pupil and family an estimate of the amount of expenses that will be claimed and their breakdown.

Childminding services organised by écoles fondamentales or secondary schools before and after school hours are sometimes paying. Some schools provide hot meals (also paying) for children who eat at school during lunchtime.

Minimum pupil participation rates to open-air and discovery classes and other activities held outside school organised during the school year and/or within the framework of study programmes in Belgium and abroad amount to 75% for general secondary education and 60% for technical and vocational secondary education. These rates will be increased toare 90% for all three types of secondary education from September 1, 2006.

A contribution to travel costs is foreseen for those children following compulsory schooling who cannot find a school of their choice within a reasonable distance from their homes.

Circulaire 1461 : Gratuité de l’enseignement obligatoire et égalité des chances : coût de la scolarité à charge des familles

5.9. Financial support for pupils

A series of benefits are granted to families by the federal authorities. The principal ones are:

● until age 25, free health insurance and child benefits for every child in school; ● the family benefits from tax reductions with no age limit for each financially dependent child in

school.

From the moment that a child follows studies successfully, the family has the right to receive material and financial assistance from the community if the parents cannot ensure that the studies will continue normally because of insufficient income.

Service des allocations et prêts d'études

A. Scholarships and grants

Since 1971, all students enrolled as regular students in full-time secondary education can benefit from a study grant under the following conditions:

● The grant is not awarded to a pupil that repeats a study year at the same or an inferior level (except if the candidate passes from a higher year in vocational training to the year just below in general, artistic or technical education). Nevertheless, after a first failure, the candidate will regain the right to a grant after a successful year. At the secondary level, only one failure is allowed.

● The pupil must not of modest condition, meaning that his financial resources, or those of his parents or the people on whom he depends, must not exceed an amount determined by the government.

● The amounts vary according to whether pupils are boarders or not, the level of schooling, and the form of education.

● Applications must be made to the Governor of the Province in which the school is located.


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Those that are eligible are Belgian students and European Union citizens, as well as students that are political refugees who have lived in Belgium for at least a year. In addition to these are Turkish students and those from developing countries who, on the first of October, have lived in Belgium for at least five years and have completed at least five years of studies

Statistiques de l'enseignement de promotion sociale, de l'enseignement artistique à horaire réduit, de l'enseignement à distance, des centres PMS et des allocations et prêts d'études. Annuaire 2006-2007.

B. Student Loans

The system of study loans system allows families with at least three dependent children to take responsibility for the financial costs. Study loans are allocated according to criteria very similar to those for study grants. The amount of the loan varies according to the level of studies, the needs of the borrowers and their ability to reimburse the loan amount and interest (4% per annum) on the basis of 10 six-monthly payments.


5.10. Age levels and grouping of pupils

Classes are theoretically organised by age group and subject. However, the repetition of years means that classes often include pupils of different ages.

Different teachers are responsible for different subjects. Pupils tend to change teachers every 50 minutes. Pupils tend to belong to different groups depending on the form of education and the options chosen. In most schools, pupils change room several times each day.

The number of pupils in a class varies according to the grouping of pupils and the options they are offered, but certain maximums have been defined.

5.10.1. Common first stage

Pupils normally finish the 1st stage in only two years. The conseil de classe can decide to guide the pupil, at the end of the 1st year, towards a complementary year at the end of which he will be authorised to start a 2nd common year, or to receive a certificate of success in the 1st stage of secondary education. A complementary year in the 1st stage can also be arranged for pupils that, at the end of the 2nd common year, have not reached the level required by the socles de compétences. A pupil that is obliged to complete the 1st stage of secondary education in three years instead of two can follow the complementary year adapted to his learning needs in the same institution. Under no circumstances may he or she remain in the common first stage for more than three years.


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Pupils that are attending the common 1st stage and have not repeated a year are aged between 12 and 14 years old.

No class in the common 1st stage can have more than 24 pupils.

Enquête menée en septembre 1995 dans les écoles secondaires engagées dans la réforme du 1er degré depuis septembre 1993

5.10.2. Differentiated first stage

For pupils who have failed to obtain the primary education certificate (CEB – see 4.14.) in their primary education, a differentiated first stage with an adapted curriculum is organised with a view to enabling them to obtain the certificate. This differentiated first stage consists of two years. At the end of the differentiated first year, if they obtain the CEB, pupils may enter the common first year or enter the complementary year organised at the end of the common first year. If they have not obtained the CEB, they are steered towards the differentiated second year. Under no circumstances may pupils remain in the differentiated first stage for longer than three years.

Pupils who attend the differentiated first stage are generally older than their first stage common-year classmates, because they have repeated a year more often during their primary education.

No 1st year B class can have more than 15 pupils and no class in the 2nd vocational year can have more than 15 pupils in the first year and 18 pupils in the second year.

5.10.3. The second and third stages

Pupils that attend the transition stream and that have not repeated a year are aged between 14 and 16 years old (2nd stage) or between 16 and 18 years old (3rd stage). Pupils in the qualification stream are generally older than those in the transition stream, as on average they have repeated more years.

In general education, the average maximum number of pupils per class is 27 (second stage) or 30 (third stage), but 16 in the case of laboratory classes. In the qualification stream, the average maximum number of pupils per class is 27 (in vocational education, 20 in the second stage and 24 in the third stage), but 16 in the case of laboratory classes and 12 for certain ‘A’ practical classes.

5.11. Specialization of studies

The extent of specialization in the different types of education is described according to the level and the stream: for the first stage, see 5.11.1.; for thetransition stream, see 5.11.2.; and for the qualification stream, see 5.11.3., for non-tertiary.


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Comment les filières peuvent conduire à des inégalités de résultats. In Demeuse, M., Baye, A., Straeten, M.-H., Nicaise, J. (Eds.). Efficacité et équité des systèmes d'enseignement et de formation.

5.11.1. The first stage and the specific differentiation and orientation year

A recent reform of the organisation of the first stage of secondary education aims to assist all pupils, especially those experiencing difficulties, to attain the expected competencies at the end of the third phase in the educational continuum (CE1D), as defined in the socles de compétences.

A. The common first stage

The common first year (1C) and the common second year (2C) consist of 28 periods of the core component and 4 periods of complementary activities which must fall within one of the following four areas: French; a modern language; science, mathematics, social and economic studies and technological education; and sporting or artistic activities.

Under certain conditions, the complementary activities may be replaced by other activities, and up to two hours of remedial classes may be added to the schedule of specific pupils.

A complementary year (1S or 2S) may be organised at the end of the first or second common year for pupils experiencing difficulties in attaining the competencies expected at the end of the third phase in the educational continuum. The purpose of the additional year should be to help the pupil to address shortcomings which have been observed and acquire effective learning strategies. The schedule takes account of the pupil’s specific needs, and he/she benefits from an individual learning plan,

For the schedules in the common first stage, see 5.13.1.,

B. Differentiated first stage

The priority aim of the differentiated first stage is to enable pupils who do not hold the certificate of primary education (CEB) to acquire one. Once he or she holds the CEB, the pupil will join the common route (1C or 2C). However, this differentiated first stage is also intended to give each pupil access to both the qualification stream and the transition stream.

The timetables reflect the importance attached to the acquisition of the basic competencies, especially in French and mathematics, while allowing sufficient flexibility to enable adaptation to pupils’ specific characteristics.

C. The specific year of differentiation and orientation (3S-DO)

For pupils who have been in the first stage for three years and failed to reach the expected level of attainment, a specific year of differentiation and orientation (3S-DO) is organised within the second stage.

The purpose of this year is to help the pupil attain the competencies required at the end of the third phase of the educational continuum and, in conjunction with the relevant Centre for Psychological, Medical, and Social Services, to devise a personal plan for the continuation of his or her schooling.

The 3S-DO schedule is adapted to enable the pupil to discover in concrete form the working world, the trades, training courses and qualifications, and to work out a life plan connected with orientation in both the transition and the qualification stream.


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For the schedules of 3S-DO, see 5.13.3. .,


There are three forms of transition stream education: general, technical, and artistic; and two stages: second and third stages (orientation and determination stages). The transition streams prepare pupils to pursue their studies further in higher education, while also offering possibilities for embarking on working life.

In the second stage (orientation stage), the common core curriculum shared by all students in the transition stream is reduced whilst the optional component (single or grouped core options, complementary options) increases.

In transition stream secondary education, weekly schedules harmonised for all réseaux ensure greater versatility in the second stage, thereby enabling pupils to make considered choices. General courses are still well represented.

In general secondary education there are no grouped options, but a range of single core options (modern language II, Latin, physical education, etc. – generally at the rate of 4 lessons per week) and optional activities (artistic education, initiation to information technology, activities related to the institution’s specific educational plan, etc. – generally at the rate of 1 or 2 lessons per week).

Grouped core options (7 to 11 class periods per week) are offered additionally in the technical and artistic forms: agricultural science; industrial science (electromechanics); computer electronics; industrial science (construction and public works); audiovisual; arts; graphic arts; applied economics; social and educational science; paramedical science; applied science; physical education; sports-studies; biotechnics; artistic humanities (music, dance or theatre and vocal arts) in the technical form, arts-science and dance in the artistic form.

When entering the third stage (determination stage), pupils choose from the study orientations on offer. The common core curriculum shared by all students in the transition stream (religion/ethics, French, history, geography, and physical education, as well as at least one modern language course, a mathematics course, and a science course – the last two for a variable number of lessons per week) is again reduced in favour of optional courses which make up the orientation of the course of study.

In the third stage of general education, two possibilities are offered:

courses of study with integrated majors and several possible orientations: major in modern languages, major in science, major in classics, major in economics, major in social sciences, major in arts, major in physical education;

courses of study with combinations of options: schools may combine elements of the different aforementioned orientations, with the obligation to include certain courses. In education organised by the French Community, the organisation of a course of study by combining options is subject to authorisation and has to match the particular situation of a pupil.

In the third stage of transition stream technical education, a choice of the following grouped options is offered: agricultural science, industrial science: electromechanics, computer electronics, industrial science: construction and public works, audiovisual, arts, graphic arts, applied economics, social and educational sciences, applied sciences, science–information technology, industrial chemistry, paramedical science, physical education, sports–studies, biotechnology applied sciences, information science, industrial chemistry. In artistic education in the third stage of the transition stream, a choice is offered between the following grouped options; arts–science and dance. In education in the second stage of the transition


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stream, the choice is the same, apart from the paramedical science and industrial chemistry options, which are not offered.

The two years of the 3rd transition stage must be followed in the same study orientation and with the same timetable. A reorientation year is possible in the fourth year.

At the end of the 6th year of transition stream secondary education, secondary schools may organise a 7th year to prepare for higher education.

Holders of an upper secondary education certificate (CESS) may be admitted as regular students to the 7th qualifying year that prepares to tertiary education (special year of mathematics, sciences, and modern languages). A 7th qualifying year that prepares to higher education in the performing arts and broadcasting techniques is also provided in certain schools. The curriculum for the study years in preparation for higher education consists of a large number of hours of lessons preparing for the chosen orientation, as well as some free options.

For the schedules for the transition stream, see 5.13.4.,.

5.11.4. Qualification Stream

There are three forms of qualification stream secondary education: technical, artistic, and vocational. The qualification streams prepare for entry into working life, while enabling studies to be pursued up to higher education level.

In the qualification stream (as opposed to technical and artistic education of the transition stream), grouped core options account for a high number of periods per week (from 17 to 26 periods - see 5.3.).

The Community Commission on Professions and Qualifications has defined qualification profiles (profiles describing the activities performed and competencies exercised by skilled workers in companies) and training profiles (the overall set of competencies to be acquired for the issue of the certificat de qualification) (http://www.enseignement.be/prof/info/documentation/ profils_menu_sec1.asp).

Each training profile now corresponds to a qualification profile defining the competencies to be acquired at the end of the programme. Nine study sectors are offered in both the technical and vocational forms of the qualification stream. These sectors are further divided in sub-sectors associated with various trades depending on the form of education.

Trade

Sector Qualification stream technical

education Vocational education

Agronomics Horticultural technician, agricultural technician, etc.

Skilled horticultural worker, skilled agricultural worker, etc.

Industry Graphical industry technician, automotive technician, etc.

Garage mechanic, gunsmith, etc.

Construction Lumber industry technician, construction draughtsman, etc.

Skilled construction worker – basic construction, cabinetmaker,

http://www.enseignement.be/prof/info/documentation/�


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construction equipment operator, carpenter, etc.

Hotel management and catering

Hotel/restaurant manager, etc. Butcher, multi-skilled renovation fitter

Clothing and textiles Operator of textile product manufacturing machines, technical worker in fashion and creative industry, etc.

Sales assistant/seamstress, qualified tailor/dressmaker

Applied arts Habitat structure technician, graphic designer, etc.

Advertising assistant, jeweller, etc.

Commerce Tourist information officer, office worker, etc.

Salesman, clerk, receptionist, etc.

Care services Educational assistant, candidate nurse, etc.

Household and health worker, childminder, etc.

Applied science Optician, pharmaceutical assistant, etc. Agri-food industries production worker

For example, in the third stage of qualification stream technical education in the French Community réseau, a choice of the following grouped options is offered: agricultural science (sector: agronomics); industrial science: electromechanics, computer electronics (industry); industrial science: construction and public works (construction), audiovisual, arts, graphic arts (applied arts); applied economics (commerce); social and educational sciences, paramedical science, physical education, sports studies (care services); applied sciences, information science, industrial chemistry, biotechnology (applied sciences); arts humanities: dance, arts humanities: music, arts humanities: theatre and the spoken word, high-level sports humanities (variants A to D) (miscellaneous).

The two years of the 3rd qualification stage must be followed in the same study orientation and with the same timetable (with the exception of the transition from 5th technical qualification year to the 6th vocational year or a change of study orientation between the 5th and 6th vocational years, as long as the correspondence between the study orientations has been defined in the regulations). A reorientation year is possible in the 4th year.

The following are organised at the end of the third stage:

● further development or specialisation years; ● a seventh year at the end of the third stage of vocational training to earn the upper secondary

education certificate (CESS).

A 4th stage is organised in full-time complementary vocational education in some schools for certain profiles, e.g. hospital nurse, hospital nurse – mental health and psychoanalysis orientation. This is a 3-year programme, sometimes preceded by a preparatory year.

For the schedules for qualification education, see 5.13.5.


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5.12. Organisation of school time

For information on organisation of the school year, see 5.12.1.; on weekly and daily timetables, see 5.12.2..


During the 37 weeks (182 days) of the school year, pupils attend a minimum of 849 hours of lessons (weekly timetable of 28 periods of 50 minutes each).

For other information on organisation of the school year, see 4.9.1..

5.12.2. Weekly and Daily Timetable

In full-time secondary education, a pupil’s weekly timetable includes at least 28 periods of 50 minutes. At all levels and in all streams, 2 periods per week of remediation, at the most, can be added to the authorised maximums.

In general education, the weekly timetable in the observation stage comprises a minimum of 28 and a maximum of 32 or 34 periods. In schools organised by the French Community, in the 1st differentiated year, the minimum is increased to 32 periods (34 in the 2nd vocational); in grant-aided schools, the minimum varies from 28 to 32 in the 1st differentiated year, and from 28 to 36 in the 2nd vocational year.

In the 2nd (orientation) stage and 3rd (determination) stage, the maximum varies from 32 periods (in general education) to 36 periods, depending on the stream, the options chosen and the réseau.

The Decree on the missions of school specifies that any pouvoir organisateur can authorise its écoles fondamentales or secondary schools, within the framework of their educational plan, to adapt the weekly timetable in order to implement the activities that allow the general objectives to be met. With the exception of the religion, ethics, and physical education lessons, the number of periods per week foreseen in the schedule can be transformed into a yearly volume of periods (quarterly or six-monthly modules) for lessons that have less than three periods per week. The organisation of the weekly timetable is then adapted consequently. This organisation should allow a greater motivation of the pupils, a personalisation of the contributions from the teachers and a diversification of methods. Subject to maintaining a balance of education in the stage, the weekly timetable can be adapted to allow interdisciplinary projects to be undertaken.

In practice, the 28 weekly lesson periods are spread over nine half-days from Monday morning to Friday afternoon. The time when school starts and finishes is decided by the responsible authority in the area of education.

5.13. Curriculum, subjects, number of hours


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Curricula are the province of the pouvoirs organisateurs, which may delegate this competence to their representation and coordination body. New curricula must be approved by the government, after having been submitted to the Committee for the curricula of general and technological humanities or the Committee for the curricula of vocational and technical humanities, made up of representatives from the different réseaux and inspectors. These committees are responsible for verifying that a curriculum is consistent with attaining the knowledge and skills required at the different levels of education. The committees for curricula do not monitor teaching methods (see 2.3.).

The curricula propose learning situations and suggest course content, which may be either compulsory or optional. They provide methodological orientations. The situations and learning content, as well as the methodological orientations must make it possible to acquire the knowledge and skills established by the government.

New programmes that conform to the socles de compétences came into force from September 1, 2002: the French Community, the General Secretariat of Catholic education, some municipalities, some provinces, and the pouvoirs organisateurs of the non-denominational private grant-aided schools developed and submitted partial or complete curricula for government approval. The list of approved study programmes, which is updated regularly, can be consulted on the website:

http://www.enseignement.be/gen/syst/documentation/programmesmenu2.asp#b

For information on religion and ethics courses, see 4.10.4..

5.13.1. Common first stage

Weekly schedule applicable in all schools in school year 2008/2009 (in 50-minute periods)

First A year and second common year:

During the first common year and the second common year, the timetable consists of:

● the core curriculum: 28 periods per week; ● complementary activities: 4 periods per week.

The timetable may be adapted to enable interdisciplinary projects to be carried out or remediation activities to be introduced.

In addition to two periods per week on ethics or religion, the common curriculum covers:

1. French: six periods per week in the first year and five periods per week in the second year; 2. mathematics: four periods per week in the first year and five periods per week in the second year; 3. the learning of a modern language: four periods per week; 4. historical and geographical studies, including social and economic studies: four periods per week; 5. introduction to science: three periods per week; 6. physical education: three periods per week; 7. technological education: one period per week; 8. art education: one period per week.

The complementary activities are organised as follows:

1. They do not constitute a prerequisite under any circumstances for any option at the second stage of secondary education.


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2. They must fall within one of the following four fields:

● French. The complementary activities in this field may be organised in the following areas of activity: introduction to Latin – possibly including an introduction to classical culture, theatre and dramatic expression, poetical expression activities, and composition or reading workshops;

● A modern language, which must be the same as that chosen in the common component. The complementary activities in this field may be organised in the following areas of activity: conversation workshops, introduction to cultural aspects of the countries, regions or communities where the language in question is spoken;

● Science, mathematics, social and economic studies and technological education. The complementary activities relating to technological education may be organised in the following areas of activity: introduction to IT, technical drawing, agronomy, metalwork, woodwork, introduction to electricity, construction or services;

● Sporting or artistic activities. To facilitate pupils’ social and personal development, complementary activities in this field may be devoted to a more specific focus on an artistic field or the introduction to the practice of a sport.

The organisation of schedules for complementary activities is subject to various rules. The pouvoir organisateur or the institution’s director may include common periods in all schedules that are offered.

The complementary activities may be wholly or partly replaced by:

1. periods of musical education; 2. periods of sports training; 3. a specific curriculum aimed at ensuring that the pupil attains the competencies set for 14-year-olds.

One or two remedial periods devoted to French, mathematics and/or modern language I may be organised by the institution and made compulsory for certain pupils by the conseil de classe in addition to the 32 common periods.

The study of a second language (first foreign language) is compulsory for all pupils in the 1st stage. In the Brussels-Capital Region and the municipalities with special linguistic status, this language is obligatorily Dutch (or German). In the rest of the French community, this language can be Dutch, English, or German.

In the 1st stage (observation stage) of secondary education, pupils continue studying the modern language which they started in primary education, as ‘modern language I’. Nevertheless, a modification to this choice can be made following a justified request from the parents and after an opinion from the conseil d’admission and the CPMS. However, when pupils are enrolled in the first year, their parents or guardian may, after consulting with the head teacher, choose a different modern language course from the one taken during primary education.

Complementary activities within the first stage

The purpose of the complementary year is to resolve difficulties encountered by the pupil in the attainment of the required competencies. Any institution may organise the complementary year once the conseil de classe has decided that a pupil should undergo it.

The pupil’s schedule consists of 32 weekly periods, including two periods of religion or ethics and three periods of physical education. The schedule is drawn up in accordance with the pupil’s needs. Although it may include attendance of lessons organised for pupils in the first or second common year, it should not be confused with that of a pupil in such classes and thus does not represent a repeated year.


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5.13.2. Differentiated first stage

In addition to the two periods per week on ethics or religion, the weekly timetable in the differentiated first and second years consists of thirty periods covering:

1. French, plus historical and geographical studies, including social and economic studies: eight to fourteen periods per week, including two periods on historical and geographical studies, including social and economic studies;

2. mathematics and introduction to science: six to eleven periods per week, including two periods on introduction to science;

3. modern language I: two to four periods per week;

4. physical education: three to five periods per week;

5. art education: one to five periods per week;

6. technological education: two to nine periods per week.


5.13.3. The third year of differentiation and orientation within the second stage

The schedule in the third year of differentiation and orientation within the second stage (3rd S-DO) consists of thirty-four periods as follows:

1 French, plus historical and geographical studies, including social and economic studies: nine to fourteen periods per week, including two or three devoted to history and geography;

2 Mathematics and introduction to science: six to eleven periods per week, including two or three devoted to introductory science;

3 The learning of a modern language: two to four periods per week;

4 Physical education: two or three periods per week;

5 Artistic education: one to five periods per week;

6 An integrated training module: at least six periods.

A maximum of two-thirds of the module periods may be devoted to technical classes or vocational practice.


See 5.11.3. for a description of the specialization of studies in the transition stream.


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A. Curricula, subjects and number of hours for the 2nd stage (3rd and 4th years of secondary transition stream education)

Weekly timetable for the third and fourth years of transition stream education in 2009-2010, in 50-minute periods (public schools, private grant-aided denominational and non-denominational schools).

I. Core curriculum

Public and private grant-aided non-denominational schools

Private grant-aided denominational schools

Religion/ethics 2 2

French 5 5

History and geography 3 4

Mathematics 5 5

Mathematics (transition stream art education)

4 or 5

Sciences 3 or 5 3 or 5

Science education (transition stream art and technical education)

2 2

Modern language I 4 4

Physical education 2 or 3 2

II. Free options

At least one option from among the following basic options (a timetable that does not include a core option may be authorised under certain conditions in cases where the pupil takes 5 science periods per week).

Single basic options: Modern language II (4 periods), Economics (4), Social sciences (4), Latin (4), Greek (4 or 2), Physical education (4), Artistic education or artistic education: expressive arts (4), Technical and technological education (4).

Grouped basic options in transition stream technical education (7 to 11 periods): agronomic science, computer electronics, graphic arts, sports studies, artistic humanities, etc. (16 possibilities).

Grouped basic options in transition stream artistic education (7 to 11 periods) : arts and sciences or dance.

III. Free options


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Artistic education (2 périods), French reinforcement (1 or 2), Mathematical activities (1 or 2), Complementary communication and expression activities (2), Technological education (2), Introduction to ancient culture (2), Introduction to Greek culture (2), Reinforcement of laboratory practice (1 or 2), Physical geography (1 or 2), Monitored exercises in applied economics (1 or 2), Word processing or typing (1 or 2), Introduction to computers (1 or 2), Physical education: sports (1, 2, or 3), Activities related to the school’s special projects (1, 2, or 3).

The minimum number of periods is 28 and the maximum is 32 in general education (34 for those pupils that follow two modern language courses of 4 periods each or two ancient language courses of 4 periods or an ancient language course of 4 periods and a modern language course of 4 periods or a modern language course of 4 periods and two simple basic options of 4 periods or a science course of 5 periods) and 34 in technical transition education (36 for pupils that follow, in addition to the grouped base option, 2 modern language courses of 4 periods and a science course of 5 periods); in transition stream artistic education, the maximum is 36 periods per week.

A maximum of 2 hours of individualised remediation can be added to the weekly timetable.

The second foreign language studied as an option may be Dutch, English, German, Italian, Spanish or Arabic.

B. Curricula, subjects, and number of hours for the third stage (5th and 6th years of transition stream secondary education)

The following table describes one of the possible orientations within the framework of study programmes with integrated majors.

Weekly timetable for general education, school year 2009-2010, expressed in 50-minute periods, for a course majoring in modern languages

Public schools and private grant-aided non-

denominational schools

Private grant-aided denominational schools

I. Common core for all integrated majors

Religion/ethics 2 2

French 5 4

History and geography 3 4

Physical education 3 or 2 2

II. Compulsory modern language

Modern language I 4 4

Modern language II 4 4

Modern language III 4 4

III. Compulsory option

Mathematics 6, 4, or 2 6, 4, or 2

Sciences 6 or 3 6 or 3 (+1)

IV. Free options (freely chosen options and/or activities of choice – subject to not exceeding the maximum)


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Another simple base option apart form modern languages (Examples: mathematics, physics, social science, physical education, technical or technological education, Latin, Greek, biology, economics...)

4 4

One or more free options (Examples: reinforcement of French, initiation to ancient culture, word processing, computer science...).

Physics activity (education organised by the French Community in the case of 6-period science course)

Other programmes are known as ‘combined options’. Schools are allowed to combine elements from different orientations provided that the following principles are observed:

● All schedules must include a common core course (in religion/ethics, French, history and geography, and physical education).

● All schedules must include a course in modern language (4 periods), a mathematics course, and a science, plus two other single core options.

● In schools organised by the French Community, a weekly schedule consisting of a combination of options is subject to the approval of the Director General of compulsory education and can only be approved to meet the specific needs of a pupil

The weekly timetables for the 3rd stage of general education include at least 28 periods and not more than 32 periods (this number can be increased to 34 or 35 depending upon the combination of courses being followed) A seventh qualifying year preparing for tertiary education can be organised in the following subject matters: mathematics, science, languages, performing arts and broadcasting techniques.

The weekly timetables of technical and artistic transition education include, in addition to the common core and compulsory modern languages and compulsory options, frees options (optional learning and/or activities of choice) for a total minimum 28 periods and maximum 34 periods (36 for some pupils).

A maximum of 2 hours of individualised remediation can be added to the weekly timetable.

C. Years in preparation for higher education

The curriculum for the years of preparation for higher education includes a large number of teaching hours preparing for the chosen subject of study as well as some free options.

Thus the 7th year in preparation for higher education in modern languages consists of 4 periods of French (common core course), as well as a total of 24 periods of optional courses in modern languages (4 to 8 periods for each of 3 modern languages, plus 0, 2 or 4 periods of ‘beginners’ reinforcement’ or ‘advanced’ courses, and, in addition, 0 to 4 periods of free options: office equipment; basic accounting, statistics and management; civilisation, culture, institutions; French; other options (0, 2 or 4 periods each).


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The third foreign language studied as an option may be Dutch, English, German, Italian, Spanish, Arabic or Russian.

Compétences terminales et savoirs requis en français, Humanités générales et technologiques

Compétences terminales et savoirs requis en géographie, Humanités générales et technologiques

Compétences terminales et savoirs requis en histoire, Humanités générales et technologiques

Compétences terminales et savoirs requis en langues modernes, Humanités générales et technologiques

Compétences terminales et savoirs requis en latin-grec, Humanités générales et technologiques

Compétences terminales et savoirs requis en mathématiques, Humanités générales et technologiques

Les lectures obligatoires en 5e année de l’enseignement secondaire de transition en Communauté française de Belgique.


A. The 2nd and 3rd stages of qualification stream education

Unlike the common first stage and transition stream education, qualification stream education is organised on the basis of schedules which differ not just with the type of education chosen but also with the réseau.

The different qualification stream education schedules must include 16 (technical or artistic qualification stream) or 18 periods per week of grouped options. The courses relate in overall terms to the same subjects as transition stream education, but the orientation and the number of teaching hours may differ greatly. The learning of a modern language is not compulsory in vocational education.

The grouped options organised in connection with transition stream technical education, qualification stream technical education or vocational education fall into one of the following ten sectors: agronomics, industry, construction, hotel management, clothing, applied arts, fine arts, commerce, care services and applied science.

See 5.11.4. for a description of the specialisation of studies in the qualification stream.

Two schedules used in the education organised by the French Community are presented below by way of example.

Weekly schedule for the second vocational stage in schools organised by the French Community, school year 2009-2010, in 50-minute periods

Course periods

I. Common core

Religion or ethics 2

Humanities (mother tongue, exploration of social, civic and historic realities)

4

History and geography (geography) 1


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Scientific education (mathematics, exploration of scientific and geographical realities)

2

Physical education 2

SUB TOTAL: 11

II. Optional component:

Grouped core option minimum 18

Free options: Mathematics 0 to 2

Free options: French 0 to 2

Free options: Modern language I 0 to 2

Free options: Option chosen by the school 0 to 4

TOTAL 28 to 36

Remediation maximum 2

Weekly schedule for the third vocational stage in schools organised by the French Community, school year 2009-2010, in 50-minute periods

Number of periods

I. Common core:

Religion or ethics 2

French 3

History and geography (history) 1

History and geography (geography) 1

Scientific education: mathematics, techno-scientific education 2

Physical education 2

SUB TOTAL: 11

II. Optional component:

Grouped core option minimum 18

Optional activities: Mathematics Activities linked to the institution’s educational plan

0-2 0-4

Free options: French 0 to 2

Free options: Modern language I 0 to 2

Free options: Option associated with the school plan 0 to 4

TOTAL: 28 - 36

Remediation maximum 2

B. The 7th year and the 4th stage of qualification stream education

If the vocational 7th year is intended exclusively for the obtaining of the CESS (type C), 55% of the weekly number of periods must be devoted to general, social and personal education (if the certificat de qualification or an attestation of competencies complementary to a certificat de qualification is also aimed at (type B), the percentage is reduced to 40).


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The curriculum for the qualification stream technical 7th year and the type B complementary vocational 7th year devotes a high number of periods (at least 20 and 18 respectively) to a grouped basic option. These study years may be organised on a full-time basis or on a dual vocational basis.

A fourth stage is organised in full-time complementary vocational education in some institutions for certain courses such as hospital nursing and hospital nursing (mental health and psychoanalysis). It consists of three years of study preceded by a preparatory year.

5.14. Teaching methods and material

The choice of teaching methods rests with the respective pouvoir organisateur.

Reference to textbooks is not very widespread, particularly for scientific disciplines and mathematics. The decision to use a textbook or not, and which one, is left to the teachers. . On 19 May 2006, the Parliament of the French Community passed a decree intended to turn into concrete detail the 6th priority of the Contrat pour l'école: "give to pupils and teachers the tools to acquire knowledge": the objective is to revive the school textbook and promote the use of pedagogical software and tools in schools. The decree introduces a procedure for the approval of pedagogical textbooks, software and tools by the Steering Committee on the basis of formal opinions issued by the competent inspection services according to the criteria defined by the legislators (primarily equality, non-discrimination and conformity with official achievement targets – for more details, see 4.11.1.). Financial support is granted to enseignement fondamental and secondary schools for the purchase of approved textbooks or collections of textbooks and software.

In the late 1990s, every secondary school was equipped with a multimedia centre, and thanks to agreements between the French Community, the Walloon Region, the federal government, and the access provider, every school was able to have access to the Internet under very favourable terms. On the basis of a new agreement between the French Community and the regions, a new school equipment plan has been set up (in the Brussels Region, the schools started to be equipped in 2005, and operations are in progress in the Walloon Region).

Media education is under development in French Community schools. Each réseau has its own media education resource centre. A Media Education Council was created in 1995.

Various initiatives aim to develop responsible citizenship and to educate developmentally. A pan-réseaux unit, ‘Democracy or Barbarism’ was founded concurrent with the celebration of the end of World War II; ever since, it co-ordinates citizenship education issues. A working and reflection group on developmental education in the school environment tracks projects dealing with this theme in schools. Under the terms of a adopted in 2007 a document entitled ‘Being and becoming a citizen’ has been created and distributed. This is intended to provide references for understanding the civil and political society. This document is directed towards pupils of 5th and 6th years of secondary education. This same decree imposes the organization of interdisciplinary activities for a responsible and active citizenship at least once during each cycle or stage and the set up of participative structures for pupils (election of class representatives by their peers, councils of pupils representatives made up by the representatives of one cycle or one stage).

The education departments that are either part of the French Community or the different pouvoirs organisateurs that administer grant-aided schools produce teaching aids that are designed to attain the socles de compétences and the final achievement targets. These teaching aids can then be used by all schools organised or grant-aided by the French Community.


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A portion of the secondary education weekly schedule can be taught in a modern language other than French, in the form of immersion learning (see 5.20..). A cooperation agreement between the French Community and the Walloon Region created a ‘Fund for the organisation of linguistic immersion programmes for pupils in French Community education’ to finance initiatives to foster the learning of languages by immersion in positive-discrimination schools.

Two education information servers have been set up; one common to the different school systems (http://www.agers. enseignement.be) and the other specific to schools organised by the French Community (http://www.restode.cfwb.be). An online database of educational reference material is available on the common server.

(http://www.enseignement.be/ index.php?navi=2700&page=25648).

Cellule Democratie ou barbarie


5.14.1. Common first stage and differentiated first stage

The reform of the first cycle recommends truly differentiated teaching methods, which should enable all pupils to reach their maximum potential by setting objectives within their reach and allowing them to carry out their learning process at their own pace and according to specific methods.

An individual learning plan (PIA) must be devised for pupils who take the complementary years of the 1st stage or the common 1st or 2nd year or who encounter learning difficulties which mean that orientation towards a complementary year is considered. The PIA must be devised by the guidance council, consisting of members of the relevant conseil de classe and a representative of at least each of the other conseils de classe from the first stage (the competent CPMS has the automatic right to participate). It meets at least three times per school year in order to draw up for each pupil the report covering the state of attainment of the socles de compétences, to diagnose specific difficulties and, where necessary, to propose appropriate remedial measures.

Pupils who encounter difficulties in attaining the socles de compétences may have complementary activities imposed on them: individualised remedial and/or pedagogic support activities, catch-up work; restructuring of acquired knowledge as part of optional activities or the 2 weekly periods of remedial classes. The school has a certain latitude in organising such remedial periods. For example, they may temporarily replace optional courses for pupils in difficulty. Two to four periods per week of remedial and/or reorientation activities are recommended (on average a maximum of 2 hours per week for the entire school year). The choice of subjects is unrestricted. The conseil de classe decides what is appropriate.

Schools are free to decide as regards the organisation of complementary years for pupils that have not successfully finished a stage or whose results at the end of the first year are deemed insufficient (see 5.16.1.). A guidance council is created and charged with giving its opinion on the mastery of the socles de compétences and the appropriate remediation for each pupil. The curricula for these complementary years aim at enabling the pupil to achieve the required level of studies. They are made up according to the needs of the pupil and may include courses given to other pupils and specific remedial courses.

Pour une éducation interdisciplinaire à l'environnement de 10 à 14 ans


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The educational and methodological resources called on for the reform of vocational education include:

● interdisciplinarity; ● reduced-size educational teams; ● project-oriented and workshop class teaching methods; ● time-management changes (pupils’ learning paces and methods are considered); ● developing the relationship between school and working environment; ● pedagogic coordination and support; ● (subject-related) remedial classes.

Secondary education schools are gradually developing activities in cooperation with companies in their region, e.g. when schools do not have adequate equipment at their disposal.

The ‘Contract for School’ signed on 31 May 2005 (see 2.2.) as well as the Decree of 28 April 2004 guaranteeing the pedagogic equipping of technical and vocational secondary education have improved the quality of the qualifying streams of technical and vocational education through investment in teaching materials and the creation of new infrastructure in the French Community, the ‘Advanced technology centres’ (CTAs), which help improve the quality of qualifying education, in particular by making sophisticated equipment available to pupils and teachers. By the end of 2009, one CTA had been opened, another was already providing training courses and the creation of another 16 was in progress. Moreover, the government subsidizes a non-profit organisation which seeks out companies that could give away materials to schools, informs companies on schools’ needs as regards materials, and distributes equitably the materials obtained among schools in the different réseaux.

Within the frame of the Marshall Plan, the Walloon Government has foreseen the opportunity for young people who are in qualifying education to attend an advanced 7th year in Flanders or benefit from short training courses in Flanders.

Enseignement obligatoire et de promotion sociale, législature 2004-2009, bilan et perspectives à mi-législature

Décret garantissant l'équipement pédagogique de l'enseignement qualifiant

5.15. Pupil assessment

Each pouvoir organisateur is free to adapt its assessment procedures (choice of subjects, types of exam, time allotted for each exam, etc.) for the various stages, forms and streams of education, also based on the specific characteristics of its environment.

Nevertheless, in order to avoid too wide a disparity, it is recommended that schools consult one another. Furthermore, the Decree on the missions of school created committees on assessment instruments in relation to the socles de compétences, the knowledge and competencies expected upon completion of the transition and qualification streams of secondary education. These committees are responsible for producing batteries of standardised assessment tests, which correspond to the socles de compétences and final


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achievement targets. According to procedures it defines, theThe government will distributeis distributing these tools as a guideline to all schools organised or grant-aided by the French Community.

By way of illustration, the paragraphs below set out the content of the study regulations adopted by the French Community to govern the education it provides.

These regulations define a certain number of standards and priorities which should lead pupils to produce high-quality schoolwork; assessment methods used by teachers; and procedures for the deliberations in the conseils de classe and the communication of information related to their decisions. It redefines the role of formative assessment, whereby an error never penalises pupils but serves as an indicator for the teacher’s and their own use; and the role of summative assessment, which, at the end of one or more learning sequences, gives pupils and their parents an indication of their level of knowledge acquisition and their command of competencies. All exams must be followed by an analysis and remedial support (except final exams in June). Exams are organised in December and June.

Pupils, their parents, and the conseil de classe are regularly informed about aptitudes and achievement via a school report. The school report is handed out three times: between mid-March and the start of the spring vacation, between mid-November and the start of the winter vacation, and at the end of June. Additionally, when examinations are organised in December, the results are communicated in a school report before the winter holidays.

In the common first stage, a continual, systematic formative assessment practice is recommended during the two years of the stage to assess the progress and assimilation of each pupil and to identify any possible deficiencies so as to organise appropriate remedial support. The frame of reference is each pupil’s progress, rather than the classmates’ level (see 5.14.1. for information on the individual learning plan). This practice is part of ‘teaching for success’.

The implementation of ‘teaching for success’ specifically involves:

● being aware of the role of assessment in the education process; ● the preponderance of individual assessment; ● the paramount importance given to formative assessment and differentiated teaching; ● the use of differentiated marking (literal appraisals and comments); ● implementing remedial, support, guidance, and catch-up processes; ● reference to similar mental activities related to the same taxonomic levels, with emphasis on the

acquisition of skills and cross-curriculum competencies; ● establishing performance threshold references for each year or each stage; setting up a question

bank relating to these competencies/thresholds. ● and, for the first stage, defining the cross-curriculum competencies and subject-related

competencies to be developed during the stage.

The assessment of the work carried out at the end of the two years of the first (observation) stage is no longer an average or aggregate of one-off and random exam results. It must consider the progress of each pupil and their command of subject-related and cross-curriculum competencies, which are the primary objectives of education

In the qualification stream, it is suggested that global comprehensive exams on grouped options be given during the school year. These exams encourage coordination between theoretical and practical lessons and prepare pupils for the qualification test. Certificates of competence are issued to pupils upon successful completion of these exams.

The members of the qualification board from outside the school are invited to examine pupils’ work continually during the school year.


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One or two examination sessions are held each year. The primary purpose of the June exam is to ascertain whether pupils have achieved the minimum competencies needed to progress. A student deferred in June must take the final exam in September.

There must be continuity between learning in school and in an enterprise. An internship must meet precise educational criteria. The teacher who is the internship advisor handles assessment preparation and guidance. He or she collaborates with the ‘tutor’', who is a company employee ‘responsible’ for the student at the internship premises. According to predetermined criteria, the internship is continually assessed with the intern’s involvement. The assessment is formative. A report is issued upon completion of the internship (summative assessment).

An administrative steering unit organises non-certificative external assessments of pupils’ achievements at the start of the 2nd and 4th/5th year of secondary school. These relate successively to reading/production of writing, mathematics and introductory science. They enable teachers to better measure the level attained by their pupils and, consequently, to adjust their teaching. The unit produces an analysis of the results and develops teaching methods. The inspectorate ensures educational monitoring.

The Decree on the missions of the school created an Assessment Tools Committee for the general and technical humanities and an Assessment Tools Committee for the vocational and technical humanities. These committees are responsible for producing sets of standardised assessment tests, which correspond to the competency guidelines. The Government distributes these sets of tests as a guideline to all schools organised or grant-aided by the French Community. The sets of tests are also forwarded to institutions responsible for the initial or in-service training of teachers.

5.16. Progression of pupils

The two decision-making bodies responsible for this matter are the conseil de classe (see 2.7.1.2.).and the conseil d’admission (see 5.7.).

The conseil de classe is responsible for preparing a mental aptitude, social and behavioural report on each student at regular intervals; drawing the appropriate educational conclusions; proposing any necessary guidance or remedial support and, if need be, orientations or re-orientations; establishing a common approach to each student; and taking the necessary decisions at the end of the year regarding promotion to the next grade (with or without restrictions), deferment (with the obligation of taking final exams in September), denying promotion and certification. It bases its recommendations and decisions on various elements, such as:

● each pupil's prior school record; ● intermediate period, report, and exam results; ● information collected by the CPMS; ● possible pupil or parent interviews.

The conseil de classe is made up of all the administrative and teaching staff members that are responsible for educating a specific group of students. It is chaired by the head of school. Neither parents nor pupils are represented on the conseil de classe.

The Decree on the missions of school provides for procedures to appeal conseil de classe decisions in ordinary full-time secondary education.

Parents or students of legal age can request supplementary information – in writing if they so desire – about the specific motivation behind a failure or restricted passing decision. Under certain conditions they may review the exams on which the conseil de classe bases its decision. Every pouvoir organisateur must have an


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internal procedure to handle controversies, which may arise from conseil de classe decisions, and foster the conciliation of differing views. Additionally, in case of failure of the aforementioned internal procedure, the parents or a pupil of legal age may file an appeal with the chair of a board of appeal. The chair bases his or her decisions on the relationship between the competencies acquired by the pupil and the competencies that he or she must acquire, as well as on the equivalence of assessment exams used compared to the levels for exams produced by the different committees on assessment instruments. If the decision by the board of appeal differs, then it overrides the decision by the conseil de classe.

One or two annual exam sessions are organised. The primary purpose of the June exam is to ascertain whether pupils have achieved the minimum competencies needed to progress to the next grade. A student deferred in June must take the final exam in September.

At the end of the first stage and the following years of study, pupils receive a certificate of orientation.

There are three types of certificates:

● The A certificate of orientation attests that the pupil has successfully completed the stage or year. The A certificate of orientation is accompanied by an orientation recommendation, which indicates the forms, streams, and courses of study that are recommended, as well as those which might be inadvisable.

● The B certificate of orientation attests that the pupil has successfully completed the stage or year but may only be admitted to the next grade with restrictions applicable to the forms of education, streams and/or courses of study that may be chosen. The conseil de classe makes recommendations to guide the pupils in choosing the options in which they show the most interest and aptitude.

● The C certificate of orientation attests that the pupil has not successfully completed the stage or year, as justified by serious deficiencies. It is accompanied by recommendations concerning further study.

Peut-on lutter contre l'échec scolaire ? (2e éd. rev. et aug.).

5.16.1. Common first stage and the differentiated first stage

At the end of each year in the first stage of secondary education, the conseil de classe issues a report on the competencies acquired by each pupil, in relation to the socles de compétences set for the end of the third phase in the educational continuum (the end of the first cycle of secondary education) and, where applicable, in relation to the competencies set for the end of the second phase in the educational continuum (the end of primary education) in the case of pupils taking the differentiated first stage. This report accounts for the decisions taken by the conseil de classe. An additional year is organised for pupils who, at the end of the first or second common or differentiated year or of the additional year organised at the end of the first common year taken after taking a differentiated year (provided, in the latter two cases, that the pupil holds the primary education certificate (CEB – see 4.14.)), are experiencing difficulties which make a separate or additional year indispensable.

During this additional year, the specific needs of the pupil concerned are taken into account, in particular with regard to his or her pace of learning. The year is organised so as to help the pupil resolve the difficulties encountered in acquiring competencies, among other things by making up for any identified gaps and helping the pupil to acquire more effective learning strategies, while also promoting the development of the competencies set for the end of the third cycle of the educational continuum.


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This additional year may not under any circumstances represent a repetition of the previous year. Repeat years are thus not permitted during the first stage.

A pupil may not spend more than three years in the first stage. If at the end of these three years the conseil de classe does not certify his or her successful completion of the first stage of secondary education, it defines the forms of education and streams that the pupil may attend in the third year of secondary education and informs the parents or guardian about them. The parents or guardian choose(s):

a) either one of the third years of secondary education corresponding to the forms of education and streams defined by the conseil de classe. The latter gives the pupil a document with additional guidance, indicating the courses of study that are recommended as well as those which might be inadvisable.

b) or a third year of differentiation and orientation.

At the end of the first stage, the conseil de classe is required to provide an orientation certificate which comprehensively defines the forms and streams (one form and one stream in 3S-DO) that the pupil may attend in the third year.

The following regular pupils may be admitted to the third year of general transition stream, technical transition stream, artistic transition stream, technical qualification stream or artistic qualification stream education:

● those who have successfully completed the first stage of secondary education (CE1D); ● those who are oriented by the conseil de classe into a third year of secondary education in the forms

and streams defined by it; ● those who have successfully completed the complementary year after a common second year; ● those who have successfully completed the third year of full-time vocational secondary education

and in respect of whom a favourable opinion is issued by the conseil d'admission. ● those who have successfully completed the third year of dual vocational secondary education (see

.20.) and in respect of whom a favourable opinion is issued by the conseil d'admission.

The following regular pupils may be admitted to the third year of vocational secondary education:

● those who have successfully completed the first stage of secondary education (1S, 2C, 3S-DO6); ● those who are oriented by the conseil de classe into a third year of secondary education in the forms

and streams defined by it, one of which is the vocational form (1S, 2C, 3S-DO); ● those who have successfully completed the complementary year after a common second year (2S); ● those who have successfully completed the second year of vocational secondary education (2P); ● those who have successfully completed two years of secondary education and in respect of whom a

favourable opinion is issued by the conseil d'admission; ● those who are 16 years old and in respect of whom a favourable opinion is issued by the conseil

d'admission.




5.16.2. The specific year of differentiation and orientation following the first stage of secondary education


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A specific year known as the ‘third year of differentiation and orientation’ may be organised within the second stage for pupils who, after completing the first stage in three years, have failed to attain the socles de compétences set for the end of the third phase in the educational continuum (the first cycle of secondary education





Pupils who have successfully completed the 3rd transition-stream year of the general, technical, or artistic form go on to the 4th year of the same form or the 4th qualification-stream year of technical or artistic education.

Pupils who have completed the 4th transition-stream year of general, technical, or artistic education and wish to change orientation may attend a 4th reorientation year. It should be noted that this possibility concerns very few students.

Pupils who have successfully completed the 4th transition-stream year of general, technical, or artistic education or the 4th reorientation year go on to the 5th year of those same streams.

B certificates (see 5.16.) are not issued at the end of the 5th year. Pupils who have successfully completed the 5th year go on to the 6th year in the same stream and the same study orientation.





The majority of pupils who have successfully completed the 3rd year of vocational education continue on to the 4th vocational year. Some pupils transfer to the 2nd (orientation) stage with a different orientation and then enter a 3rd transition-stream year of technical or artistic education; they usually enter a 3rd qualification-stream year of technical or artistic education.

Pupils who successfully complete the 3rd qualification-stream year of technical or artistic education go on to a 4th year in the same stream. Some pupils choose to transfer to a different orientation in the second stage and go on to a 3rd transition-stream year of technical or artistic education.

Pupils enrolled in second stage qualification sections usually continue in the same stream in the third stage (determination stage). A fourth reorientation year for pupils who want to change orientation in the 3rd stage is organised at the end of the 2nd stage. A fifth specialization and/or further-development year is organised for qualification-stream pupils at the end of the second stage. It should be noted that this option is exercised by very few pupils.


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Pupils who successfully complete the second stage go on to the third stage in the same stream. It is possible to transfer from the 4th vocational year to a fourth year in another form if the pupil has obtained an A certificate.

Pupils who successfully complete the 5th qualification-stream year of technical or artistic education may then go on to a 6th qualification-stream year of technical or artistic education or to a 6th vocational year as long as the study orientations correspond.

Pupils who successfully complete the 5th year of vocational education may then go on to a 6th year of vocational education. It is possible to change the orientation when transferring from the 5th to the 6th vocational year, as long as the study orientations correspond.

A 7th specialization and/or further-development year is provided for pupils who have successfully completed the 6th qualification-stream year of technical or artistic education.

Pupils in the 6th vocational year may also attend a 7th further-development or specialization vocational year in the same or related study orientation; or a 7th year at the end of which they earn a certificate of upper secondary education (CESS). Pupils who have successfully completed a 6th vocational year may go on to the 5th qualification-stream year of technical or artistic education, thereby starting a new stage.




5.17. Certification

Certification is carried out by the conseil de classe at the end of the first stage (observation stage) or at the end of each school year.


At the end of each year in the first stage of secondary education, the conseil de classe issues a report on the competencies acquired by each pupil in relation to the socles de compétences set for the end of the third phase in the educational continuum or, in the case of pupils taking the differentiated first stage, for the end of the second phase in the educational continuum.

All pupils enrolled in the differentiated first or second year take the common external examination with a view to obtaining the primary education certificate (CEB – see 4.14.). The conseil de classe may issue the primary education certificate to pupils enrolled in the common first year and in the years making up the differentiated first stage who have failed or have not taken all or part of the common external examination. The conseil de classe bases its decision on a dossier containing copies of the school reports for the current school year as sent to the parents or guardian of the pupil concerned, the detailed report of the teachers who have been responsible for the pupil, and any other document deemed relevant by the conseil de classe.


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The certificate of stage 1 studies (CE1D) is issued to pupils at the end of the first stage. It enables them to enrol in the form (general, technical, artistic or vocational) and streams (transition or qualification) of their choice in the second stage.

A common external certificative examination is organised at the end of the third phase in the educational continuum (CE1D). At present this relates to French and mathematics, but the government may decide to add other subjects. Each pouvoir organisateur decides every year whether the relevant pupils at the schools that they organise will participate in this assessment or not. The examination is in particular open to all pupils enrolled in the common second year, in the complementary year organised at the end of the common second year, or in the third year of differentiation and orientation. If a subject is passed in the examination, the conseil de classe considers the pupil to have attained the requirements of the socles de compétences for the subject in question. If a subject is failed or if the pupil has not taken all or part of the examination, the conseil de classe may judge, on the basis of a dossier, that he or she has attained the required competencies. In 2009-2010, the examination was implemented on a reduced scale.


Pupils that have successfully completed fourth year of secondary education receive a certificate of stage 2 secondary education (CES2D).

An upper secondary education certificate (CESS) is awarded to regular pupils who have successfully completed the last two years of study in general, technical, or artistic full-time secondary education in the same form, stream and orientation of studies. The authorities and official bodies of the French Community, and especially the schools, the services of the Ministry of the French Community and the General Inspection Service verify for their respective areas of responsibility that pupils’ studies are completed in accordance with the legal requirements in force in the French Community.

A tool entitled the ‘upper secondary education test’ or TESS, the purpose of which is to assist schools with the process of certificative assessment at the end of secondary education, was introduced experimentally in 2009-2010: tests are made available which relate to part of the required knowledge and competencies for each of the subjects concerned, and which are intended to be integrated with the assessment conducted within the institution. Every year the government determines the subjects to which the tests relate as well as the forms, streams and options concerned. Each pouvoir organisateur decides every year whether the relevant pupils in the schools that it organises will participate in this assessment or not. At present, a French test relates purely to the reading of factual texts and is intended for pupils in the 6th year of qualification stream technical education or the 7th year of vocational education. A history test assesses criticism skills, and relates to the concepts of nationalism and federalism in the context of Belgium after 1945; it is intended for pupils in the 6th year of transition stream education.

Pupils who successfully complete a 7th year of preparation for tertiary education receive a certificate of achievement.

Commission d'homologation

5.17.3. Qualification Stream


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Pupils who have successfully completed the first and the second stages of secondary education receive a certificate of stage 2 secondary education (CES2D).

A certificate of intermediate competencies is issued to every student who has completed at least a fourth year of study in vocational or technical education upon leaving the school. This certificate is issued by the conseil de classe. It details each pupil's acquired competencies. It is issued in compliance with the vocational profiles.

A 6th year vocational education certificate is issued to regular pupils who have successfully completed that year. Similarly, a certificate is issued at the end of the fifth or seventh further-development and/or specialization year in technical, artistic, or vocational education to those pupils who have attended and successfully completed those years.

Upon completion of the qualification stream of secondary education, success is certified based on the alignment of pupils’ competencies with their vocational profile.

A certificat de qualification (CQ) certifies the final years of study. This certificate is issued to pupils who have attended courses and have passed the qualification exam before a board of examiners composed of the head of school, teachers of the last two years, and people from outside the school chosen for their expertise in the qualification to be conferred. These certificates are the following:

● Certificat de qualification for the sixth year of technical, artistic, or vocational secondary education (CQ6);

● Certificat de qualification for the seventh further-development or specialization year of technical or artistic education (CQ7);

● Certificat de qualification for the seventh further-development or specialization year of vocational education (CQ7).

An upper secondary education certificate (CESS) is issued to regular pupils who have successfully completed the last two years of study in full-time technical or artistic secondary education in the same form, stream, and study orientation. The authorities and official bodies of the French Community, and especially the schools, the services of the Ministry of the French Community and the General Inspection Service verify for their respective areas of responsibility that pupils’ studies are completed in accordance with the legal requirements.

The Ministry of the French Community affixes the seal of the French Community to the upper secondary education certificates issued by schools organised or subsidised by the French Community in accordance with the legal requirements in force in the French Community.

An upper secondary education certificate (CESS) is issued to regular pupils who have successfully completed a seventh year of vocational education after having successfully completed a sixth year of studies in the B or C orientation of vocational secondary education..

The tool entitled the ‘upper secondary education test’ or TESS (see 5.17.1.) also relates to qualification stream education.

At the end of certain years of vocational education, a certificat complémentaire de connaissances en gestion (CCCG) is awarded to pupils who have completed a special curriculum to engage in vocational activities in small- and medium-sized commercial or artisan enterprises. This certificate permits access to regulated professions.

Upon completion of the fourth stage, vocational school certificates for the complementary secondary cycle (BEPSC in nursing) are issued. Certificates of achievement are issued each year.


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Commission d'homologation

Service de la sanction des études, des jurys et de la règlementation

5.18. Educational/vocational guidance, education/employment links

Guidance brings together the teaching teams, the Centres for Psychological, Medical, and Social Services (CPMS), the parents, and the pupils. It is one of the key tasks of the conseil de classe.

Various initiatives aim to improve the information and guidance available to students during their last years of secondary education, in particular, by reinforcing co-operation between secondary and tertiary education.

The government makes available to secondary schools comprehensive information about education courses. Since 2006, an information brochure entitled L’enseignement supérieur. Mode d’emploi (Higher education: A user’s guide) has been sent out to every pupil in the final year of secondary education. It presents the tertiary education system and provides information about access conditions, financial aspects, grants and the list of available courses.

Support is provided to numerous existing study orientation initiatives, especially the activities undertaken by the SIEP (study and career information service).

On the request of the pupil enrolled in the last year of general and technological humanities or in the 6th or 7th year of vocational and technical humanities, the CPMS associated with the school helps the pupil to discover his motivations and capacities to successfully complete his projects.

As part of its school plan, each school can allocate the equivalent of two weeks, spread over the entire third stage (determination stage), to activities designed to help pupils make their vocational choices and select the corresponding studies. These activities are an integral part of pupils' regular studies. Staff members who co-ordinate and lead such activities do so in service.

An important outside education support service is provided by the Centres Psycho-Médico-Sociaux (CPMS).) (see 4.15.1.). The role of the CPMS is to guide and reorient pupils throughout their secondary school career. In case of specific difficulties, a diagnosis and treatment plan is established with the school's and parents' agreement.


At the end of the first eight years of compulsory education, pupils are guided to the form of education that is best adapted to their aspirations and capacities. The conseil de classe is responsible for guidance. For this purpose, it involves the Centre Psycho-Médico-Social (CPMS) and the parents. As such, it assists each pupil in developing his or her own plan for school and occupational life.

The normal path taken by pupils is to continue their studies in either full-time or part-time education (see 5.5.).


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In co-operation with the CPMS, each secondary education school communicates complete information to 1st (observation) stage pupils and their parents, regarding:

● programmes in the 2nd (orientation) and 3rd (determination) stages of vocational and technical humanities, including artistic programmes;

● programmes organised in the 2nd and 3rd stages of general and technological humanities, including artistic programmes;

● dual education and training programmes organised in compliance with the provisions of the law of June 29, 1983 on compulsory education.

Each secondary education school puts first stage pupils in contact with schools with the same characteristics that organise both transition and qualification streams, via visits or short observation stays. Information, visits, and internships foster positive guidance for pupils at the end of the first stage.

Trop de disparités d'une école à l'autre au début de l'enseignement secondaire en Communauté française de Belgique


Holders of an upper secondary education certificate (CESS) may pursue university or non-university tertiary education studies or adult education leading to employment. They can also enter the labour market.

The government determines which of the course credits that are earned in the transition stream of technical education may be taken into account in tertiary education provided by the Hautes Écoles and in social advancement schools, and under what conditions.

Task forces have established alignments between secondary and tertiary education requirements.

Since the decree of 30 June 2006, at the end of the first stage of secondary education pupils may be directed towards a specific differentiation and orientation year (see 5.16.2.)


A student may enter the labour market with the Certificat de Qualification.

The Decree on the missions of school improved the conditions for continuing on to tertiary education with a series of provisions. Henceforth, the government may determine which study credits that were earned in ordinary or specialized secondary education can be taken into account in social advancement schools or higher education provided by the Hautes Écoles.

Innovative technology centres (PITech) have been implemented in the agronomy, industry, construction, hotel and food, commerce, and paramedical sectors. These are training, information and documentation centres that are designed, in particular, to develop and experiment with new teaching aids that leverage technological progress. They make it possible to increase cooperation between the various levels of education, e.g. by making better use of high-performance teaching instruments and equipment.


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Histoires ... d'insertions professionelles


The private education sector in the strict sense, i.e. entirely organised, financed, and controlled by individuals or associations governed by private law and merely recognised by the Community, is extremely limited. There are some international schools in Belgium (mainly European) and schools administered directly by a foreign government (British School, Japanese School, etc.).

An education system known as enseignement libre subventionné also developed in parallel in Belgium, which whilst being non-public cannot truly be qualified as private, given the financing and monitoring links with the State (see 2.1. and 2.8.). Except for a few characteristics (in particular religion courses in private grant-aided denominational education), private grant-aided education is subject to the same rules as public grant-aided education.

In schools of the private grant-aided réseau of denominational character (in the large majority Catholic), the weekly schedule includes two hours of the religion corresponding to the particular denomination. In private denominational education, the religion course can be taught by the class teacher.

5.20. Organisational variations and alternative structures

A. "Traditional" type II secondary education

The law that provided for the reform of secondary education authorised the continuation, in some grant-aided schools, of earlier mechanisms that were defined in the laws passed in 1957.

Type II secondary education lasts six years, divided into two three-year cycles. These are the lower cycle from the first to the third year and the upper cycle from the fourth to the sixth year.

For admission to type II secondary education, a pupil must have earned a certificat d'études de base (CEB – see 4.14.) at the end of the sixth year of primary school. The pupil can then be enrolled in the first year of type II general or technical secondary education. Pupils who have not obtained a CEB, but who have attended the sixth year of primary school, may be enrolled in the 1st year of general or technical education with a favourable recommendation from the conseil d’admission and parental consent after obtaining the opinion of the centre psycho-médico-social (CPMS).

From the first year, secondary education is split between general schools and technical and vocational schools.

General secondary education includes:

● traditional humanities, including the Latin-Greek, Latin-mathematics, and Latin-sciences streams; ● modern humanities, including the modern scientific A (advanced mathematics), scientific B

(mathematics and sciences), economics, and social sciences streams.

The weekly schedules for the first two years are identical to those for the first stage of type I education.

A preparatory year for tertiary education may be attended at the end of the upper cycle.


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Within a technical school, education is organised in two three-year cycles, which include differentiated streams.

In the technical and vocational forms, a fourth final year is organised, which may be followed by either a fifth further-development and/or specialization year or a sixth further-development and qualification year that permits access to tertiary education.

In type II general secondary education, a first foreign language is mandatory for all students from the 1st to the 6th year.

The structure of type II education (with its streams/tracks) means that by the end of primary school a course of study has been clearly chosen. Therefore, in most cases, they determine the school path, although transferring from one stream to another remains an option.

In type II secondary education, the main bodies involved in assessment and certification are the teaching staff and the conseil d’admission. These have the same make-up as the corresponding bodies in type I secondary education, and base their recommendations on the same factors as those indicated for type I secondary education.

The certificates and diplomas issued in ‘traditional’ secondary education are equivalent to those earned in ‘reformed’ secondary education.

B. Dual vocational education and training centres (CEFAs)

The education given by the Centres d’Éducation et de Formation en Alternance (CEFAs) is qualification-stream secondary education, in which the training is provided with reference to a training profile elaborated by the Commission Communautaire des Professions et des Qualifications (CCPQ) which is to be replaced by the French-Language Professions and Qualifications Service (see see 2.7.2.3.point C). The pupil is required to attend the institution and the enterprise regularly, at least for a specific number of hours, according to a schedule that is not necessarily identical to that for full-time education.

S p e c i f i c l e g i s l a t i v e f r a m e w o r k

On July 17, 2001 an important decree was adopted that aimed at simplifying and making the dual education and training stream more operational, from the viewpoint given by the Decree on the missions of school. The transition from the name "part-time education" to that of "secondary dual vocational education and training" underscores the fact that it is a variation of secondary education in which the timetable is organised differently. Two forms of dual education and training are distinguished: that which leads to the same certificates and qualifications as full-time qualification-stream education, known as ‘alternance article 49’, and that which aims at lower levels of qualification via specific profiles, known as ‘alternance article 45’; transition mechanisms from one form to another are foreseen.

T y p e s o f s c h o o l s

Dual secondary education and training is provided by the Centres d'Education et de Formation en Alternance (CEFA). The CEFA is a structure which can be common to several full-time secondary education or social advancement institutions, and is based in a full-time secondary education school that provides qualification-


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stream vocational or technical education. The other institutions are referred to as ‘cooperating institutions’. These may provide part or all of the instruction (both general and vocational) for a group of pupils.

A d m i s s i o n r e q u i r e m e n t s

Registration is open throughout the academic year.

Pupils subject to part-time schooling obligation may attend a CEFA from the age of 15 provided that they have regularly attended two years of secondary education. Pupils subject to part-time schooling obligation, from the age of 16 years old, as well as those pupils that turned 18 years old in the calendar year, can attend a CEFA, whatever their school career (sometimes without a CEB).

In addition, youngsters that are more than 18 and less than 21 years old can be enrolled as regular pupils in dual vocational education and training centres provided that have signed an apprenticeship contract for a profession exercised by salaried workers (industrial apprenticeship, see 7.15.), or an employment-training agreement (see 7.15.), or any other form of contract or agreement recognised by the labour legislation and falling into the framework of dual education and training that has received the approval of the Government of the French community. Young people that are older than 21 and less than 25 years old that have signed one of the agreements or contracts mentioned above can also enrol in a CEFA provided that they have benefited from dual vocational education and training since October 1 of the year in which they attained the age of 21.

Students of legal age who have not completed either a third qualification-stream year or a sixth transition-stream year and who wish to continue their education but cannot be enrolled in full-time education, may not be refused enrolment in a CEFA and may have priority over other adults in obtaining an employment-training agreement or an industrial apprenticeship contract.

The conditions for access to each of the years of ‘article 49’ dual vocational education and training are the same as for the corresponding full time secondary education. To have access to the upper cycle of ‘article 45’ dual vocational education and training, pupils need a lower secondary education certificate, or a certificat de qualification (4th year of ordinary or type 4 specialized secondary education, 5th year of type 3 specialized education, 5th perfection or specialization year of technical or vocational education), or a certificate of vocational compétences for the 2nd stage of dual vocational education and training. Pupils that have not obtained any of these certificates can only be enrolled as regular pupils in the 2nd stage.

G e n e r a l o b j e c t i v e s a n d o r g a n i s a t i o n

Pupils may satisfy their part-time schooling obligation (see 2.5.) by pursuing their studies within the framework of dual education and training.

Dual vocational education and training is a form of qualification-stream vocational education, of lower or upper secondary level, including the 7th vocational year and the 7th technical year in the qualification stream. It is scheduled as 600 x 50-minute periods per year spread over at least twenty weeks in school, and at least 600 hours of training in the workplace. It may be given outside normal school hours for full-time education. Evening or weekend classes are authorised. It may also be organised in modules.

It consists of both general education – including social and personal development – and preparation for employment; principally in dual education and training, where the student works in a trade or does a vocational insertion internship (see below).


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It should be noted that, in the case of people who have already satisfied their compulsory schooling obligation by attending dual education and training, courses may cover only job training.

The centres establish vocational insertion agreements for maximum one-year term, for pupils who are subject to a part-time schooling obligation or who enrolled in a CEFA before December 31 of the year in which they turn 18 during the school year that follows their enrolment in the CEFA. These socio-occupational integration agreements are recognised by the labour code or approved by the government of the French Community. Such agreements, which may be renewed to enable students to complete their training cycle, are concluded between the centre, the host company, and the student with the approval of the parents or legal guardian. The agreement outlines the reciprocal obligations of the student and the host company, the amount of the training allowance payable to the student, etc. The host company pays this progressive monthly training allowance. The minimum amount is set at 40, 50, and 58% of the average statutory monthly minimum wage respectively in the 1st, 2nd, and 3rd years of training, except when the parity committee decides to reference the sectoral minimum wage. The allowance is proportional to the number of training hours at the company. It may include non-cash benefits. The employers are partially exempt from employers' social insurance contributions.

Since January 1, 1994, part-time secondary education has participated in the European Social Fund programme.The purpose of this programme is to improve vocational training for young people in order to facilitate their insertion in the job market.

These work arrangements reinforce the partnerships between training institutes, schools, and companies.

Since 1999-2000, more favourable staffing standards have been established for psychological, medical, and social guidance in dual secondary education and training.

For pupils subject to the schooling obligation and for adult pupils that are excluded, the training can be preceded by an individualised instruction module which includes the elaboration of a life project, guidance towards a trade, education about the rules of community life, upgrading the elementary knowledge base, and the acquisition of the minimum competences required for access to training in a company.

P u p i l p r o g r e s s i o n a n d e d u c a t i o n a l g u i d a n c e

The decisions about pupils’ progression to the next grade or cycle and the issuance of diplomas, achievement certificates and attestations within a CEFA are the responsibility of the conseil de classe of dual secondary education and training.

The ‘article 49’ students must reach the same level of competence as their fellow full-time students and may thus re-enter full-time education after having attended dual education and training.

In a general manner, a certificate of reinsertion in full-time ordinary or specialized secondary education can be given to a pupil who, having attended the CEFA for at least one school year, is judged apt to continue studies normally, in either the fourth or fifth year of vocational education.

C e r t i f i c a t i o n

The certificates and attestations delivered in ‘article 49’ dual education and training are identical to those delivered in full-time secondary education, except that they mention that the qualification was delivered in dual education and training.


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A pupil in ‘article 45’ dual education and training who has attended the courses in a regular manner and has attained the competences defined for a specific training profile obtains a qualification certificate (this can be for a recognised training profile, or one with the same denomination as in full-time education, or one recognised as qualifying by the Minister).

If a pupil does not obtain any of the certificates or attestations mentioned in the previous paragraphs, he can obtain an attestation of vocational competences of the second vocational stage of dual education and training.

C. Department of National Defence

Military training remains under federal jurisdiction, administered by the Ministry of National Defence.

The National Department of Defence provides upper secondary education. The three non-commissioned officer schools at Dinant, Zedelgem and Saffraanberg are upper secondary schools that issue certificates carrying the seal of the French Community (from 2008).

D. Artistic Education

Artistic education is taught either full- or part-time. In the latter case, it is known as ‘education for socio-cultural advancement’.

A r t i s t i c e d u c a t i o n f o r s o c i o - c u l t u r a l a d v a n c e m e n t

See 7.4.3..

F u l l - t i m e a r t i s t i c e d u c a t i o n

Full-time ‘music humanities’ and ‘artistic humanities’ (plastic arts) are organised in the 2nd (orientation) stage and 3rd (determination) stage of transition- and qualification-stream secondary education. The curriculum includes a significant portion of general courses, which are complemented by artistic classes in the chosen speciality.

This form of education is considered primarily as an option where artistic disciplines are studied and practised for general education purposes, whilst concurrently providing pre-professional education in music, theatre and vocal arts, dance, or plastic arts.

E. Vocational training provided in public childhood protection institutions

The French Community’s five Institutions publiques de protection de la jeunesse (IPPJ) accommodate minors over age 12 by decision of a judicial authority.


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The general education provided in these institutions is designed to develop comprehension and critical thinking by using news and current events as a basis; another objective is to correct, as well as possible, shortcomings in arithmetic and the use of the language of instruction. Teaching, provided full- or part-time during the placement period, constitutes home schooling as defined by the compulsory education law. The Inspectorate issues attendance certificates.

The vocational training courses organised in these institutions are part of the therapeutic resources provided by the establishments to achieve the education objectives.

One of the treatment methods consists of getting minors to commit to a vocational course thereby enabling them to personally create an obligation to make an effort day after day. This concept is extremely important, given that these minors are often profoundly unstable and not very persevering.

Vocational courses, programmes, and teaching methods are regularly discussed with the persons in charge and adapted to the pupils’ needs and to professional necessities.

Types of education:

● Institutions for young men: ironwork, masonry, auto body repair, painting, plumbing, machining, lathe work, carpentry, electricity, welding, and an all-purpose workshop where different techniques are offered to enable certain pupils to become familiar with different types of work and materials before choosing a course.

● Institutions for young women: cooking, office work, beautician, industrial sewing, and hairdressing. Courses in plastic arts and ceramics are also offered. A special course prepares girls for examinations administered by the board of examiners of the French Community for the lower secondary education cycle with a view to obtaining the certificate of second stage secondary education.

However, it should be noted that the free choice of vocational training is sometimes limited by the range of courses offered in each institution, as well as by the number of pupils that can be accommodated in each workshop or course. It may also be the case that intellectual or physical motives require orienting a pupil to one course or another.

There is co-ordination between workshop and class to identify learning impediments resulting from a lack of basic knowledge. Courses in physical education, ethics, and religion are also taught.

Teaching must be individualised. Indeed, the pupils form a rather varied group: they arrive on different dates, their ages vary from 12 to 21 years, prior learning varies from one pupil to another, as do social experiences and interests.

F. Boards of examiners of the French Community

The system of boards of examiners of the French Community organised by the Ministry of the French Community is an alternative exam scheme enabling students to obtain a diploma outside the traditional channels provided in schools. These exams are thus intended predominantly for self-taught individuals or those who abandoned their studies. Of course, these exams require serious personal preparation since the candidate is left to his or her own devices. Nevertheless, there are preparation options available in public schools, private schools, or via distance learning.

Government orders establish the rules applicable to the organisation and operation of the boards of examiners, as well as the arrangements for organising exams.

In secondary education, it is possible to obtain the following credentials from these boards of examiners:


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● Second (orientation) stage general, technical, artistic or vocational secondary education certificate (since September 1, 1999);

● General, technical, artistic or vocational upper secondary education certificate (CESS); ● Diplôme d'aptitude à accéder à l'enseignement supérieur (DAES) for students who have completed

a 7th year of vocational education and for foreign students who have obtained equivalence of their national diploma only to the upper secondary education certificate that is valid for admission only to short-type tertiary education;

● Diploma for admission to the civil engineering candidat exam.

Additionally, it is still possible, under earlier regulatory provisions, to sit for preparatory exams that enable access to nursing assistant (complementary secondary vocational education) and higher paramedical studies (see 6.10.).

G. Immersion education

Increasing numbers of schools or sites are implementing linguistic immersion in German, English or Dutch. The decree of 11 May 2007 regulates immersion education. Pupils start immersion learning during the last year of pre-primary education, during the third year of primary education, or during the first year of secondary education. A secondary school which organises immersion learning in the first year of the third phase of the educational continuum (the first cycle of secondary education) offers the possibility to pursue this at least during the second year of this third phase. During the third phase of the educational continuum, the proportion of the weekly timetable in immersion covers between 8 and 13 periods. Immersion learning may also be organised during the second and third stages of secondary education. Ethics and religion lessons do not form part of that section of the timetable which can be taught in immersion form.

Immersion learning aims to achieve:

● in terms of the lessons and educational activities provided in the immersion language, the attainment of the competencies defined in either the socles de compétences or the target skills, knowledge and educational profiles referred to in the Decree on the Missions of School;

● in terms of the immersion language, the attainment of the oral and written communication competencies in that language defined in the socles de compétences and in the target skills and knowledge referred to in the Decree.

If a school or site organises immersion learning, this is mentioned in the school plan. Enrolment in immersion learning may not be subject to any prior selection.



5.21. Statistics

For data on schools, see 5.21.1.; for data on school enrolment, see 5.21.2.; for data on pupils per salaried teacher, see 5.21.3.; for data on certification, see 5.21.4.; for data on percentage of students repeating a year, see 5.21.5..



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5.21.1. Number of Schools

A school consists of one or several sites under the responsibility of a single head of school.

Number of schools, by réseau and education level (2007-2008)


Public grant-aided

(municipal)

Public grant- aided

(provincial)

Private grant-aided

Full-time secondary 509 128 45 40 296

CEFA 43 10 4 8 20



5.21.2. School enrolment by réseau and stream

Total number of pupils, by réseau 2007-2008

Total French

Community

Public grant-aided

(provincial)

Public grant-aided

(municipal)

Private grant-aided

Full-time secondary 344,528 81,003 32,129 23,566 207,830

CEFA 9,009 1,925 1,640 1,099 4,345

TOTAL 353,537 82,928 33,769 24,665 212,175


Number of pupils in the first stage, by réseau 2007-2008 (full-time)

Total French

Community

Public grant-aided

(provincial)

Public grant-aided

(municipal)

Private grant-aided

Total 109,057 27,843 6,498 6,916 67,800


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1st 1, common 2nd and complementary years

95,782 25,119 4,656 5,768 60,239

1st B and 2nd vocational 13,275 2,724 1,842 1,148 7,561


Number of pupils in the second stage, by réseau 2007-2008 (full-time)

Total French

Community

Public grant-aided

(provincial)

Public grant-aided

(municipal)

Private grant-aided

Total 123,591 29,175 12,410 8,924 73,082

General 60,004 17,444 1,249 3,308 38,003

Technical and artistic transition-stream

9,537 563 1,654 724 6,596

Technical and artistic qualification-stream

24,892 5,352 4,186 1,750 13,604

Vocational 29,158 5,816 5,321 3,142 14,879


Number of pupils in the third stage, by réseau 2007-2008 (full-time)

Total French

Community

Public grant-aided

(provincial)

Public grant-aided

(municipal)

Private grant-aided

Total 107,286 23,831 11,842 7,726 63,887

General 44,963 13,197 953 2,415 28,398

Technical and artistic transition-stream

7,544 616 1,298 608 5,022

Technical and artistic qualification-stream

28,674 5,459 4,848 2,096 16,271


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Vocational 26,105 4,559 4,743 2,607 14,196


Number of pupils in the fourth stage, by réseau 2007-2008 (full-time)



Private grant-aided

Total 4,594 154 1,379 3,061


Number of pupils in dual secondary education and vocational training, by grouped option (vocational and technical-qualification forms combined), 2007-2008

Grouped options Total Men Women Agronomy 383 296 87Industry 1,466 1,456 10Construction 2,523 2,512 11Hotel and food industry 873 614 259Apparel and textile 11 7 4Applied arts 7 1 6Commerce 2,560 916 1,644Care services 916 123 793Applied science 3 3 0Miscellaneous 267 172 95TOTAL 9,009 6,100 2,909


Number of pupils in dual secondary education and vocational training, by réseau and stage 2007-2008

Total 2e degré 3e degré

French Community 1,925 1,249 676

Public grant-aided (provincial) 1,640 749 891

Public grant-aided (municipal) 1,099 836 263

Private grant-aided 4,345 2,719 1,626

Total 9,009 5,553 3,456



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5.21.3. Number of pupils per salaried teacher (equivalent full-time) in ordinary secondary education

2007-2008

Number of full-time equivalents 36,759

Number of pupils 353,537

Number of pupils per teacher 9,62


5.21.4. Certification

Certificates issued in full-time ordinary secondary education at the end of school year 2006-2007

General secondary education

Technical and artistic

education (transition

stream)

Technical and artistic

education (qualification

stream) Vocational education Total

Primary education certificates (CEB)

3,780

2nd stage secondary education certificates (CESDD)

24,031 3,881 3,881 8,742 40,535

Upper secondary education certificates (CESS)

19,134 3,008 10,345 3,890 36,377

Qualification certificates 7,050 8,538 15,588 Complementary vocational secondary education certificates

7,169 7,169


2nd stage secondary education certificates (CES2D) issued in 2007, in full-time ordinary secondary education

M+W M W


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General 24,031 10,978 13,053

Technical (transition stream)

3,828 1,956 1,872

Artistic (transition stream) 53 22 31

Technical (qualification stream) 3,828 1,956 1,872

Artistic (qualification stream) 53 22 31

Vocational 8,742 4,629 4,113


Upper secondary education certificates (CESS) issued in 2007, in full-time ordinary secondary education

M+W M W

General 19,134 8,378 10,756

Technical (transition stream) 2,944 1,531 1,413

Artistic (transition stream) 64 19 45

Technical (qualification stream) 10,253 4,774 5,479

Artistic (qualification stream) 92 32 60

Vocational 3,890 1,802 2,088 Source: ETNIC-French Community Statistics Department

Qualification certificates (CQ) issued in 2006-2007, in full-time ordinary secondary education

Qualification certificates

TOTAL CQ 1 5 , 5 8 8

Technical and artistic qualification-stream education (CQ6) 6 , 7 9 9

Technical and artistic qualification-stream education (CQ7) 2 5 1

Vocaltional education (C06) 5 , 5 4 9

Vocational eduction (C07) 2 , 9 8 9



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5.21.5. Percentage of students repeating a year, by year of study and education stream

Ordinary secondary education, 2004-2005

1st year 2nd year 3rd year 4th year 5th year 6th year 7th year 4th stage

2007-2008

General 13,1, 9,9 12.3, 12,4, 10,1, 4,5, 0,8, -

Technical (transition stream)

- - 29,4 24,3 21,4 7,4 - -

Artistic (transition stream)

- - 36,6 22,2 17,5 6,3 - -

Technical (qualification stream)

- - 34,2 21,9 23,3 9,2 9,3 -

Artistic (qualification stream)

- - 56,7 20,0 37,3 12,1 - -

Vocational 1,3 0,5 24,9 16,5 20,0 10,6 6,5 15,0



6. Tertiary Education


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41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710

UNIVERSITÉ

















Source: Eurydice.

Tertiary education is provided in universities, in hautes écoles, in art colleges (artistic higher education) and in architecture colleges. It may be either short-type (three or four years) or long-type (four or five years). Both types are offered in the hautes écoles and art colleges, whereas the universities and architecture colleges offer long-type studies only. Long-type education has the character and level of university education.

Two or more universities may enter into a partnership to form an ‘academy’, which may in turn form partnerships with other tertiary education institutions.

The mission of tertiary education as a whole includes the provision of adult and continuing education and services to the community, in particular, by collaborating with the education sector (relations with secondary education) and with the social, economic, and cultural spheres.


A concern for political and philosophical balance, on the one hand, and economic necessity, on the other hand, have shaped over the decades the current landscape of tertiary education.

When the independent state of Belgium was created, university education was provided in two State universities in Liège and Ghent (French-speaking at the time), and by the Catholic University of Louvain and the Free University of Brussels.

Originally, the universities prepared students for the professions of engineer, medical doctor, lawyer, historian, etc. Scientific disciplines, although represented from the outset, did not flourish until later. It was


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not until the 1860s that the first laboratories and research departments were created in the four universities, which often competed against one another in the name of autonomy. The expansion trend intensified in the last quarter of the 19th century: Belgium was the world’s fourth industrial power at the time, and the country’s captains of industry needed more high-calibre management staff. Higher education technical colleges emerged in the coal-mining and metal-industry regions, and the first higher education business schools were created at the turn of the century.

In 1968, regional unilingualism was extended to tertiary education. The most well known illustration was the decision to move the French-speaking section of the Catholic University of Louvain to the Walloon region.

The financing of tertiary education, university and non-university, has been revised over the last few years (see 2.8.). Goals common to all types and users of tertiary education and paths for putting these into practice have been discussed in the Council Education and Training.

In the late nineties, entrance requirements for access to higher education were reviewed. Students who had experienced consecutive failures ceased to be eligible for grants.

In March 2004, an important decree known as the ‘Bologna Decree’ redefined the whole of higher education in the French Community, with the aim to facilitate its inclusion within the European Higher Education Area. The decree entered into force in September 2004. The same system now applies to the whole of higher education. A number of technical terms were redefined or simplified (e.g. types of degrees), and education was reorganized in three cycles, leading to bachelor, master and doctor degrees (only universities offer 3rd cycle studies). The methods of partnership between universities and other institutes were regulated. The usage of ECTS was confirmed, with one year of study corresponding to 60 ECTS.



6.1.1. Universities

A decree, which became partially effective at the beginning of the academic year 1995-1996, regulates university education. It granted increased autonomy to the universities, in particular as regards programme organisation and curricula content, and eliminated the erstwhile distinction between ‘legal’ and ‘scientific’ degrees by establishing a single category of academic degrees.

Recent laws aim to streamline the education offer by limiting the number of basic diplomas and encouraging the versatility of the programmes on offer. Starting in 2002, the federal government has imposed quotas restricting the number of doctors who will be allowed to practice. The ‘Bologna Decree’ of 31 March 2004 modified the law of 27 July 1971 on the funding and supervision of universities.

Several measures were adopted in order to reduce the number of failures in the first year (currently 60%), and to improve guidance of students during the first years. The cost of failures in the first year of undergraduate studies is estimated at 50 million euros per year.

The decree of 31 March 2004 also includes measures to foster student success. University institutions devolve a sum to aid students in succeeding, either within the institution or through transfer to their academy, equal to at least 10 percent of the basic appropriation that they obtain for each first-generation student enrolled. Moreover, additional loans have been granted to the academies from 2008 to support their contributions aimed at fostering student success.


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The regions are acting to open gateways between the universities and the business environment. For example, the Walloon Region finances research projects developed by universities in economically promising sectors and technology-oriented doctorates and post-doctorates that are useful to enterprises.

University degrees were previously divided into two categories: ‘legal’ and ‘scientific’ degrees. ‘Legal’ university degrees were delivered in recognition of studies for which the entrance requirements, curriculum, and duration were established by law. ‘Scientific’ university degrees were delivered in recognition of studies for which the entrance requirements, curriculum, and duration were established directly by the university – without being regulated by law. These were university programmes that were developed in addition to traditional faculties to address new needs not met by studies leading to legal university degrees. These studies were either organised along traditional lines (first cycle university degree, second cycle university degree, doctorate), or they were organised as specialised postgraduate courses. Their designations were particularly varied: certificate, postgraduate certificate, specialisation certificate, postgraduate specialisation certificate, advanced studies certificate, second cycle university degree, special second cycle university degree, etc. From a strictly academic standpoint (content, duration, and level of studies), there was no difference between ‘legal’ university degrees, ‘scientific’ university degrees, and ‘legal’ university degrees conferred as ‘scientific’ credentials. The distinction between ‘legal’ and ‘scientific’ degrees was abolished in 1994.

The ‘Bologna Decree’ that redefines higher education in the French Community as a whole includes measures to refinance the universities.

6.1.2. Hautes Écoles

Before 1990, numerous short-type agricultural, economics and technical programmes leading to a graduat as well as some sections of artistic education were organised as two-year programmes. One of the consequences of the publication of the European directive on the recognition of diplomas earned upon completion of a higher education programme of at least three years (21 December 1988) was the decision by the Ministers of Education to increase all non-university higher education graduat courses to three years.

An important decree regulating the general organisation of non-university higher education in the hautes écoles was passed on 5 August 1995, becoming effective as of academic year 1996-1997. It brought the following main changes to the structure of non-university higher education.

● A restructuring of long- and short-type higher educational institutions into thirty multi-category (and/or multi-type) units known as hautes écoles, whose optimized size should enable securing the resources necessary for their mission.

● A considerable increase in the autonomy of institutions, and an extension of their remit beyond initial training.

● The introduction of an education quality assessment system. ● The introduction of a structure enabling students to participate in the administration of the hautes

écoles. ● The creation of specialization diplomas, earned upon completion of further studies after either

short- or long-type higher education programmes.

The restructuring was based on a pedagogical plan. The reform aimed to control the cost of higher education and to rationalize the education offer. The ultimate objective is to improve quality consistently with a movement that was already well underway abroad. The reform affected over 65,000 students and some 8,000 teachers and assistants.


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In the late 1990s, the conditions governing access to higher education studies were reviewed. Students that have failed time and again can no longer obtain grants. Under certain conditions, the hautes écoles can refuse to admit students who have obtained several higher education diplomas in the preceding years.

The academic degrees awarded by the hautes écoles were established by a decree dated 2 June 2006, completed and updated on various subsequent occasions.

Décret établissant les grades académiques délivrés par les hautes écoles organisées ou subventionnées par la Communauté française et fixant les grilles horaires minimales (1)

6.1.3. Art colleges

Two decrees dated 17 May 1999 and 20 December 2001 provided the framework for education given in the art colleges, which is henceforth part of higher education. Since 1999, higher artistic education is organized in five domains, of which four are structured:

● Plastic, visual and spatial arts ● Music ● Theatre and vocal arts ● Performing arts and communication and broadcasting techniques.

There are 17 art colleges today.

A decree adopted at the beginning of 2008 makes provision for the French Community to fund working time spent on quality assessment.

Enseignement supérieur, mode d'emploi

Service général des Hautes Ecoles et de l'Enseignement artistique du niveau supérieur (AGERS)

6.1.4. Architecture colleges

Pursuant to a law of 1977 and measures taken in application of this law, architecture was already a university-level higher education programme comprising 5 years of study. Some modifications were made to its organisation in 2004, with a view to favouring its inclusion within the European Higher Education Area.

A decree adopted at the beginning of 2008 makes provision for the French Community to fund working time spent on quality assessment.

Loi relative à l'organisation de l'enseignement de l'architecture



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On 14 April 2010, the Parliament of the French Community passed a resolution relating to the abolition of the federal quota restricting the number of doctors, dentists and physiotherapists. It has made a recommendation to the Government of the French Community to invite the federal government to take the necessary steps to repeal the so-called numerus clausus (limited admissions) system, which for several years has led the French Community to take various measures aimed at restricting the number of graduates in these fields.

In April 2009, a decree organising the transfer of architecture colleges to universities was passed. These transfers are being prepared for in 2009-2010, and will take effect at the start of the 2010-2011 academic year.

6.3. Specific legislative framework

A law of 1933 protects the right to use higher education titles. Higher education was reorganised by a law passed on 7 July 1970. This law restructured and consolidated all programmes that follow secondary education; it classified them by course of study and aim.

Since 15 March 1999, two government orders define the conditions under which students can transfer from a university to a haute école and vice versa (‘gateways’).

A decree dated 16 May 2002 introduced the promotion of health in non-university higher education, including measures to promote health, individual measures for the benefit of students, and a compendium of health information.

The ‘Bologna Decree’ voted on 31 March 2004 and for the most part applicable since academic year 2004-2005, redefined higher education in the French Community with a view to favour its inclusion in the European Higher Education Area. The table below summarises the structure of studies at the different types of institution.

Tertiary education

Hautes écoles Art colleges Architecture colleges

Universities

Short-type Long-type Short-type Long-type

Long-type

1st cycle Bachelor 180 credits (3 years)

180 credits (3 years) 240 credits (4 years): midwifery)

180 credits(3 years)

180 credits(3 years)

180 credits (3 years)

180 credits (3 years)

Specialisation / 60 credits (1 year) / / /

2nd cycle Master

60 credits (1 year): master120 credits (2 years): master for teachers, scientific research master or specialised master 180 credits (3 years): master in veterinary medicine 240 credits (4 years): master in medicine

/

60 credits/year(1 to 2 years)

/

60 credits/year (1 to 2 years)

60 credits/year(2 years)


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Agrégation de l’enseignement secondaire supérieur

30 credits / 30 credits / 30 credits /

Complementary master Specialised master Complementary/specialised master At least 60 credits

(at least 1 year) / / /

At least 60 credits (at least 1 year)

/

3rd cycle

Doctorate At least 180 credits / / / / /

In 2006, a decree, which has subsequently been amended on several occasions, regulated access to certain higher education courses at both universities and hautes écoles.

For the specific legislation applicable to the various categories of higher education institutions, see 6.3.1. (universities), 6.3.2. (hautes écoles), 6.3.3. (art colleges) or 6.3.4. (architecture colleges).

Direction générale de l'Enseignement non obligatoire et de la Recherche scientifique, AGERS, Ministère de la Communauté française

Arrêté de l'Exécutif de la Communauté française fixant la condition peu aisée des candidats à une allocation d'études ainsi que les critères servant à déterminer les montants des allocations d'études

Arrêté du Gouvernement du 02/07/1996 fixant l'organisation de l'année académique et les conditions de refus d'une inscription et portant règlement général des examens dans les Hautes Ecoles organisées ou subventionnées dans la Communauté française

Décret du 07/11/1983 réglant pour la Communauté française, les allocations et prêts d'études, coordonné le 07/11/1983


Décret définissant l'enseignement supérieur, favorisant son intégration à l'espace européen de l'enseignement supérieur et refinançant les universités

Décret portant certaines réformes en matière d'enseignement supérieur

Loi relative à la structure générale de l'enseignement supérieur

Loi sur la protection des titres d'enseignement supérieur

6.3.1. Universities

Co-ordinated laws on conferring academic degrees and on the university exam programme were passed in 1949. These laws have undergone numerous modifications, in particular as concerns entrance requirements for university studies and the equivalence of periods of study completed as part of an Erasmus-type exchange programme.

The law applicable to the financing and supervision of university institutions dates back to 27 July 1971. This law was amended several times. In particular, a 1994 decree modified academic degrees by eliminating the


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distinction between ‘scientific’ and ‘legal’ degrees. The ‘Bologna Decree’ includes provisions on the refinancing of universities.


Service général de l'enseignement universitaire et de la recherche scientifique (AGERS)

Arrêté du Gouvernement de la Communauté française du 23 septembre 1998 organisant, pour l'année académique 98-99, l'accès de diplômés de l'enseignement supérieur à des études universitaires de 2e cycle

Arrêté du Gouvernement de la Communauté française fixant les dispositions générales applicables à la détermination par les autorités universitaires des conditions complémentaires auxquelles les étudiants qui sont porteurs d’un diplôme de l’enseignement supérieur ont accès à des études universitaires de deuxième cycle.

Arrêté du Gouvernement de la Communauté française fixant les qualifications des grades académiques qui sanctionnent les études de base de 1er et 2e cycle ainsi que les qualifications du grade académique de docteur conféré après la soutenance d'une thèse


Décret du 05/09/1994 relatif au régime des études universitaires et des grades académiques

Décret du 12/07/1990 sur le contrôle des institutions universitaires



Loi sur le financement et le contrôle des institutions universitaires

Loi sur l'organisation de l'enseignement universitaire par l'Etat

Lois coordonnées du 31/12/1949 sur la collation des grades académiques et le programme des examens universitaires


A decree passed on 5 August 1995 fundamentally reformed higher education institutions, leading to the creation of the hautes écoles.

A decree dated 21 February 2003 laid down the academic degrees awarded by hautes écoles; this was replaced by another decree on 2 June 2006, which was further updated in 2007 and 2008.



Arrêté du Gouvernement de la Communauté française déterminant les modèles des diplômes et des suppléments aux diplômes délivrés par les Hautes Ecoles et les jurys d’enseignement supérieur de la Communauté française


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Arrêté de l'Exécutif de la Communauté française fixant la structure et la classification des études de type court dans l'enseignement supérieur pédagogique

Arrêté du Gouvernement de la Communauté française du 30/06/1998 relatif au programme et à l'organisation par les Hautes Ecoles de l'examen de maîtrise suffisante de la langue française

Arrêté du Gouvernement du 02/07/1996 fixant l'organisation de l'année académique et les conditions de refus d'une inscription et portant règlement général des examens dans les Hautes Ecoles organisées ou subventionnées dans la Communauté française

Arrêté royal fixant le règlement organique des établissements supérieurs de type long

Arrêté royal du 03/11/1987 portant règlement général des études dans l'enseignement supérieur de type court et de plein exercice

Arrêté royal du 06/11/1987 fixant les notions ''d'étudiant régulièrement inscrit'' et ''d'étudiant entrant en ligne de compte pour le financement'' dans l'enseignement supérieur de plein exercice, à l'exception de l'enseignent universitaire

Arrêté royal du 22/02/1984 portant règlement général des études dans l'enseignement supérieur de type long et de plein exercice



Loi du 18 février 1977 concernant l'organisation de l'enseignement supérieur et notamment des enseignements supérieurs techniques et supérieurs agricoles de type long

Décret relatif à l'organisation de l'enseignement supérieur de type court

Décret du 18/05/1992 modifiant l'arrêté royal n° 301 du 31/03/1984 portant fixation de la population scolaire minimale des sections de l'enseignement supérieur de type court et de plein exercice

Décret portant création de nouvelles formations dans les hautes écoles organisées ou subventionnées par la Communauté française à partir de l'année académique 2000-2001

Décret portant création de nouvelles études dans les hautes écoles organisées ou subventionnées par la Communauté française

Décret portant création de nouvelles études dans les hautes écoles organisées ou subventionnées par la Communauté française

Décret relatif à la promotion de la santé dans l'enseignement supérieur hors universités


6.3.3. Art colleges

Two relatively recent decrees govern higher artistic education (the art colleges organised or subsidised by the French community, apart from the higher architectural colleges).


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The decree of 17 May 1999 provided a framework for higher artistic education by assigning it objectives, defining its domains and levels, and tracing the main organisational lines, including access to the studies and their certification.

On 20 December 2001 a second fundamental decree completed the framework, making higher artistic education provided in art colleges a third pillar of higher education. This decree guarantees the existence of 17 art colleges, defines a new financing system that assists the stability of the schools, provides them with a more participative organisation, grants to the teachers a status adapted to their situation as artists, and upgrades the diplomas.


Architecture education is mainly governed by a law of 18 February 1977 and the measures taken to implement this law. A ‘Bologna Decree’ specific to architecture was voted on 31 March 2004, and a decree of the government of the French Community of 14 April 2004 established the minimum hourly volumes for courses.



Arrêté du Gouvernement de la Communauté française fixant l'organisation de l'année académique et portant règlement général des études dans les écoles supérieures des arts organisés ou subventionnées par la Communauté française

Arrêté du Gouvernement de la Communauté française fixant la liste des cours obligatoires et le nombre d'heures de cours ou d'activités d'enseignement dans les Ecoles supérieures des Arts organisées ou subventionnées par la Communauté

Arrêté du Gouvernement de la Communauté française fixant organisation de l'année académique et portant règlement général des études dans les écoles supérieures des arts organisées ou subventionnées par la Communauté française


Décret fixant les règles spécifiques à l'Enseignement supérieur artistique organisé en Ecoles supérieures des Arts (organisation, financement, encadrement, statut des personnels, droits et devoirs des étudiants)


Décret relatif à la promotion de la santé dans l'enseignement supérieur hors universités

6.4. General objectives

The ‘Bologna Decree’ of 31 March 2004 states that higher education organized or grant-aided by the French Community pursues, in parallel and without hierarchy, the following general objectives:


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● to accompany students in their role of responsible citizens, able to contribute to the development of a democratic, pluralist and united society;

● to promote the autonomy and development of students, in particular by developing their scientific and artistic curiosity, their critical sense and their awareness of individual and collective duties and responsibilities;

● to convey, through both the content of instruction and the other activities organized by the institution, the humanist values, the creative and innovative traditions, as well as the artistic, scientific, philosophical and political cultural heritage, which are historic foundations of this instruction, in the respect of the specificities of each;

● to guarantee education – both general and specialized, both fundamental/conceptual and practical – at the highest level in order to allow students to play an active role in professional, social, economic and cultural life, and to open up equal opportunities of social emancipation;

● to develop specialized skills designed to last, by imparting to students aptitudes to maintain their relevance, autonomously or within the framework of lifelong continuing education;

● to situate initial training and supplemental programmes in a perspective of scientific, artistic, professional and cultural openness, encouraging teachers, students and graduates to engage in European/international mobility and cooperation.

In order to attain the general objectives, higher education requires from its personnel pedagogical qualities and specific, up-to-date skills, in direct link to the places of creation, critique, development and evolution of knowledge, art and thought.

To do so, the institutions that organize higher education take on, according to their means and specificities, the following three complementary missions:

● to offer initial and ongoing education of high quality, according to their remit, and to certify the skills and knowledge acquired by their graduates;

● to participate in research and/or creation activities in the ambit of their discipline; ● to provide services to the community, in particular through collaboration with the educational,

social, economic and cultural spheres.

The institution determines specific activities for all members of its personnel in accordance with these missions. According to the form and type of higher education under consideration, these missions acquire different relative importance and can take concrete form in various ways, depending on the institution’s particularities.

The different missions of higher education are carried out within a dimension of collaboration and exchanges at the French Community, European, and international levels.

The French Community subordinates its recognition of studies and its grants to the institutions that provide them to the respect of these objectives and other provisions of the Decree.

For the objectives specific to the different categories of higher education institutions, see 6.4.1. (universities), 6.4.2. (hautes écoles) 6.4.3. (art colleges) or 6.4.4. (architecture colleges).


6.4.1. Universities


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The primary mission of university education is to maintain, disseminate, and advance science. Education and research are closely linked. Universities are also vested with a cultural and critical function.

Universities provide education for managers responsible for research, development, and the application of new scientific knowledge. University education attaches great importance to abstraction and theoretical training.


The missions of the hautes écoles are:

● to offer initial education, based on the acquisition of knowledge and know-how; ● to organize continuing education programmes open to the adaptation of knowledge following the

evolution of professions and to specialization aiming at increasing the depth of initial education and broadening the professional scope;

● to organize applied research, by undertaking works related to technical development and application of knowledge;

● to provide services to the community, in particular by collaboration with the educational, economic, social and cultural spheres.

Short-type higher education provided in the hautes écoles consists of a programme that provides technical training in order to acquire an occupational skill in a specific domain.

Long-type (university-level) higher education provided in the hautes écoles strives to attain abstraction beyond the concrete aspect of things and provides scientific and technological training geared more directly for practical applications. It trains highly technical management staff for transposition and development tasks and short-term applied research.

6.4.3. Art colleges

Artistic higher education is defined as a setting for multidisciplinary research and creation, in which the arts and their teaching are invented in an inseparable way.

The objectives have multiple facets: social integration, exploration, constitution and critical use of a base of knowledge, practices and attitudes, creative self-sufficiency, international and civic dimension The purpose of short-type education in the plastic, visual and spatial arts is the practice of an artistic profession. Through artistic instruction and knowledge of cultural research, the aim is to produce professional tradesmen, autonomous specialists able to take their future in hand, in particular through research based on professional purpose.

Long-type education in the plastic, visual and spatial arts offers in-depth and versatile training on a wide optional basis nourished by interdisciplinary experimenting and research.



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No legal text assigns specific missions to the architecture colleges, other than the organization of studies leading to the degrees of bachelor and master of architecture.

6.5. Types of institutions

Higher education comprises several categories of institutions: universities (see 6.5.1.), hautes écoles (see 6.5.2.), art colleges (see 6.5.3.) and architecture colleges (see 6.5.4.).

6.5.1. Universities

University education is organised in institutions with university or assimilated status. In the French Community there are three full universities: the University of Liège (ULg), the Université Catholique de Louvain (UCL) located in Louvain-la-Neuve, and the Université Libre de Bruxelles (ULB); one university, the Université de Mons-Hainaut (UMH), which is limited to certain faculties (science, economics, psychology and education science, medicine and pharmacy); and five university institutions: Faculté Polytechnique de Mons (FPMs) offering applied science, Faculté Universitaire des Sciences Agronomiques de Gembloux (FSAGx), Facultés Universitaires Saint-Louis (FUSL) in Brussels, Facultés Universitaires Notre-Dame de la Paix in Namur (FUNDP), and the Facultés Universitaires Catholiques de Mons (FUCAM).

Each full university has at least five traditional faculties, i.e. philosophy and humanities, law, science, medicine, applied science. Additionally, each university has a variable number of faculties, schools, or institutes, which teach other disciplines such as agronomics, art history, archaeology, Orientalism, business and economics, social and political science, criminology, psychology, education science, etc.

In other university institutions, instruction is limited to a certain number of disciplines and, for some of them, to just the first cycle of studies, which leads to a bachelor diploma:

● The Facultés Universitaires Saint-Louis offer first-cycle courses in law, economics, social science, political science, philosophy, history, languages and humanities;

● The Facultés Universitaires Notre-Dame de la Paix offer first-cycle courses such as law, philosophy, history, languages and humanities, art and archaeology, political science, social science, veterinary medicine, medicine, and pharmaceutical science, as well as second-cycle courses in economics and science;

● The Faculté Universitaire Catholique de Mons offers commercial engineering courses (1st and 2nd cycle), and master and doctor degrees in economics and political science.

The French Community is the pouvoir organisateur for ULg, UMH, and the Faculté de Gembloux. The ULB is a private grant-aided non-denominational institution. The FPMs are public grant-aided institutions. The four others are private grant-aided denominational institutions: UCL, FUNDP, FUSL, and FUCAM.

Other, less extensive institutes also offer university education:

● The Faculté Universitaire de Théologie Protestante in Brussels, which offers bilingual (French/Dutch) university education that confers master’s and doctor's degrees in Protestant theology;


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● The Foundation Universitaire Luxembourgeoise (FUL), founded in 1971, whose mission is to stimulate and co-ordinate interdisciplinary applied scientific research (land administration, water management, etc.) and certain forms of postgraduate education in environmental science in the Province of Luxembourg and the areas bordering the neighbouring countries, in liaison with universities and assimilated institutions. This all-inclusive institute is part of the private grant-aided non-denominational réseau. Seven universities participate in its administrative and scientific management.

Two or more universities may associate to form an ‘academy’. An academy may establish partnership relations with other higher education institutions. Each higher education institution may not belong to or form a partnership with more than one academy. Any task relating to teaching, research or service to the community may be delegated to the academy at the request of the university institutions.

In July 2004, the ‘Louvain’ academy was formed. It is made up of the Catholic University of Louvain, the Facultés universitaires Notre-Dame de la Paix of Namur, the Facultés universitaires Saint-Louis of Brussels and the Facultés universitaires catholiques of Mons.

In early 2005, two more academies were formed: the ‘Wallonie-Bruxelles’ academy, made up of the Free University of Brussels, the University of Mons-Hainaut and the Faculté polytechnique of Mons; and the ‘Wallonie-Europe’ academy, made up of the University of Liège and the Faculté universitaire des Sciences agronomiques de Gembloux.


107 non-university higher education institutions have been consolidated to form 21 hautes écoles in five geographical areas (Brussels Capital Region/Walloon Brabant, Hainaut, Liège, Luxembourg, Namur). These hautes écoles are administered by the different réseaux.

Short- or long-type higher education studies may be organised in the following categories:

agricultural engineering category applied arts category business category paramedical category education studies category social studies category technical studies category translation and interpreting category

Short- or long-type higher education studies may fall within more than one of these categories

In principle, an haute école provides both short- and long-type higher education in more than one category of education, but exceptions can be approved: some hautes écoles only organise short-type education, whereas others only organise the long type. Within an haute école, activities falling within any given category of higher education take place within departments.



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6.5.3. Art colleges

Artistic higher education, with the exception of architecture, is provided by 17 art colleges. These institutes propose both short-type and long-type higher education. They prepare students in all artistic disciplines in four study domains: plastic, visual and spatial arts; music; theatre and vocal arts; performing arts and communication and broadcasting techniques.

The accreditation of the 17 art colleges defines for each cycle and each site the study programmes that each institute may organize.

Collaboration and cooperation agreements can be made with other Belgian or foreign educational institutions.

When the number of students eligible for funding remains for two consecutive academic years under 50% of the reference population defined by the decree (article 54), the art college loses its autonomy on the first day of the following academic year. Its pouvoir organisateur may merge it with another college of the same or a different réseau. Failing merger with another institute, the pouvoir organisateur proceeds to progressively wind down the school until it can be closed.


Non-university long-type higher education is provided in 4 architecture colleges: the Institut supérieur d’architecture de la Communauté française - La Cambre; the Institut supérieur d’architecture intercommunal (I.S.A.I.), the Institut supérieur d’architecture Saint-Luc Bruxelles, and the Institut supérieur d’architecture Saint-Luc de Wallonie.

Some of the architecture colleges comprise 2 or 3 separate campuses.

6.6. Admission requirements

Generally, the French Community does not apply a limited admissions system (numerus clausus): all students holding the standard required diplomas may be admitted. There are however some exceptions to this rule.

To enter higher education, a student must hold an upper secondary education certificate (CESS), awarded upon completion of a full secondary education cycle by a French Community full-time secondary school or social advancement school, or conferred by the French Community’s board of examiners. In addition, no one may be admitted to exams for a first-cycle study year at an haute école or university without proving sufficient command of the French language.

Each higher education institution is free to impose entrance requirements in addition to those legally mandated. Such requirements may regulate access to certain studies, e.g. a medical exam and a physical evaluation for access to physical therapist training and lower-secondary physical education, sports, and leisure agrégé courses for future teachers; or a drawing test for admission to artistic education.

Students freely choose the higher education institution in which they wish to enrol. The choice may be made until December 1 of the academic year underway, without prejudice of the right to recourse. The


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government, upon opinion of the Category Council, may however exceptionally authorize a student to enrol between December 1 and February 1, if justified by the invoked circumstances.

The circumstances under which a university, hautes écoles or art college may refuse enrolment are defined, and a recourse procedure against enrolment refusal is foreseen.

As regards the hautes écoles and the universities, the French Community has taken various measures aimed at facilitating the re-direction of students:

● a system of gateways that authorises the hautes écoles and the universities, by right, to enrol a student in a programme when s/he has completed the studies that provide access to such a programme;

● customized enrolment, i.e. the possibility left to examination boards to grant exemptions to students who have already completed certain study years;

● taking into account students’ personal and professional acquisitions.

For the entrance requirements specific to the different categories of higher education institutions, see 6.6.1. (universities), 6.6.2. (hautes écoles) 6.6.3. (art colleges) or 6.6.4. (architecture colleges).

6.6.1. Universities

A. Enrolments

Every enrolment is for an academic year and concerns a specific study programme. However, under conditions laid down in the study regulations, a student may choose to follow during an academic year a coherent subset of a study programme for a total of 30 to 90 credits. With the agreement of the academic authorities, a student may enrol in several different study programmes during a same academic year. In order to be regular, an enrolment must comprise at least 30 credits in a given programme, except for students who are repeating a year (whose study year may comprise a lower number of residual credits), students enrolled in a preparatory year, and students enrolled in a supplemental year. A regular student enjoys rights and duties linked to this status. As regards the application of legal and regulatory provisions other than those in the decree of 31 March 2004, he is deemed to be a full-time student.

Under conditions laid down in the study regulation, a student may enrol in other organised educational or training activities. Such enrolment may lead to the award of a certificate or proof of credits obtained.

B. Access conditions

The general conditions for access to first-cycle study are defined in the decree of 31 March 2004. In particular, studies are accessible to: holders of the upper secondary certificate (CESS) awarded as of school year 1993-1994 by a French Community fulltime or social promotion school and accredited by the ad hoc Commission if it was issued by a school before 1 January 2008 or bearing the seal of the French Community if it was issued after that date ; holders of the same diploma awarded, as of calendar year 1994, by the French Community’s examination board; holders of a higher education certificate or diploma awarded by a fulltime or social promotion school; holders of a foreign diploma or certificate recognised as equivalent by decree, European directive or international agreement.

There are also conditions applicable to the second and third cycles. Dispensations and customized admissions are also possible.

C. Enrolment refusals


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By justified decision, the academic authorities can also refuse enrolment of a student, according to the procedure laid down in the study regulation. This is possible when the student was subject to a measure of exclusion from a higher education institution during the five preceding academic years; when the enrolment application concerns studies that do not lead to an academic grade; or, lastly, when the student does not meet the requirements set out in the decree of 27 July 1971 on the funding and supervision of university institutions (under certain conditions the universities may in particular refuse to enrol persons who have obtained multiple degrees in earlier years).

When a refusal is made by a university institution organized by the French Community, the student may, within 30 days and by registered post, appeal against the decision to the Minister who may, within 30 days, invalidate the refusal.

The university institutions subsidized by the French Community include in their regulations the creation and operation of a commission charged with reviewing appeals by students against an admission refusal. This commission, which offers guarantees of independence, may, in the respect of the methods laid down in the regulations, invalidate the refusal.

D. Specific casesAccess to first cycle engineering science studies with a view to obtaining the degree that certifies these is reserved to students who pass the special admission examination. This test is cooperatively organized by the university institutions authorised to organize first cycle engineering science studies; these institutions are obliged to participate in the organization and evaluation of the test, under the conditions stipulated by the government.

The test aims to evaluate the general aptitude to undertake higher education studies as well as skills specific to the study domain. It covers the following subjects:

● French ● Mathematics ● Science: physics, chemistry, biology, geography ● History ● A second language (Dutch, English, German or Latin), chosen by the student.

Students who meet the general conditions for access to first cycle studies are exempted from subjects other than mathematics. The government decides the detailed test programme.

First cycle studies in medicine as well as dentistry are structured in two parts. The first part comprises 60 credits which may be earned in one year of studies. The second part comprises 120 credits which may be earned in at least two years of studies. The decree of 31 March 2004 stipulates that access to the second part is conditional upon obtaining a certificate issued following an orientation test; however, by dispensation, since the academic year 2005-2006 the second has been accessible to all students who have obtained the 60 credits associated with the first year study programme.

There are gateways between non-university and university higher education. The diplomas from non-university higher education that are related to second cycle university studies have been classed into three categories, according to the conditions under which the holders of these diplomas have access to the corresponding second cycle university studies. Depending on studies completed in non-university higher education, supplemental access conditions to second cycle university studies may be imposed: one or several additional courses (master), one or several additional courses possibly leading to a preparatory year (bachelor in long-type education), or preparatory year (bachelor in short-type education).

Under certain conditions, holders of an academic degree awarded in non-university higher education are credited for at least 60 credits upon admission to a first university cycle.

There are also possibilities for customized admission to studies. Under the general conditions laid down by the academic authorities, examination boards take into account the credits acquired by students in


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successfully completed higher education courses or parts thereof. Students benefiting from these credits are dispensed from the corresponding parts in the study programmes. The boards may also take into account within this framework the knowledge and skills acquired by students through personal or professional experience.

By the decree of 16 June 2006, the Government has imposed on the academic authorities a requirement to limit the number of non-resident students (as defined by the decree) enrolling for the first time at a university in the French Community in courses leading to the bachelor degree in physiotherapy and rehabilitation the bachelor degree in veterinary medicine and the bachelor degree in psychology and education, with a specialisation in speech therapy (from the academic year 2009 to 2010 onwards). This number is usually limited to 30% of the total number of students, resident and non-resident, who have enrolled on the course for the first time in the previous academic year


Service des Equivalences

Arrêté du Gouvernement de la Communauté française fixant les conditions d'accès aux études à l'université pour les porteurs de grades académiques délivrés hors université

6.6.2. Hautes Écoles Students have a free choice of which haute école to enrol in. Any student may enrol in the haute école of his/her choice up to 1 December of the academic year underway.

An entrance examination is organised in certain sections of paramedical education (nurse, speech therapist) and social education (social worker, social auxiliary, social counsellor).

There are two types of gateways towards non-university higher education:

● gateways that allow passage from a successful study year in a university, art college or architecture college to a study year in a haute école;

● gateways that allow passage from a successful study year in a haute école to another study year in a haute école.

There are lists to establish correspondences between one or two first years of study successfully completed in a university and the 2nd year of study in a short-type or long-type programme in a haute école, or the 2nd cycle of a long-type programme in a haute école. The haute école authorities may impose supplemental training corresponding to students’ particular situations. Such a supplement may not lead to a situation in which the hourly volume of the programme followed by students who successfully completed a first year of university education is more than 150 hours than the 2nd year programme to which the gateways entitles. It cannot make the hourly volume higher than that of the 2nd year in which the student wishes to enrol after he has already successfully completed a second year of university education.

Similar conditions regulate transition from a year successfully completed to another year within the haute école, when this corresponds to a transition from short-type to long-type education or vice versa.

In 2008, more than 70 new automatic gateways were created within both short-type courses (vocational bachelor degrees) and long-type courses (bachelor and master degrees).

With a view to regulating access to second cycle studies, the haute école authorities may accredit knowledge and skills acquired by students through personal or professional experience.


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With the decree of 16 June 2006, the Government obliges the authorities of the hautes écoles to limit the number of non-resident students (as defined in the decree) who enrol for the first time in a haute école of the French Community in courses leading to bachelor degrees in midwifery, occupational therapy, speech therapy, podology/podiatry, physiotherapy, audiology, educator specializing in psycho-educational accompaniment. The hautes écoles Commissioners are charged with monitoring respect of these provisions.

The hautes écoles themselves consider questions of suitability for access to specialised studies for students with qualifications from the Flemish Community or the German-Speaking Community.



Décret régulant le nombre d'étudiants dans certains cursus de premier cycle de l'enseignement supérieur

6.6.3. Art colleges

Candidates for admission into artistic higher education must, on one hand, satisfy the general conditions for access to higher education or hold a certificate that they have successfully passed an entrance examination organised by the art college, for which the programmes are defined by the Government for the studies that it prescribes, and on the other hand, before 15 September, pass an entrance examination on their aptitude to follow artistic education in the domain under consideration (the latest is 30 September, and derogations can exceptionally be granted by the Government).

The pouvoir organisateur may, by formally justified decision, refuse to enrol a student (definitive exclusion from the same institution during the preceding academic year, study programme not funded by the French Community, non conformity to the conditions laid down in the institution’s study regulations). The notification of the refusal indicates the procedure for appealing against the decision.



The conditions of admission in architecture colleges are those of higher education in general.


Enrolment in a university or a non-university higher education institution is subject to the payment of a registration fee.


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Every year, the student is required to pay a registration fee at the higher education institution of his/her choice. The level of this fee varies depending on the institution and the type of course taken.

For the academic year 2009, the fees are set as follows:

For short-type tertiary education:

● standard fee: €175,22 or €227.50 (final year) ● fee charged to students receiving a study grant € 35.

For long-type tertiary education:

● standard fee: maximum €350.44 or €455.00 (final year of 1st and 2nd cycles) ● fee charged to students receiving a study grant €52.

For the agrégation de l’enseignement secondaire supérieur or CAPAES :

● standard fee: €70.65

When a year of study is split for a student, the registration fee may only be charged once.

Non-university tertiary education has traditionally charged ‘supplementary fees’ which the student is required to pay in addition to the registration fees mentioned above. A decree passed in July 2005 regularises, restricts and ultimately abolishes these supplementary fees: in 2005-2006, they must not exceed their 2004-2005 level, and they will then gradually decrease from year to year. The charging of supplementary registration fees from students receiving a study grant is prohibited. For other students, these supplementary fees may not exceed €278.94 for short-type tertiary education and €417.42 for long-type tertiary education (these maximum levels are €159.39 and €238.52 respectively for low-income students).

Since the academic year 2006-2007, the total fees that students are required to pay on enrolment in non-university higher education (statutory registration fee, supplementary fees and charges relating to goods and services provided to the student) have been capped. In 2009-2010, this amount may no longer not exceed €837.94, except for the image technology, applied communication and press and information sections of the hautes écoles. The capped level is reduced to €113.04 in the case of students receiving a study grant and €487 in the case of low-income students) regardless of which section they are enrolled in.

Certain students (e.g. students repeating a year or third-cycle doctorands) benefit from a reduced concessionary fee.

These amounts are indexed every year. Students from non-European Union countries have to pay specific registration fees (up to €1,984).

6.8. Financial support for students

Benefits are awarded to families by the Federal authorities: until the age of 25, free health insurance and child benefits for each child following studies.

Parents also benefit from a reduction in income taxes for each child following studies, without an age limit.

In 2009, the hautes écoles and art colleges and architecture colleges received social subsidies of €88.05 per student. The universities also receive social subsidies: €282.60 for the first 5,000 students, and €188.40 for the rest), but in 2005-2006, the architecture colleges did not benefit from social subsidies. These sums go into a fund which is used in particular to help students with financial difficulties. The amounts are modified annually based on the consumer price index (health index).


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A Fund for the Democratisation of Access to Higher Education aims to increase the social subsidies that each institution receives per enrolled student in order to introduce initiatives ensuring access for disadvantaged students.

Once a student successfully engages in studies, he or she is entitled to material and financial assistance from the community if his/her parents are unable to ensure his/her ability to continue his/her education under normal conditions due to insufficient income. Such assistance is granted by the Ministry of the French Community.

Study grants

All students that are enrolled as regular students in full-time university, artistic, agricultural, paramedical, business, pedagogical, social or technical higher education can benefit from a study grant under the following conditions:

1 ) P e d a g o g i c a l c o n d i t i o n s : ● The grant is not paid if the year is repeated or if the student takes a year whose level is the same as

or lower than a level previously completed. A single dispensation from this condition is possible, but only during the three years of baccalauréat studies. An exception allows a candidate who has been regularly enrolled during two years or more in long-type higher education or in university education to reorient towards short-type postsecondary studies.

● After a first failure, a candidate regains the right to a study grant after a success. After two failures, a candidate must line up two successful consecutive years in the same type of studies to regain the right to a grant. After three failures, the right is lost forever.

2 ) F i n a n c i a l c o n d i t i o n s :

A Ministry circular specifies the taxable income that should not be exceeded each year. It is also taken into account whether the student is external or internal, whether s/he benefits or not from family allowances, whether s/he is in the final year or not, whether s/he lives further than 20 km from the institution or not. University institutions may also grant a reduction of tuition fees (less substantial than for a grant-aided student) to students who, although not eligible to receive a study grant, are nevertheless of "modest condition".

Those eligible for a grant are students from Belgium and citizens of the European Union, as well as students who are political refugees that have lived in Belgium for at least one year. In addition, students from Turkey and developing countries who, on October 1, have live in Belgium for at least five years and have completed at least five study years.

In 2007-2008, there were 38,830applications of which 30,151 were accepted. The average grant amount is €910.14.

Study loans

The system of study loans, allocated according to criteria very similar to those for study grants (see above), allows families with at least three dependent children to take responsibility for the financial costs. The amount of the loan varies according to the level of studies, the needs of the borrowers and their ability to reimburse the loan amount and interest on the basis of 10 six-monthly payments.


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In 2007-2008, 64 applications were made for tertiary education study loans, 56 of which were successful. The total amount granted was €68,910. Statistiques de l'enseignement de promotion sociale, de l'enseignement artistique à horaire réduit, de l'enseignement à distance, des centres PMS et des allocations et prêts d'études. Annuaire 2006-2007.

Service des allocations et prêts d'études

6.9. Organisation of the academic year

The academic year lasts at least 30 weeks. It starts on 15 September, finishing on 14 September of the following year. Each institution defines its own schedule. Except for preparation of a doctorate thesis, a year of study corresponds to 60 credits which may be followed in one academic year. The credit is a measure related to all work carried out by a student for one or several educational activities within a study programme.

A credit corresponds standardly to 24 hours of educational activities. This volume of hours is only partially covered by activities organized directly by the institution, and comprises other related activities: personal work and practice, preparations, studies, projects, documentary research, tests, etc.

Each institution defines its own schedule.

Educational activities and assessments, except for employment integration activities, are not organized on Sundays, legal holidays, and September 27. The academic authorities or the pouvoirs organisateurs of higher education may decide other days when activities may not take place, valid for their own institution.

Students benefit from three holiday periods: two weeks in winter (Christmas), two weeks in spring and at least one month in summer (starting from the July 1or July 5 or the end of courses defined by the authorities, until the start of the following academic year), to which the public holidays have to be added.

All educational activities, including the related assessments and deliberations, take place during the academic year to which they belong. For the purposes of organization of study programmes, the academic year is divided in three four-month terms including assessment periods and holidays. The academic authorities establish yearly the beginning and end of each term.

To encourage the mobility of students and teachers within the French Community, the government may determine supplemental conditions for the determination of the academic schedule.

Educational activities for the courses leading to a first or second cycle academic degree are spread over the first two terms of the academic year, with the exception of certain exams or employment integration activities. The first two terms comprise at least 12 weeks of activities and may not exceed 4 months. An assessment period is organized at the end of each of these terms.

The third term comprises assessment periods as well as employment integration activities or personal work.

The academic authorities may, for duly justified reasons of force majeure, extend the assessment period of a student to the following term or even beyond the end of the academic year, but not beyond November 14 of the following year.

Educational activities of third cycle studies and other programmes may be spread over the three terms of an academic year.


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6.10. Branches of study, specialization

Higher education studies are organized in 3 cycles: the first cycle leads to the bachelor degree (180 credits minimum), the second to the master’s degree (or medical or veterinary doctor, at least 60 credits following a programme of at least 180 credits) or complementary master’s degree (at least 60 additional credits after obtaining the master’s degree) and the third to the degree of doctor (at least 180 additional credits after obtaining the master’s degree). The degrees may only be earned after a minimum number of years of study, defined on basis of the number of credits. Sixty credits may be gained through such courses.

Short-type programmes are organized as a single profession-oriented cycle of 180 or 240 credits which may be earned in respectively 3 or 4 years of study at least, and lead to the academic degree of bachelor.

Long-type programmes are organized as a first transition cycle of 180 credits that may be earned in at least 3 years of study, leading to the bachelor’s degree, and a second profession-oriented cycle of 60, 120 or even 180 (veterinary doctor) or 240 credits (medical doctor). First cycle medicine and dentistry studies are structured in two parts. The first part comprises 60 credits which may be earned in one year of studies. The second part comprises 120 credits that may be earned in at least two years of study. Access to the second part is conditional on obtaining a certificate awarded following an orientation test.

Second cycle studies of 120 credits or more include a choice of at least 30 specific credits corresponding to a teaching (didactic) qualification, a scientific research qualification (in universities) or a specialized qualification in a given discipline within the domain, aiming at specific vocational or artistic skills.

Study programmes leading to the complementary master’s degree aim at the acquisition of a specialized vocational qualification corresponding to at least one of the following purposes: permitting the practice of certain professions in the health sector – in the respect of the corresponding legal requirements; answering specific training needs within the framework of development cooperation programmes; giving access to specific titles and degrees required by the law or specific skills recognized by research and teaching teams, which present a character of originality, uniqueness and specificity in the French Community. Complementary studies do not lead to an academic degree.

Third cycle programmes (in the universities) comprise doctoral courses (leading to a research training certificate) and research for a doctoral thesis which corresponds standardly to at least 180 credits. Doctoral courses are supervised by teams associated in an accredited doctoral school belonging to one or several university academies. Architecture colleges may now be involved in doctoral studies. They are linked to the specific skills of the research teams and offer graduates a high-level scientific and professional qualification.

Higher education institutions can organise ongoing education programmes targeted at higher education graduates or holders of similar diplomas. These programmes pursue one or several aims:

● 1° updating graduates’ knowledge, in particular based on the specific professional profile of students;

● 2° perfecting or specializing their knowledge and skills in one or the other particular discipline, in the same domain of their initial diploma or a different one; to this category belong in particular the job re-entry programmes;

● 3° completing and confirming their education, in direct link to their present or future professional activity.

Successful completion of these programmes is not certified by an academic degree.

For information specific to the different categories of higher education institutions, see 6.10.1. (universities), 6.10.2. (Hautes Écoles), 6.10.3. (art colleges) or 6.10.4. (architecture colleges).


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6.10.1. Universities

The universities organise long-type higher education and third cycle studies. They organise certain doctoral courses in collaboration with art colleges (in the domain of arts and art sciences).

University studies are organised for twenty-one domains, some of which comprise several branches:

● Criminology (criminology). ● History, art and archaeology (history, history of art and archaeology, history of art and archaeology –

archaeometry, history of art and archaeology – musicology). ● Construction arts and urban planning (architecture). ● Information and communication (performing arts, multilingual communication, information and

communication, information and communication science and technology). ● Languages and literature (classic ancient languages and literatures, oriental ancient languages and

literatures, French and Romance languages and literatures, French and Romance languages and literatures – French as foreign language orientation, modern languages and literatures, Arabic languages and literatures, modern and ancient languages and literatures, modern Germanic languages and literatures, modern Oriental languages and literatures, modern Slav languages and literatures, linguistics).

● Philosophy (ethics, philosophy, religion science). ● Sciences (biochemistry and molecular and cellular biology, neurobotics and modelling, biology of

organisms and ecology, oceanography, actuarial science, biology, chemistry, environment science and management, tourism science and management, geography, geography – climatology, geography – geomatics and geometronics, geology, information science, mathematics, physics, space science, statistics, statistics – biostatistics), climatology, glaciology and oceanography, sustainable energy management).

● Agricultural and biological engineering (bio-engineering: chemistry and bio-industries, bio-engineering: agronomy, bio-engineering: environment science and technology, engineering science – bio-engineering).

● Biomedical and pharmaceutical sciences (biomedical sciences, pharmaceutical sciences). ● Motricity science (physiotherapy and readaptation, motricity science, motricity science –physical

education). ● Engineering sciences (architect-engineer, biomedical engineering, construction engineering, mines

and geology engineering, electricity engineering, electromechanics engineering, electromechanics engineering – aeronautics, chemistry and materials science engineering, information technology engineering, information technology and management engineering, applied mathematics engineering, mechanics engineering, physics engineering, engineering science – civil engineer, engineering science – architect-engineer).

● Dentistry (dentistry). ● Economics and business administration (cultural management, management engineering,

management science, economics, economics – econometrics, economics and business administration).

● Law (law). ● Medical sciences (medicine, public health science). ● Social and political sciences (public administration, anthropology, European studies, human

resources management, social and economic policies, population and development sciences, labour science, human and social sciences, political science, political science – international relations, sociology, sociology and anthropology).

● Psychology and education science (speech and language therapy, family and sexuality science, education science, psychology, educational psychology).


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● Veterinary medicine (veterinary medicine). ● Theology (religious and secular sciences). ● Translation and interpreting (applied linguistics).

The universities also organise studies or educational activities that do not lead to academic degrees, related in particular to retraining and ongoing education.


The long and short type study programmes organised by the hautes écoles are subdivided in 8 categories. Each category comprises different sections, some of which correspond to different options or qualifications.

A. Short-type education

● Applied arts category: fabric arts, graphic arts (options: graphic arts, graphic arts/computer graphics), advertising (options: spatial arrangement, contemporary media), specialization in fashion accessories, stylist/designer.

● Economics category: insurance, foreign trade, accounting (options: banking & finance, taxation, management), law, e-business, transport management and business logistics, hotel management, real estate, management IT, marketing, public relations, administration and public management, executive secretary (options: business and administration, languages, medical), specialization in the management of homes for the elderly, specialization in hotel management, specialization in retail management, tourism (options: animation, management).

● Paramedical category: midwifery, audiology, bandaging – orthetics – prosthetics, medical biology (options: clinical chemistry, cytology, specialization in medical and pharmaceutical biotechnologies), dietetics, dietetics – specialization in sports dietetics, occupational therapy, speech therapy, speech therapy – specialization in the education and re-education of the sensory handicapped, podology – podiatry, nursing, nursing (specialization in medical imaging and radiotherapy, oncology, paediatrics, operating theatre, community health, mental health and psychiatry, intensive care and emergency medical aid, and anaesthesia), interdisciplinary specialization in geriatrics and psychogeriatrics, interdisciplinary specialization in readaptation, medical imaging technology, specialization in art therapy.

● Education studies category: educator specializing in psycho-educational accompaniment, ordinary pre-school section, ordinary primary section, ordinary secondary section (plastic arts, physical education, French, French and foreign language, French and ethics, French and religion, Germanic languages, mathematics, economics and applied economics, humanities: history, geography, social sciences, natural sciences: biology, chemistry, physics), ordinary technical section (woodworking/construction, family and social economics, electromechanics, garments), specialization in remedial teaching, specialization in psychomotricity.

● Social studies category: psychology assistant (options: clinical psychology, occupational psychology and vocational orientation, educational psychology and pschomotricity, social worker, librarian – documentalist, communication, social advisor, social ecology, multimedia writing, educator specializing in socio-sports, human resource management, project management and social work.

● Technical studies category: aeronautics (qualifications: avionics, aeronautic construction, maintenance technique), automobile (options: expertise, mechanics-electronics), biotechnology, chemistry (qualifications: biochemistry, biotechnology, applied chemistry, environment), construction (options: building, civil engineering, wood technology), electromechanics


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(qualifications: air-conditioning and refrigeration, electromechanics and maintenance, mechanics), electronics (qualifications: applied electronics, medical electronics), IT and systems (qualifications: automation, industrial IT, networks and telecommunications, information technology), technique and services (options: sales engineer, industrial techniques and services), imaging techniques (qualifications: photography, cinematography), graphic techniques (qualifications: publishing techniques, computer graphics techniques), textile – fashion techniques.

B. Long-type education ● Agricultural engineering category: landscape architecture, industrial engineer in agronomy, industrial

engineer in agronomy –qualification: agriculture, industrial engineer in agronomy – qualifications: agro-processing industry and biotechnologies, industrial engineer in agronomy – qualification: horticulture.

● Economics category: commercial engineer, administrative science, business administration – option: finance, business administration – option: international management.

● Paramedical category: physiotherapy. ● Social studies category: applied communication – section: public relations, applied communications –

section: sociocultural animation and ongoing education, applied communication – section: advertising.

● Technical studies category: industrial engineer, industrial engineer – chemistry – qualification: biochemistry, industrial engineer – construction – qualifications: construction, surveying, industrial engineer – electricity – qualifications: electronics, IT, electricity, industrial engineer – electromechanics – qualifications: automation, electromechanics, industrial engineer – physics and nuclear engineering, industrial engineer – industry, industrial engineer – mechanics, industrial engineer – textile, industrial engineer – textile, option: packaging.

● Translation and interpreting category: interpreting, translation, translation – orientation: multidisciplinary translation.

The hautes écoles organise within the second cycle one or several qualifications, possibly several specialized different qualifications:

● the teaching (didactic) qualification includes specific pedagogic training which prepares for teaching in upper secondary or higher artistic education;

● the specialized qualification in a particular discipline within the domain addressed by the study programme, aiming at particular professional or artistic skills.

6.10.3. Art colleges

The studies organised by the art colleges are subdivided in four domains and each domain is further organised in sections with options. Thus, the title of ‘Bachelor in plastic, visual and spatial arts’ is awarded e.g. in the ‘plastic arts’ section, comprising the options of painting, sculpture, ceramics, and conservation of art objects.

Higher education studies of both long and short type can be organized. The short-type studies give access to the bachelor’s degree and the long-type studies to the master’s degree. After an initial study programme of at least 300 credits, the continuation of studies for at least 60 credits in at least one year may lead to the academic degree of master with artistic specialization. The degree of master with artistic specialization may be delivered in the four domains.


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The degree of agrégé for teaching in lower or upper secondary school is also instituted in the four domains. However, in higher arts education, short-type courses consist of a maximum of 180 credits.

Domain of plastic, visual and spatial arts

● Short-type education: spatial arts (fashion design; objects design or industrial aesthetics; architectural drawing; interior design; display), visual arts (typography or graphic design; computer graphics; photography and cartoons or cinegraphy; graphic arts; comic strips; illustration; engraving or impression, electrostatography, offset printing; silkscreen printing; advertising; fabric arts) and plastic arts (painting; sculpture; ceramics; conservation of art objects).

● Long-type education: pictorial and three-dimensional research (drawing; painting; sculpture; ceramics; glassmaking; mosaic; goldsmithery; installation, performance), printed image (engraving; silkscreen printing; lithography; photography), environmental art (monumental painting; monumental sculpture; urban and rural spaces; images in the environment), fabric and fashion design (tapestry, weaving, fashion design, fineries and accessories; fabric design); books and graphic design (typography; binding and gilding; illustration; comic strips), art and communication (advertising; graphic communication or visual communication: graphic design), furniture and design (industrial design; interior architecture or interior design; urban design), representation and movement (scenography; film cartoon; cinegraphy; videography; digital arts), restoration of works of art.

Music domain

● Short-type education: leading to the degree of agrégé of lower secondary education in music, without mention of specialization.

● Long-type education: education in instruments (winds, percussion, keyboards, strings, chamber music), vocal education: (singing, lyrical art, chamber music), ancient music, education in instruments (winds, percussion, keyboards, strings), ancient music, vocal education (singing, lyrical art), jazz and easy listening music (instruments, singing, composition and arrangement), music writing and theory (orchestra conduction, choir conduction, composition, classical writing, musical education, musical training), electro-acoustic music (computer-performed composition, mixed composition).

Theatre and vocal arts domain

● Long-type education: dramatic art, oratory art. The degree of bachelor in theatre and vocal arts is created and the corresponding diploma is awarded at the end of the first transition cycle of long-type artistic higher education.

Performing arts and broadcasting and communication techniques domain

● Short-type education: image, sound, editing and script, multimedia, circus arts, dance. ● Long-type education: cinema, radio/television, theatre and communication techniques, dramatic

interpretation.


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Architecture colleges choose from a list of authorized optional courses those that they organize and may also freely allot a maximum of 12 credits of subjects in the studies leading to the bachelor’s degree and 18 credits in the studies leading to the master’s degree. The architect’s diploma mentions the optional courses followed.

6.11. Curricula

Sinceacademic year 2004-2005, all curricula in fulltime higher education have been expressed in credits.

The language of instruction and of evaluation of educational activities is French, but a part of the activities may be given and evaluated in another language:

● in the first cycle, except the first year, for at most one fifth of the credits; ● in studies leading to the academic degree of master, for one half of the credits excluding credits

specifically relating to the teaching qualification, for one half of the credits; ● in studies leading to the academic degree of complementary master; ● in third cycle studies; ● when these activities, if they are compulsory, are also organised in French.

Exemptions may also be granted by the government for 2nd cycle programmes.

Educational activities include:

● courses organised by the institution, in particular ex cathedra courses, monitored exercises, coursework, laboratory work, seminars, creation and research workshops, excursions, visits and internships;

● individual or group activities, including preparations, coursework, documentary research, dissertations and projects;

● personal study, self-training and enrichment activities.

All these activities may be the object of an evaluation and counted in terms of credits.

Each course within a curriculum comprises one or several educational activities. It is characterized by the following elements:

● its identification, particular denomination, discipline; ● the description of the objectives, contents, and possible sources, references and supports; ● the cycle and study year to which it pertains, as well as the level, if prior knowledge is required; ● its compulsory or optional character within the programme or the options; ● the contact details of the department or teacher responsible for its organisation and evaluation; ● its organisation, in particular the number of hours, the site and the period of the academic year; ● the description of the activities and the teaching and learning methods implemented; ● the evaluation method and relative weight of each activity; ● the language used for instruction and evaluation; ● the assignment of associated credits.


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The credits associated to a course within a curriculum are expressed in whole numbers, exceptionally in half-units, with a minimum of 1 and a maximum of 60 credits for one course.

Within a curriculum, the evaluation of a subject may be weighted for the purposes of the board’s deliberations.

For information specific to the different categories of institutions, see 6.11.1. (universities), 6.11.2. ( Hautes Ecoles), 6.11.3. (art colleges) or 6.11.4. (architecture colleges).


Curricula are established by the academic authorities in the respect of other legal provisions, in particular the criteria of access to the associated professional titles. The curricula include subjects contributing to the student’s general education as well as those specific to the disciplines, contributing to the acquisition of more technical and more in-depth skills in the domain of studies. A curriculum includes compulsory courses and optional courses chosen by the student, according to the academic degree and the chosen orientation and options.

At the latest on the date of the opening of the enrolment period, the academic authorities communicate to the government the list of programmes which they organize and their curricula.

In order to guarantee a sufficient supply of all the initial programmes in the French Community, the government may lay down, for each university and in the respect of its accreditations, a list of the cycles of studies which it must continue to organize and the site which will host them, under penalty of being deprived of all subsidies and accreditations for the other studies organized by the universities. This obligation must be notified before February 1 preceding the academic year.

In order to ensure harmonization of requisites for pursuing studies within the French Community and the European Union, and to guarantee the skills and knowledge certified by the academic degrees, the government may establish minimal contents for the curricula of initial programmes, upon proposal by the CIUF. Without prejudice of the foregoing, bachelor curricula in the French Community must comprise, for each programme, at least 60% of common courses (corresponding to 108 credits).

The curriculum for the first part of first cycle studies which are structured in two parts comprises 50 credits of common core courses in the French Community and 5 credits left to the initiative of each university institution. The curriculum further comprises one course, corresponding to 5 credits, aimed at developing students’ transversal approach of subjects which are the object of other courses in the curriculum. This course is also left to the initiative of each university institution.

The CIUF certifies the respect of these provisions; it may also establish the minimum common content of these programmes.

Every study programme leading to a second cycle academic degree includes a final dissertation, work or personal project counting for 15 to 29 credits. These credits may be subsequently counted, under the general conditions laid down by the academic authorities, in any other study year leading to a university academic degree.

A regularly enrolled student may follow one or several courses belonging to a study programme leading to the same academic degree or a different academic degree, organized by another higher education institution accredited by the relevant higher education authorities, with the agreement of this institution.

A curriculum may set a minimum number of credits to be obtained at an institution other than the one in which the student is enrolled. If the student has no alternative to the travelling that this involves, and such


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travelling takes him/her outside the French Community, the institution must pay the additional registration fees and the travel and accommodation or housing expenses to enable the student to follow such courses. The student is regarded as having no alternative to travelling when the university does not offer the possibility of following another curriculum, without any travelling, which leads to a degree with the same title and, where applicable, the same orientation, and the same type of qualification (teaching, scientific research or specialised).

At least 30 credits of each study cycle must be actually followed within the university or university academy that awards the academic degree or the diploma certifying successful completion of the studies. In the case of a course which is jointly organised by several institutions, this obligation applies collectively to all the institutions involved.


Provided that they comply with the curricula and minimum weekly schedule established by law, each haute école organises its schedules and designs its curricula. The curricula must respect the other legal provisions and answer the general objectives of higher education and the specific objectives of the programme concerned, in particular the criteria for access to the associated professional titles.

The haute école authorities adopt study regulations. These regulations establish, in particular, the objectives pursued by each study programme, the description of each study programme including a detailed list of educational activities, of their specific objectives and methods of organization and evaluation, the organisation of the academic year consistent with the vacation and holiday policy established by the government, the disciplinary regulations and all appeal procedures, the regulations with regard to spreading years of study and remedial courses, the rules concerning dispensation for certain parts of the curriculum, and the provisions underlying the teaching methods.

The different pouvoirs organisateurs are free to customise their programmes in accordance with the institutions’ pedagogical plans, local conditions, the current economic situation, and the job market. They must submit them to the Minister of Education for approval.

Depending upon the orientation, the common core curriculum in short-type higher education can be more or less developed. When the changeover from two to three years occurred, a request was made to reinforce theoretical teaching and prolong internships and educational activities related to school-to-work transition. Each year of study includes a minimum of 700 hours up to a maximum of 1,200 hours of educational activities.


For each domain, a framework is established, within which the courses are defined by the government following an opinion from the high council on artistic higher education. The maximum and minimum number of hours of yearly educational activities, the compulsory courses of the common core, and the distribution of hours between artistic education and artistic practice are also defined.

By way of example, in long-type education for theatre and vocal arts, at least half of the total number of hours in the timetable is dedicated to activities with the objective of artistic education. The timetable is 30 hours of lessons (of 60 minutes) a week, and the obligatory courses take up at least two thirds of the hours in the timetable (in addition, the institution can organise optional courses and free-choice courses). There are


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two sections (dramatic art and oratory art) and each leads to an aggregation for teaching in upper secondary education. The timetables include at least two hours of general courses (theoretical courses related to the artistic courses and general education courses).


The curricula are determined by the authorities of the architecture college in the respect of the rules summarized below and the criteria for access to practice of the profession.

Studies leading to the bachelor’s degree comprise 180 credits and are organized in 3 years of study. Those leading to the master’s degree comprise 120 credits and are organized in 2 years of study. Certain courses are compulsory for all colleges (126 credits for preparation to the bachelor’s degree and 60 credits for preparation to the master’s degree), others are freely set by the pouvoir organisateur (with a maximum of respectively 12 and 18 credits) and the supplemental courses are to be chosen from a list of propositions by the pouvoir organisateur.

A student who is regularly enrolled may follow one or more courses belonging to a curriculum leading to the same academic degree or to a different academic degree organised by another higher education institution recognised by the competent authorities for higher education, with the agreement of that institution.

The associated credits are taken into account in his studies under the conditions set by the authorities of the architecture college where the student has enrolled.

A curriculum may set a minimum number of credits to be obtained at an institution other than the one in which the student is enrolled. If the student has no alternative to the travelling that this involves, and such travelling takes him/her outside the French Community, the institution must pay the additional registration fees and the travel and accommodation or housing expenses to enable the student to follow such courses. The student is regarded as having no alternative to travelling when the architecture college does not offer the possibility of following another curriculum, without any travelling, which leads to a degree with the same title and, where applicable, the same orientation, and the same type of qualification (teaching, scientific research or specialised).

Arrêté du Gouvernement de la Communauté française établissant les grilles horaires minimales dans l'enseignement de l'architecture

6.12. Teaching Methods

Higher education implements methods and means that are adapted according to the disciplines, in order to meet the general objectives laid down in the ‘Bologna Decree’ and to make this education accessible to all, depending on their aptitudes, without discrimination. The methodology is based on the final skills and common knowledge requirements at the end of secondary education.

Short-type higher education combines theory and practice and internships in a professional environment or laboratory; long-type higher education starts out from basic concepts, experiments and illustrations.


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University education is based on a close link between scientific research and the subjects taught. The other higher education institutions fulfil a mission of applied research linked to the subjects they teach, in close relation to professional or artistic spheres or in collaboration with university institutions.

As it addresses a public of adults participating of their own free will, higher education uses teaching methods adapted to this characteristic. Educational activities comprise:

● courses organised by the institutions, in particular ex cathedra courses, monitored exercises, coursework, laboratory work, seminars, creation and research workshops, excursions, visits and internships;

● individual or group activities, including preparations, coursework, documentary research, dissertations and projects;

● personal study, self-training and enrichment activities.

Partnerships between the private sector and higher education have been developing since 1980. Independent centres for industrial and technological research have been created by the universities in order to promote scientific collaboration with the business sector.

For information specific to the different categories of higher education institutions, see 6.12.1. (universities), 6.12.2. (Hautes Écoles), 6.12.3. (art colleges) or 6.12.4. (architecture colleges). A decree adopted at the beginning of 2008 allocates the academies additional resources with a view to helping foster student success, and in particular in order to enable the universities jointly to test and assess pilot experiments aimed at evolving good practices in fostering the success of first year students in particular.


Every person responsible for a course enjoys academic freedom in the exercise of his task. This includes the choice of pedagogic methods, scientific and technical contents, evaluation, and the various activities undertaken to meet the specific objectives, within the respect of certain law provisions.

In order to ensure a correct distribution of the study and evaluation load within each study year, the academic authorities distribute the courses making up the programme evenly between the two first terms of the academic year.

At the different levels, teaching encompasses lectures, coursework, internships, and supervised exercises. In the first years, university education offers basic instruction in the selected discipline together with a broad, general scientific education. Later on, it intensifies the scientific research approach and proposes specialised content. Every study programme leading to a second cycle academic degree includes a final dissertation, work or personal project counting for 15 to 29 credits. A study programme comprises compulsory courses and courses chosen by each student.

University education is characterized by its integration with scientific research. University institutions devolve a sum to aid first generation students in succeeding, corresponding to at least 10% of the basic allocation they receive for this category of students (creation of a centre of higher didactics, offer of specific activities aiming at the acquisition of effective methods and techniques, offer of self-assessment instruments, organisation of coursework in small groups to ensure a good orientation of students, development of targeted innovative didactic methods, etc.).



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Each haute école must adopt a pedagogic project (see 2.6.4.2.): this project is a framework for teachers and students within an institute and defines the adopted teaching methods, the evaluation methods, the necessary didactic equipment, and the values fostered through the educational relation.

To meet their objectives, the hautes écoles must see to it that they develop and implement appropriate methods: high-quality initial training, teacher supervision, production and provision of information media, management of a documentation centre, applied research, continuing education, collaboration with the socio-economic environment, and co-operation at an international level.


The courses are grouped into three principle categories: artistic courses, general courses, and technical courses.

Depending on the domain, the 1999 decree provides or not methodological guidelines. For instance, artistic higher education for the plastic, graphic and spatial arts must rest on a wide optional base nourished by experimentation and interdisciplinary research.


Of the 24 hours of educational activities corresponding to a credit, at least 12 are directly organized by the architecture college.

The curriculum must include an architecture project (75 credits out of 300), internships (4 credits) and an end-of-studies dissertation (15 credits).

In both the 1st and 2nd cycle, language courses are included in a set of possible study credits, from which the pouvoir organisateur chooses to complete the timetables.

6.13. Student assessment

For information on student assessment, see 6.13.1. (universities), 6.13.2. (Hautes Écoles), 6.13.3. (art colleges) or 6.13.4. (architecture colleges).


The assessment for a course may consist in an oral or written exam or any other work carried out by the student for this purpose. Oral exams are public (but the public may in no way interact with the examiner or examinee during the test, nor disturb its proper conduction). Corrected copies of tests and written works may be consulted by students within 60 days from publication of the test results.


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The academic degree of doctor is awarded after defending a thesis demonstrating the doctorand’s creativity and ability to carry out scientific research and disseminate its results. The doctoral examination consists of: 1° the production of an original dissertation in the discipline, in the form of either a thesis of personal character, an essay by the candidate showing the interest of a coherent set of publications and achievements for which the candidate is author or co-author; 2° the public presentation of this work highlighting its qualities and originality, as well as the candidate’s ability for scientific popularization.

For students in the first year of studies, the assessments at the end of the first term lead to exemptions: they may count towards all or part of the test, but do not count in case of failure. These assessments may lead first-generation students to spread out their studies or to follow during the second term a specific remediation programme, aimed at helping students to overcome the difficulties encountered and preparing them to start the next academic year with better chances of success. The remediation programme is defined by the academic authorities in consultation with the student, after a personalized assessment of his situation. This remediation programme can also be partially organized during the third term. Students who at the end of the first year of study successfully complete their customized programme and enrol again in the first year are considered as having enrolled only once in higher education.


The government stipulates general regulations for examinations. These regulations establish exam periods, passing conditions, exam organisation and administration methods, how examining boards function, exemption conditions for students who repeat the same year of study, etc.

To be eligible to register for exams organised by a haute école, students are required to regularly attend the educational activities of the programme for the year of study in which they are enrolled (including internships and coursework). They must justify any absences. They must have scored 50% for internships and coursework.

Examination tests are written or oral. They are public (except exams requiring the presence of patients). Corrected copies of written exams may be consulted by students within 60 days from the publication of test results. All students may, upon request, receive their exam results. Marks given during the year are considered when determining final marks.

In the course of an academic year, a student may sit twice for exams or assessments of a same course. However, for duly motivated exceptional reasons, the haute école authorities may authorize a student to sit more than twice for assessments of the same course during the same academic year.

For first year students, the assessments at the end of the first four-month term lead to exemptions: they may count towards all or part of the test, but do not count in case of failure.

The boards of examiners are composed of staff members who have assumed the responsibility for the student’s educational activities and, when applicable, outside experts.

In certain sections, a dossier is examined in which selected examples of coursework and internship work are kept.



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Only regularly enrolled students are permitted to register for examinations. Participating in more than two examination sessions or more than one artistic evaluation session during the same academic year is not permitted. However, for duly justified exceptional reasons, the school head may authorize a student to sit more than twice for exams of the same course during the same academic year.

The examinations are public. Students may consult their corrected work and receive their results. Boards of examiners for each study year deliberate without appeal on the basis of published criteria predefined by the pouvoir organisateur. Boards of Examiners are composed of staff members who have assumed the responsibility for the student’s educational activities and, when applicable, outside experts. By right, the government determines the methods for organizing exams and examination boards as well as the success criteria.


No legal text defines the practices of architecture colleges as regards student assessment.

6.14. Progression of students

Each year culminates in tests, which must be passed to proceed to the following year.

At the end of the academic year, as appropriate, the student is:

admitted to the next year; or deferred and asked to resit the exams in which he/she failed to meet the requirements of the board of

examiners in a second session; or refused admission to the next year and required to take the year again.

For information on the progression of students to the next year, see 6.14.1. (universities), 6.14.2. (Hautes Écoles), 6.14.3. (art colleges) or 6.14.4. (architecture colleges).


Unless a duly justified exception is granted by the academic authorities, a student may only sit twice for exams concerning a same course during the same academic year. For each course, the academic authorities determine the examination sessions during which these assessments are organized. Assessments of activities such as coursework, internships, personal work and reports may be organized only once per academic year. A student need not sit for tests and examinations of a course for which he has obtained a mark equal to at least the pass threshold during the same academic year. Within a study programme, a student need not sit for tests and examinations of a course for which he has obtained a mark of at least 12/20 during the 5 preceding academic years (carry-forward).


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The final assessment for a course is expressed in the form of a mark between 0 and 20, with the passing threshold set at 10/20. The global assessment for a year or for a cycle of studies is expressed in the same way, with the passing threshold set at 12/20 on average.

For students in the first year of study, the assessments at the end of the first term lead to exemptions: they may count for all or part of the test, but do not count in case of failure.

Except in the case of first-cycle studies structured in two parts, an examination board may pronounce successful completion of a year of study from the moment the student has acquired at least 48 credits (in this case, the residual credits must be entirely earned during the next year of studies). With a decision to certify the successful completion of a course, study year, or study cycle, an examination board definitively awards the corresponding credits to a student.

Under the general conditions determined by the academic authorities, a student may choose to spread the courses of a cycle of studies over a higher number of academic years than the standard number. This spreading out of educational activities and associated assessments is the subject of an agreement with the academic authorities of the university institute, made at the time of enrolment and subject to annual modification. If the student obtains the credits corresponding to the courses making up his customized programme, he may continue his studies without being considered to be repeating a grade.

An examination board made up of at least 5 members nominated by the academic authorities is charged with certifying successful completion of studies. It judges whether a student has successfully completed the study year in which he is enrolled, deliberating on the whole of the assessments for the activities followed, and awards the credits associated to the courses for which it judges the results to be sufficient.


Each year culminates in tests, which must be passed to proceed to the following year. Exam arrangements are subject to a set of administrative and organisational measures, which must be observed:

● two exam sessions per academic year must be organised; ● no one may take the same exam administered by a board of examiners more than four times in two

academic years without a waiver from the competent Minister or designated representative; ● students must sit for exams during the first session, except in case of force majeure; ● the board of examiners passes students who score at least 50% of the points for each test and 60%

of the points attributed for all exams; ● a deferred student may take the exam in the second session; ● in certain cases, the board of examiners may grant students who did not pass and repeat the year in

the same institute, an exemption from tests for certain educational activities.

Failures and year repetition are common in higher education. The first year is characterised by particularly high failure rates. With increasing frequency, institutes offer students early diagnosis and reorientation possibilities starting in the first months of the first year.

Students enrolled for the first time in the first year may be authorised during the year to spread their first year of study across two consecutive years. Failed first-year exams may be retaken twice in the following year. This special scheme includes the obligation to attend an additional remedial course.

When deciding whether to conditionally promote a student that did not pass, the board of examiners consults with the pedagogic council, which includes all the administrative and teaching staff.


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It is possible to transfer from short or long type tertiary education to university, owing to the existence of gateways, which make it possible to partially recognise previous studies.

Transferring from university to short or long type tertiary education is accompanied by the granting of exemptions for one or more courses (or even one or more years of study). These exemptions are granted on an individual basis.

Admission refusal in the case of successive failures

A student restarting the first year in higher education for the third time is still eligible for a grant if he or she reorients, even if this reorientation is in the same type of education (university or non-university); a student that fails in the 2nd year after repeating the 1st year is still eligible for a grant (but the first two years of dentistry and medicine must always be passed in 3 years). These rules apply during the five years that follow the latest failure.

A fourth enrolment in the same year of university or non-university higher education study, regardless of the discipline, is not eligible for grant-aid.

Other rules apply to students who have previously been enrolled in higher education outside the French Community.

Admission requirements for consecutive degrees

A student who has obtained two academic grades in university or non-university higher education in the five previous years can be refused admission: a third diploma is not financed within a 5-year period, except for an aggregation or a doctorate.


The general study regulations define the rules concerning exemptions for students that repeat the same study year, as well as the conditions and procedures to change options or type in artistic higher education or to switch from higher education to artistic higher education (a panel of teachers from the chosen option studies the student’s artistic background, submits a report to the pedagogic management council and on the basis of the latter’s opinion, the head of institute decides the required supplements to make up for any differences between the programmes). The general study regulations also define the conditions for admission to second cycle studies that apply to students who do not have a bachelor qualification, or have a foreign qualification.

Under the general conditions determined by the government, a student may choose to spread the courses of a study cycle over a higher number of academic years than the standard number foreseen in the study programme.


No legal text defines the practices of architecture colleges as regards progression of students to the next grade.


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6.15. Certification

At the term of a transition period, pursuant to the decrees adapting the organization of higher education with a view to its inclusion in the European Higher Education Area, the only title that can be awarded at the end of a first cycle of 3 years will be the bachelor’s degree, and successful completion of a second cycle in long-type higher education will lead to the master’s degree. The final year’s tests consist of the writing and presentation of a final dissertation.In addition to the exams organised by education institutions, there is also a system of external exams that functions thanks to the French Community’s boards of examination. The titles awarded have the same value as those awarded by higher education institutions.

Diplomas awarded at the end of education cycles comprising a system of gateways have the same legal value as those awarded on basis of ordinary studies.

For information on certification specific to the different categories of institutions, see 6.15.1. (universities), 6.15.2. (Hautes Écoles), 6.15.3. (art colleges) or 6.15.4. (architecture colleges).


Diplomas certifying the academic degrees and certificates attesting successful completion of studies are awarded by boards made up of academic authorities or Community boards (see 6.18., point E). They may only be awarded to students who satisfied the conditions for access to studies, were regularly enrolled for a number of years corresponding to the minimum duration of studies, and who obtained the minimum number of credits for the corresponding study programme. They are delivered within 3 months from the proclamation in the course of which the academic degree is awarded. Diplomas are signed by at least one academic authority or his delegate, and by the president and secretary of the board. Diplomas respect the form determined by the government. They refer explicitly to the accompanying supplement to the diploma. The minimum information specified by the Government appears in French on the diploma. The supplement to the diploma includes the list of courses taken by the student, the conditions of access to studies, and the assessments certified by the awarded academic degree. The personal elements of this supplement, related to each student, may be regrouped in an annex to the supplement. In this case, only the annex must be signed by the secretary of the board, whereas the common part of the supplement is certified by the institute.

With the exception of the doctor’s degree, every academic degree comprises its generic denomination (bachelor, master, medical doctor, veterinary doctor, complementary master) and its qualification, made up of the following elements: 1° the denomination of the programme, preceded by a semicolon or the word ‘in’ or ‘of’; 2° the orientation (if applicable) preceded by ‘, orientation’; 3° the ‘qualification (if applicable), preceded by ‘qualifying for’ – for the academic degree of master certifying a second cycle of at least 120 credits.

For third cycle university studies, the denomination is the name of the accredited doctoral school or the research domain(s). The degree of doctor is mentioned in the denomination of the thesis sustained.

The orientation and options possibly followed specify the contents of the study programme certified by the academic degree, which confer to these studies a particular qualification or purpose. An orientation indicates a specificity of the study programme that leads to it, corresponding to a set of educational activities. This set must comprise more than 30 credits (in the case of an academic degree certifying a 60-credit programme), or at lest 60 credits (in the case of an academic degree certifying a programme of more than 60 credits). In


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addition, this set cannot amount to more than two thirds of the credits for the cycle of studies. An option indicates the choice, by the student, of a coherent set of particular educational activities counting for 15 to 30 credits, which characterizes all or part of his programme within the study cycle. In total, options cannot exceed one half of the credits for the study cycle.

With the exception of the ‘Art of construction and urbanism’ domain, the authorization to organize complementary master studies can only be granted to academies including an institute authorized to confer a master’s degree certifying second cycle studies of at least 120 credits of the same domain.

The authorization to organize doctoral studies is granted, per domain or group of domains, to the academy or jointly to the academies that host the accredited doctoral school. The authorization to confer the academic degree of doctor is granted to each university or university academy.

The list of denominations and orientations of initial programmes of the university sector is in annex to the Decree of 31 March 2004 and is an integral part of this decree. Some denominations correspond to a single cycle of studies, others to the whole programme. The denominations and orientations of the complementary master’s degree not included in the annex to this decree are determined by the government based on a collegial proposition by the rectors and advice by the French Community Interuniversity Council (CIUF). The government may impose supplemental conditions on the organisation of these programmes.

The French Community recognizes only one doctoral school per domain of studies. The denominations of the options are determined by the institution.

Subject to the other provisions of the decree of 31 March 2004, supplemental studies and ongoing education programmes are determined by the academic authorities. The list of these programmes is communicated yearly to the government before the end of the academic year for which they are organized.

Through general or individual measures, the government deliberates on granting complete equivalence of studies undertaken outside the French Community. The granting of complete equivalence can be conditional on passing a specific test in the cases and limits established by the government.


Short-type programmes, leading to the bachelor’s degree, are organised in a single profession-oriented cycle of 180 to 240 credits which may be acquired in at least 3 or 4 years of study.

Long-type university-level programmes comprise two cycles: the first cycle, called ‘transition cycle’, comprises 180 credits to be acquired in at least 3 years of study and leads to the bachelor’s degree; the second cycle, called ‘profession-oriented cycle’, comprises 60 to 120 credits to be acquired in respectively one or two years of study and leads to the master’s degree.

Certification is based on year-end exams and a final dissertation. The final examination includes tests and assessments related to all of the educational activities included in the curriculum for the last year of study.

The presentation and defence of a final dissertation or project, if provided for in the specific regulations, constitutes the last test of the exam session. The subject of the final dissertation or project must be related to the purpose of the section or option and must be approved by the head of the institute.

The degrees and supporting certificates or diplomas are issued by the boards of examiners of the hautes écoles or by French Community higher education boards of examiners.

The diplomas are signed by the director-president and by the members of the board of examiners. They are also countersigned by the Government or its delegate.


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If the diploma is issued by a French Community higher education board of examiners, it is signed by the president and the members of the board, and countersigned by the Government or its delegate.

The Government determines the models for the diplomas and diploma supplements.

The minimum information specified by the Government appears in French on the diploma.

Regardless of the arrangements for the issue of a diploma, only a single supplement to the diploma is issued.

Long-type higher studies of the first cycle qualify for one of the academic degrees referred to in the decree of 2 June 2006 establishing the academic degrees issued by the hautes écoles organised or subsidised by the French Community and setting the minimum timetables.

The academic grades awarded by the hautes écoles are defined in a decree voted on 27 February 2003. All categories of higher education (agronomy, applied arts, economics, paramedical, pedagogic, social, technical, translation and interpreting), depending on sections and sub-sections, have corresponding academic degrees awarded in either short-type programmes (mainly bachelor’s, but also bachelor-agrégé for lower secondary education, bachelor in nursing with various specializations, etc.) or long-type programmes (certain bachelor’s or master’s degrees – industrial engineer, commercial engineer, etc. – and agrégé of upper secondary education in the economics category).




A general study regulation must be adopted by the Government, which will define the rules concerning evaluation (exemptions, examination periods, success conditions, methods of constitution and operation of examination boards, weighting of the different assessment methods, complaints and appeals, conditions and procedures for an extension of the second session for students enrolled in the final year, etc.).

A particular study regulation defines the procedure for applying the general study regulations (disciplinary rules, procedures for organising exams and examination boards, etc.).

The degrees (bachelor’s or master’s depending on the type of studies) and the supporting diplomas or certificates are awarded either by the deliberation board of the art college or the French Community’s higher education examination boards. The diplomas awarded by the boards of art colleges are signed by the head of institute and the members of the deliberation board. They are in addition countersigned by the government or its delegate. The diplomas awarded by a French Community higher education board are signed by the president and members of the board and countersigned by the government or its delegate.

The diploma awarded mentions the domain, the section (if applicable), the option, the specialty (if applicable) as well as the subject of the end-of-studies dissertation (if applicable).

The specialised art master degree has been created. It may be issued in all domains.



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The first 3-year cycle in long-type university-level higher education leads to the degree of bachelor of architecture. A second 2-year cycle leads to the degree of master of architecture. The title of architect is awarded jointly with the master’s degree.

6.16. Educational/vocational guidance, employment prospects, education/employment links

For information on educational/vocational guidance, employment prospects and education/employment links, see 6.16.1. (universities), 6.16.2. (Hautes Écoles), 6.16.3. (art colleges) or 6.16.4. (architecture colleges).


The second cycle degrees generally enable the practice of a profession.

In 2001, the employment rate of university education graduates was 50.5%, but it varied according to the domain.

The university institutions have progressively implemented various initiatives with a view to publicising employment opportunities and assisting graduates in finding a job.

Companies that wish to reinforce their scientific and technological potential can hire and train young researchers with financial help from the Walloon Region.


Overall, school-to-work transition for the young is marked with precariousness. It takes place progressively, often implying passage through several precarious statuses and involuntary loss of employment, and very rarely leads directly to a classic, full-time, stable job. The evolution of school-to-work transition is different according to the diploma.

The institutions offering long-type higher education provide a wealth of knowledge and know-how that is recognised by the business world. The rate of non-employment at the end of this sort of training is low: in 2001, the employment rate for long-type non-university higher education graduates was 61.7%, but only 28.0% for short-type non-university higher education. The quality of long-type higher education leads graduates to aspire to recognition of their qualifications through university education, in particular the possibility of having access to doctorates.


Artistic higher education provided in art colleges prepares for the practice of various trades in the artistic sector. It also prepares for teaching the various artistic disciplines in lower or upper secondary education (agrégédegrees).


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Higher education provided in architecture colleges prepares for practice of the profession of architect.


Private grant-aided educational institutions are subject to similar rules as those governing public grant-aided institutions.

6.18. Organisational variations, alternative structures

There are several organisational variations and alternative structures.

A. ‘Flexitime’ courses

Certain higher education programmes can be scheduled late in the day. In this case, the curriculum spans an increased number of years and is comparable to ordinary full-day programmes for the same studies. These flexitime programmes are part of full-time education.

The diploma earned upon completion of a flexitime programme has the same value as one earned for the corresponding full-day course. Currently, the principal flexitime programmes are long-type higher education programmes in the economics category, in particular those offered by business schools.

In short-type higher education, flexitime education is still limited (e.g. training for social workers).

In university education, certain second-cycle courses, generally in the political science, administrative science, economics, and social science areas are also offered as flexitime programmes.

B. Social advancement education

Education for social advancement is designed not only for people who wish to complete their education, but also to those who are seeking retraining in another field (see 7.3.).

Short-type higher education courses (agriculture, economics, paramedical, educational, social, technical) are also provided as social advancement education. Long-type education programmes in industrial chemistry, electricity, electromechanics, and electronics are also offered.

The provisions of the ‘Bologna decree’ apply to the corresponding higher education studies organised by social advancement institutes, which award titles and degrees equivalent to those delivered by full-time higher education institutes.

C. National defence department


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Military training, with its specific characteristics, remains under federal jurisdiction and is administered by the Ministry of National Defence. The same applies to the university and post-university military training courses provided by the Institut Royal Supérieur de la Défense, the École des Administrateurs Militaires, and the École Royale Militaire.

All courses are free of charge. However, those students who succeed must serve in the army for a minimum period equal to at least one and a half times the length of the course. All higher-level courses provided in the army or under the army’s authority are limited to career officer candidates. From the first day of the course, students receive a salary according to their rank. In addition to scientific training, each student receives military training, which is scheduled during part of the academic holidays.

The École Royale Militaire has a ‘polytechnic’ division where officer candidates receive a 5-year civil engineering education and a ‘all arms’ division, which trains officers with a master credential in 4 years. An entrance exam is held before admission.

A certain number of applicant officers take full-time courses at industrial higher education schools, the École Supérieure de Navigation in Antwerp, or the universities (medical doctors, pharmacists, dentists, veterinarians, etc.).

The Institut Royal Supérieur de la Défense offers a one-year higher staff course whose purpose is to provide the training required for high-level staff and command functions.

The École des Administrateurs Militaires is a military higher education institute, which provides a two-year training course for officers who will handle problems of a legal, budgetary, and administrative nature.

Advanced training is offered at all levels, both in armed forces schools and in civilian institutes in Belgium and abroad.

The École Royale Militaire and the École Royale de la Gendarmerie organise separate training courses for non-commissioned and commissioned state police officers.

D. Distance learning

Distance learning (see 7.3.1.) is not authorised to confer diplomas, but may issue attendance certificates. To obtain a diploma, students must sit for an exam administered by a board of examiners of the French Community (see below).

E. Boards of Examiners of the French Community

The system of boards of examiners of the French Community operated by the Ministry of Education, Research and Training is an alternative exam scheme enabling students to obtain a diploma outside the traditional channels provided in schools.

These exams are intended predominantly for self-taught individuals or those who abandoned their studies and do not wish to resume them; or those who are unable to enrol in an institute because they have exhausted the number of failures authorised by the applicable decrees or regulations. Of course, these exams require serious personal preparation since the candidate is left to his or her own devices. Nevertheless, there are preparation options available in public schools, private schools, or via distance learning (see 7.3.).

In non-university higher education, the following diplomas can be obtained via a board of examiners of the French Community:

● short-type: nurse, psychiatric nurse, midwife, and graduat in physiotherapy, occupational therapy, and speech therapy;


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● Other boards: music teacher, real estate surveyor, and linguistic exams. Teaching accreditation certificate.

● Long-type: undergraduate industrial engineer, graduate industrial engineer, bachelor and master in business administration, commercial engineer, bachelor in architecture.

A call for candidates is published each year in the Belgian Official Gazette. The registration fee is set at €75 or €99, depending on the degree.

The degrees of bachelor and master of architecture can be awarded by a specific examination board. The bachelor degree can only be awarded at least 3 years after the applicant has satisfied the admission conditions for the first cycle of university-level education, and the master degree at least 2 years after obtaining the degree of bachelor of architecture.

In university-level higher education, all first and second cycle university course exams for basic studies can be taken under the auspices of the board of examiners of the French Community. The boards of examiners are completely decentralised and are situated at each university institution’s site. The registration fee is set at € 385.

Diplomas obtained by taking board exams have the same value as those issued by institutions that teach courses at the same level.

F. Open faculties

The formula known as ‘open faculties’ gave rise to various experiments undertaken by several educational institutions.

The originality of these studies resides essentially their accessibility to people that have not necessarily followed an ‘ordinary’ schooling path and hence do not always have the qualifications required in order to enrol. Moreover, enrolment is essentially on the basis of personal dossiers and interviews.

Their prime objective is to offer adults that are engaged in a professional life, training that is not given in programmes organised in the framework of full-time education.

Several initiatives are worth mentioning:

● The Charleroi University Centre (Centre Universitaire de Charleroi - CUNIC), centred essentially on the Charleroi region, organises several further training activities, with the collaboration of some university faculties or other higher education institutes. Some of the programmes offered are of university level (health sciences, labour sciences …) and post-university level (law, environment …).

● The Open Faculty of Economic and Social Policy (Faculté Ouverte de Politique Économique et Sociale - FOPES), which offers a licence in economic and social policy, and the Open Faculty for Adults – Training Institute for Educational Sciences (Faculté Ouverte Pour Adultes - Institut de formation en Sciences de l'éducation - FOPA), which offers a licence in education science; both are at the Catholic University of Louvain.

● Every year, several hautes écoles offer access to postsecondary studies (essentially in the social domain) to some students that do not have an upper secondary education certificate (CESS). This is notably the case for the École Ouvrière Supérieure – EOS, and the social department of the Haute École Libre de Bruxelles Ilya Prigogine.

Ecole Royale Militaire



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6.19. Statistics

For information on student numbers, see 6.19.1., on certification, see 6.19.2., and on student/teacher ratios, see 6.19.3..


6.19.1. Number of students

Trends in higher education enrolment, per type of school réseau L o n g t y p e a n d s h o r t t y p e h i g h e r e d u c a t i o n ( n o n - u n i v e r s i t y )




Private grant-aided

1992/1993 62,803 11,987 11,706 7,783 31,327

1993/1994 66,544 12,573 12,373 8,336 33,262

1994/1995 69,482 13,314 13,062 8,955 34,151

1995/1996 70,860 14,059 13,231 8,787 34,783

1996/1997 72,130 13,397 14,349 8,387 35,997

1997/1998 71,905 13,487 14,267 8,181 35,970

1998/1999 72,526 13,477 14,550 7,973 36,526

1999/2000 73,840 13,931 14,671 8,263 36,975

2000/2001 73,784 14,021 14,791 8,109 36,863

2001-2002 75,111 14,497 14,867 8,100 37,647

2002-2003 77,871 15,793 14,574 9,121 38,383

2003-2004 80,963 17,470 16,982 7,428 39,083

2004-2005 74,227 15,471 17,238 5,201 36,317

2005-2006 74,047 15,932 17,771 5,333 35,011

2007-2008 82,899 17,808 17,671 7,034 40,386

H i g h e r e d u c a t i o n ( u n i v e r s i t y )


237


Public grant-aided

(provincial)

Public grant-aided

(municipal)

Private grant-aided

1992/1993 59,167 16,792 - - 42,375

1993/1994 62,466 17,702 - - 44,764

1994/1995 62,600 18,284 - - 44,316

1995/1996 66,778 19,138 - - 47,640

1996/1997 61 189 17 516 - - 43 673

1998/1999 60 224 17 007 - - 43 217

1999/2000 60 300 16 160 - - 44 140

2000/2001 60,596 16,219 - - 44,377

2001-2002 61,611 16,390 - - 45,221

2002-2003 62,253 17,628 - - 44,625

2003-2004 63,744 16,968 - - 46,776

2004-2005 65,400 17,681 - - 47,719

2005-2006 66,963 18,608 - - 48,355

2007-2008 69,723 19,292 - - 50,431

Source: General Information Technology and Statistics Service

Trends in student numbers in full-time higher education, by gender and level, from 1993-1994 to 2004-2005.

25000

27500

30000

32500

35000

37500

40000

42500

45000

47500

50000

93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05

Academic year

Num

ber o

f stu

dent

s

Non-university higher education - women

Non-university higher education - men

University - women

University - men



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Total enrolment in non-university higher education, by category, nationality and gender (2007-2008)

H a u t e s é c o l e s - s h o r t t y p e

Total Belgians Foreigners

Category

M + W M W M + W M W M + W M W

Total 61,152 23,352 37,800 51,018 20,682 30,336 10,134 2,670 7,464

Agronomy 1,186 883 303 1,116 838 278 70 45 25Applied arts 734 236 498 658 208 450 76 28 48Economics 15,469 7,636 7,833 13,917 6,916 7,001 1,552 720 832Paramedical 12,194 2,059 10,135 7,785 1,467 6,318 4,409 592 3,817Teaching 17,652 4,676 12,976 15,128 4,193 10,935 2,524 483 2,041Social 7,152 1,937 5,215 6,407 1,773 4,634 745 164 581Technical

6,765 5,925 840 6,007 5,287 720 758 638 120

H a u t e s é c o l e s - l o n g t y p e


Category


Total 12,000 6,488 5,512 8,275 4,668 3,607 3,725 1,820 1,905Agronomy 215 154 61 187 139 48 28 15 13Economics 2,237 1,295 942 1,816 1082 734 421 213 208Paramedical 3,676 1,759 1,917 1,225 557 668 2,451 1,202 1,249Social 1,221 347 874 1,099 317 782 122 30 92Technical 2,602 2,349 253 2,278 2,075 203 324 274 50Translation and interpreting 2,049 584 1,465 1,670 498 1,172 379 86 293

Source: General Information Technology and Statistics

Architecture colleges Total Belgians Foreigners

Category M + W M W H + F M + W M W H M + W

Total 2,761 1,485 1,276 Total 2,761 1,485 1,276 Total 2,761

Arts colleges – short type Category Total Belgians Foreigners


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M + W M W M + W

M W M + W

M W

Total 2,491 1,225 1,266 1,579 791 788 912 434 478Performing arts and broadcasting and communication techniques

449 323 126 261 205 56 188 118 70Plastic, visual and spatial arts

2010 889 1121 1288 575 713 722 314 408Music 32 13 19 30 11 19 2 2 0

Arts colleges - long type Total Belgians Foreigners

Category M + W M W M + W M W M + W M W

Total 4,487 1,763 2,724 2,995 1,168 1,827 1,492 595 897Performing arts and broadcasting and communication techniques

351 181 170 174 94 80 177 87 90Plastic, visual and spatial arts

2,704 963 1741 1,854 643 1,211 850 320 530Music 1,076 505 571 685 339 346 391 166 225Music 356 114 242 282 92 190 74 22 52

Total enrolment of university students by branch of study, domain, nationality and gender, 2006-2007



TOTAL 69,723 32,464 37,259 56,231 25,885 30,346 13,492 6,579 6,913

Human and social sciences 40,376 16,810 23,566 34,004 14,073 19,931 6,372 2,737 3,635

Philosophy 705 410 295 571 325 246 134 85 49Theology 128 101 27 34 21 13 94 80 14Languages and literatures 3,497 810 2687 3,115 702 2413 382 108 274History, art and archaeology 2,636 1033 1603 2,457 960 1497 179 73 106Information and communication

3,228 1200 2028 2,760 1025 1735 468 175 293

Political and social sciences 6,347 2980 3367 5,013 2341 2672 1,334 639 695Law 6,802 2616 4186 5,990 2236 3754 812 380 432Criminology 458 116 342 383 98 285 75 18 57Economics and management 9,733 6130 3603 8,089 5161 2928 1,644 969 675


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Psychology and education science

6,842 1414 5428 5,592 1204 4388 1,250 210 1040

Sciences 13,458 9,343 4,115 11,155 7,707 3,448 2,303 1,636 667

Sciences 6,409 4034 2375 5,275 3293 1982 1,134 741 393Agricultural sciences and biological engineering

2,144 1311 833 1,743 1035 708 401 276 125

Engineering sciences 4,848 3959 889 4.098 3354 744 750 605 145Construction science and urban planning

57 39 18 39 25 14 18 14 4

Health sciences 15,889 6,311 9,578 11,072 4,105 6,967 4,817 2,206 2,611

Medicine 7,633 2933 4700 6,020 2190 3830 1,613 743 870Veterinary medicine 2,247 776 1471 1,033 331 702 1,214 445 769Dentistry 687 301 386 460 179 281 227 122 105Biomedical and pharmaceutical sciences

2,971 976 1995 2,279 705 1574 692 271 421

Motricity sciences 2,351 1325 1026 1,280 700 580 1,071 625 446


Total enrolment in higher education by year of birth, 2007-2008

S h o r t t y p e h i g h e r e d u c a t i o n

1990 and

after

1989 1988 1987 1986 1985 1984 1983

Hautes écoles 150 6168 11601 13733 11514 7467 4288 2193 Arts colleges 12 237 448 513 452 330 216 116

Total 162 6405 12049 14246 11966 7797 4504 2309 1982 1981 1980 1979 1978 1977 1976

and earlier

Total

Hautes écoles 1090 648 408 297 253 177 1165 61,152 Arts colleges 57 31 30 12 9 5 23 2,491

Total 1147 679 438 309 262 182 1188 63,643

L o n g t y p e h i g h e r e d u c a t i o n 1990 et

après 1989 1988 1987 1986 1985 1984 1983

Hautes écoles 49 1274 1920 2130 2069 1584 1048 651 Instituts Architecture colleges

13 414 531 512 455 374 200 109


241

Arts collegeq 33 299 539 592 654 606 518 320

95 1987 2990 3234 3178 2564 1766 1080 1982 1981 1980 1979 1978 1977 1976

et avant

Total

Hautes écoles 370 238 168 97 78 63 261 12,000 Instituts Architecture colleges

69 25 20 15 5 4 15 2,761

Arts colleges 270 166 124 73 59 51 183 4,487

Total 709 429 312 185 142 118 459 19,248





Statistiques rapides des élèves/étudiants et diplômés 2006-2007 : enseignement de promotion sociale


Number of university diplomas awarded in 2007 by branch of study

S i t u a t i o n a t t h e e n d o f t h e a c a d e m i c y e a r

Number of degrees

Human and social sciences 11,449

Sciences 4,194

Health sciences 3,699

TOTAL 19,342


Certificates and diplomas awarded in full-time higher education


242

Short type Long type Total Hautes écoles 13,243 4,306 17,549Architecture colleges

336 336

Art colleges 494 1,348 1,842

Universities 19,342 19,342Total 13,737 25,332 39,069


Success, repetition and discontinuation in percentage at the end of academic year 2006-2007, by gender

S h o r t t y p e h i g h e r e d u c a t i o n

Total Final degree Success Repetition Discontinuation

Hautes écoles Short type

100% 22% 44% 19% 16%

Hautes écoles Long type

100% 19% 52% 20% 10%

Architecture colleges

100% 13% 58% 19% 10%

Art colleges Short type

100% 21% 47% 13% 19%

Art colleges Long type

100% 17% 53% 12% 18%


6.19.3. Student/teacher ratios

Number of students, number of teachers, and student/teacher ratio in full-time higher education, 2005-2006 and 2006-2007

Level Number of students

Number of teachers Ratio

Non-university higher education (including art colleges)

2007-2008

83,102 4,972 16.7 students per teacher

University (source: Council of deans)

2008-2009 69,723 1,955 (academic staff)

35.7 students per teacher


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Source: : General Information Technology and Statistics Service and Council of Deans

7. Continuing Education and Training for Young School Leavers and Adults

In this chapter, we shall describe education schemes that are subsidized by public authorities and intended for adults who have interrupted or completed their full-time education, whether they are engaged in working life or not. Some of these schemes can be referred to as 'second chance education', since they mainly address a public that has failed to obtain an upper secondary education certificate at the end of their initial education.

The formation en alternance of youngsters who are still subject to compulsory education is described in the chapter on secondary education as regards programmes provided in dual education and training centres (CEFA) (see 5.20.) and in this chapter as regards industrial apprenticeships (see 7.3.9.).

Generally speaking, this chapter will address the various types of schemes proposed to adults or young people who have left the education system, with no distinction between private and grant-aided bodies (those at least partially financed by the public authorities), given the resemblances in the way these two sectors operate.

Because they were confronted with a difficult economic situation and with widespread unemployment, particularly amongst poorly qualified people, in recent years the traditional providers have developed a range of initiatives in partnership with other stakeholders in the domain of vocational training. These initiatives aim at facilitating the education, training and entry in employment of poorly qualified population groups. They are described in 7.15..


In the 19th and at the beginning of the 20th century, movements for popular education expanded from within Catholic and Socialist labour unions. From 1840 onwards, adult schools or Sunday schools were held to open up opportunities for people who had been unable to attend or complete primary education.

The introduction of compulsory schooling up to age 14 at the dawn of the 20th century gradually brought an end to this type of structure.

Correspondence courses, created in 1959, took up two pillars of the Pacte scolaire: the democratisation of education and adult education. This was formally acknowledged by law on 5 March 1965.

In 1963, a law on ‘social advancement’ was voted. This granted the first ‘cultural vacations’ for general and social education of workers aged less than 25 years old, at the rate of a maximum of one week a year. The legislator also instituted allowances for social advancement (grants for evening class studies finished successfully) and time-off rights, but only for vocational training.

The 1973 Act on time-off rights introduced a joint financing scheme by the State and the employers. In 1974, time-off rights were extended to courses in general education. Hardly half a percent of the employed labour


244

force (between 10,000 and 20,000 people a year) actually benefited from the time-off rights scheme during the course of the following years.

In 1976, the Cultural Council pf the French Community passed a general decree covering the whole sector of adult education. The spirit of this decree is the expression of a cultural policy, rooted in the development of voluntary organisations, which, by virtue of their ideological diversity and the specific nature of their work, are indispensable instruments for pluralist cultural development. It intended first and foremost to promote organisations whose purpose it is to produce critical and responsible citizens and, with regard to some such movements, to train people involved in the social, cultural, economic, and political sectors.

In the 1980s, various legislative measures reorganized the offer of further education and training: tuition by correspondence, transferred to the French Community in 1982, was reformed in 1984 and became distance education; in 1985 a law replaced the time-off rights scheme with a ‘paid education leave scheme’. Since then, workers employed full-time in the private sector who, outside working hours, follow courses and prepare exams, have the right to be absent from work without loss of pay. The legislator expected that a rise in the mean level of education would have a beneficial impact on the economy and employment, in particular due to compensatory hiring. Still in application today, the paid education leave scheme can also be a corrective measure to make up for certain social inequalities with respect to workers who did not have the opportunity to study.

The system has undergone important changes in recent years: new categories have beenadded to the list of those that give rise to paid education leave rights (preparation for examinations before thejurys de la Communauté, sectoral training courses etc.) and the definition of eligible workers has been extended. At a later stage, the list of programmes giving rise to paid education leave underwent further changes, which aimed at ruling out those courses that had no direct link with the worker's professional situation.

In 1991, social advancement education was the subject of a decree which gave it a truly separate character within the context of a process of continuing education. This decree distinguishes between two types of social advancement education, with the intention that scheme 2 should gradually be replaced by scheme 1, organised on the basis of education units (modular education).

Since 1993, vocational training has been the remit of the Regions (see 1.2.2.). Formerly scattered initiatives in the fields of socio-occupational integration and training are gradually becoming more coordinated (see 7.10. and 7.15.).

In 2008, a new decree integrated social advancement education within the European Higher Education Area.

In January 2009, a framework cooperation agreement on the reform of dual vocational training was ratified by the three assemblies concerned (the Walloon Region, the French Community and the French Community Commission). The text provides for the harmonisation of the different statuses of young people undergoing dual vocational training and is intended to ensure equality of treatment for all young people who opt for dual vocational learning, regardless of the training provider (the CEFAs - see [5.20. ] B, IFAPME in Wallonia or the SFPME (Small and Mid-Sized Companies Training Service) in Brussels - see 7.3.4.).

Other areas are also being developed. Thus the Walloon Region plans to promote training in small and medium-sized enterprises (SMEs), through the training voucher system, support for job-seekers’ training as part of the training-integration scheme (Plan Formation-Insertion, PFI), the funding of language immersion courses, etc. (see the points on FOREM for the Walloon Region and Bruxelles-Formation for the Brussels-Capital Region).


245

In parallel, the workers' organisations and the Council on Education and Training (Conseil de l'Education et de la Formation, CEF) continue to demand the right to continuing education for all and to stress the importance of a real vocational qualification.

The main thrusts of Belgian French-speaking policy on lifelong education and training are presented in particular in the declarations made by the various relevant governments on their entry into office.

Following the June 2004 Parliamentary elections, and taking stock of the twofold need for greater coherence of public actions and increased transversality, the governments of the Walloon Region and the French Community launched a transversal strategic plan called ‘Development of human capital, knowledge and know-how (Transversal Strategic Plan 2), calling upon the competencies of the French Community and Walloon Region. Synergies have been developed since August 2005. The education of disadvantaged populations (in particular literacy training) is a topic also addressed in the Strategic Plan 3 ‘Social cohesion’.

Since August 30, 2005, additional resources have been allocated in the Walloon region to priority actions for the region’s economic redeployment (the document adopted by the government under the name ‘Priority actions for the Walloon future’ is also referred to as the ‘Marshall Plan’). These actions translate to the adoption of five key points, including one that consists in "generating competencies for employment".

In the Brussels-Capital Region, the COCOF’s General Policy Declaration places special emphasis on pursuing the development of the education offer for poorly qualified persons. In the area of vocational training, the absolute priority is the development of this offer. This should address the priorities set by the COCOF Council, aiming on the one hand to develop the training offer in expanding sectors for the less qualified job-seekers, and on the other hand to propose a rapid and concrete response to the project to train the persons called up for the support plan for the unemployed.

The July 2009 declarations extend and amplify the previous declarations and reinforce the synergies between power levels. From this viewpoint, the governments of Wallonia and the French Community adopted a ‘Plan Marshall 2.vert’ in December 2009, which lays stress in particular on making full use of human capital by mobilising training, education and employment actors, and starts work on building ‘employment/environment alliances’ which involve in particular updating training provision in the sectors of the ‘green trades’.

Other key elements of this strategy include a stress on young people and recently redundant workers (‘act swiftly’), the development of training provision in consultation with local actors (‘training grounds’), especially dual vocational training (formation en alternance), the continuation of efforts to improve foreign language skills, the improvement of the orientation and the increased importance of schemes for skills recognition.


Le système des qualifications en Belgique francophone

Participation à la formation continue en Wallonie. Exploitation de l'Enquête sur les Forces de Travail 2000. In J.-L. Guyot, C. Mainguet, B. Van Haeperen, B. (Éds.) Formation professionnelle continue : l’individu au cœur des dispositifs.

Plan Marshall. Deux ans.


246

Rapport d'activités du FOREM 2007

Recherche et formation

Structures des systèmes d'enseignement de formation professionnelle et d'éducation des adultes en Europe - Belgique - Communauté française

Loi de redressement du 22/01/1985 contenant des dispositions sociales

7.2. Ongoing debates and future developments The main thrusts of Belgian French-speaking policy on lifelong education and training are presented in particular in the declarations made by the various relevant governments on their entry into office. The July 2009 declarations extend and amplify the previous declarations and reinforce the synergies between power levels. From this viewpoint, the governments of Wallonia and the French Community adopted a ‘Plan Marshall 2.vert’ in December 2009, which lays stress in particular on making full use of human capital by mobilising training, education and employment actors, and starts work on building ‘employment/environment alliances’ which involve in particular updating training provision in the sectors of the ‘green trades’.

The key elements of this strategy also include a stress on young people and recently redundant workers (‘act swiftly’), the development of training provision in consultation with local actors (‘training grounds’), especially formation en alternance, the continuation of efforts to improve foreign language skills, the improvement of the orientation and the increased importance of schemes for skills recognition.

In more concrete terms, negotiations are in progress to define a single status for the trainee in dual vocational training (whether organised by education institutions (see 5.20.) or by IFAPME or EFPME - see 7.3.9.) and the equivalence of the certificates issued.

Décret relatif au dispositif intégré d'insertion socioprofessionnelle

Décret relatif à l'agrément et au subventionnement des organismes d'insertion socioprofessionnelle et des entreprises de formation par le travail


7.3. Specific legislative framework Continuing education and training initiatives for young school-leavers and adults fall within the competence of various different authorities:

the federal state originates various initiatives to do with training; distance education, social advancement education, part-time artistic education and continuing

education are the responsibility of the French Community; continuing education and training for small and medium-sized enterprises, vocational training for job

seekers and workers (pre-qualification, qualification, vocational retraining and reskilling) fall within the competence of the regions (however, the German-speaking Community has responsibility for this area in the

German-speaking Walloon municipalities).

A. The federal State


247

The federal State remains the authority that takes initiatives aiming at improvement of labour qualification, some of which improve access to training. In particular, the federal government funds the paid education leave scheme – but its implementation is largely dependent on the Regions' and Communities' technical resources (see 7.9., A), and the industrial apprenticeships scheme (see 7.3.9.).

B. The French Community

Distance learning, education for social advancement, and part-time artistic education are financed and organised by the French Community.

The government of the French Community is responsible for general policy on further education for adults. In accordance with the guidelines set by the decree of 17 July 2003, it allocates grants to continuing education providers and subsidies for permanent staff positions. The decree reaffirms the government of the French Community’s support for the world of associations, improves the conditions for grant aid, and modernises regulations so as to take account of the sector’s evolution.

The French Community also holds legislative power in the following areas: conditions of access to apprenticeship, organisation of the courses, of continuing assessment and examinations, minimum requirements with which apprenticeship-related curricula must comply, award and statutory recognition of achievement certificates. Certification that has legal implications (to grant access to a regulated profession or to a subsidised job; to authorise an equivalence with other diplomas; to determine a given level on a salary scale for civil servants; or to receive redundancy pay or unemployment benefits) is restricted to those bodies that respect the accreditation procedures stipulated by the Ministry.

C. The Walloon Region and the Brussels-Capital Region

The Regions are in charge of vocational training since 1993: The development of vocational training has to allow everybody, and in particular the most underprivileged, to have access to employment; it is also a question of allowing workers to adapt or to improve their professional qualifications.

In this perspective, the regions take measures to support training (for example, the training-cheques established in 1998 by the Walloon Region (see 7.9. point B), and they contribute to the development of formation en alternance (see 5.20.). Measures and tovarious training/integration initiatives for the benefit of poorly qualified populations (see 7.15.). In the Walloon Region, a charter for the integration path was adopted by numerous participants (see 7.15.). The Walloon Region also has the responsibility for vocational training of personnel working in the agriculture sector (see 7.3.7.). Different initiatives aim at facilitating access to information and communication technologies (for example the Walloon Region’s ‘Mobilisation Plan for Information and Communication Technologies’) or languages (for example cheques granted in Brussels for language training or ICT training when an employee is hired). The Walloon Public Service manages several of these initiatives within the operational directorate general for the Economy, Employment and Research.

The administration of the French Community Commission is responsible for the approval and funding of socio-occupational integration scheme operators and local missions which serve as partners to Bruxelles Formation in the socio-occupational integration scheme.

D. Transversal policies


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Working groups and joint meetings of the governments of the Community, the Walloon Region, the Brussels-Capital Region and CoCof are organised on the subjects of employment, training and education. Structures are gradually being introduced to translate into concrete form this desire for synergy. Thus the competency centres (see 7.5.3.) are accessible to both pupils from qualifying education and adults undergoing training.

The Community Commission on Professions and Qualifications (CCPQ - see 7.2.3., point C) brings together the actors from qualifying education, social advancement education and vocational training. It seeks in particular to strengthen the links between the world of business and vocational education and training structures. The socio-economic actors are represented within the structure, enabling them to provide an insight into developments and requirements in terms of competences and qualifications. The CCPQ establishes trade reference guides which are then translated into school education or training programmes.

A cooperation agreement between the Walloon Region, CoCof and the French Community has created a permanent adult literacy steering structure, whose main purpose is to investigate possibilities for bringing about improved coordination within this sector.

In the French Community of Belgium, the French-Speaking Agency for Lifelong Education and Training (AEF-Europe) was created by a decree of the Government of the French Community on 19 July 2007, following a process of cooperation between the French Community, the Walloon Region and the Brussels-Capital Region. This agency is responsible for promoting, implementing and managing the different programmes in this area in line with European objectives. In particular, it is home to the Europass Centre for French-speaking Belgium.

E. The social partners

Within the context of interprofessional agreements negotiated at federal level, the social partners have undertaken to spend 1.9% of the wage bill on training, and to ensure that between 2003 and 2010, 50% of workers have access to continuing training. An inspection and penalty system has been put in place.

FOREM and Bruxelles Formation are jointly managed by representatives of the workers and of the employers. Moreover, FOREM works in collaboration with the 11 subregional employment and training committees, which are also jointly managed bodies; on these committees, local initiatives, ambitions and characteristics to do with the development of the employment market find expression. In each subregion, the committee is responsible for issuing formal opinions, recommendations and proposals on all subjects relating to employment and training, in particular with regard to the overseeing and assessment of the integrated reintegration scheme. Consultative employment, training and education committees analyse training needs, devise a range of education and training provision and serve as employment observatories. The Economic and Social Council of the Walloon Region (CESRW) regularly issues opinions, either on its own initiative or on request, to the government, in particular on training policies.

In Brussels, the Consultative Committee on Training, Employment and Education plays an analogous role.

The social partners are also involved in the management of sectoral training funds.

A description is given below of the decision-making and funding bodies for the continuing education and training of young school-leavers and adults. The following sections present the specific legislative framework for each of the training structures:

● distance learning (see 7.3.1.), ● education for social advancement (see 7.3.2.), ● part-time artistic education (see 7.3.3.), ● continuing training and education for small and medium-sized enterprises (see 7.3.4.), ● vocational training for job seekers and workers (see 7.3.5.), ● vocational training for workers in the agricultural sector (see 7.3.6.),


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● at-risk groups (see 7.3.7.), ● literacy courses (see 7.3.8.), ● industrial apprenticeships (see 7.3.9.)

Arrêté royal du 17/09/1986 instituant un droit d'inscription dans l'enseignement de promotion sociale


Décret relatif au soutien de l'action associative dans le champ de l'éducation permanente


Loi en vue de la promotion de l'emploi

7.3.1. Distance learning

The law of 5 March 1965 provides a legal status for distance learning and specifies its objectives: offer preparatory lessons for the lower and upper secondary level jurys de la Communauté and for administrative competition examinations organised by the public authorities

The decree of 18 December 1984, which gave the current name to distance learning, provides its organisation and widens its objectives. Henceforth, the French Community can organise all the courses judged necessary for personal development and a better social, professional and school integration for everyone. Courses deemed necessary for the further education of teachers in full-time education and social advancement education can also be organised. Inexistent before, certification is organised in collaboration with social advancement education, notably for modern languages and information technology.

Legal provisions stipulate the procedures for preparation leading to the examinations before the jurys de la Communauté. Courses for civil service recruitment and promotion exams and competitions are regulated by various decrees.

The High Council on distance learning (see 2.7.2.) and a consultative committee for distance learning were also set up.

The decree of 8 March 2007 which established a General Inspection Service as part of the government, directed by a coordinating inspector-general, also set up a service for the inspection of distance education, directed by an inspector responsible for the coordination of inspection in this type of education.




Décret organisant l'enseignement à distance de la Communauté française

7.3.2. Education for social advancement


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The decrees adopted in the early 1990s brought gradual and fundamental changes at all operating levels of social advancement education. It is now composed of two schemes. Scheme 1 is administered pursuant to the provisions of the decree dated April 1991 and, on a transitional basis, scheme 2 remains governed by laws regulating technical education and orders issued on the implementation of the said laws. This mainly concerns short sections and training courses (see 7.5.).

The decree of April 1991 makes provisions for the organisation of sections and teaching units corresponding to the lower and upper stages of secondary education and short type and long type courses in tertiary education. Specialised education for social advancement is also provided. The Consultation Commission must be consulted prior to the creation of any short type tertiary education section covering less than 750 periods. Tertiary education for social advancement is also governed by the Act of July 1970 on tertiary education.

There are two bodies that play a role in the running, development and promotion of social advancement education. These are the High Council on social advancement education (see 2.7.2.) and the Consultative Committee on social advancement education (see 2.7.2.). The Consultative Committee is in charge of adapting training courses to meet occupational profiles and providing institutions with the reference material (timetables, contents etc.) necessary for the implementation of training courses. A Co-ordinating Council and Area councils for social advancement education operated by the French Community were set up in 1995 (see also 2.7.1.4.).

The decree of 1998 relating to discrimination positive also applies to education for social advancement education (see 2.8.3.4.).

The decree of March 8, 2007 that set up a General Department of Inspection to the government run by a coordinating general inspector has also set up a Department of Inspection of Social Advancement Education, run by an inspector in charge of the coordination of inspection for that education system.

A decree dated 14 November 2008 integrates social advancement education in the European Area. Another decree (dated 30 April 2009) is intended to strengthen the provision of training in literacy and in French as a foreign language, and education leading to the CEB (see 4.14.), as well as to increase the number of literacy training courses available in a prison environment for the ‘under-schooled’.

The work of the French-Language Professions and Qualifications Service (see 2.7.2.3, C) also relates to social advancement education.



Décret visant à assurer à tous les élèves des chances égales d'émancipation sociale notamment par la mise en oeuvre de discriminations positives


7.3.3. Part-time artistic education

The decree of 2 June 1998 updated the organisation of courses given in staggered timetables in the 113 institutions subsidised by the French community.


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The decree of 8 March 2007 which established a General Inspection Service as part of the government, directed by a coordinating inspector-general, in particular set up a Service for the inspection of artistic education, directed by an inspector responsible for the coordination of inspection in this type of education.


Décret du 08/04/1976 fixant les conditions de reconnaissance et d'octroi des subventions aux organisations d'éducation permanente des adultes en général et aux organisations de promotion socioculturelle des travailleurs

Décret fixant les conditions de reconnaissance et d'octroi de subventions aux organisations d'éducation permanente des adultes en général et aux organisations de promotion socio-culturelle des travailleurs

Décret organisant l'enseignement secondaire artistique à horaire réduit subventionné par la Communauté française

Loi garantissant l'application du Pacte culturel

7.3.4. Continuing training and education for small and medium-sized enterprises

The decree of 10 April 2003 on financial incentives for the in-service training of workers reformed and reorganised in the same legal framework the training voucher scheme and the adaptation credits scheme (see 7.9, point B).

The non-profit Francophone Institute for continuing education of independent professions and small and medium-sized enterprises (Institut francophone de Formation Permanente pour les Classes Moyennes et les Petites et Moyennes Entreprises, IFPME) was since January 1, 1992 a type B, quasi-Community body dedicated to public service. The training given was destined for adults and adolescents that wished to learn or improve themselves in a profession that they wanted to practise on a self-employed basis or as qualified workers in a small or medium enterprise.

In 2003, the IFPME was split into two entities charged with the implementation of formation en alternance for small and medium enterprises: one covering the territory of the Brussels-Capital Region, the other of the Walloon Region:

● The new entity in Brussels took the form of the separately managed department of the COCOF, under the tutelage of the Brussels-Capital Region, called SME Training Department (Service Formation PME or SFPME).

● The Walloon entity, called the Walloon Institute of dual education and training for small and medium enterprises (Institut wallon de formation en alternance des indépendants et des petites et moyennes entreprises, IFAPME), is under the tutelage of the Walloon Government. It retains the form of a public interest body (organisme d’intérêt public, OIP) subsidised by the Walloon Region and retains all the responsibilities, tasks and infrastructures of the IFPME under the Walloon Region. It has also been given a complementary task as support structure for formation en alternance organised in Wallonia.

A structure called the ‘Continuing Training Institute’ (Institut de formation permanente) also continues to exist, retaining the tasks related to the issuance of apprenticeship certificates and company manager training diplomas.


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The High Council for Independent Professions issues advice on training for independent professions in co-operation with the relevant employers of the different sectors (see 2.7.2.).

Espace Formation PME

IFAPME

7.3.5. Vocational training for job seekers and workers

After the Constitution was reviewed in 1988, a Regional Employment Office was created in December 1988. The FOREM (Community and Regional Office for Vocational Training and Employment) was put in charge of vocational training of adults who are on the labour market (working adults and job seekers) for the French Community and the Walloon Region. FOREM is the Walloon Public Employment and Vocational Training Service. It is a type B pararegional body, which means that it is not directly controlled by the Walloon Government. A Management Committee (http://www.leforem.be/endirect/leforemendetail/organisation/comitegestion.html) has been jointly responsible for running it since its creation.

The decree of 19 July 1993 (published in the Official Gazette of 10 September 1993) attributed the responsibility of vocational training to the Walloon Region and to the French Community Commission (COCOF) for the Brussels-Capital Region. The FOREM thus became responsible for employment, placement, and vocational training in the Walloon region, while for the Brussels-Capital Region, the Brussels French-speaking Institute for Vocational Training (Institut bruxellois francophone pour la formation professionnelle, IBFFP), created by the COCOF decree of 17 March 1994 (published in the Official Gazette of 10 May 1995), became responsible for vocational training for French speakers. Since then, two parastatal organisations organise training programmes for job seekers registered with a public placement service and salaried workers (outside working hours or on the employer’s request): the FOREM and the IBFFP.

Unlike the Walloon situation, where the implementation of both employment and training policies is still the province of the FOREM (following the decree passed on 6 May 1999, the FOREM took over placement and vocational training), in the Brussels-Capital Region the ORBEM (Brussels Regional Employment Office) Actiris (the new name given in June 2007 to ORBEM, the Brussels Regional Employment Office) is now in charge of employment and placement is now in charge of employment and placement, while the IBFFP, a.k.a. ‘Bruxelles-Formation’, is now in charge of training. In 1997, aware of the risks of incompatibility between two different organisations, the ORBEM and Bruxelles-Formation agreed to put in place procedures aiming at ensuring the complementarity of their respective placement and training tasks: to this end, the Transversal Follow-up Unit (Cellule transversale de suivi, CTS) was created.

The FOREM and Bruxelles-Formation put in place training actions in zones and for publics defined by the European Social Fund (ESF). They also undertake training projects that have the objective of promoting new qualifications in transnational partnerships, in the framework of European programmes.

In 2003 (Walloon Government decree of 27 March), the FOREM was restructured. To perform its tasks, three areas were put in place:

● The public employment service called ‘FOREM Conseil’ which provides:

○ the development of employment policies defined and validated by the Walloon Government.


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○ advice and services to individuals, companies and training operators relevant to the general interest.

○ the management and publication of information concerning the job market.

○ the organisation of consolidated insertion responses through the mobilisation of all players.

● The public employment service FOREM Formation, which takes responsibility for organising qualifying vocational training activities, include those integrated with assistance in an active job search. All the activities included in the framework of this task are free. In the new mechanism, FOREM Formation relinquishes the pre-qualification activities and develops, in a partnership approach, the expertise of operators active in this area.

● The area FOREM Support amalgamates the payable services, of a commercial nature, performed in a competitive environment (temporary employment, payable recruitment and selection services, etc.).

The competence centres (see 7.5.3.) are the result of partnerships between the Walloon Region, the FOREM, the IFAPME, the social partners from the professional sector, research centres, and universities. They benefit from the support of European structural funds.

The Management Committee, which convenes the public authorities in charge, unions, and management, determines training policy within the framework of a three-year management contract.

On April 1, 2004, a decree provided a legal framework for the ‘integration path’ (http://139.165.164.233/csefnew/pages/PIPresentation.html), in the light of its evaluation by the Walloon Observatory of Employment in December 2000: the decree on the integrated socio-occupational integration scheme (dispositif intégré d’insertion socioprofessionnelle, DIISP). It organises training and integration actions between operators that are comprehensive, coordinated and centred on the beneficiaries, with the aim of providing access to lasting, quality jobs. within a maximum of two years (including a maximum of 6 months of employment support). On the basis of a personal and professional profile and an assessment of the person’s needs, FOREM’s advisers identify with that person the steps to be taken towards employment, and make individualised training or employment proposals. Access to the scheme is opened by the voluntary signing of an integration credit contract. The decree provides a status for beneficiaries, a re-centring of the tasks assigned to operators involved in the scheme, and the set-up of a steering body. The scheme targets job-seekers not subject to compulsory school attendance, registered as such with the FOREM Conseil. Access is unrestricted and free of charge.

Another Walloon decree adopted in April 2004 specified the arrangements by which the public authorities contribute to the funding of financial incentives for companies to provide training (training cheques and adaptation credit).

There is a system for monitoring and supporting the unemployed, called the Support Plan (Activation) for the Unemployed (PAC), whose purpose is to support and activate the search for work increasingly promptly after a person has signed on as a job-seeker. Under this scheme, job-seekers are systematically invited for interview, both by the monitoring services (ONEM) and by the support services (FOREM or ACTIRIS), and sign personalised integration contracts which may include periods of training. The payment of unemployment benefit may be interrupted or even discontinued if the job-seeker fails to attend an interview with an employer or the regional service for employment and vocational training after an invitation.

Bruxelles Formation

FOREM, Office Communautaire et Régional de la Formation Professionnelle et de l'Emploi


Décret de la COCOF du 17/03/1994 créant l'Institut Bruxellois Francophone de Formation Professionnelle


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7.3.6. Vocational training for workers in the agricultural sector

The decree of 10 July 1984 and its implementing order of 6 December 1984 put in place training programmes that allow new qualifications to be acquired or the improvement of professional knowledge for the benefit of two main groups of people: farmers (including horticulture, forestry, and aquaculture), self-employed, assistants or salaried workers, exercising agricultural activities as their main profession or concerned about improving their professional qualification, and also, in the form of conferences, people aged at least 18 who devote themselves to agriculture as an occupation and on the condition that they are registered in an approved amateur association. Job seekers can also be admitted under certain conditions. The training programmes are provided by accredited, subsidised centres and bodies.

The decree of the Walloon Regional Council of 12 July 2001 relating to agricultural vocational training falls into the perspectives and criteria defined by the Walloon rural development plan approved by the European Commission on 25 September 2000.

During the year 2001, a consultative committee for agricultural vocational training was created and charged with the responsibility to promote and ensure the quality of all agricultural vocational training.

Décret relatif à la formation professionnelle dans l'agriculture

Décret sur la formation professionnelle des personnes travaillant dans l'agriculture

7.3.7. At-risk groups

In recent years, a range of measures has been taken to finance job creation and initiatives to foster training and occupational integration of ‘at-risk’ groups. The prime role of these measures has been confirmed by the legislator, and all of the social partners, through a national law dated 5 September 2001.

Concretely, employers are asked to contribute a small percentage of their total payroll in the form of a public levy that goes to the Intersectoral Employment Fund created by the federal Ministry for Employment and Labour for the benefit of groups at-risk. A part of those funds is used to finance an assistance plan for the unemployed; another goes to initiatives taken in favour of groups at-risk. The social partners specify in sectoral or company level collective labour agreements what is to be understood by ‘at-risk’ groups: long-term unemployed persons, poorly qualified unemployed persons, handicapped persons, persons who receive the minimum social allowance (minimex), etc. The majority of amounts are allocated to training. Depending on intersectoral agreements, there can be very different approaches with regard to the amount and allocation of the contributions.

The Regions have set up various procedures for the approval of training and occupational integration bodies: non-profit-making associations (Associations sans but lucratif, ASBL) for occupational integration, on-the-job training enterprises (Entreprises de Formation par le Travail, EFT) in the Walloon Region; On-the-job-training


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workshops (Ateliers de Formation par le Travail, AFT) in the Brussels-Capital Region, Socio-occupational integration agencies (Organismes d'Insertion Socio-professionnelle, OISP), etc. (see 7.15.).

In April 2004, the Walloon Parliament passed a decree redefining the conditions under which it can approve socio-occupational integration agencies and grant them subsidies. The decree entered into force in spring 2008, the delay in implementation being mainly due to funding problems. In a decree of 27 March 2009, the Walloon Government specifies the approval and subsidisation arrangements (dates, deadlines, evaluation, etc.).

Décret de la COCOF du 27/04/1995 relatif à l'agrément de certains organismes d'insertion socioprofessionnelle et au subventionnement de leurs activités de formation professionnelle


7.3.8. Literacy courses

On February 2, 2005, a cooperation agreement was entered into by the French Community, the Walloon Region, and the COCOF on literacy training for adults. The agreement aims at improving cooperation of policies, reinforcing literacy policies, and drawing up an annual assessment, since policies on literacy are based on the actions of different administrative bodies. A steering committee has been set up, on which the following organisations are represented:

The Continuing Education Service of the General Directorate for Culture, the Department of Social Advancement Education, the Department for Equal Opportunities (French Community);

The Social Cohesion Service, the Service for Vocational Training, the Bruxelles-Formation Partnership Service (Brussels-Capital Region);

FOREM Conseil, the Department for Social Work and Immigration, the General Directorate for the Economy and Employment (Walloon Region).

Enquête 2007/2006-07 sur l'alphabétisation des adultes en Communauté française de Belgique

Etat des lieux de l'alphabétisation en Communauté française Wallonie-Bruxelles

7.3.9. Industrial apprenticeships

A law passed on 19 July 1983, supplemented by various bylaws, defines the scheme for apprenticeship for wage-earning professions (also referred to as ‘industrial apprenticeship’). This is a system of formation en alternance thanks to which young people between the ages of 15/16 and 18, subject to a part-time schooling obligation, can learn a profession normally performed by a salaried worker.

Vers un plan wallon pour l'alphabétisation. Le point de vue de Lire et écrire.


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Loi du 19/07/1983 sur l'apprentissage des professions exercées par les travailleurs salariés

7.4. General Objectives

The following sections describe general objectives for different training schemes:

● distance learning (see 7.4.1.), ● education for social advancement (see 7.4.2.), ● part-time artistic education (see 7.4.3.), ● continuing education (see 7.4.4.), ● continuing education for small and medium-sized enterprises (see 7.4.5.), ● vocational training for job seekers and workers (see 7.4.6.), ● at-risk groups (see 7.4.7.), ● literacy courses (see 7.4.8.), ● industrial apprenticeships (see 7.4.9.).





Distance learning is targeted at people who have gaps in their initial education (primary and secondary education) or who are interested in a career change. It is sometimes followed by people who wish to acquire an additional qualification to supplement their initial training. Distance learning caters thus for a wide range of people of all ages in Belgium and abroad. Special courses are also organised on ad hoc basis for people in hospital or in prison.

The objectives of distance learning are specified in the law of 5 March 1965 giving it its legal status. They are defined as follows:

● Prepare for the exams organised by the jurys de la Communauté to obtain a second-stage secondary education certificate (certificat de l’enseignement secondaire du deuxième degré, CES2D) or an upper secondary education certificate (certificat de l’enseignement secondaire supérieur, CESS). Passing one of these exams allows a resumption of ordinary education, at not only the secondary but also the higher education level.

● Prepare for the civil service recruitment and promotion competitions and examinations organised by the public authorities for personnel at different levels of the civil service.

The decree of 18 December 1984, which still organises distance learning today, includes these basic tasks but widens them:


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● Organise, for French-speaking pupils with Belgian nationality, resident outside the territory of the French community, an education based on the lessons and programmes taught in education in the French community.

● Organise all courses deemed necessary for the further training of teachers in full time and social advancement education.

● Organise all courses deemed necessary for the personal development of everybody and for a better social, professional, and school integration.

Distance learning makes it possible to prepare people for various types of examinations and programmes:

● jurys de la Communauté française; ● recruitment examinations for the civil service; ● boards of examiners for access to given professions (only for basic knowledge in business

management); ● continued education and training and professional advancement.


This type of education provides learners with an opportunity to acquire credentials that they failed to obtain within the framework of their initial education.

Social advancement education has two main aims:

● to contribute towards the personal development of the individual by promoting better occupational, social, cultural and educational integration;

● to respond to needs and requests for training from businesses, public services, teaching and, in general, from socio-economic and cultural groups.

Tertiary social advancement education also pursues the objectives set by the decree of 31 March 2004 (the ‘Bologna decree’) for tertiary education organised or grant-aided by the French Community (see ##LINK$$6.4. ##/LINK$$).

The education offered addresses individual and collective needs for introductory courses, extra tuition, qualification, advanced studies, retraining, conversion, and specialisation. It constitutes one of the forms of continued education, which forms part of the movement towards lifelong education. Social advancement education is a ‘second chance’ education in as far as it can take into consideration skills previously acquired in education or other forms of training, even without certification, including work experience.

Students in education for social advancement are:

● qualified or unqualified people who are not working (retired people, housewives, refugees etc.) or who are working, and who wish to improve their qualifications, gain a specialisation, an update (retraining), or initial training with a view to a career change;

● qualified or unqualified people who are not working (retired people, housewives, refugees etc.) or who are working, and who wish to acquire knowledge and skills for their personal development or leisure;

● students who are completing their training in subjects with which they have learning difficulties or which they feel were missing from their initial training (foreign languages, information technology, etc.);


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● young people who choose this sort of education instead of initial training for different reasons (shorter course, possibility of combining education with work, etc.).

For some years now, this type of education plays a particular role with foreigners (notably refugees) with a view to facilitating their integration, and the role of social advancement in literacy was reinforced in 2009.


The three main aims of part-time artistic secondary education are to:

● Work towards the personal artistic development of pupils by promoting an artistic culture through learning various artistic languages and practices;

● Give pupils the means and training that allow them to become artistically independent, enabling a personal creative ability;

● Offer an education that prepares pupils to satisfy the requirements for access to higher artistic education (see 6.4.3.).

7.4.4. Continuing education

The decree of 17 July 2003 on associative action in the area of continuing education defines continuing education and the objectives of associations supported within this framework, emphasising "the development of associative action in the area of continuing education, aiming at a critical analysis of society, the stimulation of democratic and collective initiatives, the development of active citizenship, and the exercise of cultural, social, environmental, and economic rights with a view to individual and collective emancipation by privileging the active participation of the target public and cultural expression".

7.4.5. Continuing education for small and medium-sized enterprises (SME)

Training offered in the Centres for continuing education for independent professions and SME endeavours to help learners acquire general knowledge and skills in business management required to practise a profession eligible for representation at the High Council for independent professions and SME, or to occupy a management position in a SME involved in handcraft, commerce, intellectual professions, or provision of services.

The training offre includes a preparatory year of training as a company manager. This is targeted at young people who have the general aptitude to access training as a company manager. It aims to fill their lack of basic professional theoretical and practical knowledge.


The professional training organised by the two parastatal organisations, the FOREM and Bruxelles-Formation is targeted at adults (aged more than 18 years old) that are in the labour force (workers or job-seekers). The


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training courses provided by the FOREM and Bruxelles-Formation aim at enhancing vocational qualification. Depending on the needs, they consist in an apprenticeship, a retraining course, etc., and cover a wide range of professions in many different sectors.


The objective is to increase the chances for unemployed, low-skilled job-seekers of finding work on the job market.

The socio-occupational integration scheme (ISP) is aimed at unemployed, low-skilled job-seekers over the age of 18 in both the Walloon Region and the Brussels-Capital Region. However, the exact conditions depend on the region and the training agency.

7.4.8. Literacy courses

Literacy courses aim to assist learners in acquiring prerequisites and in updating knowledge related to reading, writing, and calculating, with a view to attending vocational training that leads to a qualification, or basic education courses. These courses are targeted at people who do not hold a primary education certificate (certificat d'études de base, CEB) or equivalent diploma. Some providers of literacy courses also teach French as a foreign language to adults (see 7.15.).


Industrial apprenticeships aim to provide young people with training in a wage-earning job. This training scheme is for young people under the age of 18 who have complied with full-time compulsory schooling requirements.

7.5. Types of institution

This section will describe three different types of institutions:

● distance learning (see 7.5.1.), ● education provided in educational institutions (see 7.5.2.) and ● education provided in training centres or in enterprises (see 7.5.3.).

Contrat de gestion 2006-2010 IFAPME




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Distance learning was originally by postal correspondence with a teacher that corrects the learner’s work. Today, this training can also be organised electronically by using the Internet.

7.5.2. Education provided in educational institutions

A. Education for social advancement

Education for social advancement is generally given in educational institutions. Nevertheless, under certain conditions, it can also be given at the workplace or any other place where the people to be trained can meet.

B. Part-time artistic education

Part-time artistic education is subdivided into four disciplines: fine arts, music and vocal arts, dance, and broadcasting arts and techniques. Classes are organised in academies of fine arts and music academies subsidised by the French Community.

Classes in music, vocal arts, and dance are held at the lower and upper secondary levels. Teaching is subdivided into ‘lower’ and ‘intermediate’ grades for lower secondary and ‘upper’ and ‘proficiency’ for the upper secondary level.

7.5.3. Education provided in training centres or in enterprises

A. Continuing education for independent professions and for small and medium-sized enterprises

The IFAPME (Walloon Region) has 9 training centres (http://www.ifapme.be/index.asp?ID=114) distributed across 14 sites that cover the entire region. The Espace Formation des petites et moyennes entreprises (Brussels-Capital Region) is made up of 3 adjoining sites.

B. Vocational training for job seekers and workers

The training courses consist, depending on the needs, in a traineeship (basic training), a retraining or an advancement course, and they cover a wide range of professions in both the secondary and tertiary sectors.


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The FOREM currently organises 30 vocational training centres. In addition to these directly managed centres, the FOREM jointly manages continuing personnel training schemes with businesses, public authorities, or public or private associations.

The vocational training given by FOREM is provided in:

Directly managed training centres These centres are organised by product lines, whereby each line includes a range of training courses that concern professions or positions connected to one or several related sectors (over 150 professions divided into 11 domains).

The product lines are as follows: - logistics - transport, vehicle maintenance, industrial cleaning, graphic industry, construction - public works, industry sector, food industry, wood industry, quality control - safety - environment, tourism - hotel/restaurant/café, IT, non-profit sector, …

Competence centres There are currently 25 in areas with a high potential for development. They are spread across Wallonia and offer a wide range of training programmes (on offer in the catalogue or tailor-made) tuned to the needs of the labour market. They also organise information actions, awareness campaigns, and training guidance.

They cover a broad range of domains and professions: automobiles, automotive development and motor sports; construction and public works; timber; industrial painting, electroplating, metallisation and surface treatment; mechanics, materials and metals; assembly, industrial automation, and mechatronics; maintenance and automation; the chemical and pharmaceutical industry; the glass industry; the environment, waste management and rational energy utilisation; agriculture and horticulture; tourism; food; management, trade and sales; transport and logistics; aeronautics; design and innovation; the graphics industry; information and communication technology; micro-technologies; etc.

Bruxelles-Formation organises 12 training centres.

C. Vocational training for civil servants

Some ministries provide training courses for their own staff. The oldest instance of this is the Ministry of Finance, which developed a training centre founded in the 1950s with a turnover of approximately 5,000 civil servants per year, in courses of a technical and vocational nature or training in communications.


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In the early 1980s, a General Department for Recruitment and Training was created within the Office of the Prime Minister. One of the first undertakings of this department was to organise a training course for future ‘training directors’ in various departments in the ministries. Since that time, some ministries have been seen to develop their own training policies and schemes. This internal training is seen as a factor to (re)motivate staff within the civil service, particularly at the lower levels.

The Communities and Regions have also developed their own staff training policies.

Continuing training courses for teachers are described in 8.2.10..

D. Vocational training for workers in the private sector

Enterprises play an increasingly important role in vocational training: besides organising on the job training courses for workers and newly hired workers, they also play a part in a number of schemes that give job seekers an opportunity to become acquainted with a given vocational environment. (in particular, via the Formation-Insertion plan, see 7.15.). Several businesses collaborate with vocational and technical schools within the framework of initial training (traineeships). A more significant number of others have entered agreements to cooperate with social advancement agencies, with the FOREM and with Bruxelles-Formation, to retrain their workers.

Major enterprises have set up their internal training centres. Recent initiatives, for example, take place within the framework of quality circles.

In some sectors, training funds supplied by specific sectoral contributions bear the expenses of vocational training, e.g. in the construction industry (Fonds de Formation de la Construction, FFC), the metal industry (Institut de Formation professionnelle du secteur de l’Industrie des fabrications métalliques, IFPM), the automobile industry (Fondation pour la formation professionnelle du secteur automobile et des secteurs connexes, EDUCAM), the textile industry, the chemical industry, the banking and insurance sector, the wood industry etc. The Chambers of commerce also contribute to this process.

Certain measures, which achieve limited success in French-speaking Belgium, enable young people to follow an initial training course in an enterprise, in partnership with other training providers: these are known as industrial traineeship contracts, employment-training agreements, and internship schemes for the youth. The latter were replaced by the first job agreements in 1999 (see 7.15.).

E. Vocational training in the non-profit sector

Non-profit-making associations, certain sectoral funds, and social advancement agencies offer suitable training courses for people employed in the non-market sector.


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F. Vocational training organised by social integration agencies

Given the difficult economic circumstances we experience, where youth unemployment rates are particularly high, education/training providers for poorly qualified target groups have proliferated. In addition to the ‘classic’ institutional training operators, and complementary to these, the associative world has developed a certain number of training centres aimed primarily at socio-professional insertion actions and training through work. The different bodies (non-profit associations and also some public social welfare centres) all have their own specificity. In recent years, there have been increased efforts to co-ordinate the various types of initiative.

G. Literacy courses

Basic education for adults who experience difficulties in reading and writing is organised by associations active in the field, which are mostly decentralised.

Some literacy courses are organised within the framework of social advancement education (see 7.3.2.) in prisons.

H. Vocational training for workers in the agricultural sector

Agricultural vocational training is post-school education. The training is provided in the form of lessons (general, technical or management training), or ad-hoc training provided through study sessions, conferences, guided tours, contact days and advanced training days.

Training activities are organised by accredited centres.

7.6. Geographical accessibility

The registered job-seeker with FOREM or ONEM, which draws up a contract for vocational training at FOREM or with an operator approved by FOREM benefits from the reimbursement of his travel expenses in particular.

Social advancement education is given in 163 institutions (see 7.17.2.). The 5 Provinces of the Walloon region are always represented. Generally given in schools, under certain conditions this education can also be provided at the workplace or another place where the people to be trained can meet.

Literacy training actions are organised in a decentralised manner.



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7.7. Admission requirements

The following sections describe the admission requirements for different types of training programmes:

● distance learning (see 7.7.1.), ● education for social advancement (see 7.7.2.), ● part-time artistic education (see 7.7.3.), ● continuing education for small and medium-sized enterprises (see 7.7.4.), ● vocational training for job seekers and workers (see 7.7.5.), and ● vocational training for workers in the agricultural sector (see 7.7.6.), ● socio-occupational integration training courses (see 7.4.7.).



There are no admission requirements to access distance learning.


No student can be admitted as a regular student in social advancement education as long as he or she is still required to attend full-time compulsory schooling. Anybody that wants to register must be at least 16 years old (or 15 and have regularly followed the first two years of secondary education) and possess the specified level to follow the chosen training. Nevertheless, young people that are still subject to a part-time schooling obligation (up to 18 years old) must also be registered in full-time education or in a dual education and training centre (centre d’éducation et de formation en alternance, CEFA - see 5.20. point B).

Access to certain levels of courses is only granted to pupils who prove that they fulfil the necessary prerequisites and, if required, hold the necessary certificate, grade or qualification as defined. For every training module in tertiary education, there is an educational portfolio that includes an established definition of prerequisite abilities (or credentials which can be deemed to certify these abilities).

A Study Council decides on admission. It may take into account knowledge acquired in other forms of education or training, including work experience (attestation issued by FOREM, ORBEM, Bruxelles-Formation, etc.). The validation of experience may also be based on a test in a real-life situation observed by a panel of professionals. A certificate of competence issued by a validation centre (see 7.14.) can also give rise to a dispensation.

Applicants for a teaching ability certificate valid for tertiary education (certificat d’aptitude pédagogique approprié à l’enseignement supérieur, CAPAES) need to be holders of an academic degree and to teach in a Haute École as a practical trainer, assistant lecturer, or lecturer.


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Pupils are admitted from the age 8 years upwards. Preparatory music theory or early-learning of music and dance are offered for children aged 6 years and over.

7.7.4. Continuing education for small and medium-sized enterprises

Apprenticeship contracts are for young people from the age of 15 onwards that have completed the first two years of secondary education. They can also be for young people coming from vocational education on the condition that they succeeded in their second year. From 16 years onwards, any youngster can conclude an apprenticeship contract; if certain conditions are not satisfied, an entrance examination can be taken.

The company manager training is for adults that have satisfied their compulsory schooling obligation and have successfully completed an apprenticeship contract or the second stage of general education or the 6th year of vocational education (and have obtained a qualification certificate). If these study or previous training conditions are not satisfied, the candidate can take an entrance examination. Nevertheless, specific conditions apply to a certain number of professions.


In the Walloon region, after filing the application with the FOREM, the decision to admit a candidate to a course is essentially taken based not only on the candidate’s ability to follow the course and exercise the desired profession, but also on his or her motivation. Medical and psycho-technical examinations are required depending upon the type of training requested, especially in the secondary sector.

The access conditions for training programmes offered by Bruxelles-Formation are variable: previous knowledge is generally required, from simple language or calculation tests up to a university diploma, depending on the programme.


One needs to be 18 years of age and work in the agricultural sector or a related sector in order to have access to agricultural training centres.

7.7.7. Socio-occupational integration training courses

In the Walloon region, beneficiaries must be registered with FOREM as job-seekers. The socio-occupational integration agencies (OISPs) are accessible to those who have not obtained the upper secondary education certificate (CESS), or an equivalent or higher qualification, while the on-the-job training enterprises (EFTs) are accessible to those who hold neither the lower secondary education certificate (CESI), nor the second-stage


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secondary education certificate (CES2D), nor an equivalent or higher qualification. Moreover, the EFTs can take on anyone entitled to social integration support who meets the same conditions in terms of qualifications as the job-seekers. The Walloon integrated socio-occupational integration scheme also applies to:

● job-seekers who have been unemployed for at least 24 months (the long-term unemployed); ● job-seekers who have re-entered the job market after at least three years out of work (returners); ● prisoners and those who have been committed, who are due for release within two years; ● foreigners who have not been ordered to leave the country and who meet the qualification

conditions.

Under certain conditions, OISPs and EFTs may be authorised to take on unemployed job-seekers and claimants of work incapacity benefits.

In the Brussels-Capital Region, beneficiaries of the ISP scheme must not have obtained the upper secondary education certificate (CESS) or an equivalent qualification.


A. Distance learning

Initially, this form of education was entirely free of charge. Since 1992, a registration fee is charged to cover the provision of learning materials (this fee amounted to € 37.50 in 2005-2006). In 2007-2008, there is for each distance education course a fixed €25 enrolment fee and a charge of €12.50 for the provision of materials. However, pupils belonging to certain categories are exempt: minors subject to compulsory schooling, French-speaking Belgian pupils residing abroad, some categories of unemployed persons, people in prison or in hospital for a long term, people referred to the courses by a public authority, etc.

B. Education for social advancement

A registration fee was introduced for this type of education in 1986, but many categories of people are exempt: unemployed persons receiving full unemployment benefits, job-seekers and handicapped people, , under certain conditions; recipients of social integration support, members of the Belgian volunteer reserve force students under the age of eighteen, people subject to a requirement imposed by a public authority and members of the management, teaching or auxiliary personnel of education organised or grant-aided by the French Community who are attending training which is recognised in connection with their function. The amount of the registration fee is calculated by multiplying the amount in euros set for the corresponding level of education by the number of periods of 50 minutes of training, (secondary education: €0.18 per period, with a maximum of 800 periods; tertiary education: €0.20 per period in 2009-2010, with a maximum of 750 periods plus a fixed sum of € 20 per year. Enrolment on vocational courses has been free of charge since 1 September 2009.

C. Vocational training for job seekers and workers

Training programmes organised by FOREM and Bruxelles-Formation are free of charge.

D. Part-time artistic education


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Enrolment in music and fine arts academies is free of charge for students under 12 years of age or attending primary education, students enrolled in another academy, students attending full-time artistic secondary education or vocational or technical secondary education (transition or qualification streams) in one of the applied arts or fine arts sections, and for other categories of persons exempted in particular for social reasons. Students aged 12 to 17 years and students enrolled in full-time or social advancement education recognised by the French Community benefit from a reduced registration fee (€ 62 in 2008-2009). For other cases, the registration fee amounts to € 154 (the fee is indexed every year).


Rapport 2007 du Conseil supérieur de l'Emploi


7.9. Financial support for learners

This section describes paid education leave and incentives for job-seekers. For exemptions and reduced registration fees, see 7.8.).

A. Paid education leave

Full-time employees and some part-time employees in the private sector, as well as some contract workers in an autonomous public company, can take paid education leave whilst continuing to receive pay, on the proviso that they attend one or more statutory training courses, i.e. they are released from work to enhance their general or vocational education. These holidays are paid by the employer on the normal payment dates and the employer can obtain reimbursement of these hours from the Federal Ministry of Employment and Labour. A fund financed by both the state and the employers is set up for this purpose.

The training followed does not necessarily have to have a link with the activities of the enterprise which employs the worker-learner nor with the activity actually performed or with career prospects, but, since 1993, with the exclusion of programmes related to ‘hobbies’, a tendency to suppress courses that do not have a professional objective has been observed: decorative arts, domestic science, beauty care, photography, etc.

Paid education leave is not subject to any restrictions on age or nationality. An employer who receives a request to be granted paid education leave is obliged to comply with the request as long as the employee concerned and the targeted training programme satisfy the conditions imposed by the law. Paid education leave cannot be added to the award of a grant for social advancement education.

From the first year onwards, the duration of paid education leave corresponds to the number of hours in the course(s) followed (a 50-minute period creates an entitlement to one hour of leave), with yearly maxima (a school year begins on September 1st and ends on the 31st of August) as described below:

● 120 or 100 hours for a vocational training course depending on whether or not the training is during working hours.

● 80 hours for a general training course.


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● 120 or 100 hours for vocational and general training courses followed during the same year depending on whether or not the training is during working hours.

In any case, the course must consist of at least 32 hours per year.

The ceiling for the maximum number of course hours varies according to whether the course hours take place outside normal working hours (120 hours maximum) or within them (180 hours maximum), but, in all cases, the training programme must have a minimum of 32 hours a year.

The gross amount of the reimbursement, which is annually adjusted to the consumer price index, is capped, but employers often supplement the amount received by the worker.

Recourse to paid education leave is the result of a voluntary decision, which the worker takes of his/her own accord. The employer can neither compel nor prevent employees to enrol on a training course to which the law applies. On the other hand, leave is subject to collective planning in the enterprise.

Paid education leave is granted for the vocational training courses listed below:

● social advancement courses; ● part-time courses in fine arts; ● short type full-time tertiary education courses held in the evenings or at weekends; ● first and second cycle university courses, held in the evenings or at weekends; ● continuing training for the independent professions (company manager training, retraining,

perfectioning, reconversion); ● training courses for workers in the agricultural sector; ● preparing and sitting examinations set by thejurys de la Communauté; ● sectoral training courses set up by the joint committees; ● vocational training courses accredited by a statutory approval committee.

Paid education leave is granted for the general training courses listed below:

● courses run by trade union organisations; ● courses run by youth and adult organisations and training institutes for workers created within trade

unions; ● training courses for which the curriculum is accredited by a statutory approval committee.

A worker can lose the right to paid education leave:

● if the training is abandoned or interrupted; ● in the case of irregular course attendance (quarterly, there cannot be more than 10% of unjustified

absence in relation to the number of course hours actually given); ● in the case of fraudulent usage (when the worker exercise a lucrative activity during the leave); ● in the case of two successive failures.

The employer cannot dismiss a worker from the moment the request for paid education leave is made until the end of the training programme, except for grounds that are not related to the request. The employer has to define such grounds.

B. Incentives to companies for the training of workers

Other financial incentives for the training of workers in enterprises pursue objectives relatively similar to those of paid education leave (see above) but are targeted at companies rather than the workers themselves


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and will thus be presented more succinctly. The decree of 10 April 2003 on financial incentives for the training of workers in enterprises describes:

● the ‘training-cheques’ scheme, by which subsidies are granted to workers in small and medium sized enterprises and to those whose main activity is as a self-employed worker allowing them to participate in ‘general’ training programmes aiming at the acquisition of transferable skills;

● the ‘adaptation-credits’ scheme, accessible to companies of all sizes, which subsidizes ‘specific’ training programmes aiming at improving adaptation to the position held ad favouring job mobility within the enterprise.

Among the recent measures to revitalise the economy following the financial and economic crisis, the federal government has decided in particular to give financial support to internships by reducing the social contributions for workers acting as tutors and overseeing interns in initial or continuing training, and by increasing the financial bonuses paid to young people and employers.

C. Incentives for job seekers

A measure taken by the Federal Government offers unemployed persons, under certain conditions, the possibility of restarting full-time studies while retaining their rights to unemployment benefits and being exempted from registration as a job seeker (High Council on Employment, 2003, Measure 2). This measure especially concerns unemployed people without a degree who resume full-time studies preparing for a profession in which a significant manpower shortage has been identified.

A job seeker registered with the FOREM or with Bruxelles-Formation concludes a professional training contract that permits him to profit from different benefits:

● A formalization of the respective commitments. ● Maintenance of unemployment benefits or social integration payments. ● Reimbursement of travel costs ● A training indemnity of € 1 per hour of training followed (under certain conditions). ● Assistance with day nursery or childminding costs. ● Insurance cover.

Inventaire des mesures en faveur de l’emploi.

Le congé-éducation-payé



7.10. Main areas of specialisation

The following sections describe specific branches of study and main areas of specialization for different training schemes:

● distance learning (see 7.10.1.),


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● education for social advancement (see 7.10.2.), ● part-time artistic education (see 7.10.3.), ● continuing education (see 7.10.4.), ● continuing education for small and medium-sized enterprises (see 7.10.5.), ● vocational training for job seekers and workers (see 7.10.6.), ● vocational training for workers in the agricultural sector (see 7.10.7.), ● at-risk groups (see 7.10.8.) and ● industrial apprenticeships (see 7.10.9.).




The subjects taught are numerous, and the education levels covered range from primary to tertiary education and include e.g. continuing education for teachers. As regards the main areas, these include language courses (Dutch, English, German, Italian, Spanish, and Portuguese), preparation for the jurys de la Communauté française (mainly for the secondary education level), computer literacy training, and office administration courses.

Legal provisions govern the examinations organised by the jurys de la Communauté française. The courses are hence worked out according to the content of those examinations.

The curriculum below, for example, leads to the upper secondary education certificate awarded by a jury de la Communauté française. The level of the subjects included on the curriculum and for which the students are assessed is that of the 5th and 6th years of general secondary education. A foreign national may be authorised to use his/her native language as the second language examination. The curriculum includes three groups of subjects and the learner must successfully pass tests on each group to gain access to the next group of subjects.

FIRST GROUP OF TESTS SECOND GROUP OF TESTS THIRD GROUP OF TESTS

3 compulsory courses 2 compulsory courses

Any 1 foreign language course and any 1 science course

Choice of different options

Physics French (written)

Chemistry

History

Biology French (oral)

Geography English

Economics Social science Foreign languages Ancient languages Mathematics Science etc.


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Dutch General mathematics

German


Training programmes organised to promote social advancement are provided in line with the philosophy of lifelong learning. The majority of students pursue secondary studies (34.8% lower secondary and 47% upper secondary), but short- and even long-type tertiary education (18 and 0.2% of students respectively) are also represented.

Each section and training unit can take place either continuously or intermittently, at any time of the year, during the day, at weekends or evenings, one or two days a week, following an intensive or lean timetable, without any standards for student numbers or duplication.

Tertiary social advancement education may be organised in the following subjects:

1. Technical tertiary education; 2. Tertiary education in business science; 3. Tertiary education in agricultural science; 4. Tertiary education in paramedical science; 5. Social tertiary education; 6. Tertiary education in educational science; 7. Tertiary education in ocean science; 8. Tertiary education in applied arts.

Over 650 different training courses are organised, ranging from literacy courses to retraining in the most advanced technology fields. A number of courses known as leisure courses (photography, cookery, decorative arts etc.) are proposed besides the more professional training courses (specialising in new processes, computers, languages etc.). It is not easy to define a dividing line between the two types of social advancement education.


The pouvoirs organisateurs can set up schools that include one or several of the following sections:

● the domain of ‘plastic, visual and spatial arts’; ● the domain of ‘music’; ● the domain of ‘theatre and vocal arts’; ● the domain of ‘dance’.

From 1 September 2009 onwards, a ‘cross-disciplinary arts training course with a common core syllabus’ may be offered to classical humanities pupils. This course consists of the four artistic domains of part-time secondary artistic education.


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Streams are organised within each of these domains, with the following objectives:

● acquisition of skills that enable the learner to stay and progress in part-time artistic secondary education:

○ in a preparatory stream, targeted at young children, consisting of introductory courses in art practices, languages and expressions;

○ in a training stream consisting of the initial years of ‘basic’ artistic courses;

○ in a qualification stream consisting of the final years of artistic courses of a short-type programme, leading to the award of a certificate upon completion;

○ in a transition stream consisting of the final years of ‘basic’ courses in a more intensive course structure (heavier timetable than in the qualification stream); upon completion of the transition stream, which also aims to prepare students for artistic higher education, the student may obtain a diploma.

● to give the learner the means to exercise an artistic activity (complementary artistic courses).

In the domains of music, theatre and vocal arts, and dance, only the transition and qualification sections must be provided. In the domain of plastic, visual and spatial arts, the preparatory section is also mandatory.

The number of years of study in each stream is variable, depending on the artistic domain, the course and the number of weekly periods which it comprises. The French Community sets the minimum number of weekly periods by domain, course and stream.

Complementary artistic courses comprise related disciplines that are proposed or imposed to students in addition to their basic programme. Certain complementary courses, in particular in the domains of music and plastic, visual and spatial arts may nevertheless be followed independently of a basic artistic course. Different from the basic artistic courses, the complementary courses are not structured as streams.


Associations and movements (associations covering all of the French community and performing community work, notably with the working classes) are recognised and supported according to the focus of their action:

● participation and education of citizens: actions and programmes developed with the participants with a view to developing the exercise of active citizenship from the point of view of emancipation, equal rights, social progress, evolution of behaviour and mentalities, integration and responsibility;

● training of animators, trainers and associative players: programmes conceived and organised or developed on their own initiative or at the request of the associative players recognised or not in the scope of the degree;

● services (including provision of documentation, educational and/or cultural tools) or analyses and studies on themes about society;

● awareness and information: information or communication campaigns aimed at increasing public awareness with a view to changing behaviour and mentalities about the cultural stakes of citizenship and democracy

7.10.5. Continuing training for independent professions and small and medium-sized enterprises


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Continuing training for the self-employed and for small and medium-sized enterprises includes:

● Basic training that enables the acquisition of the skills required to exercise an independent profession. It comes in different forms, depending on the learners’ age and competencies:

○ The apprenticeship contract, for which the duration is generally 3 years (this can be reduced based on previous knowledge acquired by the youngster or even extended by one year in the event of failure during the promotion examinations or at the end of the training). As its name suggests, a contract is signed by the company manager and the apprentice through the intermediary of the supervisory delegate who ensures the follow up of the training. This contract defines the training obligation, the rights as well as the obligations of the contracting parties and fixes the progressive monthly allowances the apprentice will receive during the course of the training. This type of training offers:

▪ practical training in the company at the rate of 28 hours a week during the 1st year and 32 hours during the 2nd and 3rd years of apprenticeship

▪ complementary theoretical training on general and professional knowledge at the rate of 360 hours in the first year and 256 hours in the 2nd and 3rd years. This complementary training is given by accredited training centres.

○ The company manager training, which lasts for 2 or 3 years depending upon the profession, is organised for one part, as 8 hours of theoretical courses per week most often split over two evenings and, for the other part, as 4 days a week of practical training in a company. It is centred on the management of a company and the acquisition of professional knowledge. During this training, the candidate receives a progressive training allowance which varies according to level of qualification at the start of the agreement and need to follow a preparatory year or not.

○ The preparatory year for training as a company manager is made up of theoretical and professional practice lessons at the rate of 8 hours a week and practical training at the rate of 4 days a week in a company if a work placement contract has been signed.

● Extended training includes

○ Further training consisting of a regular adaptation to new problems arising in a company

○ Recycling, aimed at in-depth training of new and complex techniques. This can also be an update of knowledge for someone who has progressively been able to start learning about the problems covered in further training.

● Reconversion allows a company manager to acquire, through appropriate training, the skills necessary to exercise another self-employed profession.

● Assistance in the creation of a company offers everybody that wishes to undertake an independent activity a framework in the process.


In their training centres, the FOREM and Bruxelles-Formation organise a variety of training modules in many different sectors: construction, metal industry, woodwork, textile, hotel, transportation, computing, management, marketing, new technologies etc. At Bruxelles-Formation, training programmes are broken down by "poles" that tally with the trade sectors in Brussels. Training programmes provided by FOREM and Bruxelles-Formation are ISO9001 certified.


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In May 2000, Bruxelles-Formation and the FOREM concluded a cooperation agreement concerning language exchanges with Flanders (VDAB). These exchanges have the ambition of making up for language deficiencies of some trainees who, professionally, know their job or are about to learn it. The objective is clearly to increase capabilities for professional integration through the possibility for French speakers to work in a bilingual environment in Dutch-speaking companies in the Flemish region (and the opposite for Dutch speakers). The candidates are sent to one of the bodies (Bruxelles-Formation, FOREM, or VDAB) to follow one or more training modules in the language of the hosting body. They can also, if they so desire, undergo work placement in a company in the target language.

Forem formation and Bruxelles Formation are also developing a range of modular, free distance learning.

An integrated competency management system which is common to Forem Formation and Forem Conseil has been developed on the basis of trade job reference guides (REM). This tool is used for both the self-positioning and screening of job-seekers before a contract is signed. It is also used in the training reference guides.

Specific schemes are provided for workers who suffer collective redundancy. They are taken under the supervision of retraining units, which among other things offer them training possibilities.


The basic, remedial and further training programmes, for which the courses are followed by an examination, cover:

● courses on agricultural techniques; ● courses on agricultural management and economics; ● practical work placement.


A. Socio-occupational integration agencies in the Brussels-Capital Region

Qualifying vocational training operations consist either in learning a trade, a profession or a function, or in updating and upgrading one's qualification for a trade, a profession or a function.

Bodies that conduct consultation between local training providers (local missions), co-ordination of training streams, induction and vocational orientation of the local public, may also be eligible for accreditation and receive subsidies.

The workshops for on-the-job-training (Ateliers de Formation par le Travail, AFT) base their action on placements in real work situation within the scope of activities organised within the organisation itself, giving rise to a production of goods or services, which may be marketable or not.

B. Social-occupational integration agencies in the Walloon Region


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A number of agencies are accredited and subsidized by the Walloon Region, either as work-based training enterprises (Entreprises de Formation par le Travail, EFT) or socio-occupational integration agencies (Organismes d'Insertion Socio-professionnelle, OISP). These agencies welcome unqualified job seekers and (re)adjust them to occupational life, and they facilitate the socio-occupational integration of youths aged 18 to 25 years.

The work-based training enterprises (EFT) are training centres that function both as places for the acquisition of the skills required for a given profession and as production centres. They provide training courses based on fulfilling work experience, either in the (EFT) itself or within a business. In this way, while their priority objective remains training, the act of producing is an integral part of the educational process. During this introduction to the real working environment, trainees are obviously accompanied in their apprenticeship by people in the trade.

The objectives are both economic and educational. The main and primordial objective of EFTs is to equip trainees with the minimum needed to find a job or follow another training course leading to a qualification. At a time when fewer and fewer vacancies are available for poorly qualified young people, the goal of educational teams is sometimes to enable young people to attain unemployed status. EFTs also endeavour to develop well-balanced citizens and to provide psychological and social counselling if the need arises. General and vocational training extends over a maximum of 18 months.

The neighbourhood trustee organisations (régies de quartier) are accredited associations for socio-occupational integration of young people, whose activities are based in a given neighbourhood or in social housing estates.

The regional Missions are not first-hand training providers. They organise consultation between the different intervening parties on matters relevant to training and occupational integration of poorly qualified groups.

Most training providers have concluded framework agreements with the FOREM, mostly for the purpose of offering statutory coverage for job seekers, and also to fund the providers' operating expenses.


The greatest training needs arise in three areas: language proficiency (proficiency in at least two languages other than French), general and specialised technology including information technology, and communication-cooperation.

7.11. Teaching Methods

The following sections describe the teaching methods implemented in the different training schemes:

● distance learning (see 7.11.1.), ● education for social advancement (see 7.11.2.), ● part-time artistic education (see 7.11.3.), ● continuing education (see 7.11.4.), ● continuing training for small and medium-sized enterprises (see 7.11.5.), ● vocational training for job seekers and workers (see 7.11.6.).


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Generally, distance learning is a personalised deferred training. The person registers freely at any time in the year and manages the work him/herself. The student chooses his/her own pace and dictates the timetable. At the time of his or her registration, the level and the pace of the courses are set, based on the student's existing knowledge, objectives, and availability.

The lessons, also called ‘subject units" include, apart from the many completed examples, one or more pieces of homework (on paper, or on a diskette, or on audio cassettes) that have to be sent to the marking professor, if necessary accompanied by questions and requests for additional explanations. This homework is returned to the student, marked and with comments. Whenever it seems necessary, a model correction is enclosed, particularly for exact sciences. A dialogue in writing enables the teacher to follow the student's efforts and to assist in his or her progress. Consultation sessions are foreseen every two months for subjects such as French, mathematics, and foreign languages.

Individual assistance may be arranged if requested in advance. This usually takes the form of consultation sessions, mock exams, and conversation in modern languages, etc. Audio cassettes are used for courses in modern languages.

The pedagogical conception for these courses is constantly evolving with respect to new self-learning techniques and the emergence of new information and communication technologies. Multimedia support has developed and the Internet is progressively taking its place as a communications media. In language and computer training, the pedagogic support is still essentially paper (and cassettes and audio CDs for languages). Nevertheless, a diversification of media has been observed: some programmes are now proposed on CD-ROM and or on the Internet. Collaboration with other training operators allows courses to be enriched.


Training programmes which have not yet been reorganised and updated (‘scheme 2’ programmes) are gradually being replaced by modular systems (‘scheme 1’ programmes) consisting of one or more capitalisable training units. These may then be combined with others in order to arrive at an overall set of competencies associated with a profession, a professional qualification or a study qualification. Such a set of units constitutes a ‘section’.

Tailored to the learners’ specific needs, education for social advancement features flexibility in terms of study organisation:

● a capacity-driven approach; ● the modular nature of the training scheme and the way learning programmes are structured around

capitalisable units: the content of each section is broken down into units, which consist in a course or a set of courses that cover a consistent educational content block in terms of acquisition of knowledge and/or skills;

● a built-in concept of taking into account and valuing previously acquired skills, including those acquired through professional or individual experience.


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x

From this perspective, the psycho-pedagogical practices involved feature:

● adaptability to the experience and prior knowledge of the student; ● making use of each individual's contributions, so as to elicit participation; ● relevance to the practical by reproducing work situations; ● endeavouring to ensure success through consecutive blocks of training; ● functionality by co-ordinating the techniques taught and techniques employed; ● an effort to help the learner acquire a sense of responsibility and autonomy.

In the area of educational orientations, collaboration and partnerships with companies allows social advancement education to develop formation en alternance . Collaboration with companies leads to a reflection on the professional profiles and allows training profiles adapted to all specific situations to be developed.


The pouvoir organisateur can organise differentiated curricula for a same course, taking into account the teaching methods used and the different schools or sites in which the course is provided.

The curricula are introduced by a summary that describes:

● how the different courses are linked together and how the courses are linked to the school’s plan and the pouvoir organisateur’s educational plan in terms of pedagogical consistency;

● the means that will be used to meet the attainment objectives set for part-time artistic secondary education.

Under certain conditions, the government may subsidise artistic initiatives and pilot experiments with innovative artistic characteristics.

Bruxelles Formation - Rapport annuel 2008



In order to benefit from recognition, the education and training programmes and actions that are part of Focus 1 "Participation, education and training of citizens" must:

● develop coherently with the social class and environment that they target; ● foresee and develop the methods to ensure accessibility and effective participation of the targeted

public, ensuring public visibility and publicity of the activities and the association’s objectives; ● differ by their content, the methodology put in place, and where necessary, the public they are

targeting, from school, para-school, university, para-university, academic or vocational programmes; ● differ by their objectives, from social advancement and socio-occupational programmes.


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7.11.5. Vocational training for independent professions and small and medium-sized enterprises

These programme rely mainly on the principle of formation en alternance by associating practical experience in companies and general and vocational training provided in specific training centres.


Teaching methods are based on the alternation of practical case studies and theoretical courses. Traineeships offer first-hand involvement in the environment of the chosen trade.

To develop a quality approach, on one hand, and satisfy the legitimate aspirations of its clients on the other hand, vocational training develops working methods that ensure that client demands are dealt with in the stated delays, the modularisation of its training offer in response to client expectations, and the guarantee of follow up after training. FOREM’s vocational training is ISO9001 certified.

7.12. Trainers

The following sections describe trainer profiles for the different training schemes:

● distance learning (see 7.12.1.), ● education for social advancement (see 7.12.2.), ● part-time artistic education (see 7.12.3.), and ● vocational education for job seekers and workers (see 7.12.4.).




The professors (markers or course designers), there are 400 of them, are responsible for preparing the courses, supervising the students and correcting their work. They operate under the responsibility of a team of six specialist inspectors assisted by fifteen task officers.

Distance teachers are as much course designers as correctors. They are professors in the area that they teach. For administrative subjects, the professors are civil servants at the highest level. The inspection team ensures the educational value of the training programmes on offer.


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In addition to the professors recruited on the basis of an educational diploma, some courses are entrusted to experts from the business world. This contribution allows the students to benefit from the mastery of a trade or profession. This use of people in the field ensures a constant adaptation of social advancement education to the evolution of knowledge and techniques.

7.12.3. Part-time artistic education (ESAHR)

In each of the domains, functions are defined for each of the specialities. For example, in the domain of plastic, visual, and spatial arts, the function of ‘ceramics professor’ is defined for five specialities (pottery, ceramics, sculptural ceramics, metalwork, and glasswork).

The qualifications required and those deemed to be sufficient can be diplomas, certificates or years of practical experience made up of time passed either in a public or private service or institution, or in a trade or profession, excluding education.

The definition of the qualifications required foresees a diploma in the speciality, completed by an educational aptitude qualification and possibly relevant experience. Thus, the diploma of artistic higher education or full-time artistic higher education delivered in the specialty to be taught, supplemented by the educational aptitude certificate, or the agrégé de l'enseignement secondaire inférieur diploma (art education section) supplemented by five years of practical experience and the educational aptitude qualification, are the required qualifications to exercise the role of professor in the arts, graphic and pictorial research, printed image, decoration, textile creation, monumental arts, space and ceramics trades. The educational aptitude qualification can be a diploma of educational aptitude for teaching diploma (diplôme d'aptitude pédagogique à l'enseignement, DAPE) awarded by an art college or a certificate of educational aptitude for teaching diploma (certificat d'aptitude pédagogique à l'enseignement, CAPE) awarded by a board of examiners.

For specialties that are not taught at the higher education level, relevant experience (dance domain), or relevant experience in a specialty associated to a diploma for another specialty (domains of music, theatre and vocal arts, plastic, visual and spatial arts), may be recognised for teaching in ESAHR. In addition, for the domain of plastic, visual and spatial arts, the diplomas awarded by ESAHR on completion of the transition stream allow access to education in an academy, upon recognition of five years of relevant experience after obtaining the diploma.

It is also possible that contributors are called upon to provide specific activities and training: the contributor is a member of staff that is not subject to the statutory arrangements that apply to categories of teaching personnel and who are given the responsibility for one or more courses, not exceeding 320 periods during a whole school year.


Training officers from FOREM and Bruxelles-Formation are selected both from the educational environment and from the professional environment. The situation is similar in most of the numerous bodies (public social welfare centres, non-profit organisations, etc.) which organise training.


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7.13. Learner assessment/progression

The following sections describe the methods used to assess adult learners in different training schemes:

● distance learning (see 7.13.1.), ● education for social advancement (see 7.13.2.), ● continuing education for independent professions and small and medium-sized enterprises (see

7.13.3.), and ● vocational training for job seekers and workers (see 7.13.4.).




As regards the preparation for examinations organised by the jurys de la Communauté française (CES2D and CESS), the courses are developed taking account of the programmes for these examinations. For the most part, they are independent of school textbooks. Revision and simulated examination sessions are organised periodically. The success of such preparation depends largely on the judicious choice of the learner’s starting point and the teaching pace selected. To respect the progression, distance learning requires the establishment of a personalised study programme that takes account of the psycho-social profile of each learner. It is the individual support from a professor that allows stimulation of the effort that the pupil gives to studying and to accompany him in his progression.

As regards the preparation of administrative examinations, the conception and organisation of the distance lessons take into account, as far as possible, the specific nature of the tests.


Assessment in social advancement education is summative and leads to a certification. It is based on tests at the end of the programme. A student has successfully completed the training course in one section if he or she obtains a pass certificate for each of the units that make up the section (capitalisation with a view to obtaining a qualification). The school’s study council is responsible for decisions relating to educational monitoring of students.


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Each institution’s study regulations includes, in compliance with a framework determined by the decree of 27 October 2006, the details of an internal appeal procedure against the decisions of the study councils (and of the examination boards defined in connection with a final test in a Regime 2 section) on the basis of a written complaint. If the pupil contests the decision taken following the internal appeal, he may make an external appeal to a Committee for Appeals in Social Advancement Education.

7.13.3. Continuing education for independent professions and small and medium-sized enterprises

To obtain the diploma of company manager, the candidate has to justify the acquisition of professional knowledge and practical experience:

● before or during the training, he may have been or is helping in a family business, under a contract of employment, self-employed, hired in the framework of a training-employment contract, or even registered as a job seeker (in this case, he performs voluntary work placement in a company);

● he can benefit from the work placement agreement, if he does not have the opportunity to acquire the professional knowledge during his training. This agreement permits practical experience to be gained in a company and to start learning about its management.


Bruxelles-formation operates a re-engagement and support centre for the unemployed in the framework of the integration scheme. This centre is positioned as the starting point of the training path and is aimed principally at young people that have signed an insertion agreement with the ACTIRIS.

This centre has the responsibility to:

● draw up an inventory of the knowledge base of the trainees; ● evaluate the feasibility of their vocational project; ● identify the steps of this vocational project.

The FOREM operates ‘open centres’ where a freely accessible environment allows self-training; flexible hours, the availability of trainers and a variety of training supports allow everybody to progress at their own pace.

Bruxelles-Formation and the FOREM have both extended their offers of distance learning, which allows everybody to progress at their own pace.



7.14. Certification


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After the IFPME was split, a structure called ‘Institute of continuing training’ (Institut de formation permanente) continues to exist and retains the tasks related to the issuance of apprenticeship certificates and company manager training diplomas.

All of the governments for the French-speaking part of the country (the French Community, the Walloon region, and the French Community Commission for the Brussels-Capital Region) have adopted a skills validation mechanism: this mechanism allows people that possess skills, but no educational qualifications, to have their skills officially recognised (see http://www.cvdc.be/fr/). To prepare for and take skills validation examinations, workers are entitled to paid educational leave. A consortium consisting of representatives of FOREM Formation, Bruxelles Formation, IFAPME and EFPME and social advancement education is responsible for issuing skills certificates. The social partners contribute to the design and running of the scheme. The objective is to enable the over-18s to gain recognition for skills acquired through work experience, vocational training and life experience. When someone successfully passes a validation test, they receive a ‘skills certificate’ which attests to their mastery of part or all of a profession (macro-competence). This skills certificate is a legal document, recognised by the three Belgian French-speaking governments, but it has no effects in law like the school certificate, because it can be issued by other operators than those in education. Two to five skills certificates correspond to a profession: for example, the profession of call centre operator is divided into two skills units, giving rise to two corresponding certificates (managing incoming contacts and managing outgoing contacts).

At the end of 2010, skills certificates relating to 44 professions were available, in 12 activity domains (administration, business and management; arts and culture; automotive; chemicals; commerce and distribution; construction; electricity; environment; the food industry and food trade; technical industry; IT; personal care).

In 2008, a sectoral agreements system was launched with the food production, electricity and construction industries.

Since September 1, 1999, exams are organised annually to award the primary school certificate (certificat d’études de base, CEB) to persons who are no longer under the compulsory education obligation. The inspectorate is charged with advising in writing all bodies involved in literacy or other adult training recognised by the French Community which are located in the his area, as well as other bodies and individuals at its own discretion. The assessment is base on a written work submitted beforehand by the candidate, an oral presentation of this work, and the acquisition and use in the elaboration and production of this work of the key skills listed in the socles de compétences.

The following sections describe certification for the different training schemes:

● distance learning (see 7.14.1.), ● education for social advancement (see 7.14.2.), ● part-time artistic education (see 7.14.3.), ● continuing education for independent professions and small and medium-sized enterprises (see

7.14.4.), and ● vocational training for job seekers and workers (see 7.14.5.).





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Distance learning does not lead to the award of diplomas, but to a certificate for the course of study chosen. A student who has studied for exams with a view to obtaining a diploma sits these before the jurys de la Communauté française. In computer science, however, certification is provided and recognised by education for social advancement.


The degrees and certificates awarded in social advancement education either correspond to those issued by full-time education or are specific to this type of education. For each training unit of the tertiary level, there is a pedagogical dossier, which includes a definition of final competencies required in order to be awarded the relevant certification.

The Study Council decides on the endorsement of studies. In scheme 1, besides qualifications specific to social advancement of the secondary and tertiary education levels (diplomas, vocational certificates, attestations, etc.), qualifications equivalent to those issued in full-time secondary education and full-time short - or long- type tertiary education are also awarded. Pass certificates are issued at the end of the training units.Many qualifications can be obtained according to a capitalisation scheme of different attestations issued upon completion of each separate training unit.

In a general way, education for social advancement leads to:

● the primary education certificate (certificat d'études de base, CEB); ● the second-stage secondary education certificate (certificat d'enseignement secondaire du

deuxième degré, CES2D); ● qualification certificates for the 2nd (orientation) and 3rd (determination) stages of secondary

education; ● the lower and upper vocational secondary education certificate (certificat professionnel secondaire

inférieur et supérieur, CPSI and CPSS); ● the lower and upper technical secondary education certificate (certificat technique secondaire

inférieur et supérieur, CTSI and CTSS); ● the upper secondary education certificates (certificat d'enseignement secondaire supérieur, CESS) for

general humanities; ● the diploma corresponding to the Diplôme d'Aptitude à accéder à l'Enseignement Supérieur; ● the complementary certificate for managerial skills; ● qualifications in accordance with regulations specific to given professions and thus opening access

to the relevant professions.

With regard to tertiary social advancement education, a decree in 2008 organised such education in order to ensure its integration into the European higher education space. This decree provides a legal basis for organising European bachelor, master and specialisation degrees issued by social advancement education in the French Community. These are rewarded for sets of skills which are deemed to be equivalent to those acquired in sections of full-time higher education. After obtaining a ‘transitional’ bachelor (or a vocational bachelor complemented with a theoretical section) in social advancement education, students can pursue their education in a section which issues a master’s degree in social advancement higher education or in full-time education (university or haute école).


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Bachelor degree certificates come with a supplement giving various pieces of information about the education received (professional profile, training units which make up the section, etc.) and the assessment which led to the award of the degree in question.

The bachelor courses which do not have any counterpart in full-time education are certified by higher education certificates (B.E.S.). The degree of ‘gradué’ which used to be issued after such courses will no longer be issued: it has been discontinued in full-time education and is no longer recognised in the European area.

A transition period has been arranged for the application of these different measures.

The certificate of advanced proficiency in sign language, required to teach sign language by immersion at the pre-primary and primary levels, is issued by upper secondary social advancement education.

Social advancement education schools may also organise a cycle of teaching courses and issue a teaching accreditation certificate (certificat d’aptitudes pédagogiques, CAP) to holders of a tertiary education degree, and a teaching certificate to teach in higher education (certificat d’aptitude pédagogique approprié à l’enseignement supérieur, CAPAES).

The decree of 23 January 2009 modifies the system for appeals against the decisions of the study councils (Scheme 1) and juries which convene in connection with the final examination of a Scheme 2 section.


Part-time artistic education (enseignement secondaire artistique à horaire réduit, ESAHR) issues certificates and/or diplomas for each of the basic artistic courses. The certificates attest successful completion of a basic artistic course, at the term of a path completed in a training or qualification stream (or a short transition stream in the domain of plastic, visual and spatial arts). The diplomas attest successful completion of studies in the transition stream. Generally, however, the certificates and diplomas awarded in ESAHR are not recognised for obtaining employment, for example in education.


Vers un plan wallon pour l'alphabétisation. Le point de vue de Lire et écrire.

7.14.4. Continuing education for independent professions and small and medium-sized enterprises

At the end of the apprenticeship contract type of training, the apprentice receives an apprenticeship certificate endorsed by the French community. This certificate allows entry to salaried employment and or training as a company manager.

At the end of the training as a company manager, the candidate takes examinations on management knowledge and theoretical and practical professional knowledge. If he succeeds these three tests, he receives a company manager diploma endorsed by the French community and satisfies all the legal requirements for access to the chosen profession. A candidate that only passes the test relating to management knowledge receives a ‘management certificate’.


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Successful completion of a training programme organised by Bruxelles-Formation or by FOREM, depending on the track chosen, leads to a diploma, certificate, or attestation. In some cases, no formal recognition is foreseen.


7.15. Education/employment links

Key point 5 of the ‘Marshall Plan’ (see 7.1.) concerns "generating competencies for employment". Within this framework, several measures have been launched targeting young people and job-seekers:

● reinforcement of training programmes for the critical functions, on the basis of a monitoring of the labour market;

● reinforcement of language skills in Dutch, English and German, in particular through intensive training for job-seekers, language immersion grants (for job-seekers, young graduates, teachers, and students), and language-cheques.

Many measures were launched by successive governments in favour of poorly qualified youths and particularly the long-term unemployed. Many include a training aspect.

A. The industrial apprenticeship contract (contrat d’apprentissage industriel, CAI)

Since 1983, apprenticeship in professions exercised by wage-earning manual workers and employees is recognised by the federal Government under the designation of 'industrial apprenticeship’).

Industrial apprenticeship is a system of formation en alternance for young people who have complied with full-time compulsory schooling obligations but are still subject to a part-time schooling obligations. In some cases, young people aged 18 years or more may enter a part-time industrial apprenticeship contract. There is no diploma-related entrance requirement to become an apprentice, but the young person must have found the work placement site beforehand. The initial objective was to offer young people an opportunity to acquire a basic general training, which the school was unable to provide to them, and work experience, which the labour market denies them because they lack vocational qualifications.

Apprenticeship may last from six months to two years and be served consecutively in several different enterprises. On the one hand, the apprentice receives practical training in the worksite; on the other, he follows supplementary theoretical courses in a dual vocational education and training centre (Centre d'éducation et de formation en alternance, CEFA) and/or in a social advancement school. The theory is relevant to the trade learnt and to economics and social science subjects.

Like traineeships in independent professions, a fixed term contract is established between the employer and the apprentice. The employer commits to provide the trainee or commission someone to provide the trainee


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with adequate training to exercise the chosen job. The apprentice commits to learn the trade's practice under the employer's authority and to attend the courses necessary to his training under his supervision.

Training lasts 21 hours per week in the workplace and 15 hours per week in the training centre. The total number of hours cannot exceed the conventional, statutory weekly working time. The representative committee of the relevant sector establishes the content of the training course. Young apprentices in industry have a quasi-worker status (full-time work contract) and earn wages. The apprenticeship leads to a vocational aptitude certificate (brevet d'aptitude professionnelle), accredited by the sector's joint committee for apprenticeships, and to an attestation of apprenticeship, which does not have the validity of a legal diploma. The French Community sits on the joint committees for apprenticeships.

The school is entitled to issue a qualification certificate for the fourth or the sixth year of secondary education (CES2D and CESS) when the training course is completed and the student has passed the qualification tests.

Companies that hire apprentices under the terms of an industrial apprenticeship contract also benefit from a reduction in employer's social insurance contributions.

B. Employment-training agreements

Job seekers aged 25 years or less and who are no longer subject to compulsory schooling (although exceptions can be made for some youths under the age of 18) can enter an employment-training agreement in as far as they neither hold a tertiary education diploma, nor a diploma or certificate of technical upper secondary education.

This agreement lasts at least one year and three years at the most; it includes two aspects:

a fixed-term contract (at least one year) or unlimited term contract for part-time employment (at least half-time) with a normal wage;

the employee-trainee enters the obligation to attend a formation en alternance programme, directly or partly related to the work performed; and the employer enters the obligation to allow the trainee to attend this programme.

During the term of contract, the employer is exempt of part of his/her employer's social insurance contributions.

The joint committees for apprenticeships, in which the French Community is represented, organise and monitor these agreements in the relevant sectors.

The training part can be attended in a dual vocational education and training centre (CEFA), in an institute of continuing education for the independent professions, in a social advancement school, in a non-profit organisation (ASBL) or in a FOREM or Bruxelles-Formation Centre.

C. 'First work experience' contracts

The agreement on first employment, also called ‘Rosetta plan’ was introduced by the law of 24 December 1999. The agreement on first employment has the objective of allowing young people to enter the labour market in the 6 months that follow the end of their studies, by obtaining employment and/or complementary training for them.


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Three categories of people can benefit from these first employment agreements, depending upon their situation before they are hired:

● every person aged less than 25 years, who is not subject to a schooling obligation and, for at least 6 months, has stopped attending courses in full time education or in part time education, or no longer benefits from an integration scheme;

● every person aged less than 25 years who is a job seeker; ● every person aged less than 30 years who is a job seeker.

The first category has priority, then the second, and lastly, the third.

Three categories of employers have been defined (public employers, private employers and private employers from the non-market sector), and quotas for agreements that are obligatory have been defined for each of them. Public and private employers, in the framework of the first employment agreement, that employ additionally at least one young person part-time for one year benefit from a reduction in employers’ social security contributions and these can be added to other cost reductions. Employers that, at the end of the agreement, keep under contract for an unspecified duration a new worker benefit for this worker from a 10% reduction of the employers’ social security contributions (for one year).

The application of this measure is evaluated every year.

D. The integration scheme

The integration scheme strives to improve vocational qualifications and facilitate entry of workers into the labour market. It tallies with a decision of the European Community, by which, as of January 1997, the notion of ‘integration scheme’ had to be introduced as one of the eligibility criteria for projects filed with the European Social Fund (ESF).

The integration scheme enables a global approach of reception, referral, counselling and follow-up, pre-training, training, job identification, and employment. This structure should facilitate the job seeker's integration (by assisting him or her in working out a consistent personal project) and enables Regional and Community institutions to base their work on integral consistency at a subregional level.

The scheme is targeted at the most underprivileged or unqualified people as a priority, but addresses de facto most young job seekers. It is structured in four stages:

● socialisation; ● prequalification; ● ‘qualifying’ training; ● transition to work.

In the Brussels Region and in the Walloon Region, in every labour pool, new multi-provider information points referred to as ’Training crossroads (Carrefours-Formation) are in charge of managing the first stages of the integration scheme, in cooperation with Bruxelles-Formation and FOREM. In particular, they have the task of working towards transparency of the offer and the publication of information about the training and integration actions to individuals and players in the field. There are 10 of them in the Walloon region, they aim to be open places and easily accessible for the public.

In the Brussels Region, the providers involved in the integration scheme are Actiris, Bruxelles-Formation, the local Missions, the CPAS (public centres for social welfare), schools of education for social advancement, dual vocational education and training centres (CEFA) and workshops for on-the-job-training (Ateliers de Formation par le Travail, AFT).


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In the Walloon Region, the providers involved are the continuing education agencies, social-occupational integration agencies (Organismes d'Insertion socioprofessionnelle, OISP), enterprises for on-the-job training (Entreprises de Formation par le Travail, EFT), Régies de quartier (i.e. neighbourhoods’ trustee organisations), FOREM, the sectoral funds, the Walloon Agency for the integration of disabled people (Agence wallonne pour l'Intégration des Personnes handicapées, AWIPH), schools of education for social advancement, dual vocational education and training centres (CEFA), training programmes for independent professions, the Regional Missions, and the CPAS (public centres for social welfare).

E. FOREM and Bruxelles-Formation

The FOREM has developed many partnerships with other training, educational or teaching operators as well as with the professional sectors. They cover a variety of professional sectors and a wide range of different publics: literacy, remediation, vocational integration for a public that is unqualified or have social problems, advanced techniques or marketing. Bruxelles-formation has developed a partnership with the vocational integration organisms, the social advancement schools, as well as with the sectoral funds.

P a r t n e r s h i p b e t w e e n B r u x e l l e s - f o r m a t i o n a n d t h e F O R E M w i t h s o c i a l a d v a n c e m e n t e d u c a t i o n

A framework contract, a partnership between the FOREM and social advancement education was created. In 2003, this contract authorised the organisation of 50,000 qualifying training periods, in addition to those already offered, destined for job seekers. The services provided by the teachers under this contract are jointly and equally financed by the two contracting organisations. The educational equipment and social services are entirely financed by the FOREM. The social advancement teachers bring supplementary expertise to the public that wishes to complete or start new training in the framework of the ‘training crossroads’ (carrefours formation). Likewise, the teachers work in the FOREM’s training centres to provide complementary educational assistance to the trainees such as, for example, remediation in general knowledge.

Bruxelles-formation also collaborates (partnership) with social advancement education since 1999. The four réseaux or pouvoirs organisateurs of this education are represented. The social advancement consultants provide specialised and detailed information and advice on the structure and the training offered.

This partnership consists of:

● increasing the training offered in Brussels by the joint mobilisation of the resources of the two partners;

● improving the information and guidance of the job seeker being trained; ● establishing correspondences between the contents of the training with a view to their validation; ● establishing a better synergy between the focal points of the two contracting parties.

O n - t h e - j o b t r a i n e e s h i p s

Training schemes have a duration of one week to six months and access to the programmes is spread throughout the calendar year. They make it possible to reconcile training and employment. The FOREM organises monitored traineeships in enterprises.


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I n f o r m a t i o n a n d a d v i c e c o n c e r n i n g e m p l o y m e n t a n d t r a i n i n g

The ‘job houses’ (maisons de l’emploi, ME), in the small municipalities, and the training/job resource centres (plates-formes formation/espace ressource emploi, CF/ERE), in medium sized towns, are structures created in the Walloon region in order to provide, free of charge, information and advice about employment and training. Overall, these two structures have the task of providing advice. More specifically, the CF/ERE platforms also offer a personalised interview and advice service.

These structures are self-service. They are aimed at everybody but more specifically at job seekers, at adults asking for training, and at companies. The opening hours and the physical infrastructure attempt to match the users’ needs. Tools (telephone, fax, Internet …) and different sources of information are immediately available. The FOREM-Conseil is responsible for implementing and developing this network.

Bruxelles-formation has developed an Internet website where job seekers, workers, and companies can obtain information concerning the services, how to register, useful contacts, etc. Bruxelles-formation also has an information and advice centre about vocational training: the ‘training crossroads’ (Carrefour Formation). Its ambition is to inform job seekers, workers, and companies about the training possibilities that exist in the Brussels region. Within the existing training system, the adviser from Carrefour Formation provides each person with the most appropriate reply to his or her request while taking account of all the parameters (age, unemployment duration, existing qualifications, etc.). In addition to this personalised advice, the Carrefour Formation also informs, in a collective approach, people that have already chosen an orientation.

P a r t n e r s h i p w i t h t h e s e c t o r a l f u n d s

Bruxelles-Formation and the FOREM collaborate since many years with the sectoral funds in favour of vocational training and together aim at aligning training programmes with the identified employment needs.

F O R E M ’ s F o r m a b a n q u e

As a complement to the information and advice service about employment and training, an online database about training in the Walloon region has been created, known as FORMABANQUE. It offers everybody, workers (with or without a job), company managers, the self-employed, etc. the possibility of discovering and comparing training products for adults that are offered to them according to their priorities: place, duration, timetable, methods and training tools, skills targeted, etc.

FOREM’s customer service

FOREM Formation’s customer service provides a personalised follow up of the beneficiary during and after the training.

B r u x e l l e s - F o r m a t i o n ’ s D O R I F O R


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To catalogue the training provided in the Brussels region, Bruxelles-Formation has created a database called DORIFOR. Since 2001, Bruxelles-Formation makes this database available to its privileged partners: ORBEM, the local Missions, the integration services of the Public Centres for Social Assistance (Centres Publique d’Aide Sociale, CPAS). An online version (via Bruxelles-Formation’s website) has also been developed (in 2003, more than 90 organisations were frequently connected to this database).

B r u x e l l e s - f o r m a t i o n ’ s p a r t n e r s h i p w i t h t h e O R B E M

To provide a better service to job seekers registered with the Actiris that have applied for vocational training with Bruxelles-formation, in 1997 these two organisations agreed to implement procedures that aim to ensure the complementarity of each other’s roles of job placement and training. To this end, Bruxelles-Formation created the ‘Transversal follow-up unit’ (Cellule transversale de suivi, CTS).

B r u x e l l e s - F o r m a t i o n ’ s O r i e n t a t i o n a n d s o c i o - o c c u p a t i o n a l i n t e g r a t i o n c e n t r e

The Orientation and socio-occupational integration centre (Centre d’orientation et d’insertion socioprofessionnelle, COISP) aims to help job seekers in their choice of professional orientation. The COISP offers a 6-week orientation process where the job seeker is in a real work situation and is permanently advised and guided. In this way, job seekers acquire a first experience of the employment world in the targeted sector and, by defining the steps and analysing the realism of their approach, develop a plan for their social-occupational integration. It is at the end of this integration process that trainees choose their future profession. Following this, they are immediately reintegrated into the job market or undertake a qualifying training in the chosen profession (either at Bruxelles-Formation or with one of its partners).

B r u x e l l e s - F o r m a t i o n ’ s l o c a l e m p l o y m e n t p l a t f o r m s

In January 2000, the ORBEm launched a computer network project to:

● ensure a greater visibility and traceability of the integration scheme for job seekers; ● establish better communication and coordination between the network’s partners as well as an

increase in its reachability and accessibility.

Since 2001, Bruxelles-Formation participates in this project for local employment platforms.

P a r t n e r s h i p s b e t w e e n B r u x e l l e s - F o r m a t i o n a n d t h e n o n - p r o f i t p r o f e s s i o n a l i n t e g r a t i o n o r g a n i s a t i o n s

It is within the framework of its responsibilities for vocational training that Bruxelles-Formation forms part of the regional ISP mechanism (decree of 27 April 1995). The COCOF has given it the responsibilities for organising and controlling the area of vocational training for French speakers in Brussels. A whole series of operations work together to provide a coherent integration mechanism:


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● induction, guidance and professional orientation throughout the integration scheme (a responsibility of the ORBEM);

● partnership with vocational training operators; ● ongoing consultation and coordination with the various partners.

Working together, these operations form the social-occupational integration actions aiming at the access to a professional qualification.



Bruxelles Formation

FOREM, Office Communautaire et Régional de la Formation Professionnelle et de l'Emploi


Loi relative au pacte de solidarité entre les générations

7.16. Private Education

Overall, it can be said that mechanisms put in place in the Belgian French community are more or less identical whether they belong to the public or private sector.

On one side there are programmes in companies whereby people can be trained or retrained, etc., and on the other side, there are non-profit social-occupational integration organisations thanks to which people can manage their integration path. These training programmes and non-profit organisations often work in partnership with organisations such as the FOREM or Bruxelles-Formation, or social advancement education institutions; they are covered in section 7.15..



7.17. Statistics

The information is structured according to the relevant federated entity:

● For programmes under the jurisdiction of the French Community, see 7.17.1.; ● For programmes under the jurisdiction of the Walloon Region, see 7.17.2.; ● For programmes under the jurisdiction of the Brussels-Capital Region, see 7.17.3.; ● For the transversal policy of literacy training, see 7.13.4..


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7.17.1. Programmes under the jurisdiction of the French Community

A. Distance learning

N u m b e r o f l e a r n e r s

The total number of ‘potentially active learners’ is obtained by adding the number of newly enrolled students to the number of students enrolled in the previous year and who still follow one or several training courses. Similarly, the total number of ‘potentially in progress’ training courses is obtained by adding the number of new registrations to the number of training courses begun earlier but still in progress.

1995 2000 2005 2007 2008

‘Potentially active’ learners 28,864 31,949 32,120 32,902 32,164

‘Potentially in progress’ training courses 55,967 73,957 68,246 70,233 73,995


T y p e s o f t r a i n i n g c o u r s e s c h o s e n ( e x p r e s s e d a s % )

COURSES 1995 2000 2005 2007 2008

Modular course (language, tailor-made courses) 68 58 60 60 56

Preparation for exams before the jurys de la Communauté 8 14 14 14 14

Courses for the civil service and administration 7 6 2 2 2

Others (IT, primary education, retraining for teachers, etc.) 17 23 23 24 28


B. Social advancement education

Effectifs par sexe et par niveau scolaire, année scolaire 2007-2008


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Men Women Total

French Community 17,695 24,796 42,491

Public grant-aided (provincial) 12,856 16,628 29,484

Public grant-aided (municipal) 22,304 33,471 55,775

Free grant-aided 16,537 26,616 43,153

TOTAL 69,392 101,511 170,903


Effectifs par réseau et par niveau scolaire, année scolaire 2007-2008

French

Community

Public grant-aided

(provincial)

Public grant-aided

(municipal) Private

grant-aided Total

Lower secondary 15,624 10,042 23,279 10,846 59,791

Upper secondary 20,127 13,110 26,762 21,262 81,261

Short-type tertiary 5,243 7,385 6,484 10,216 29,328

Long-type tertiary 46 114 42 202

TOTAL 41,040 30,651 56,525 42,366 170,582 S o u r c e : E T N I C S t a t i s t i c s D e p a r t m e n t o f t h e F r e n c h C o m m u n i t y

C e r t i f i c a t e s a n d d i p l o m a s Secon dary Educat ion (d iplo mas a warde d at t he en d of school ye ar 2006-2007)

Lower Secondary Upper Secondary

Scheme 1 Scheme 2 Total Scheme 1 Scheme 2 Total Total

French Community 2,287 118 2,405 2,035 38 2,073 4,478

Public grant-aided (provincial) 758 34 792 1,188 65 1,253 2,045

Public grant-aided (municipal) 2,871 117 2,988 1,368 96 1,464 4,452

Private grant-aided 746 19 765 1,418 105 1,523 2,288

Total 6,662 288 6,950 6,009 304 6,313 13,263


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T e r t i a r y e d u c a t i o n ( d i p l o m a s a w a r d e d a t t h e e n d o f s c h o o l y e a r 2 0 0 6 - 2 0 0 7 )

French Community

Public grant-aided

(provincial)

Public grant-aided

(municipal)

Private grant-aided

Total

Short type

Agronomy 0 12 0 0 12 ,

Business 236 140 387 440 1,203

Maritime 0 0 0 0 0,

Paramedical 10 104 9 115 238

Teaching 326 347 309 272 1,254

Social 17 223 76 108 424

Technical 87 84 72 93 336

Long type 676 910 853 1,028 3,467

Technical

TOTAL 6 14 0 10, 30,


C. Part-time artistic education

N u m b e r o f s t u d e n t s i n 2 0 0 7 - 2 0 0 8 , b y g e n d e r a n d r é s e a u

Public grant-aided

(municipal)Public grant-aided

(municipal) Private grant-aided TOTAL

Male 3,966 25,715 2,988 32,669

Female 9,249 50,194 6,266 65,709

Total 13,215 75,909 9,254 98,378


S c h o o l s i n 2 0 0 7 - 2 0 0 8 , b y r e g i o n a n d r é s e a u


295

Public grant-aided

(municipal) Public grant-aided

(municipal) Private grant-aided TOTAL

Brussels-Capital Region

10 16 1 27

Walloon Region 11 65 9 85

Total 21 81 10 112


Rapport sur la situation économique et sociale de la Wallonie 2006


7.17.2. Programmes under the jurisdiction of the Walloon Region

A. FOREM training

Number of people Trainee hours Job-seekers 43,950 8,333,017Distance learning actions 1,699 23,494Immersion courses 974 77,920Forem international training ship 92 37,131Other courses 41,185 8,194,472Workers 40,265 734,174Courses at a training centre 3,700 117,854Courses at a skills centre 36,565 616,320Source: Etat des lieux Forem Formation 2006-2009

PercentageGender 100.00Male 60.16Female 38.62Information not available 1.22Age 100.00Under 25 31.8725 or over 68.13Study level 100.02Primary or lower 8.46


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Lower secondary 19.29Upper secondary 32.84Non-university tertiary 12.77University 5.19Without equivalence 2.31Information not available 19.16Source: Etat des lieux Forem Formation 2006-2009

B. Competence centres

H o u r s o f t r a i n i n g p r o v i d e d i n t h e C o m p e t e n c e C e n t r e s f o r c e r t a i n p o p u l a t i o n g r o u p s

2007 (22 centres)2009 (25 centres)

Change 2006-2009

Job-seekers 2,607,520 2,978,939 114%

Workers 606,538 615,631 101%

Teachers 464,138 834,051 180%

TOTAL 3,678,196 4,428,621 120%

Source: Regards sur la Wallonie, 2007 and Etats des lieux Forem Formation 2006-2009 (p. 25)

N u m b e r o f p e r s o n s t r a i n e d i n t h e C o m p e t e n c e C e n t r e s f o r c e r t a i n p o p u l a t i o n g r o u p s

2006 (22 centres) 2009 (25 centres) Change 2006-2009

Job-seekers 20,837 23,970 115%

Workers 36,494 36,513 100%

Teachers and students 26,411 48,272 183%

TOTAL 83,742 108,755 130%

Source: Regards sur la Wallonie, 2007 and Etats des lieux Forem Formation 2006-2009 (p. 25)

C. Training-insertion scheme (Plan Formation-Insertion, PFI) N o m b r e d ' e n t r é e s e n P F I

2007

Nombre de personnes formées 11.231

Nombre d'entreprises bénéficiaires 6.318

Nombre d'heures de formation 9.000.000

Source: Rapport d'activité 2007 du Forem 2007


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D. Socio-occupational insertion agencies (organismes d’insertion socioprofessionnelle, OISP) and work-based training enterprises (entreprises de formation par le travail, EFT)

O I S P a n d E F T i n 2 0 0 8

EFT OISP

Number of accredited bodies 68 95

Number of trainees 3,612 14,652

Heures de formation 1 , 9 9 7 , 5 6 5 2 , 9 3 1 , 1 1 3

Source: MRW, DFP, DGEE in Regards sur la Wallonie, 2008

E. Formation en alternance provided outside of educational institutions

For training provided in the dual vocational education and training centres (Centres d’éducation et de formation en alternance, CEFA), see 5.21.

I F A P M E a p p r e n t i c e s h i p c o n t r a c t s a n d t r a i n e e s h i p a g r e e m e n t s

2007 Variation 2000-2007

Apprenticeship contracts 5.390 -23%

Traineeship agreements 3.394 3%

Source: IFAPME (2007) in the CESRW Activity Report 2008

F. Training of workers in companies benefiting from financial incentives

The statistics on training of workers in companies benefiting from financial incentives include data already included in previous tables.

T r a i n i n g - c h e q u e s u s e d i n 2 0 0 7

Number

Hours of training 573.642.00

Clients (enterprises) 7.755

Training sessions 22.303

Modules 2.717

Workers 20.336

Active operators 245


298

Ratio training hours/clients 74

Source: Forem Conseil 2006 in Regards sur la Wallonie, 2008

A d a p t a t i o n - c r e d i t s u s e d i n 2 0 0 7

Number

Persons to be trained 12.445

Nombre d’entreprises bénéficiaires 331

Source: Rapport d'activité du Forem, 2007

G. Other initiatives within the framework of the Marshall Plan (point 5)

T r a i n i n g p r o g r a m m e s d e s i g n e d t o a d d r e s s s h o r t a g e s

In 2009, 7,927people attended qualifying training and there were 148trainees in pre-qualifying training.

L a n g u a g e s p l a n

In 2009, 10,314 intensive language training courses were organised, representing a total of 519,519 hours of instruction.

Other achievements in this field are mentioned:

1,076 individual linguistic immersion grants were allocated to job-seekers and workers, 1,244 to secondary school pupils in their final year, 342 to teachers, 165 to young graduates and 107 to students at hautes écoles or régents.

165 immersion internships for ‘young graduates’ in companies in Flanders, and 4 abroad.

342 language teachers benefiting from an immersion grant.

1,244 secondary school pupils in their final year benefiting from an immersion grant.

68 students at hautes écoles and 39 régents benefiting from an immersion grant.

120,419 -cheques issued(regular cheques or ‘language cheques’).

425 job-seekers (graduates and/or with work experience) or students at the end of their higher education (foreign trade, etc.) benefited from the Explort programme (a training and internship programme in international commerce which prepares for export-related and international jobs, including language immersion if necessary).

7,320 hours of language training organised in connection with the Lingua project, for the benefit of members of the IFAPME network..

R e i n f o r c e m e n t o f q u a l i f y i n g e d u c a t i o n

� 8,908 dual vocational training contracts (unconsolidated figure) were signed by IFAPME in 2009.


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� By the end of 2009, one CTA had been opened, another was already providing training courses and the creation of another 16 was in progress.

� 16% of the total volume of training hours at the Competence Centres were devoted to teaching.

Source: Mise en œuvre des actions prioritaires pour l'avenir wallon 2006-2009

Rapport d'activités 2007 du Conseil économique et social de la Région wallonne (CESRW)



Statistiques rapides des élèves/étudiants et diplômés 2006-2007 : enseignement de promotion sociale

Conseil économique et social de la Région wallonne (CESRW)

Institut wallon de l'évaluation, de la prospective et de la statistique (IWEPS)

7.17.3. Programmes under the jurisdiction of the Brussels-Capital Region

A. Bruxelles-Formation

H o u r s o f t r a i n i n g a n d n u m b e r o f t r a i n e e s ( 1 ) i n 2 0 0 9 f o r B r u x e l l e s F o r m a t i o n , i n d i v i d u a l v o c a t i o n a l i n t e g r a t i o n t r a i n i n g c o u r s e s i n c o m p a n i e s ( F P I - E ) a n d i n d i v i d u a l v o c a t i o n a l t r a i n i n g c o u r s e s ( F P I )

Job-seekers Workers Total

Centre Hours Trainees Hours Trainees Hours Trainees Carrefour 6,545 14 6,545 14Tremplin 157,909 929 1,344 11 159,252 940Construction 171,535 422 16,000 483 187,535 905Industry 125,582 287 3,231 85 128,813 372Logistics 83,445 548 1,541 57 84,985 605Office and services 213,348 412 1,269 3 214,616 415Management & multimedia ITC 357,390 1,010 2,253 10 359,643 1,020Languages 178,689 1,472 12,597 634 191,286 2,106Self-training - ForEspace 16,635 923 1,608 162 18,246 1,085Services to businesses 12,340 271 51,116 2,126 63,456 2,397Tutoring (2) 88 6 88 6Individual vocational training courses in teaching institutions 82,278 111 82,278 111Total Bruxelles Formation and FPI 1,405,694 6,007 91,046 3,572 1,496,742 9,579Partnerships 1,823,297 4,589 12,512 102 1,835,808 4,691Total Bruxelles Formation, FPI and partners 3,228,991 10,379 103,558 3,673 3,332,551 14,052


300

Source: Bruxelles-Formation Annual Activity Report 2009

H o u r s o f s e l f - t r a i n i n g i n 2 0 0 8

Number of hours

Forespace 24.532

Conversation tables (Dutch, English, Spanish, French) 2.170

E-learning 17.966

Certifications 189

Total 44.857


N u m b e r o f t r a i n e e s ( a p a r t f r o m s e l f - t r a i n i n g a n d s e r v i c e s t o c o m p a n i e s ) b y a g e i n 2 0 0 9

Male Female Total

Job-seekers 57.0% 43.0% 100%

Workers 66.0% 34% 100%

Source: Bruxelles-Formation Annual Activity Report

N u m b e r o f t r a i n e e s ( B r u x e l l e s - F o r m a t i o n a n d F P I ) b y a g e i n 2 0 0 8

Under 25 25 to 34 35 to 44 45 to 54 55 and over Total

Job-seekers 17% 41% 28% 12% 2% 100.0%

Workers 9% 37% 32% 17% 5% 100.0%


B. Formation en alternance outside of educational institutions

For training provided in the dual vocational education and training centres (Centres d’éducation et de formation en alternance, CEFA), see 5.21.

E F P M E t r a i n i n g p r o g r a m m e s

2007

Apprentices 1.754

Listeners (company managers) 4.931 Source: EFPME in La formation professionnelle à Bruxelles – Labour force survey – French-speaking operators, March 2009.


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Attention: The figures show the numbers enrolled at the start of the year in training courses provided by EFPME, not the (far lower) numbers of those who regularly attend the courses.

APPRENTICES Number Percentage

Males 1,142 73,8%

Females 406 26,2%

TOTAL 1,548 100%

LISTENERS (COMPANY MANAGERS) Number Percentage

Males 2,696 56,5%

Females 2,075 43,5%

TOTAL 4,771 100,0%

Source: EFPME (2007) in ‘État des lieux de la formation professionnelle à Bruxelles 2005-2006’

C. Operators of socio-occupational integration training

T r a i n i n g h o u r s a n d t r a i n e e s i n 2 0 0 9

Job-seekers Workers Total Hours Trainees Hours Trainees Hours Trainees

Literacy 189,356 568 189,356 568 Determination 69,715 784 385 5 70,100 789 Basic training 180,850 861 352 1 181,202 862 On-the-job training 235,670 447 126 1 235,796 448 Qualifying training 679,448 1,352 1,021 2 680,469 1,354 Further training 10,917 25 10,917 25 Pre-training 180,265 516 490 1 180,755 517 Isolated products 20,895 125 20,895 125 Total (1) 1,567,116 4,034 2,374 10 1,569,489 4,044 Source: 2009 annual activity report of Bruxelles Formation

(1) The numbers of trainees represent the numbers of individuals in each case, and are not cumulative (one person may be included in more than one category).

D. Language-cheques

In


302

2009, Bruxelles Formation Langues gave 191,284 hours of inhouse training (including a partnership with social advancement education) to 2,106 trainees .

To these figures should be added around 3,500 hours of training provided in other contexts, while 66 people participated in mobility activities (linguistic immersion).

Source: Annual activity report 2009 of Bruxelles Formation


7.17.4. Transversal policies: literacy courses

Literacy

The following statistics are based on a study conducted in 2006-2007 by ‘Lire et écrire’ (L&E) on adult literacy programmes in the French Community. The figures only cover the 170 organisations (out of at least 181) that responded to the survey and learners who attend their programmes.

Total Belgian learners Foreign learners

Literacy (apart from courses in prison)* Brussels-Capital Region 7,141 1,993 5,148Walloon Region 8,019 2,951 5,068

Literacy (courses in prison) ADEPPI* 891 409 482TOTAL 16,051 5,353 10,698

* The ‘Continuing education workshop for incarcerated people’ (Atelier d'éducation permanente pour les personnes incarcérées, ADEPPI) is the main operator providing literacy training in the prisons of Brussels and the Walloon region.

Source: Lire et écrire (to be published in ‘État des lieux de l’alphabétisation en Communauté française Wallonie-Bruxelles – Deuxième exercice – Données 2006-2007’)

Etat des lieux de l'alphabétisation en Communauté française Wallonie-Bruxelles

Skills validation Organisation Number of tests organised Forem Formation 593IFAPME 117Promotion sociale 445Bruxelles Formation 60SFPME 34


303

Promotion sociale-Bruxelles Formation 53Total 1,302

8. Teachers and Education Staff

Degrees or titles, the initial training, and the working conditions of teaching staff differ according to the level at which they will essentially be active: childminders (nurseries, prégardiennats, municipal child-minding structures); childminders, pre-primary school teachers (pre-school education); primary school teachers (primary education); lower secondary education teachers, known as agrégés de l'enseignement secondaire inférieur (AESI) or régents; teachers of technical subjects who hold the certificat d’aptitude pédagogique (or CAP (secondary education, non-university tertiary education, social advancement education)), upper secondary education teachers known as agrégé(e)s de l'enseignement secondaire supérieur; holders of a master degree for teachers (upper secondary education); holders of the certificat d’aptitude pédagogique for tertiary education in hautes écoles or CAPAES (hautes écoles and tertiary level social advancement education);and, in tertiary education, holders of a doctor’s degree or agrégation de l'enseignement secondaire supérieur.

8.1. Initial training of teachers

Initial training of teachers is described per level of education.

The professionalisation of child-minding services is recent (see 8.1.4.1.). The initial training of enseignement fondamental teachers (nursery and primary school teachers, see 8.1.4.2.) and secondary education teachers (AESI, see 8.1.4.3. and agrégés de l'enseignement secondaire supérieur (AESS), see 8.1.4.4.) is a preparation to teach in both ordinary and specialised education. There is no distinct study stream that specifically prepares teachers to work in specialised education. However, the dec ree of 12 December 2000 that regulates the initial training of pre-primary, primary and lower secondary teachers accommodates the possibility of organising a module for specialised education within mainstream sections for pre-primary and primary teacher training. This module is a 15-hour informative course on the organisation and operation mode of specialised education and on teaching methods that are adapted to the target public. It is necessarily combined with an internship in specialised education. Some hautes écoles organise a year of specialization in orthopedagogy.

Primary school teachers that have obtained a certificate of advanced proficiency in Dutch or German may become teachers of a second language in primary education. Teachers who have a certificate of competency in the duties of a primary school physical education teacher may be hired in this capacity. Holders of AESI degrees (Agrégé de l'Enseignement Secondaire Inférieur) in a Germanic language section may become teachers of a second language in primary education The legislation stipulates that they must have obtained a CAP certificate (Teaching accreditation certificate) qualifying them to teach a foreign language in primary education, but the issue of this certificatehas not yet been organised. An AESI degree in the physical education section is one of the qualifications required to become a physical education teacher in primary education.


304

There is no specific training to prepare lecturers to teach at university (the Higher education teaching certificate is not a prerequisite) or in artistic tertiary education (see 8.1.4.5.2. However, there is a teacher training programme, leading to the CAPAES certificate, which is designed to train teachers in Hautes Écoles (see 8.1.4.5.1) and institutions of tertiary level social advancement education.


Décret définissant la formation initiale des instituteurs et des régents.

8.1.1. Historical overview

For a historical overview on

milieux d'accueil, see 8.1.1.1.;

● enseignement fondamental, see 8.1.1.2.; ● lower secondary education, see 8.1.1.3.; ● upper secondary education, see 8.1.1.4.;and ● tertiary education; see 8.1.1.5..

Attirer, former et retenir des enseignants de qualité

Contribution à l'étude des premiers développements de l'enseignement normal en Belgique

Devenir enseignant. Le métier change, la formation aussi.


La profession enseignante en Europe. Profils, métiers et enjeux.


8.1.1.1. Milieux d’accueil

The training of childcare workers is currently an upper secondary education programme, in which the share of health and hygiene courses is still high in proportion to psychopedagogy.

Whereas no diploma used to be required for childminders looking after children at home or parents staffing a parental day nursery, an act of 5 May 2004 defines the qualifications expected of personnel in milieux d'accueil and provides for accelerated initial training in case of persons who do not have the required qualifications (see 8.1.8.).

Arrêté du Gouvernement de la Communauté française portant application de l'article 79, § 2, alinéa 2, du décret du 24 juillet 1997 définissant les missions prioritaires de l'enseignement fondamental et de l'enseignement secondaire et ...


305

Arrêté du Gouvernement de la Communauté française relatif à la reconnaissance des formations et qualifications du personnel des milieux d'accueil prévue par l'arrêté du Gouvernement de la Communauté française du 27 février 2003 portant réglementation générale des milieux d'accueil


While there was a time when anyone could establish himself or herself as a schoolteacher, the government of the newly founded Belgian state moved quickly to restrict the requirements for opening schools and for admission to the teaching profession. The law of 1842 stipulated that, to be appointed to a municipal school system, a person must hold a degree conferred either by a state École Normale or by an accredited private school.

In 1911, only 13% of teachers held a degree. After World War I, several reform proposals were studied because teacher-training programmes were no longer viewed as satisfactory. The competitive admission exam was abolished in 1945. Until 1957, the curriculum in a école normale, an upper-secondary school that students attended after six years of primary and three years of lower secondary school, was roughly the same as for the three upper classes of traditional humanities programmes (classics). Latin was replaced with psychology, educational science, and subjects deemed to be of professional interest to teachers.

The length of initial training then underwent several modifications: 4 years of secondary école normale after 3 years of lower secondary school until 1962; one, then two years of secondary école normale after 6 years of secondary education until 1974. Since 1974, initial teacher training of non-university tertiary education teachers takes place in an Institut d'Enseignement Supérieur Pédagogique (IESP). At the beginning of the school year 1984-1985, tertiary education training was altered from two to three years. Since the beginning of the 1996-1997 school year, the IESP have been integrated into the hautes écoles, and the training given by these institutes has been classified as part of the educational training category organised by the latter. In 2000, teacher training was reviewed with reference to the Decree on the missions of schools.

Over the past several years, various bilateral collaboration mechanisms between universities and the hautes écoles have developed, including: courses offered to students in the normal sections of the education category by university lecturers, information exchanges, practical training provided by, the involvement of students in in the education category research initiatives, etc.

The ‘Bologna’ decree of 31 March 2004, defining tertiary education in the French Community, promoting its integration in the European Higher Education Area and reorganising university funding, introduced an integrated tertiary education structure and some new degrees (see 6.3.). As a result, the degrees that have been issued since 2005 are those of bachelor-agrégé(e) in pre-primary education and bachelor-agrégé(e) in primary education. These degrees correspond to level 6 in the European Certification Framework (http://ec.europa.eu/education/lifelong-learning-policy/doc44_fr.htm).






306

8.1.1.3. Lower secondary education

The initial training of régents or agrégés de l'enseignement secondaire inférieur has taken place in tertiary education since 1935, i.e. almost forty years before this was the case for école fondamentale teachers.

Initial training of future régents used to be delivered in four years, which followed the first three years of secondary education (école moyenne): it was a general training, already focussed on teaching, and supplemented by a course in psychopedagogy. Since 1957, those four years led to a high school diploma and a teaching certificate.

In 1967, teacher training was structured in two cycles: the first cycle corresponds to the upper stage of secondary education (‘humanities’ section); the second cycle, which was post-secondary, consisted in two years devoted to vocational training and required successful passing of an admission test.

In 1984, initial training of régents increased from 2 to 3 years. The reform was justified by the introduction of a general training course and by a reinforcement of the subjects that the future teachers will be teaching. In the consecutive model, whereby internships in the field begin after a period of training in the subject matter to be taught, and then the teaching methods, the focus is on gradual contact with field activities and on familiarisation with other levels of education.

In 2000, teacher training of primary school teachers and régents was reviewed with reference to the Decree on the missions of school. The training of teachers of technical and/or practical courses given in short-type social advancement tertiary education, in connection with the section "certificat d'aptitudes pédagogiques" (CAP), leading to the certificate of that name, has not yet been reformed. The CAP may also be awarded by the panel of examiners of the French Community.

As a result of the application of the ‘Bologna’ decree (see 6.3.), the degrees that have been issued since 2005 have been those of bachelor-agrégé(e) of lower secondary education. These degrees are classified as level 6 in the European Certification Framework (http://ec.europa.eu/education/lifelong-learning-policy/doc44_fr.htm).



La consultation des personnels pédagogique, éducatif, paramédical, psychologique et social de l’enseignement spécialisé.

8.1.1.4. Upper secondary education

Since the beginning of the 20th century, initial teacher training to teach in the last three years of secondary education has mainly been delivered in universities.

Since the beginning of the 1999-2000 school year, gateways are foreseen: conditions are defined under which non-university tertiary education graduates may access second-cycle university programmes corresponding to their qualification.

In 2001, initial training of the agrégés de l'enseignement secondaire supérieur (AESS) was reformed.

As a result of the application of the ‘Bologna’ decree (see above), master degrees for teachers incorporating the agrégation de l’enseignement secondaire supérieur have been created. The first teaching master degrees


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in the fields in question were issued in 2009. These degrees are classified as level 7 in the European Certification Framework (http://ec.europa.eu/education/lifelong-learning-policy/doc44_fr.htm).

The title of agrégé de l'enseignement secondaire supérieur is conferred together with the teaching master degree.


Décret organisant la neutralité inhérente à l'enseignement officiel subventionné et portant diverses mesures en matière d'enseignement


On 17 July 2002 a teaching certificate for teaching in Hautes Écoles was instated by decree. It is called the certificat d'aptitude pédagogique approprié à l'enseignement supérieur (CAPAES) and in social advancement education.

8.1.2. Ongoing debates and future developments

There are plans to extend the length primary and lower secondary of teachers’ initial training to five years.


8.1.3. Specific legislative framework

For information on:

● milieux d'accueil, see 8.1.3.1.; ● enseignement fondamentaland lower secondary education, see 8.1.3.2.; ● upper secondary education, see 8.1.3.3.;and ● tertiary education, see 8.1.3.4..






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The legislation relating to milieux d'accueil underwent several essential modifications from 2003 onwards. A decree adopted on 27 February 2003 and applicable from July 1, 2003 redefined the regulation of the milieux d’accueil, whether subsidised or not. Article 42 of this decree reinforces the professional character of childminding and specifies that the management and members of staff of every milieu d’accueil, as well as childminders, must prove that they have been trained or have practical experience supplemented by further training in childminding. The required qualifications are defined by a decree of the French Community government, dated 5 May 2004.


8.1.3.2. Enseignement fondamental and lower secondary education

The decree passed on 12 December 2000 assigns the initial training of pre-primary teachers, primary school teachers, and AESI (agrégés de l’enseignement secondaire inférieur) to the pedagogical sections of Hautes Écoles. The diplomas issued provide direct access to the teaching profession. The decree also makes provisions for specific monitoring of young graduates at the beginning of their career , but this has as yet only been introduced in some places, on the basis of local initiatives.

Moreover, teaching master degrees which incorporate the agrégation de l'enseignement secondaire supérieur are organised by these institutions.



The legislation governing the agrégation de l'enseignement secondaire supérieur dated back to 1929. This level of training was the subject of a decree passed on 8 February 2001; it can be organised by universities and by long-type programmes in the Hautes Écoles which organise the economics section.

Décret définissant la formation initiale des agrégés de l'enseignement secondaire supérieur


The information concerning the legislative framework is presented as follows:

● For Hautes Écoles, see 8.1.3.4.1.; ● For universities, see 8.1.3.4.2.; ● For artistic tertiary education, see 8.1.3.4.3.

Décret définissant le Certificat d'Aptitude pédagogique approprié à l'Enseignement supérieur (CAPAES) en Hautes Ecoles et ses conditions d'obtention

Décret relatif aux fonctions et titres des membres du personnel enseignant des hautes écoles organisées ou subventionnées par la Communauté française


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Loi sur l'organisation de l'enseignement universitaire par l'Etat

8.1.3.4.1. Hautes Écoles

A decree adopted on 8 February 1999 defined the positions and titles of teaching staff in Hautes Écoles. On 17 July 2002, the CAPAES or certificat d’aptitude pédagogique approprié à l’enseignement supérieur was instated by decree. Until that date, teachers in Hautes Écoles confronted with the need for an educational qualification could only be credited with an existing title that had been designed for other levels of education.

8.1.3.4.2. Universities

The organisation of university education is governed by a law that dates back to 1953, but which has been amended on several occasions. The positions of lecturer and associate lecturer are limited to holders of a degree as a doctor, pharmacist, engineer, or agrégation de l'enseignement secondaire supérieur.

8.1.3.4.3. Artistic tertiary education

On 20 December 2001 a fundamental decree provided lecturers in artistic tertiary education with a status that was adapted to their quality as artists and reasserted the value of their diplomas.

8.1.4. Institutions, level and models of training

For information on the levels and models of training for:

● milieux d'accueil, see 8.1.4.1.; ● enseignement fondamental, see 8.1.4.2.; ● lower secondary education, see 8.1.4.3.; ● upper secondary education, see 8.1.4.4.;and ● tertiary education; see 8.1.4.5..






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The training of childcare workers is provided by secondary education schools.

Training courses for family day carers are given in particular by IFAPME/EFPME (see 7.3.4.).


Initial training of pre-primary and primary teachers is given in Hautes Écoles. All réseaux provide this form of education.

Administratively, the teaching departments of the Hautes Écoles are part of full-time short-type tertiary education.

An essential principle underpinning training courses and reinforced by the decree of 12 December 2000 is the "linking of theory and practice". Various aspects of organisation, content, and teaching activities are instrumental in enabling students not only to acquire the reflexes of teaching professionals, but also to become theoreticians of their practices.

The training follows the concurrent model: real-life internships are organised during each of the three years of study: in the first year, this consists in participative observation in the presence of an internship advisor; in the 2nd and 3rd years, the student takes charge of a class.

Students preferably do their internships in teams of at least two people in the same school site.

Internship guidance is provided by associate teachers, lecturers, workshop heads, or Haute École professors, but also by internship advisors. Professors responsible for teacher training and professors responsible for discipline-specific training share in supervising each student on the basis of at least one visit per internship week. Internship advisors, who have 2nd-year or 3rd-year students in their class, must be approved by the Haute École authorities as part of an explicit cooperation agreement; and they are remunerated.

Vocational training workshops provide students with a package of activities, which are designed to foster professional competencies and related reflexive skills. They enable them to experience, observe, and analyse the different aspects of the profession. They are supervised by full professors of teacher training (1/3 of the hours), discipline-specific training lecturers (1/3), and ‘associate professors of practical training’ (maîtres de formation pratique). The ‘associate professors of practical training’ are hired for no more than half time by the Haute École and work at least half time in enseignement fondamental or in lower secondary education.

Additionally, professional identity-building interdisciplinary activities are organised during the course as seminar activities and supervised by either Haute École professors or outside experts. They are geared to develop teacher identity and prepare the teacher's dossier; openness of the school to the outside world, awareness of cultural diversity; and professional conduct, ethics, and outline of a coherent career project.


Initial training for both transition stream lower-secondary and qualification stream secondary education teachers takes place in Hautes Écoles. Administratively, the teaching departments of the Hautes Écoles are part of full-time short-type tertiary education.

The training is organised in a similar way as that for teachers in enseignement fondamental (see 8.1.4.2.).

Teachers of Latin, Greek, Spanish, and Italian are trained in universities.


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Teachers of arts subjects, except those who have been trained in Hautes Écoles and hold a degree of agrégé de l'enseignement secondaire inférieurin fine arts, are trained in artistic tertiary education.


Training is organised principally by the universities and in some Hautes Écoles, which organise long-type tertiary education programmes that follow the consecutive model.

The training programme for all students enrolled in studies for the agrégation de l'enseignement secondaire supérieur studies includes 300 hours, of which 70% are common and 30% are dedicated to activities that the institutions decide completely autonomously.

Workshops to analyse practices should allow students to experiment, observe, and analyse the different parts of the profession, progressively develop their professional identity and to plan their future training.

Teaching practice in real life situations must include training periods as an observing participant, periods as a teacher (moving progressively into a teaching situation), and periods of school activities outside lessons (being involved in activities related to the operation of the institution and the relationships between its players). Part of the teaching practice must be done by teams of at least two students in the same institution. Varying the places where the teaching practice is performed allows students to experience as many professional situations as possible.

Training supervisors approved and paid by the institution that provides the teacher training look after the trainees, provide their pedagogic support, and collaborate with the examining teachers in the guidance and evaluation of the trainees. They can contribute to the practical analysis workshops.

Second cycle studies for the 120 ECTS credit teaching master’s degree include 30 ECTS credits specifically to the teacher training for agrégés de l'enseignement secondaire supérieur. Like the agrégation, these studies are only organised for the academic degrees corresponding to the titles required to teach in upper secondary education.


The levels and models for tertiary education teacher training are described in the following sections:

● Hautes écoles: 8.1.4.5.1.; ● Art colleges: 8.1.4.5.2.; ● Universities: 8.1.4.5.3.


Teachers in Hautes Écoles and tertiary social advancement education must obtain theCAPAES: before the CAPAES is awarded, a committee appointed by the Minister in charge of secondary education examines the student’s professional and educational dossier, which summarises a training programme centred on specific competencies that teachers must acquire before teaching in upper secondary education. This training is delivered by universities and teaching institutes that provide education for social advancement. Teachers in Hautes Écoles (associate professors of practical training, associate instructors, lecturers) and in tertiary social


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advancement education (teachers of technical courses, general courses, etc.) must acquire the CAPAES during the initial years of their career in order to meet the requirements for being formally appointed or hired.

8.1.4.5.2. Art colleges

The entitling qualifications for artistic tertiary education differ for general courses (university qualification or university level or equivalent), artistic courses (diploma issued by an art college or equivalent) or technical courses (certificate of tertiary education or equivalent). In addition, on the basis of a Council’s opinion, the government can accept that a professional, scientific, or artistic reputation in relation to the position and the courses to be given is equivalent to the required qualification.


The positions of professor (ordinary professor, extraordinary professor, professor) and lecturer are limited to holders of doctor's degrees (more precisely, doctors in medicine or veterinary medicine, doctors having defended a doctoral thesis, pharmacists, engineers, or agrégés de l'enseignement secondaire supérieur; the positions of head of practical education or associate instructor are limited to holders of licence degrees or of the master degree under the new regulations in force (more specifically masters, but also medical or veterinary doctors, pharmacists, engineers, architects, etc.).

A foreign credential, which is recognised as equivalent, or professional or scientific reputation related to the position to be conferred, may be considered in lieu of the required credentials. Additionally, in case of a confirmed shortage of candidates with the required credentials, an individual derogation may be granted by the government.

8.1.5. Admission requirements

Admission requirements are described for each level of education:



Service général des Statuts et de la Carrière des Personnels de l'Enseignement de la Communauté française



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Access to the 3rd stage of vocational secondary education, which leads to a certificate in child care nursing, is contingent on successful completion of the 4th year of secondary education.


Training courses to become pre-primary or primary school teachers are accessible to holders of the upper secondary education certificate (Certificat d'Enseignement Secondaire Supérieur, CESS) or qualfications recognised as equivalent (decree of 5 August 1995, Article 22). They are also accessible to students who do not hold any of the qualifications which authorise access to higher education but can provide proof of having passed:

a) either the special exam for admission to engineering science (complete exam)

b) or the admission exam organised by a university in the French Community.

No other entrance requirements are foreseen. Nonetheless, some hautes écoles have taken the initiative of arranging interviews with candidates to understand their motivation and to make certain that they have no handicaps, which might hinder their work in the teaching profession.

A system of dispensations enables all holders of a teaching certificate to obtain a reduction in the length of the studies leading to another teaching certificate (e.g. a holder of the pre-primary teaching certificate may become a primary school teacher in one year).

Tertiary education is an open system incorporating legally defined gateways by which a student can change course, dispensations and the recognition of personal or professional experience. Many students begin a teacher-training course after having attempted to follow other tertiary education programmes.


As regards entrance requirements for Hautes Écoles, see 8.1.5.2.).

Teachers of professional practice courses and some teachers of technical courses for whom no full-time training is provided, may train for the teaching profession by attending training leading to the CAP organised by tertiary social advancement educationwhilst employed. Entrance requirements and the length ofthese courses depend on the candidate’s profile, and in particular on his/her school and/or academic record and the qualifications that he/she holds (see 7.7.2.). There is a CAP section open to candidates who hold a tertiary education qualification and one open to candidates who do not hold such a qualification.

An additional medical examination is required to determine whether the student is fit to undergo all the teaching and professional activities of lower secondary school teachers in physical education.


An upper secondary education certificate (CESS) or a qualfication recognised as equivalent is required for admission to tertiary education courses. However, students who do not hold any qualifications which authorise access to higher education may still enter university by passing:


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a) either the special exam for admission to engineering science (civil engineering);

b) or the admission exam organised by the university chosen by the student.

For admission to haute école, the conditions are listed at 8.1.5.2.

Curriculum revisions are planned for students who already hold a teaching degree issued by an Haute École. A system of gateways enables faster access to a 2nd cycle university degree (see 6.6.2.).

Students who have received an academic degree after successful completion of a basic second-cycle programme or who are enrolled in such a programme, have access to programmes leading to an agrégés de l'enseignement secondaire supérieur (AESS) degree. An agrégé degree can only be obtained after obtaining a second cycle degree. This degree is also issued jointly with that of teaching master.


To enrol on the CAPAES training programme, one needs to be active as a practical trainer, assistant lecturer or lecturer in an Haute École or as a general course teacher, technical course teacher, practical vocational course teacher, technical and practical vocational course teacher, psychology, pedagogy and methodology course teacher or special course teacher in tertiary social advancement education. …. The aspiring teacher may decide to spread his/her training across several years, and in this case s/he will be required to pay the registration fee only once. Exemptions can be granted, depending on the teaching certificate already obtained. For the training of art college teachers, see 8.1.4.5.2.

For the training of teaching staff in universities, see 8.1.4.5.3. .

8.1.6. Curriculum, special skills, specialization

Curricula, specific skills and specialization are described for each level of education:






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The qualification certificate for child care nursing is awarded upon successful completion of the 3rd stage of vocational secondary education (from the 5th to the 7th year) in the ‘Paramedical services’ sub-section of the ‘Care services’ section

Depending on the options chosen, these studies may or may not lead to the award of an upper secondary education certificate (CESS).

The Community Commission for Professions and Qualifications (Commission communautaire des professions et des qualifications, CCPQ) (which should shortly be replaced by the French-Language Professions and Qualifications Service) has defined the qualifications needed to exercise the job of a child care nurse, and the content of the training that leads to that qualification:

"The training aims at acquiring the following skills:

● Ensure hygiene and health care. ● Organise meals. ● Organise rest. ● Organise safety and stay informed about problems of ill-treatment. ● Conceive and organise appropriate activities for the development of each child. ● Conceive appropriate intervention strategies. ● Encourage the learning of cleanliness by adopting a restrictive attitude or on the contrary a patient

attitude. ● Establish a privileged relationship with the child. ● Plan one’s work, ensure that the attendance record and exercise books destined for parents or

colleagues are in order. ● Work in a team. ● Communicate and establish a professional relationship with parents. ● Abide by the professional ethics."

Commission Communautaire des Professions et des Qualifications


With a view to aligning teacher training to the Decree on the missions of school, a decree adopted on 12 December 2000 defines thirteen competencies to be developed as part of initial training for nursery and primary school teachers and régents:

● Mobilise knowledge of the humanities to enable a correct interpretation of situations encountered inside and outside class and for better adaptation to schoolgoing publics;

● Maintain effective partnership relations with institutes, colleagues, and students' parents; ● Be informed of their role within the school and function in the profession as defined by the

applicable statute laws; ● Internalise the disciplinary and interdisciplinary knowledge that justifies teaching action. ● Master the disciplines’ didactics, which guide the teaching action; ● Demonstrate broad general culture to awaken pupils' interest in the cultural world; ● Develop the relational skills commensurate with the profession's requirements; ● Work in a team in the school; ● Develop teaching aids, test them, evaluate them, and refine them; ● Maintain a critical and autonomous relationship with past and present scientific knowledge; ● Plan, control, and evaluate learning situations;


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● Have a reflective view of one’s own practice and organise one’s own continuing education.

The training includes teaching activities for students from all sections (preschool, primary, secondary, and technical), activities for students in a single section, and teaching activities of a practical nature, which are organised in small groups.

All students receive:

● discipline-specific training (including didactics, information and communication technologies, and French proficiency);

● practical training (vocational training workshops and internships); ● interdisciplinary activities to build a professional identity (the teacher's identity, individual learning

paths, openness of the school to the outside world, education in cultural diversity, professional conduct and ethics, and a career project).

They must also write an end of study paper.

In the normal pre-primary and normal primary sections, and in each of the normal sections,has the following points of focus:

1. Acquisition of socio-cultural knowledge (at least 120 hours);

2. Acquisition of socio-affective and relational knowledge (at least 120 hours);

3. Acquisition of disciplinary and interdisciplinary knowledge (at least 1020 hours);

4. Acquisition of pedagogic knowledge (at least 180 hours);

5. Acquisition of a scientific approach and research attitude (at least 45 hours);

6. Skills (at least 780 hours).

Optional modules may be organised in pre-primary and primary sections: information on specialised education (15 hours), training in the teaching of religion or ethics (60 hours), or training in teaching a second language (60 hours in the ordinary primary section).

The curricula are the responsibility of the pouvoir organisateur of the teacher training institute, provided that these curricula cover the different aspects of statutory contents, with a given minimum number of hours per domain, and within the framework of 880 hours of disciplinary and interdisciplinary training. The minimum timetable and total hours for the pre-primary, primary and secondary sections are determined by the decree of 12 December 2000.

Additionally, the Hautes Écoles devote a certain number of hours to teaching activities, which they determine with complete autonomy.

Some Hautes Écoles and a number of social advancement schools organise specializations in psychomotility.

La consultation des enseignants du fondamental.





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Future régents need to choose an area of specialization among the following options:

● General courses:

○ ‘Fine Arts’ régent;

○ ‘Physical Education’ régent;

○ ‘French and French as a Foreign Language’ régent;

○ ‘Germanic Languages’ régent;

○ ‘Mathematics’ régent;

○ ‘Sciences: Biology, Chemistry, Physics’ régent;

○ ‘Economics and Applied Economics’ régent;

○ ‘Human Science: History, Geography, and Social Science’ régent;

● Technical or vocational practice courses:

○ ‘Fine Arts’ régent;

○ ‘Wood/Construction’ régent;

○ ‘Family and Social Economics’ régent;

○ ‘Electromechanics’ régent;

○ ‘Apparel’ régent.

The reference schedules for the sub-sections ‘Germanic languages’ and ‘physical education’ include training hours aimed at preparing the future régents to teach pupils in primary education.

The reference schedule for the sub-section "Germanic languages" includes hours earmarked for a language-oriented trip lasting at least two weeks for one of the languages.

La consultation des enseignants du secondaire.




Students must attend classes in the chosen subject(s) for four or sometimes five years until they earn their 2nd cycle degree. This degree certifies scientific training in the followingdisciplines:

● philosophy; ● history; ● classical philology; ● Germanic philology; ● romance philology; ● chemistry, zoology, botany, physics, mathematics, and geography; ● physical education; ● psychology and education science;


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● economics.

In addition to this specific training, students must take compulsory courses of a pedagogical nature agrégation de l'enseignement secondaire supérieur have the possibility of following their pedagogical studies at the same time as the last two years of their studies or even to concentrate these during the last year, or to prepare for the teaching profession during a complementary year. In the event of a recognised shortage, observed by the Government, the latter can organise accelerated training which takes place between the start of the academic year and December 31st of the same calendar year. The agrégation curriculum does not include any additional discipline-specific training.

The training of future agrégés de l’enseignement secondaire supérieur must develop the thirteen competences also expected from enseignement fondamental and lower secondary teachers (see 8.1.6.2.).

The training of agrégés de l’enseignement secondaire supérieur amounts to 30 ECTS.

The common activities are organised around 4 themes:

● internalizing socio-cultural knowledge (educational sociology, analysis of the school institution and its players, theoretical approach to cultural diversity, educational policy, ethical considerations on the profession) (at least 30 hours).

● internalizing pedagogical knowledge in conjunction with a scientific approach and research attitude (didactic transposition covering the discipline’s epistemology, the discipline’s didactics, the interdisciplinary approach, knowledge and pedagogical usage of information and communication technologies and media) (at least 60 hours).

● internalizing socio-affective and relational knowledge (the adolescent approach and school life, the management of groups in and around the class, the study of inter-personal relations in a school context) (at least 30 hours)

● skills (linking of theory and practice, during teaching practice in real situations and analysis of practices in workshops) (at least 90 hours).

Command of French is evaluated throughout the duration of the training.

The 120 ECTS credit teaching master degrees (2 years) include the training leading to the qualification agrégation de l’enseignement secondaire supérieur (300 hours – 30 ECTS credits).





The objective of the pouvoirs organisateurs is to have teachers who enrol for the CAPAES develop the following fourteen competencies:

● Promote students’ success, taking account of the diversity of school paths. ● Face up to the profession’s responsibilities and ethical dilemmas. ● Work in a multidisciplinary team by sharing the collective responsibility for the training. ● Build a relational context with the students that is propitious to training. ● Anchor the content and actions in the professional reality targeted by the training.


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● Support the students in their theoretical and practical training as well as in the development of their professional plans.

● Plan the courses and conceive teaching methods appropriate for adults. ● Master and use training evaluation tools appropriate to the teaching given and be responsible for

the choices made. ● Master disciplinary and interdisciplinary knowledge and be involved in its construction. ● Maintain a critical and autonomous relationship towards knowledge related to one’s discipline and

research in education. ● Have a reflexive and interdisciplinary view on one’ scientific knowledge and its teaching. ● Keep one’s knowledge and practices up-to-date. ● Maintain a policy to manage the quality of teaching. ● Be an active partner in the organisation and development of one’s institution.

To develop these competencies, the CAPAES includes training of a theoretical nature of 120 hours maximum, training of a practical nature of 90 hours which supposes that the person is actively teaching, completed by elaboration and submission of a professional file (a personal, written document in which the candidate analyses his/her professional career in the Haute École in which he or she is teaching, or has taught, and proves that he or she has practised in the area of expertise and its teaching methods).

For the training of university teachers, see 8.1.3.4. .


8.1.7. Evaluation, certificates

Setting the minimum conditions for the award of diplomas is a national competence (see 2.6.1.), which is why the issue of equivalence between diplomas issued by different Communities is irrelevant provided that the teacher demonstrates advanced proficiency in the language of the Community that could hire him/her (see 1.4.2.).

Evaluation and certification are described for each level of education:

● milieux d'accueil, see 8.1.7.1.; ● enseignement fondamental, see 8.1.7.2.; ● lower secondary education, see 8.1.7.3.; ● upper secondary education, see 8.1.7.4.;and ● tertiary education, see 8.1.7.5..





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For information on the assessment methods used in training programmes for child care workers, see 5.15..


The hautes écoles issue bachelor of pre-primary or primary .

Internal assessment is one of those fields where educational freedom is guaranteed for each réseau. Therefore, in compliance with applicable laws and decrees, each pouvoir organisateur may define the type of assessment it prefers, the means of assessment, and how it will communicate assessment results. It is a summative and certification assessment based on year-end exams and a final term paper. A file containing various examples of the student's work is also examined, with a special focus on practical training and internship work. Initiatives have been taken recently to establish approaches to formative assessment, which are intended to provide teachers and students with frequent feedback occasions.

Upon completion of their studies, graduates must take the Socratic oath in public, vowing to commit all their energy and competence to the education of all the pupils entrusted to them.



As regards the assessment and certification of agrégés de l'enseignement secondaire inférieur (AESI), see 8.1.7.2..

Technical teacher-training courses taught in social advancement tertiary education schools prepare students for the examination to earn a Teaching accreditation certificate (CAP), which authorises holders to teach in the technical discipline sector at the lower or upper secondary levels only.

It is also possible to obtain this certification by sitting for an examination administered by a jury de la Communauté française without attending social advancement courses.

The jurys de la Communauté française also confer certificates to teachers of specialised courses (shorthand and typing, word processing, music).



Students must either obtain the teaching master degree in the discipline of their choice, or first obtain a 2nd cycle university degree (after4 or sometimes 5 years of study), which certifies specific training, followed by an agrégés de l'enseignement secondaire supérieur (AESS) degree the teaching credential obtained with the consecutive model. This degree may be obtained without any specific time requirement.


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Trainee students are supervised at least three times during the course of their work placement under the responsibility of the teachers from the institutions that organise the agrégation. Section 8.1.6.4. specifies the content taught, on which the evaluation must be based.

Upon completion of their studies, graduates take the Socratic oath (see 8.1.7.2.).



Evaluation and certification are described for two different categories of tertiairy education:

● for hautes écoles, see 8.1.7.5.1.; ● for universities and art colleges, see 8.1.7.5.2. .




The training officer in charge has the responsibility of the assessment leading to the award of the CAPAES: s/he delivers an attestation of successful completion, which does not come with a title. This attestation is required to file a professional dossier with the Commission in charge of issuing the CAPAES. For further information on the CAPAES, see 8.1.4.5.1., 11.

Upon completion of their studies, graduates take the Socratic oath (see 8.1.7.2.).


8.1.7.5.2. Universities and artistic tertiary education

There is no initial training that specifically prepares lecturers to teach at university or in artistic tertiary education.

8.1.8. Alternative training pathways

A. Milieux d’accueil


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As regards the milieux d'accueil, others qualifications are recognised in lieu of the child care certificate. Provided at least half of the staff responsible for supervising the children hold a childcare certificate, it may be replaced by other qualifications: either similar qualifications issued by full-time secondary education (educational assistant, candidate nurse, monitor), by social advancement education (auxiliary childcare worker, specialist monitor) or by dual vocation education (auxiliary childcare worker in collective structures), or certain diplomas of training in psychology and education obtained at an haute école or university (e.g. candidat or bachelor of educational science or gradué in speech therapy, nursery school teacher).

If they do not hold a child care nursing certificate, or a qualification recognised as a valid substitute, parents who look after children in parental nurseries and childminders must take an accelerated training course (a module of at least 100 hours organised by a training institution accredited by the government). The training covers the following domains: the child’s overall development, the psycho-pedagogical principles of childcare, the organisation of childcare, relations with the persons who entrust the child, conflict management, setting up a partnership, relevant legislation. The training institutions which provide the accelerated initial training issue attendance certificates to the persons who successfully followed a recognised accelerated training programme.

B. Unemployed people

All unemployed people can begin certain complementary training programmes while retaining the right to unemployment benefits, providing that the training leads to a pedagogic title for which the ONEM (national employment agency) considers there is a shortage. Notably, for the last few years, this measure concerned the position of primary school teacher.

Moreover, some university programmes giving access to a teaching career, provided that they are combined with the agrégation de l'enseignement secondaire supérieur, are compatible with maintaining unemployment benefits: such as IT or Germanic philology..

C. Supplementary educational qualifications

Practical and vocational teaching courses in secondary education can be entrusted to holders of a qualification in the subject to be taught and who do not have a teaching qualification, as long as these people have obtained a Teaching accreditation certificate (CAP) upon completion of a training programme in a school for social advancement (see 7.14.2.).

These courses include a cycle of variable duration depending on prior studies:

● 1 year for graduates of tertiary education; ● 2 years for graduates of upper secondary education; ● 3 years for graduates of lower secondary education.

The programme includes general courses, courses in education science, and teaching exercises. Following the consecutive model, the first year is spent on general training and the second and third years are spent on education psychology and teaching exercises. In the context of practical training, students receive a minimal introduction to teaching practice and cultivate their skills by teaching classes under the supervision of trainers.

D. A jury

It is also possible to sit for examinations held by the jurys de la Communauté française, in particular for subjects for which no initial training is provided in full-time education or in education for social advancement.



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8.2. Conditions of service of teachers

The administrative and pay status of personnel are determined by the government. Collective labour agreements govern changes to this administrative and pay status as well as working conditions. While each pouvoir organisateur is responsible for recruiting, selecting, and allocating teachers as well as for the day-to-day management of their careers (in its quality as employer), the French Community’s agreement is required.

In schools administered by the French Community, the decision-making body in each case is/are the Minister(s) in charge. However, the school management may deliver advice.

In public grant-aided schools, staff members are employed by municipal or provincial authorities. In private grant-aided schools, employers and employees are covered by an employment contract. The employer is a pouvoir organisateur legally constituted in the form of a non-profit association (Association sans but lucratif, or ASBL).

The teachers’ rights and obligations are outlined in the statutes specific to each réseau.


Direction générale des personnels de l'enseignement de la Communauté française

Direction générale des personnels de l'enseignement subventionné


8.2.1. Historical Overview

Information on the historical overview of service conditions of teachers are presented by level of education:

● milieux d'accueil, see 8.2.1.1.; ● enseignement fondamentaland secondary education, see 8.2.1.2.; ● tertiary education, see 8.2.1.3..





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The first mention of day care nurseries dates back to the early 19th century. According to Humblet (1998, quoted by Degavre, Lhuillier & Petrella, 2002), "until the beginning of the 20th century, nurseries were mainly financed by private institutions (…) and their organisation chiefly rested on the voluntary work and patronage of generous ladies." (p. 4).

Since 1970, nurseries and prégardiennats are required to ensure a given staff/children ratio. In 2003, the continuing training of personnel became mandatory.


La transformation des structures familiales et des politiques sociales et les modes d'accueil des jeunes enfants. Rapport national.

Les crèches de jour au temps de l'oeuvre nationale de l'enfance

Maternité et petite enfance dans le bassin industriel liégeois de 1830 à 1940

8.2.1.2. Enseignement fondamental and secondary education

The first continuing education courses for secondary education were developed in 1951, following the recommendation of the Commission for the reform of enseignement moyen. In 1965, a department for methodology, training courses, personnel development, and teaching material was created within the General Directorate for the Organisation of Studies.

The law of 19 July 1971 on the general structure and organisation of secondary education specified the objectives of continuing education and the resources to be implemented in an era of generally favourable economic conditions. Retraining days were organised with the support of inspectors, who selected the topics to be covered and took responsibility for organising those days. Until recent years, continuing education courses were funded directly from the French Community's budget for its réseau, while the other réseaux used their own funds.

In 1984, discontent amongst enseignement fondamental and secondary education teachers broke out when a royal decree increased service hours by one 50-minute class period per week. The unions opposed cuts in the number of teaching jobs and the freeze on the average salary, which resulted from the measure.

Also in 1984, the Minister issued a ministerial circular by which teachers in enseignement fondamental were given the opportunity to leave work for 10 days and to attend training courses. However, no financial or human resources were allocated. The vast majority of training courses had to be self-financing. In 1993, a decree adopted by the Council of the French Community adapted the organisation and the funding method for the continuing education of staff members in all types of ordinary secondary education schools, except for administrative staff, supervisors, and trades and service personnel.

Until 1988, a training module could only be launched with a sufficient number of participants who contributed to pay the trainers and administrative expenses. Certain very successful training courses, such as computer science, ran at a profit and contributed to the existence of other training courses based on the principle of solidarity. Thereafter, the Minister imposed a minimum number of 10 participants per training course and assumed payment of the trainers.

In 1991, after long months of strikes and teacher demonstrations, quite often supported by parent-teacher associations, a sectoral collective wage agreement was signed between the public authorities and the teachers' unions. The main reason for the strikes was that wage scales had not been revised since 1974. A


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non-differentiated bonus of 2,000 Belgian francs was granted each month; and a correction of the wage scales was approved. In the end, this increased the salaries of école fondamentale teachers, technical- and vocational-course teachers, and the staffs of the Centres Psycho-Médico-Sociaux (CPMS).

In autumn 1995, the teachers' unions again called for strikes following changes to the sick leave scheme and plans to merge small-size secondary schools.

Various savings measures accompanied by measures to encourage early retirement resulted in a reduction of over 2,500 teachers' jobs at the secondary education level during the course of the 1996-1997 school year.

Continuing education has undergone very significant developments in the French Community. This movement resulted in the adoption of a decree to instate differentiated practices in enseignement fondamental, according to the levels and types of education.

As early as 2001, two decrees relating to in-career training for teachers in the pre-primary and primary levels, on one side, and secondary education and the whole specialised education area, on the other side, were prepared. These were adopted on 11 July 2002 and deeply modified the continuing training of teachers from September 2003.






Le tableau noir de l'école

Décret relatif à la formation en cours de carrière dans l'enseignement spécial, l'enseignement secondaire ordinaire et les centres psycho-médico-sociaux et à la création d'un institut de la formation en cours de carrière (1)

Décret relatif à la formation en cours de carrière des membres du personnel des établissements d'enseignement fondamental ordinaire (1)



Following the reform of non-university tertiary education in 1995, duties and positions were redefined. Before these provisions, members of staff in long-type tertiary education were not subject to any statutory provisions. Members of staff in short-type tertiary education were subject to the statutory provisions of the different réseaux.

The administrative status of teaching staff in universities is governed by a law passed on 28 April 1953.

8.2.2. Ongoing debates and future developments


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In early 2010, a limited ministerial committee agreed to a proposal that childcare workers should benefit from a complete status from 1 January 2011 (under the terms of this status, childcare workers must receive full social security benefits, including annual holidays and unemployment benefit, a fixed income and a proper employment contract). The agreement also provides for the award of home worker status (in view of the characteristics of the profession) and the determination of a salary level at least equal to the guaranteed monthly minimum income. The proposal still needs to be submitted to other bodies before it enters into force.

In view of budgetary restrictions, among other things consideration has been given to the possibility of not extending the measures of leave of absence for personal convenience before retirement. However, these measures remain applicable until 2011.

Various aspects of the contract for school relate to the teaching staff. A number of measures are being prepared, and should take concrete shape in the next few years:

● bringing uniformity to the system of qualifications and functions; ● updating employment statuses and simplifying procedures, particularly in the réseau organised

by the French Community; ● the more rapid replacement of teachers at écoles fondamentales who are on sick leave.

In connection with redeployment and in-service training, there are plans to step up the activity of the buddying scheme and to evaluate it.





A 1969 royal decree established the legal status of teaching staff in public education, which currently applies to education administered by the French Community. This decree, which was amended several times since it was adopted, defines the titles required for the different levels of education in this réseau.

Laws concerning the legal status of staff in enseignement fondamental and secondary education in the other réseaux were passed in 1993 (private grant-aided schools) and in 1994 (public grant-aided schools). In 1997, the status benefits for the staff of the different réseaux were extended to the whole of the staff in Hautes Écoles.

A decree issued on 11 May 2007 amends certain provisions regarding the qualifications required and the qualifications regarded as sufficient for personnel in education organised and/or subsidised by the French Community.

The main goal of statuses is to objectivise the appointment and definitive nomination of staff, guaranteeing, as far as possible, equality as foreseen in the constitution.

Two decrees apply to ordinary and specialised enseignement fondamental and secondary education. The first, adopted on 17 July 2002, regulates the weekly work distribution for teachers that do not work fulltime. The


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second, adopted on 17 July 2003, aims to facilitate the recruitment of teachers that are competent and have the required qualifications for language immersion training.




Arrêté du Gouvernement de la Communauté française modifiant la réglementation relative au statut administratif des membres du personnel (…) de la Communauté française (…) (pour l'intitulé complet de l’arrêté, voir la note).

Arrêté royal du 22/03/1969 fixant le statut des membres du personnel directeur et enseignant, du personnel auxiliaire d'éducation, du personnel paramédical des établissements d'enseignement gardien, primaire, spécial, moyen, technique, artistique et

Décret fixant le statut des membres du personnel subsidié de l'enseignement libre subventionné

Décret du 06/06/1994 fixant le statut du personnel subsidié de l'enseignement officiel subventionné

Décret fixant le statut des membres du personnel directeur et enseignant et du personnel auxiliaire d'éducation des hautes écoles organisées ou subventionnées par la Communauté française

Décret fixant le statut des membres du personnel subsidié de l'enseignement officiel subventionné

Décret portant des dispositions générales relatives à l'enseignement en langue d'immersion et diverses mesures en matière d'enseignement.

Décret portant modifications urgentes en matière d'enseignement


An important decree issued on 27 February 2003 recapped, detailed and updated the general regulations on the milieux d'accueil. It supplements the framework provided by a decree issued on 31 May 1999, which set out a quality code for childminding, and the decree of 17 July 2002 which reformed the ONE (National Office for childhood).


Arrêté du Gouvernement de la Communauté française fixant les conditions auxquelles doivent répondre les gardien(ne)s à domicile et les directeur(rice)s de maisons d’enfants ainsi que les modalités de la surveillance médicale

Arrêté du Gouvernement de la Communauté française portant réglementation générale des milieux d'accueil.


8.2.3.2. Ordinary enseignement fondamental


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A decree issued on 20 June 1975 determines the qualifications that are deemed sufficient to teach in grant-aided enseignement fondamental schools.

A 1984 royal decree affected the organisation of pre-primary and primary education and contained provisions affecting teachers' careers.

The decree of 13 July 1998, which organised ordinary pre-primary and primary education and amended education regulations, set a standard for teachers' workloads.

A decree adopted on 11 July 2002, which entered into force in September 2003, redefined in-service training of teachers in ordinary enseignement fondamental.

A decree dated 8 March 2007 makes provision for the establishment of a service or of units responsible for providing educational institutions with pedagogical advice and support (see 8.2.8.2.).







Arrêté royal du 20/06/1975 fixant les titres jugés suffisants pour l'enseignement gardien et primaire subventionné


Arrêté royal n° 297 relatif aux charges, traitements, subventions-traitements et congés pour prestations réduites dans l'enseignement et les centres psycho-médico-sociaux




Décret fixant le régime des congés et de disponibilité pour maladie ou infirmité de certains membres du personnel de l'enseignement.


Décret fixant le statut des membres du personnel subsidié de l'enseignement officiel subventionné

Modification du Décret relatif aux maîtres de religion et professeurs de religion (1)


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8.2.3.3. Ordinary secondary education

A Royal Decree and several ministerial decrees dating back to 1969 specify the nature of the credentials required to teach general, special, technical, vocational, and art courses.

Under the terms of a Royal Decree of 30 April 1969 the qualification required to perform the function of a teacher in lower secondary education is that of an agrégé de l'enseignement secondaire inférieur). Specific qualifications are required depending upon the subject to be taught.

In enseignement subventionné, several Royal Decrees dated 30 July 1975 define qualifications that are deemed sufficient for different roles in secondary education. In particular, under certain conditions, courses can be given by people that have other qualifications: agrégés de l'enseignement secondaire supérieur (AESS) non-pedagogic qualification (industrial engineer, experienced craftsperson, etc.) supplemented by a Teaching accreditation certificate (Certification d'aptitude pédagogique, CAP) or a Technical education teaching certificate (Certificat de cours normaux techniques moyens, CNTM).

A decree adopted on 19 November 2003 adapted the previous legislation on required qualifications deemed sufficient, principally for lower secondary education and technical and vocational secondary education, in the different réseaux.

For the status of teachers depending on the réseau, see 8.2.3.2., 2nd paragraph.

A decree adopted on 3 July 2002 that came into force in September 2003, redefined in-service training of teachers in ordinary secondary schools.






Modification de l'Arrêté royal du 02/10/1968 déterminant et classant les fonctions des membres du personnel directeur et enseignant, du personnel auxiliaire d'éducation, du personnel paramédical et du personnel de l'inspection

Arrêté de l'Exécutif de la Communauté française fixant les titres requis des membres du personnel directeur et enseignant, du personnel auxiliaire d'éducation, du personnel paramédical, du personnel psychologique, du personnel social (voir la note pour l'intitulé complet de l'arrêté).





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Modification du Décret relatif aux maîtres de religion et professeurs de religion (1)


8.2.3.4. Specialised enseignement fondamental and secondary education

A law passed on 6 July 1970 governs the organisation of education for children with special needs. A decree adopted on 3 July 2002, which entered into force in September 2003, redefined in-service training of teachers in specialised education (both for enseignement fondamental and for secondary education). The decree of 3 March 2004 on the organisation of specialised education redefined certain aspects of teachers’ conditions of service, in particular their working hours.











Working conditions for tertiary education teachers are governed by specific decrees.

A decree adopted on 20 December 2001 governs artistic tertiary education.

Two fundamental texts were voted concerning the education given in the Hautes Écoles: the decree of 25 July 1996 relating to the responsibilities and tasks of the Hautes Écoles organised or subsidised by the French Community and the decree of 24 July 1997 defining the status of administrative, teaching and auxiliary staff in the Hautes Écoles organised or subsidised by the French Community.


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A law adopted on 28 April 1953 (and revised many times since) defines the conditions of service for teachers in universities.



Décret portant diverses mesures urgentes en matière d'enseignement supérieur et de recherche scientifique

Décret relatif aux fonctions et titres des membres du personnel enseignant des hautes écoles organisées ou subventionnées par la Communauté française

8.2.4. Planning policy

As far as the milieux d'accueil are concerned, there are plans to increase the number places available for small children.

To this end, new budgets have been earmarked by the French Community, and synergies with the Regions have been stepped up.

The government of the French Community and the O.N.E. have chosen to increase the number of subsidised childcare places in order to bring childcare within the reach of as many parents as possible.

Various measures have been taken to increase the provision of childcare while maintaining its quality: improving the situation of childminders and make it possible for them to take up to four children (a measure implemented in 2003), developing synergies with companies and trialling parental day nurseries.

There is no planning of needs for teaching staff. Nevertheless, in March 2002, given the lack of indicators about the shortage of teaching staff, an Employment in Teaching Forecasting Unit (Prospective de l’Emploi dans l’Enseignement) was created in the Administration générale des Personnels de l’Enseignement: this is a tool to provide diagnostics and information about the situation in the field with a view to identifying the jobs, periods of the year, the regions, and even the institutions affected by the shortage. In 2003-2004, this unit undertook several investigations and notably a survey on the evolution of the number of pupils in the pedagogic cycles.

A decree adopted on 17 July 2002 regulates, from September 2002, the weekly work distribution of teachers that do not work full-time: a better organisation of part-time services is likely to have positive effects in terms of the availability of teaching staff by increasing the number of working hours.

Employment management councils are charged with issuing proposals as regards the definition of shortages (see 2.7.2.3. point N).





Décret portant modifications urgentes en matière d'enseignement


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8.2.5. Entry to the profession

Information concerning entry to the teaching profession is presented by level of education:

● milieux d'accueil, see 8.2.5.1.; ● enseignement fondamental, see 8.2.5.2.; ● lower secondary education, see 8.2.5.3.; ● upper secondary education, see 8.2.5.4.;


Since the creation of the ONE in 1919, the law specifies that nobody can look after children younger than 7 years old for payment without having previously received a municipal authorisation to which must be attached an attestation issued by the infant welfare centre.

If the childminding service is provided by a legal entity, the authorisation is given to the institution which then has to recruit its own personnel (child care workers) in respect of the applicable regulations.

Every person that works in the milieux d'accueil must satisfy some medical conditions (annual proof of the absence of pulmonary infection, inoculation against German measles, physical and psychic state of health showing no signs of danger for the children being cared for).

In addition, childminders that look after children at home and the directors of children’s homes must:

● be at least 21 and not more than 65 years old and prove that they have been trained as child care workers or other training deemed equivalent, or – if not – have successfully completed the ad-hoc accelerated training programme (see 8.1.8.);

● not exercise any other professional activity incompatible with child minding or that would make them unavailable during the opening hours of the milieu d’accueil;

● provide a certificate of good character to the public administration, for each person aged 18 years or more that is part of their household and or likely to be in frequent contact with the children being cared for.



A. Requirements


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To be appointed to a recruitment-grade position (see below, point B, 1st paragraph), candidates must meet the following requirements:

● be Belgian or a national of another European Union member state; ● be entitled to full civil and political rights; ● hold the required credential; ● have irreproachable behaviour; ● fulfil legal or statutory obligations with regard to linguistic policy; ● possess the physical abilities prescribed by the Government; ● comply with legal requirements in terms of military service.

Other conditions, set by the réseaux, may supplement the above.

Nominations and appointments follow different procedures in the French Community’s réseau and the grant-aided réseaux.

A 1968 royal decree determined and classified recruitment-grade, selection-grade, and promotion-grade positions in schools maintained by the French Community. The statutes for grant-aided réseaux refer to this classification.

In compliance with the law of 22 June 1964 concerning the status of civil servants, candidates who are not Belgian or European Union nationals must request an exemption. According to the law on linguistic policy in education, they must demonstrate advanced proficiency in the language of instruction.

In pre-primary education, the recruitment-grade positions are those of nursery school teacher and psychomotility teacher and childcare worker.

In primary education, the recruitment-grade positions are:

● primary school teacher (teaches general courses, physical education courses, and courses in a 2nd language);

● religion or ethics teacher; ● special course teacher (drawing, music, etc.); ● second language teacher.

Adaptation specialists are teachers responsible, in particular, for formative assessment and differentiated teaching to enable every child to progress at his or her own pace.

The ethics teacher is a staff member, who is responsible for ethics courses. The religion teacher is either a minister or a representative of a minister of one of the recognised denominations, who is responsible exclusively for the corresponding course in religion. In denominational private grant-aided schools, the course in religion may be taught by a teacher. To teach physical education in primary schools, a physical education teacher must either hold an AESI degree (Agrégé de l'Enseignement Secondaire Inférieur) for physical education or be qualified as a primary school teacher and hold an additional certificate of capacity to teach physical education in primary schools.

A second language teacher responsible for teaching a modern language must hold:

● the AESI in Germanic languages, or ● a primary teacher's degree plus a certificate of advanced proficiency in the language to be taught.

The main recruitment-grade positions in lower and upper secondary education are: general course teachers, technical course teachers, special course teachers, and religion teachers, ethics teacher, and vocational practice teacher.

A decree adopted on 17 July 2003 redefined the titles of teachers authorised to provide immersion teaching (see 4.10.3.):


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● * As far as mastery of the French language is concerned, the new decree limits the requirements to "a knowledge that permits the teacher to understand colleagues, pupils, and their parents, as well as to make themselves understood, in the context of normal conversation".

● * The recognition of the equivalence of foreign qualifications can now be based not only on general decisions about equivalence taken by the Government, but also on an individual authorisation given by the Government based on an opinion given by a committee. This committee will consider the professional effects in the teaching area of the diploma under consideration in the country that issued it.

● * Knowledge of the target language can also be certified by an examining body responsible for issuing a certificate of in-depth knowledge with a view to teaching this language in an immersion course, or based on the possession of a certificate of in-depth knowledge of Dutch or German issued by the Flemish Community or the German Community and recognising the ability of the holder to teach in these languages. Tertiary education graduates in languages and Germanic literature or modern languages or translation and interpreting are automatically considered to have the degree of mastery of the languages studied required for immersion training.

● * Lastly, with a view to alleviating the initial shortage of people with the qualifications required that correspond to the courses to be taught, the decree specifies qualifications deemed to be "sufficient".

Immersion courses in sign language (see 10.6.8.) can be taught by a staff member with the appropriate credentials to teach at the level of education concerned and, in secondary education, to teach the subjects taught, supplemented with a certificate of advanced proficiency in sign language, issued by upper secondary education for social advancement.

Since 2008, it has been possible for jobs created under positive discrimination measures to give rise to appointment or recruitment to a permanent position.

B. Admission and appointments in schools organised by the French Community

In the French Community’s réseau, staff members' positions in the various institutions are classified by level. Within each level, there are recruitment-grade, selection-grade, and promotion-grade positions. Every career commences with a recruitment-grade position.

There are three steps within each grade: temporary, priority temporary, and permanent. To apply for a temporary position, it is necessary to meet specific age and credential requirements in addition to the general prerequisites for public service employment. In the month of January of each year, a call for candidates is published in the Belgian Official Gazette. Temporary-step recruitment-grade candidates must follow a standard procedure to apply. They are then prioritised – with the principal criteria being the number of applications introduced in the preceding years and prior length of service. Designation as a temporary may be for a very variable length of time: anywhere from several days (replacement) to one or sometimes several entire school years. As a rule, candidates with the highest priority are selected for long-term appointments. Temporaries are placed on leave of absence from July 1 to August 31.

In schools administered by the French Community, a temporary with 300 days of service in the function applied for during the past three years (including the year of the call for candidates) may apply to become a priority temporary. The number of days of service required may vary by grade. Each year, the Minister of Education determines the number of days worked in each grade that are needed to be designated a priority temporary. To enter this grade, the candidate must also obtain a ministerial nomination. The Minister does not grant this status to all eligible applicants; some leeway is retained to control for trends in employment in schools administered by the French Community.

The designated temporary staff member's school head may compile a report about the person. Any priority temporary may be appointed on a permanent basis within the same grade to a vacant position with working


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hours equal to at least one third of the minimum number of hours required to create a full-time position. The Government of the French Community holds the power to appoint.

In practice, temporary status can be prolonged for several years.

At the end of December 2001, a decree was adopted that aims to accelerate the nomination of members of the teaching personnel of the French Community through a reduction in the number of days required for a nomination to be accepted.

C. Admission and appointments in enseignement subventionné

The pouvoir organisateur is responsible for hiring, appointing, and dismissing staff members. In grant-aided education, persons who so desire may submit an unsolicited application to the pouvoir organisateur of their choice. Recruitment rules are defined in the respective statutory decrees for each réseau, i.e. the decree of 6 June 1994 for public grant-aided schools and the decree of 1 February 1993 for private grant-aided schools. Within the framework defined by these statutes, the pouvoirs organisateurs are relatively autonomous; they are obliged to integrate furloughed teachers when possible. In the public grant-aided schools, personnel management is discussed in the local joint committees (see 2.6.4.).

Teachers are hired initially as temporaries. The requirements to be met with a view to being hired as a temporary are almost identical to those that apply in the French Community’s réseau. No one can be appointed on a permanent basis before the school head has reported a favourable track record. The applicable teaching personnel statute specifies other requirements that temporary staff members must meet before they can be hired for a permanent position.

In public grant-aided schools, beyond the statutory rules, recruitment policies vary from one municipality or province to another.

In private-grant-aided schools, in addition to the requirements prescribed by the Ministry, Catholic schools require teachers to adhere to the school's pedagogical plan.





Loi relative au statut des membres du personnel de l'enseignement de l'Etat


The credentials required in short-type tertiary education were laid down in 1969. The law of July 1970 on the general structure of tertiary education provides for a specific credential scheme. Depending upon the case, such credentials may be degrees, certificates, or relevant years of experience. In certain cases, professional or scientific reputation related to the position may be considered in lieu of the required credentials.


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Arrêté du Gouvernement de la Communauté française pris en application de l'article 126 du décret du 20 décembre 2001 fixant les règles spécifiques à l'Enseignement supérieur artistique organisé en Ecoles supérieurs des Arts (organisation, financement, encadrement, statut des personnels, droits et devoirs des étudiants)

Arrêté de l'Exécutif de la Communauté française fixant les titres requis des membres du personnel directeur et enseignant, du personnel auxiliaire d'éducation, du personnel paramédical, du personnel psychologique, du personnel social (voir la note pour l'intitulé complet de l'arrêté).

Loi relative à la structure générale de l'enseignement supérieur


The positions and duties in the Hautes Écoles were defined by a decree passed on 27 July 1996.

Grade 1 positions (recruitment grade), which may be filled by Hautes Écoles teaching staff members, are as follows:

● associate instructor of practical training (formerly vocational practice teachers and certain technical course teachers, etc.);

● associate instructor (formerly assistant, teacher of general courses, certain teachers of special subjects, etc.);

● lecturer.

Associate instructors participate in applied research within their unit in addition to classroom hours and laboratory or other work. In addition to their teaching hours, lecturers participate in the different projects assigned to their unit.

The position of technical associate replaces all teaching positions occupied by staff members who do not have a 2nd stage (orientation) or 3rd stage (determination) secondary education certificate. Technical assistants' teaching duties are mainly of a practical nature.

The first paragraph of 8.2.5.2. describes the conditions to be fulfilled by candidates applying for a formal appointment.

A foreign credential, which is recognised as being equivalent, or professional or scientific fame related to the position to be conferred, may be considered in lieu of the required credentials. Additionally, in case of a confirmed shortage of candidates with the required credentials, an individual derogation may be granted by the government.

It is the management committee of the Haute École and the Government (education organised by the French Community) or the pouvoir organisateur (for enseignement subventionné) that decides which position it wishes to fill and declare a vacancy. A call for candidates must be published in the official gazette. The first appointment is made for a fixed period, a maximum of one academic year. When cumulative successive appointments total an academic year, any new appointment must be made for an undetermined period.

8.2.5.3.2. Art colleges


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The Government publishes, in the official gazette, a call for candidates for each position to be filled. Applications must include the documents relating to the qualifications and practical experience, details of scientific publications and proof of any professional experience, as well as the candidate’s pedagogic and artistic project: this describes in a detailed and individual manner how the candidate sees his or task within the institution for each activity applied for.

A decree of 3 February 2004 defines the recruitment procedure for a permanent position in an art college.

Recruitment committees for temporary positions are responsible for examining candidatures for the mandates and jobs to be assigned and to provide a justified opinion on these candidatures to the institute’s educational management council.


In the event of a vacancy, the contents of a call for candidates as well as the deadline for applications are defined by the executive board. In university education, nobody can be nominated as a lecturer unless they possess a doctorate with a thesis (except for exemptions agreed in exceptional circumstances). Before any nomination, justified opinions from one or more bodies designated by the executive board are sent to the latter, who then takes a justified decision based in particular on the qualifications of each of the candidates. In certain cases, the executive board must consult four specialists that are independent of the institution. This consultation is obligatory when the executive board disagrees with the opinion of one or more of the designated bodies. Nominations are made within the limits of the budgetary credits.

8.2.5.4. Specialised education

The entry conditions are the same as in ordinary education (see 8.2.5.2.).

Advanced sign language training, which enables a student to obtain the certificate required to teach immersion sign language courses, is provided by upper secondary education for social advancement.


8.2.6. Professional status

The information on the professional status of teaching staff is presented by level of education:

● milieux d'accueil, see 8.2.6.1.; ● enseignement fondamental, secondary education, and non-university higher education, see 8.2.6.2.; ● university education, see 8.2.6.3..




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With the exception of registered childminders, the milieu d'accueil concludes an agreement with each member of staff that specifies at least the type and duration of the contract, the nature and duration of the services, and the length of the notice period. The registered childminding services pass a contract with each childminder, based upon a model contract defined by the ONE and submitted to it for approval.

Some workers in the milieux d’accueil are beneficiaries of unemployment reduction programmes:

● regional programmes for integration into the labour market (programmes régionaux d’insertion dans le marché de l’emploi - PRIME): a programme destined primarily for the long-term unemployed, created by the Walloon region in the non-profit sector (childcare nurses can be made available to day nurseries, approved children’s homes, to look after sick children or provide intermittent child-minding);

● subsidised contractual agents (agents contractuels subventionnés - ACS):; ● Interdepartmental budgetary fund for employment (Fonds budgétaire interdépartemental pour

l’emploi - FBIe); ● Professional transition programme (programme de transition professionnelle - PTP), etc.

. A social protection system for registered childminders (formerly known as gardiennes encadrées) came into force on April 1, 2003: the registered childminders are subject to the salaried workers social security scheme. The support services take responsibility for part of the employer’s obligations in a normal situation. The registered childminder benefits from a social status and social security cover based on that enjoyed by salaried workers in terms of healthcare, maternity leave and work-related illness. She also benefits from layoff cover if the children are away, and finally, she is entitled to family allowance and a retirement pension.

8.2.6.2. Enseignement fondamental, secondary education, and non-university tertiary education

The paragraphs below apply to both ordinary and specialised education.

A. Decision-making bodies for conditions of service

The administrative and pay status of personnel are determined by the political authorities for the French Community as a whole. Collective labour agreements govern changes to this administrative and pay status as well as working conditions. Each pouvoir organisateur is responsible for day-to-day management.

In schools organised by the French Community, the decision-making body in each case is/are the Ministers formally in charge. However, the school management is entitled to give advice.

In public grant-aided schools, staff members are employed by municipal or provincial authorities and they have the rights and obligations associated to this status. In private grant-aided schools, employers and employees are covered by an employment contract. The employer is a pouvoir organisateur legally constituted in the form of a non-profit association (Association sans but lucratif, or ASBL). Rights and obligations are outlined in the statutes.


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B. Professional status

The French Community has regulated the legal status of teaching staff separately, depending on the réseau in which they teach. The statutory provisions that are specific to each of the three réseaux are applicable, in particular, to management and teaching staff in full-time and part-time education, and in education for social advancement.

In the French Community of Belgium, teachers are not civil servants; however, their conditions of employment are determined by a legal status similar to that of civil servants to some extent but different in other aspects.

The obligations outlined in the three statutes are almost identical. The statutes specify, in particular:

● At all times, staff members must be concerned about the interests of the education system where they work. In schools maintained by the French Community, they must also protect the interests of the State (of the French Community). As such, they must fulfil, in particular, the obligations imposed by laws and regulations, including employment regulations. Staff members are bound to absolute propriety both in their relations on the job and in their relations with the parents of pupils and the public.

● Staff members must provide the necessary services for the proper operation of their school to the extent established by the professional rules and regulations.

● Staff members must not disclose secret information to which they become privy in carrying out their duties.

● Staff members must not engage in any activities, which contravene the Constitution or Belgian law, advocate the destruction of the country's independence, or jeopardise national defence or security; nor belong to any groups engaged in activities of this nature. They must inspire a sense of obligation, respect for public institutions, and devotion to human rights and liberties.

The obligations imposed on members of staff are, to a large extent, the same in each réseau, though practical details may differ. In none of the three réseaux, may staff members exploit their pupils for political propaganda purposes. Staff members in schools maintained by the French Community must, moreover, observe the principles of education neutrality. In grant-aided public schools, staff members may not exploit their pupils for religious or philosophical propaganda purposes.

Breaches of obligations are subject to the disciplinary penalties set forth in the statutes (ranging from reprimand to dismissal).

There are three steps in the teaching career: applicants receive the status of ‘temporary’ teacher as soon as they are hired. Later on, they will be appointed ‘priority temporary’ teacher, which means that they are in expectation of the third step for an undefined duration. The third step is appointment on a permanent basis. For further information on the level of status that corresponds to the different stages of progress in a teaching career, see 8.2.5.2., paragraph B for education organised by the French Community or paragraph C for grant-aided education.


Service général de la gestion des personnels de l'enseignement de la Communauté française

Service général des Statuts et de la Carrière des Personnels de l'Enseignement de la Communauté française



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Décret du 10/04/1995 modifiant les statuts des membres du personnel subsidié de l'enseignement libre subventionné et officiel subventionné

Décret portant sur des mesures urgentes en matière d'enseignement


8.2.6.3. University education

The teaching staff includes ordinary professors, extraordinary professors, professors, and lecturers. Each member of the teaching staff can exercise a full time or part time function, according to a decision taken by the executive board. The function of a member of the teaching staff who exercises a paid activity that takes up most of his time is automatically classified as being part-time.

The Government decides the holiday regime for the teaching staff.

The function of a member of the teaching staff can be modified by the executive board, according to an opinion from the organ with this responsibility, after requesting the opinion from the interested party, while respecting the qualification and rights of the latter.

Disciplinary action (a warning, salary reduction, suspension, dismissal) can be proposed by the university president (recteur) and endorsed by the executive board, respecting the procedure defined by the Government which ensures the rights of the defendant.

8.2.7. Replacement measures

Information on replacement measures is presented by level of education:

● milieux d'accueil, see 8.2.7.1.; ● enseignement fondamental, see 8.2.7.2.; ● secondary education, see 8.2.7.3.; ● tertiary education, see 8.2.7.4..



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There are no legal provisions concerning replacement measures specific to the milieux d'accueil.


The minimum number of consecutive days of absence of a class teacher in a primary school or nursery school that will lead to replacing the teacher varies with the size of the school or site and with the number of hours in the absent teacher’s timetable.

Full time class teacher Half time class teacher

1 single class Immediate replacement Replacement

1 and a half classes Immediate replacement Replacement if absence lasts at least 6 calendar days

2 classes Replacement if absence lasts at least 6 calendar days

2 and a half classes Replacement if absence lasts at least 6 calendar days

Replacement if absence lasts at least 10 working days, or 6 working days in the case of absence due to illness or incapacity

3 classes and more Replacement if absence lasts at least 8 working days , or 6 working days in the case of absence due to illness or incapacity

Sites with differentiated staffing (see 2.8.3.5.)

Replacement in the case of absence due to illness or incapacity once such absence has lasted at least 5 working days

Teachers of religion, ethics, a second language, or physical education, regardless of the number of classes

Replacement if absence lasts at least 10 working days, or 6 working days in the case of absence due to illness or incapacity

In addition, a teacher who is in training can be replaced under certain conditions (see 8.2.10.2.).




8.2.7.3. Secondary education


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The minimum number of working days absence of a teacher in secondary education that gives rise to a replacement is 10. Nevertheless, at sites that benefit , differentiated staffing belonging to class 1 (the most disadvantaged), the replacement of members of staff on sick leave is authorised as soon as the absence is at least 5 days.




8.2.7.4. Tertiary education in Hautes Écoles

In all three réseaux, replacement may only be arranged once the teacher has been absent for 10 days or more.

The executive board of the Haute École (in education organised by the French Community) or the pouvoir organisateur (in grant-aided education) initiates the procedure. Priority for the person proposed, hired or appointed (depending on the réseau), will go to a person that has applied for the position, in compliance with the rules that apply in that réseau. The appointment or hiring period ends when the holder of the position returns and, at any rate, at the end of the academic year.

8.2.7.5. Artistic tertiary education

In education organised by the French Community, the institution’s director, advised by the recruitment committee and then the educational management committee, proposes to the Government the designation of a replacement.

The appointment or hiring period ends when the holder of the position returns and, at any rate, at the end of the academic year.

8.2.8. Support measures for teachers

The information on support measures for teachers is presented by level of education:

● milieux d'accueil, see 8.2.8.1.; ● enseignement fondamental, secondary education, and non-university higher education, see 8.2.8.2.; ● university education, see 8.2.8.3..



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Former inspectors, currently referred to as coordinators, have a controlling role but also a supporting role. Most coordinators have paramedical training.

A new position was created in 2002: six pedagogic consultants (1 per province) have the task of participating in the development and support of the educational function in the milieux d'accueil, supporting the coordinators in their function of supporting the milieux d’accueil within the framework of the implementation of the quality code.


8.2.8.2. Enseignement fondamental and secondary, social advancement, artistic and distance education

The decree of 8 March 2007 provided for the creation within the government of a Service for Pedagogical Advice and Support to Education in the French Community, and the provision of a Pedagogical Advice and Support Unit for each recognised organisation for the representation and coordination of the pouvoirs organisateurs, placed under the organisation’s authority. The pouvoirs organisateurs which are not affiliated to such a body may use the service mentioned above. The pedagogical advice and support service and units are respectively competent for institutions organised by the French Community and for institutions affiliated to the relevant organisation for representation and coordination.

The service and units are responsible for advising and supporting teachers, teaching teams and schools in whom or which the general inspection service (see 9.4.1.2.) has identified weaknesses or shortcomings.

These organisations are also responsible for:

1. Supporting institutions in the definition of their school plan;

2. Placing their educational knowledge and experience at the service of educational and pedagogical teams at institutions or groups of institutions with a view to improving the quality of education given to pupils;

3. Supporting the introduction of programmes and educational innovations, in particular by informing educational and pedagogical teams about the content of educational reforms;

4. Supporting groups of teachers who jointly create teaching approaches or tools for their courses;

5. Taking part in the analysis of teachers’ training needs and making suggestions with a view to devising the institution’s collective and individual training plan;

6. Assisting institutions and educational teams in the self-analysis of the results obtained by their pupils during external evaluations not leading to certification.

In connection with these assignments, the pedagogical advice and support service and units must work to ensure educational continuity in the approaches undertaken during in-career training.

In the écoles fondamentales administered by the French Community, the Community’s inspector is, at the same time, administrative inspector, controller of the teacher’s actions, and pedagogic animator; he also intervenes in the development of teaching programmes, as a teaching consultant on methods, or in the capacity as trainer of in-service teachers.

Some subsidised pouvoirs organisateurs have their own ‘inspectors’ whose tasks may include support for teachers.


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Moreover, the Government’s action plan to combat the shortage of teachers (2002) mentions, amongst measures to put in place in the short and long term, some ideas that have yet to be discussed in specific working groups:

"(…)

● Improve the induction and support for young teachers (the consideration will notably concern the role of the institution’s director within this framework and on the continuing training given to young teachers which could be targeted at the start of a career)

● For schools benefiting from discrimination positive measures (2.8.3.5.): search for ideas to reduce the time spent in front of the pupils (e.g. foresee an hour for coordination in the timetable, tutoring of junior teachers by senior teachers, etc.) (…)".


There is no common service for the various institutions which has responsibility for providing support to teachers for this level of education.

However, the decree of 31 March 2004 stipulates that university institutions should devote a budget to helping ensure the success of first-generation students that they take in or who transfer to their academy; this budget should be at least 10% of the basic allocation they receive for the students in question. Among the measures stipulated is the introduction within the academy of a centre for tertiary educational studies. The purpose of this centre is to advise, train and supervise the teachers responsible for these students.

8.2.9. Evaluation of teachers

The information on the evaluation of teachers is presented by level of education:

● milieux d'accueil, see 8.2.9.1.; ● enseignement fondamentaland secondary education, see 8.2.9.2.; ● non-university tertiary education provided in the hautes ecoles, see 8.2.9.3.; ● artistic tertiary education, see 8.2.9.4.; ● university education, see 8.2.9.5..


One of the missions of the childcare coordinators is to evaluate and support the milieux d'accueil with a view to fostering quality.




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The evaluation of teachers is closely linked to the réseau in which they are employed and their administrative status.

In the French Community’s réseau, evaluation is performed by the management personnel who, if it is necessary, prepare a report on the quality of the services provided by the temporary teaching personnel, and this at the end of each activity period. Teachers are assumed to perform their task satisfactorily as long as there are no unfavourable reports. If the evaluation is negative, this leads to a delay in the designation. If the report concerns a designated teacher, the institution’s director can prepare an annual review report in which he records a remark according on the quality of teaching. If there is no change, the review report is carried over annually. Nevertheless, the remark ‘inadequate’ leads to the need to have a new evaluation after a school year. In addition, the functions of a teacher in the French Community’s réseau, who has been definitely nominated, can be terminated if the teacher is the subject of an ‘inadequate’ remark three years in succession. These evaluations also have an impact when a teacher that has been definitively nominated wishes to move to a new position through a selection or promotion process

In enseignement subventionné, an unfavourable report from the representative of the pouvoir organisateur (or the head of the institution in enseignement officiel) prevents the definitive appointment of a priority temporary teacher.

The decree of 2 February 2007 establishing the status of school heads emphasises in particular their pedagogic management role. They are responsible for checking the match between the education which is provided on the one hand and the curricula and systems of reference on the other hand. If the evaluation is negative, they may ask the inspection services to appraise the abilities of the members of their teaching team. Thus the general inspection service, created by the decree of 8 March 2007, also plays a role in evaluating the staff of schools organised or subsidised by the French Community, a role which depends on their receiving a request from a school head.

The inspectorate also fulfils an evaluation role for personnel in the French Community’s réseau, but not in the other réseaux.

8.2.9.3. Tertiary education in Hautes Écoles

As regards the temporary staff members designated for a fixed period, the executive board prepares a report, at the latest by the end of the examination sessions in June, on how well the staff member has performed his/her job. The next career step depends on the grading obtained: if a staff member graded as ‘satisfactory’ is re-engaged then it is obligatory that this be for an undetermined period; in other cases (graded as ‘partially satisfactory’ or ‘unsatisfactory’), the executive board must interview the member of staff (who can possibly be assisted or defended) before sending the report to the government. If the report includes the grading ‘unsatisfactory’, in no event can the Government renew the designation. If the grading is ‘partially satisfactory’, and the member of staff is re-engaged, then it is obligatory that this be on a temporary basis for a fixed duration, but at the end of this period, which is a maximum of one academic year, the report can only use the grading ‘satisfactory’ or ‘unsatisfactory’.

If no report is prepared, the member of staff is assumed to have received the grading ‘satisfactory’.



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As regards the designation of teachers and coaches for a fixed duration, the procedure is similar to that applied in the Hautes Écoles (see 8.2.9.3.), except that the author of the evaluation report is the director of art college and the body that can interview the member of staff is the educational management committee (for education organised by the French Community) or the pouvoir organisateur (for enseignement subventionné).


The evaluation of teachers is based on initiatives by the institutions.

8.2.10. In-service training

The information on in-service training is presented by level of education:

● milieux d'accueil, see 8.2.10.1.; ● ordinaryenseignement fondamental, see 8.2.10.2.; ● ordinary secondary education, see 8.2.10.3.; ● specialised enseignement fondamental and secondary education, see 8.2.10.4.; ● tertiary education, see 8.2.10.5..

The preparation of directors and school heads in enseignement fondamental or secondary education is described in 8.3.1.2..


The quality code for child minding (31 May 1999) prescribes that the milieux d'accueil encourage the working staff "to follow vocational training of a professional nature relating to the position occupied, providing knowledge about child development and measuring the importance and social and educative value of their daily work" (article 9). The main themes for a first continuing training programme for professionals that look after children aged from 0 to 12 years (managers of milieux d'accueil, childcare nurses, childminders in school nurseries, extra-curricular trainers, staff working in unsubsidised milieux d'accueil), were outlined in 2000.

Since 2002, continuing training for personnel in the milieux d’accueil applies to a wider public than before, namely all professionals from the milieux d’accueil for 0 to 12 years registered with the ONE, with the exception of school childminding services.

The training subsidised by the ONE is performed by 8 operators: the ‘Management Shop’ (Boutique de gestion), the Centres for training in active education methods (Centres d’entraînement aux méthodes d’éducation active - CEMEA), the Belgian Red Cross, the ‘School for parents and educators’ (École des parents et des éducateurs), the FRAJE, the Central institute for managers (Institut central des cadres), the League of Families (Ligue des familles) and Re-sources enfance. This training is varied.

The objective is principally to offer everybody a space to reflect with others on their educational practices, notably in the light of changes that have taken place in the social and educational fields, as well as recent pedagogic methods. The training is even more relevant if it is part of a project, nourished by an overall


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reflection on child minding, introspection, the contribution of knowledge (scientific information, specific knowledge …).

Since 2003, the ONE has been responsible for a continuing training programme aimed at professionals looking after children aged 0 to 12 years (including parents who look after children in a parents’ day nursery), which is reviewed every three years. The programme for the years 2008-2009, 2009-2010 and 2010-2011, which came into force on 1 March 2008, was designed on the basis of evaluations undertaken with and/or by various partners involved in the continuing training of personnel in this area. The ONE is required to ensure that at least 10,000 participant-days of continuing training for professionals looking after children aged 0 to 12 years are organised every year, and to ensure that the training programme is publicised. Action principles have been defined which focus on organisational details: they include promoting geographical accessibility and the fair distribution of provision between the different target groups, ensuring that waiting lists are established to manage registrations, ensuring a balance between knowledge, practical skills, the capacity to develop and interpersonal skills, providing training courses which are specific to the different childcare functions and to the different types of milieu d'accueil, and encouraging training projects defined on the basis of the specific childcare project. In particular, the programme envisages the introduction of continuing training aimed at professionals looking after children aged 0 to 3 years. Training courses are structured around ten themes:

● the child’s overall development and childcare conditions; ● the child’s activity and childcare conditions; ● the quality of the environment; ● health education and promotion; ● diversity, catering to specific needs, accessibility; ● relational skills with regard to children; ● relational skills with regard to adults and parents; ● team supervision or guidance skills (for those responsible for running a milieu d’accueil or

registered childminder service); ● skills associated with professional identity; ● reflecting on the childminding plan.

In addition, on the basis of a demand analysis, training action relating to team guidance or networked professional training activities can be organised on site.


Arrêté du Gouvernement de la Communauté française fixant le programme de formation triennal des professionnels accueillant des enfants de 0 à 3 ans, des professionnels accueillant des enfants de 3 à 12 ans, des bénévoles des consultations pour enfants du secteur accompagnement et des accueillants des lieux de rencontre parents-enfants

Arrêté du Gouvernement de la Communauté française fixant le code de qualité de l'accueil

Arrêté du Gouvernement de la Communauté française fixant le programme de formation triennal des professionnels accueillant des enfants de 0 à 3 ans, des professionnels accueillant des enfants de 3 à 12 ans, des bénévoles des consultations pour enfants du secteur accompagnement et des accueillants des lieux de rencontre parents-enfants

8.2.10.2. Ordinary enseignement fondamental


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A. The status of continuing training

Continuing training is obligatory for all definitely appointed or hired teaching staff (as well as for staff designated or hired on a temporary basis if it is included in their schedule) on the basis of 6 half-days a year.

Voluntary continuing training (i.e. in addition to these obligatory 6 half-days) is limited to 10 half-days a year in enseignement fondamental if it takes place during the service hours of the teacher, unless there is an exemption. Outside the service hours, the duration of voluntary training is unlimited.

The Inspectorate finances 2 of the 6 half-days of obligatory continuing training, while the 4 other half-days are taken care of at the level of the réseau, or at the level of the institution.

The participation in training organised in the framework of the application of the decree on in-service training for staff members of educational institutions is free of charge. The teachers benefit from a reimbursement of their travel costs and support for their meal costs, to the amount of € 8.7 per day. They normally receive documents prepared by the trainers. Members of staff that are participating in training are considered to be in active service.

Attendance certificates are provided at the end of the training.

B. The organisation of continuing training

Continuing training is organised by the Inspectorate, or by a specially created Institute for in-service training (Institut de formation en cours de carrière, http://www.ifc.cfwb.be/), or at the level of the réseau (or the pouvoir organisateur if it does not subscribe to a representation body), or at the level of the institution. The Institute for in-service training does not directly train the teachers, but makes use of training operators (Hautes Écoles, universities, teachers’ associations, continuing education agencies, etc.). The Steering Committee (see 9.5.) is responsible for evaluating and regulating the system.

The training operators are: 1. members of the managerial and teaching staff, members of the auxiliary education staff, members of staff of the General Inspection Service and members of the technical staff of the CPMS; 2. other physical persons who are national or international experts; 3. continuing education agencies and youth organisations recognised by the French Community; 4. universities; 5. Hautes Écoles; 6. Instituts d'enseignement supérieur pédagogique (IESP); 7. art colleges; 8. social advancement education institutions; 9. part time artistic education institutions; 10. instituts supérieurs d'architecture; 11. training centres; 12. public or private companies; 13. non-profit associations; 14. sports federations; 15. representatives of the Council of Europe, the European Community or the OECD. 16. the Institute for In-Service Training. The Government sets the conditions which training operators must additionally meet, in order to accredit their capacity to provide training. In particular, these conditions relate to the operator’s experience, to the training provided in the past, and to the professional and financial guarantees offered.

C. Target objectives

http://www.ifc.cfwb.be/�


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Training organised by the Institute for in-service training is aimed at all institutions organised or subsidised by the French Community (interréseaux training) Among other things, the objective of these training programmes is to ensure consistency with the Decree on the Missions of School, by ensuring in particular:

- training in the capacity to implement formative evaluation and a skills- and techniques-based pedagogy allowing to reach the levels defined by the socles de compétences;

- training in the various forms of differentiated pedagogy; - training in the creation of pedagogic tools and evaluation tools which are adapted to the achievement of

the objectives set by the socles de compétences.

D. Pupils during their teacher’s in-service training

Courses can be suspended for a maximum of 6 half-days per year to allow teachers to attend obligatory training.

Pour une démarche de qualité dans la formation continuée des enseignants. Document à l'usage des organismes de formation.

Centre d'auto-formation et de formation continuée de l'Enseignement organisé par la Communauté française (C.A.F.)

Institut de la formation en cours de carrière (IFC)


8.2.10.3. Ordinary secondary education


The status of continuing training in secondary education is similar to that of continuing training in enseignement fondamental (see 8.2.10.2., point A), except for the reference period during which the compulsory training must be taken (three years in secondary education) and for the number of voluntary continuing training days during the teacher’s working hours, which in secondary education are limited to 6 half-days per year.


The organisation of continuing training in secondary education is similar to that of continuing training in enseignement fondamental (see 8.2.10.2., point B), except that it is the Institute for in-service training (Institut de formation en cours de carrière) (and not the Inspectorate) that is responsible for organising all interréseaux training.

C. Pupils during their teacher’s continuing training

In secondary education, the institution’s director is requested to foresee a half-day per week without lessons during the 3 years over which the obligatory training is spread.


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Outside these half-days, the pupils of a teacher who is in training must be taken care of and the methods for this are similar to those described for enseignement fondamental (see 8.2.10.2., point C).

D. Target objectives

The target objectives are similar to those of continuing training in enseignement fondamental (see 8.2.10.2., point D), with the exception of those specific objectives at this level targeted by the Institute for in-service training.

For 2007-2008, the Institute for In-Service Training organised continuing training on six themes:

1. Training to do with the development and evaluation of the skills focused on in the official achievement targets.

2. Training to do with the development of relational skills in the practice of the profession and sociological-type training focusing on the phenomena which have an impact on school life.

3. Training in the development of communication skills in another language, in connection with the socles de compétences in the context of traditional or immersion learning.

4. The updating of knowledge and training relating to teaching practice in the different sectors of technical and professional practice courses.

5. Training for teachers in general and technological humanities and in the first stage, in order to acquaint them with the different tracks and streams within the education system and enabling them to approach the professions to which such vocational education leads.

6. Training in the use of information and communication technologies.

Elaboration d'un dispositif d'évaluation visant à améliorer la qualité et l'efficacité de la formation continuée des enseignants du secondaire.






8.2.10.4. Specialised enseignement fondamental and secondary education



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The status of continuing training in special education is similar to that of continuing training in ordinary enseignement fondamental (see 8.2.10.2., point A), except that the number of voluntary days of continuing training during the teacher’s working hours in specialised education is limited to 6 half-days per year.


The organisation of continuing training in special education is similar to that of continuing training in ordinary secondary education (see 8.2.10.3., point B).

C. Pupils during their teacher’s continuing training

In special education, looking after the pupils while their teacher is absent because they are following continuing training is managed in a similar fashion to that described for ordinary secondary education (see 8.2.10.3., point C).

D. Target objectives

The target objectives are similar to those of continuing training in enseignement fondamental (see 8.2.10.2., point D), with the exception of those specific objectives for this type of education targeted by the Institute for in-service training.

For the year 2007-2008, the Institute for in-service training organised continuing training on 4 themes: the specificity of specialised education, strategic approaches to specific problems and psychopathologies, the development and evaluation of skills; the development of relational skills in the practice of the profession; the use of information and communication technologies.






Some organisations offer continuing education for tertiary education staff. For instance, Continuing education for teachers in teacher training institutions (Formation continuée des enseignants d'École Normale, or FOCEN) and the Catholic Institute for Continuing Training of Teachers in Secondary and Tertiary Education (ICAFOC).

Other centres also conduct various educational activities and provide facilities for seminars and training courses.


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Some training courses are also organised with the support of universities or Hautes Écoles and are held on their premises. The same applies to some training courses organised with the support of businesses. This type of partnership is becoming more widespread.

The decree which organises Hautes Écoles provides for a consultative body with representatives from all réseaux for the organisation of continuing training in tertiary education.


8.2.11. Salaries

The information on salaries is presented by level of education:

● milieux d'accueil, see 8.2.11.1.; ● enseignement fondamental, see 8.2.11.2.; ● secondary education, see 8.2.11.3.; ● tertiary education, see 8.2.11.4..

The salary scales used by the French Community do not belong to a matrix or linear system. In fact, the salary is determined by function, in relation to a job title. In the scale defined in this manner, the salary evolves, according to pecuniary seniority and services considered as practical experience, according to predefined increases (annual and bi-annual increases by variable amounts).

Salary supplements depend in particular on:

● the possession of special diplomas; ● the social programming (end of year bonus); ● exercising a selection-grade, promotion-grade or better paid function.

Members of staff in enseignement fondamental, secondary, higher non-university and social advancement education are eligible for the reimbursement of the cost of public transport used for getting to work and for a contribution when they cycle to work.


A review of the salary scales applicable to subsidised personnel at milieux d’accueil took place in 2006. The following reference scales have applied since 1 October 2007: for childcare nurses and similar, from €14,235.01 (at the beginning of the career at age 18) to €19,417.06 (with 29 years of seniority); for social nurses or graduate nurses, social workers and similar, from €17,228.61 (at the beginning of the career at age 23) to €29,112.49 (with 29 years of seniority); for qualified nurses, from €14,662.78 (at the beginning of the career at age 18) to €24,906.46 (with 31 years of seniority). These reference scales are expressed with reference to an annual base of 100% (on 1/1/1990), the index figure currently being at 116.15 (base: 1996 = 100).


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For working personnel, certain periods of time off work (educational leave, paternity leave, parental leave, adoption leave, etc.) are treated as periods worked and taken into account when calculated seniority for salary purposes.

It becomes possible to take account financially of any experience acquired by a newly engaged member of personnel by counting full- or part-time work done for institutions recognised, authorised or grant-aided by a public body in the non-commercial sector.


The French Community pays the monthly salary of all teaching staff members directly without regard to the réseau to which they belong. Salaries are calculated on the same basis in grant-aided schools as in schools administered by the French Community.

Salaries depends upon various factors, in particular, the position held, the applicable status, the administrative situation, the required credentials, the nature and volume of work, the family circumstances, and seniority. Seniority compensation varies according to the pay scale. Periodic salary increases (annual or biennial) are granted up to a maximum amount.

Calculation of seniority compensation takes the following into consideration:

● all service in education, regardless of the réseau (grant-aided public or private); ● all civil service and similar (full benefits); ● relevant experience (for teachers of technical courses); ● workload in terms of hours scheduled.

The only non-salary social benefit foreseen by the law is the right to free continuing education (see 8.2.10.2.).

Salary is based on a pay scale and index. Teachers receive a net salary after various deductions (widows' and orphans' fund, extended health care insurance, deduction of taxes at source based on a withholding table). The maximum salary is reached after 27 years of teaching service. However, since 2009 an additional interim increase has been granted to teachers at the top of the scale who are still working at the age of 57, and a second to such teachers who are still working at the age of 58.

Primary and lower secondary teachers who hold a master’s degree relevant to their job receive a salary which corresponds to that of upper secondary teachers.

Since 2009, the Institute of In-Service Training has organised a training module in education at enseignement fondamental level or lower secondary level for agrégés de l'enseignement secondaire supérieur (AESS) and holders of a university degree supplemented by the certificat d'aptitudes pédagogiques (CAP) or the technical education teaching certificate (CNTM). Holders of these qualifications who hold the qualification required for a particular function in upper secondary education analogous to the corresponding function at lower secondary or primary/pre-primary level, as determined by the government, and who have successfully attended the above-mentioned training, will receive a salary corresponding to that of an agrégé de l’enseignement secondaire supérieur.


The same principles apply as in enseignement fondamental (see 8.2.11.2.). The maximum salary is reached after 27 years of teaching service in lower secondary education and after 25 years in upper secondary


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education. The salary of a lower secondary school teacher is 1.24 times the GDP per capita and that of an upper secondary school teacher (in the general education stream) is 1.6 times the GDP per capita (see 8.2.10.3.).


The same principles apply as in enseignement fondamental (see 8.2.11.2.).

8.2.12. Working time and holidays

The information on working time and holidays is presented by level of education:

● milieux d'accueil, see 8.2.12.1.; ● enseignement fondamental, see 8.2.12.2.; ● secondary education, see 8.2.12.3.; ● short-type tertiary education, see 8.2.11.4.; ● specialised education, see 8.2.12.5..


Milieux d'accueil other than child-minders who look after children at their home have to appoint a director who will be responsible for day-to-day management, for ensuring smooth operation of the structure, and for developing and implementing a childcare project. Leave and holiday arrangements are set at that level, taking into consideration the regulations for opening dates of the milieux d’accueil (see 3.9.1.2. and 3.9.2.2.).

Des conditions de base pour assurer la stabilité et la continuité des interactions adulte-enfant. Enquête auprès des institutions.


A. Working hours

The school year has 182 school days.

Pursuant to a decree issued on 13 July 1998 on the organisation of ordinary nursery and primary education, nursery school teachers with a full schedule are expected to teach 26 periods of 50-minutes per week from September 2001. A reduction to 22 periods can be approved in certain cases.

Pursuant to the same decree, from October 1, 1998, full-time primary school teachers must teach 24 periods of 50 minutes per week. This workload may be reduced to 22 periods in certain cases. Teachers of special courses, of second language, and of philosophical courses teach 24 periods per week.


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In these two levels of education, the teachers are required to have at least 60 periods of consultation with their colleagues from nursery education and primary education (and secondary education, for primary education teachers).

The number of consultation periods is reduced when the teacher does not work a complete timetable.

The school head (or, for grant-aided schools, the pouvoir organisateur) may require teachers to perform monitoring duties 15 minutes before classes start and 10 minutes after they finish. Total hours worked (classes, monitoring, consultation) may not exceed 962 hours per school year or 1,560 minutes per week. The time devoted to class preparation, corrections, parent-teacher meetings, etc. is not included in these statutory working hours. The head of school, the pouvoir organisateur, and inspectors may ask to see documents substantiating the preparation of courses and educational activities.

Special working conditions may be negotiated in schools that benefit from discrimination positive measures and then from differentiated staffing (see 2.8.3.4.): hours of individual remedial teaching incorporated into the schedule, extra time for consultation among teachers, and training.

B. Holidays

The holidays for appointed teachers correspond to the school holidays. Holiday periods are counted as service activity periods. They may or not be fully or partially paid. They count towards seniority. Some types of leave do not apply to temporaries.

In addition to ordinary holidays, a large number of leave categories or furloughs have been defined. A staff member may, in particular, benefit from the following types of leave:

● Personal holidays (death of a parent, moving house, marriage, birth, etc.) ● Exceptional leave in case of force majeure (illness or accident that affects a person living under the

same roof, etc.), with a maximum of 4 days. ● Maternity leave (birth or preparation), with a maximum of 15 weeks. This period can be prolonged in

the event of multiple births. ● Breast-feeding leave, with a maximum of 3 months: this is unpaid leave, but counts as a service

activity period. ● Adoption leave (adoption or unofficial guardianship of a child), with a maximum of 6 weeks. ● Reduced schedule leave for personal reasons: maximum 12 months per occurrence with a maximum

of 10 years over an entire career. ● Reduced schedule leave for family or social reasons: maximum 12 months per occurrence with a

maximum of 5 years over an entire career. ● Reduced schedule leave at age 50 or for two dependent children under the age of 14, with a

maximum of 5 years.

The different types of leave of absence include:

● Leave of absence for personal reasons – maximum 5 years; ● Leave of absence for sickness or infirmity. ● Leave of absence for lack of a job. ● Leave of absence for job elimination in the interests of service. ● Leave of absence for a special task. ● Leave of absence for personal convenience before retirement.

The decree of 5 July 2000 defining the holiday regime and leave of absence for sickness and infirmity of some members of the teaching staff, applicable from September 1, 2000, re-established the possibility of


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accumulating the annual quotas (15 days, or even more for teachers aged more than 50 years) up to a limit of 182 days (which corresponds to the duration of a school year), during which the teacher on leave for sickness or infirmity has the right to receive a normal salary. In this respect, temporary teachers and definitive teachers have almost the same rights.

On medical advice, it can happen that the 15 working days of paid leave for sickness or infirmity, are later transformed into leave for reduced services for sickness or infirmity (permanent staff only) or even redundancy for sickness or health. In this last case, retaining pay is awarded for 3 years (80% of salary in the first year, 70% in the second, and 60% in the third). A staff member that is the victim of a serious long-term illness or infirmity retains the normal full remuneration with no restriction on the duration. The control of absence for sickness, following a government decision, has been given to a private company working on behalf of the Ministry of the French Community.

A decree adopted on 8 May 2003 defines the measures to be taken for female members of education staff when they are pregnant and their job constitutes a risk to them or to their child.

Career ends have been reworked. People that have been definitely nominated, aged 55 years, that cannot benefit from a retirement pension yet, can, under certain conditions, request that they be made redundant for personal reasons before retirement (DPPR). Their position then becomes vacant.

Dans quelles conditions les langues modernes sont-elles enseignées ? Enquête auprès des directeurs des écoles primaires et d’un échantillon de maîtres de langue, en Communauté française.




A. Working hours

The activities apart from teaching – course preparation, correction and assessment of pupils' work, parent-teacher meetings, participation in festive activities for school projects, etc. – are not included in the statutory working hours. Nonetheless, in addition to the total number of teacher-periods, each secondary school has a number of hours at its disposal, which can be distributed among members of the teaching staff (conseil de classe, class management, and coordination).

At lower secondary level, within the working hours set at 728 hours per year, teaching time may vary from 667 to 728 hours.

At upper secondary level, the working hours for teachers of general subjects are set at 667 hours per year. Teaching time varies from 607 to 667 hours per year.

Vocational training teachers work 1,001 hours per year. Their teaching time varies from 607 to 1,001 hours per year.

In the 1st, 2nd, and 3rd years of transition stream education (general and technical), and in the 3rd and 4th years of qualification stream education (technical and vocational), teachers of general, technical, philosophical and special subjects teach 22 to 24 periods of 50 minutes each.


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In the differentiated first stage, teachers of vocational practical classes teach 22 to 24 periods of 50 minutes each.

.

In the 4th, 5th and 6th years of transition stream education (general and technical), and in the 5th, 6th and 7th years of qualification stream education (technical and vocational), teachers of general, technical, philosophical and special subjects teach 20 to 22 periods of 50 minutes each.

In qualification stream education, teachers of technical and vocational practice classes teach between 24 and 28 periods, and teachers of vocational practice classes teach between 30 and 33 periods.

B. Holidays

See 8.2.12.2. point B for information about holidays.

Décret modifiant les dispositions applicables en matière de congés et organisant la protection de la maternité (1) (2)

8.2.12.4. Tertiary education provided in the Hautes Écoles

A. Working time

There are 30 school weeks in a school year.

The government defines the weekly full-time schedule for practical training associate instructors, associate instructors, lecturers, practical training instructors, coursework supervisors, and professors.

The minimum workload is 24 hours per week and the maximum is 35 hours a week.

The class schedule for a practical training associate instructor and for a practical training instructor does not exceed 750 hours per year. Associate instructors give a maximum of 480 hours of courses per year. Lecturers give a maximum of 420 hours of courses per year. The maximum class schedule for coursework supervisors and professors is 360 hours per year.

Work is performed for the benefit of the Haute École, but not necessarily on its premises. In particular, it may include classroom teaching hours, preparation, correction, workshops, laboratory or other work, teaching activities, internship supervision, exams, continuing education, applied research, participation in various meetings, tutoring activities, dissertation supervision, etc.

As regards setting the working time slots, each Haute École has its own set of house regulations.

B. Holidays

See 8.2.12.2. point B for information on holidays.

In tertiary education, holidays for tenured teachers correspond to the academic holidays (see 6.9.).

Members of staff have the right to 9 weeks holiday per academic year.


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A. Working hours

The services provided by members of staff are expressed in hours of 60 minutes.

The weekly workload for full-time staff, and how it may be broken down, differs according to the position and for long or short type education:

● assistant: 20 hours per week (dividable into tenths of the workload); ● lecturer: 20 hours per week (dividable into twentieths of the workload); ● accompanist (music and dance): 16 hours per week (dividable into sixteenths of the workload); ● professor: 16 hours per week in short-type (dividable into sixteenths of the workload) and 12 hours

per week in long-type (dividable into twelfths of the workload); ● director and assistant director: 36 hours per week (indivisible).

Members of teaching staff that exercise a function that corresponds to at least half of a full-time service provide on average over the academic year two supplementary hours per week to provide activities linked to teaching (one hour for those whose workload is less than half of a full time service).

B. Holidays

See 8.2.12.2., point B for general information about holidays.

Teachers’ holidays correspond to the academic holidays (see 6.9.). Members of staff have the right to a minimum of twelve weeks holiday per academic year.

Moreover, in artistic tertiary education, the director (absence not to exceed two weeks) or the Government (following a justified opinion from the pouvoir organisateur, absence for a duration of more than two weeks) can authorise a member of staff to be absent for reasons linked to his/her professional activity. The member of the teaching staff must propose a plan to catch-up on the hours that were not worked during the period of absence. During the period of absence, the member of staff is considered to be in active service.


A. Working time

The executive board of each university defines how the academic year (which includes thirty weeks of courses, coursework and exercises) is organised, as well as the days on which these activities are suspended.

A full-time workload includes teaching and research activities. It can also include Community service activities. The teaching activity can include lessons, practical work, exercises, managing end-of-study work, as well as participating in examinations, examination boards and deliberations.

The executive board allocates the workload for each member of the teaching staff as being full-time or part-time. The part-time nature of a workload is decided by the executive board, either when there is a vacancy, or when a tenured member of the teaching staff with a full-time workload requests a part-time workload.


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Each weekly half-day dedicated to the institution’s service corresponds to 10% of a full-time workload. The parties concerned receive the same percentage of salary as they would benefit from as full-time members of the teaching staff.

B. Holidays

See 8.2.12.2., point B for information about holidays.

The holidays for tenured teachers correspond to the academic holidays (see 6.9.). In university education, members of staff have the right to a minimum of 9 weeks holiday per academic year.

8.2.12.7. Specialised education

A. Enseignement fondamental

Pursuant to the decree of 3 March 2004 on specialised education, full-time teachers teach 24 periods per week in specialised nursery education and 22 periods per week in specialised primary education.

The class teachers, monitors of educational activities, monitors of individual activities, as well as teachers of special subjects, second language, ethics and religion in primary education, also provide other periods in addition to their classes: either 2 periods per week of conseil de classe (teachers who provide 13 to 24 periods in nursery education or 12 to 22 periods in primary education) or 1 period per week (teachers who provide 7 to 12 periods in nursery education or 7 to 11 periods in primary education). Beyond 7 periods, their obligations are limited to the transmission of required information.

For further information on working hours and holidays, see 8.2.12.2..

B. Secondary education

The work schedule for teachers includes courses, conseil de classe, work in teams, class management, and guidance/retraining. The number of periods mentioned below is for full-time teachers.

Teachers of general courses, ethics courses and special courses teach 22 to 24 periods per week at the lower level and 20 to 22 periods per week at the upper level.

At the lower level, teachers of technical and vocational practice courses teach 24 to 28 periods per week in forms 1, 2 and 3 of specialised secondary education, and 22 to 24 periods per week in form 4, except teachers of vocational practice for specialities other than fashion/garment-making and domestic economics in form 4 of the 2nd stage, who teach 30 to 33 periods per week.

At the upper level, teachers of technical courses teach 20 to 22 periods per week and teachers of vocational practice courses teach 30 to 33 periods per week, except teachers of vocational practice in the fashion/garment-making and domestic economics specialties, who teach 24 to 28 periods per week.

For information on holidays, see 8.2.12.2..


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8.2.13. Promotion, advancement

The information on the promotion and advancement of teachers is presented by level of education:

● milieux d'accueil, see 8.2.13.1.; ● enseignement fondamentaland secondary education, see 8.2.13.2.; ● tertiary education provided in the Hautes Écoles, see 8.2.13.3.; ● university education, see 8.2.13.4..




There are no possibilities for internal promotion of child care workers or childminders who look after children at home.


In the French Community of Belgium, all teachers are initially appointed for a recruitment-grade position. Prospects for promotion only concern positions that are higher up on the hierarchical ladder and further away from teaching practice. They consist of selection-grade positions such as deputy school head (enseignement fondamental), deputy school head (secondary school) or head of workshop; and promotion-grade positions such as school head enseignement fondamental school head (secondary school), head of practical education, or inspector.

These last positions are generally reserved for tenured staff that benefit from a certain length of service and are working in a position that, in principle, is full-time service (half workload in n enseignement libre subventionné). Moreover, for advancement it is also necessary to have already attended a training course in relation to the position to be awarded.

Finally, but only in the réseau of the French Community, the personnel must also have had a positive evaluation in their last inspection report and their last annual review report

Apart from these promotion possibilities, there is no other way of recognising and rewarding teachers according to their performance. There is no draft decree being prepared at the moment to change this situation.

Nevertheless, teachers that are internship supervisors (see 8.1.4.2.) can be awarded the title of ‘pedagogic support officer’. This induction and support task gives rise to pecuniary recognition and valuation.


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Arrêté du Gouvernement du 13/09/1994 modifiant l'Arrêté royal du 31/07/1969 déterminant les fonctions de recrutement et les fonctions de sélection dont doivent être titulaires les membres du personnel de l'enseignement de l'Etat pour pouvoir être nommés.



Décret relatif aux fonctions de promotion et de sélection.


The positions that can be filled by members of management and teaching staff are classified in grade 1 positions (associate professor of practical training, associate instructor and lecturer); grade 2 positions (head of practical education, coursework supervisor, professor, and head of research); and elective positions (head of category and director-president).

To be designated or appointed to a grade 2 position, the member of staff must be appointed or permanently hired in a grade 1 position defined according to the grade 2 position concerned and occupy this position as a principal employment, as well as having at least 4 years seniority from the date of nomination or employment on a permanent basis.

To be designated or appointed to an elective position, the member of staff must be appointed or permanently employed as associate instructor, lecturer, coursework supervisor, professor, or head of a research office, and have filled this position for ten years, of which the last two in the service of the pouvoir organisateur with which the employment is sought, and to be designated in a list of 3 candidates proposed by the responsible authority in the Haute École.

Professors, in addition to assigned lecturing (largely theoretical) are also responsible for supervising and monitoring students. They may be responsible for a unit. The head of research plays an active role in co-ordinating theoretical and practical teaching, as well as in managing research activities.

Each tertiary education category is administered by a head of category. In the Hautes Écoles organised by the French Community, the head of category is appointed by the government, who chooses him or her from a list of three candidates proposed by the entire teaching staff of that category of studies. In the Hautes Écoles that receive grants from the French Community, the head of category is appointed by the pouvoir organisateur following an identical procedure. The head of category's mandate is for a period of five years, renewable. The head of category may also have teaching duties.

The head of category is a member by right of the board of trustees and of the executive board.


Holders of a diploma of doctor, pharmacist, engineer or agrégé de l'enseignement secondaire supérieur for at least eight years can have access to positions as an ordinary professor, extraordinary professor, professor, or associate professor.


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8.2.14. Transfers

No legal measure concerning the milieux d’accueil pertains to transfers.

In education, there is a distinction between changes of assignment (in enseignement subventionné, within the same pouvoir organisateur), reassignments (within the same pouvoir organisateur after a redundancy or partial loss of workload), transfers (in enseignement subventionné, from one pouvoir organisateur to another), and recalls to active service. Reassignments and transfers must necessarily be voluntary.

Different rules govern changes to assignments, depending on the staff member's position and on the réseau.

Under certain circumstances (reduction in school population, rationalisation, etc.), positions occupied by permanent staff members must be eliminated. Such personnel are then furloughed for shortage of employment, with full retaining pay for two years thereafter. They are usually redeployed on a permanent basis in positions occupied by temporaries. The number of teachers furloughed due to lack of a position is high, resulting in significant variances between the number of teachers that should theoretically be employed and the number of employees actually paid. The government is planning, in particular, to modify the credentials scheme to enable the hiring of such teachers into other positions. Retraining the teachers concerned is also planned.

Transfers from one school to another are covered by the regulations. The Area Councils for each réseau (see 2.7.1.) are involved in reassignment decisions. In grant-aided schools, the local joint committees (see 2.6.4.) are involved in transfers or assignment changes.

Except for specific agreements, the transfer of a teacher from one pouvoir organisateur to another does not automatically result in a transfer of acquired rights in terms of seniority, which, in principle, determines the classification of candidates for an appointment or an engagement. Pecuniary seniority, however, is retained.

8.2.15. Dismissal

The information on the dismissal of teachers is presented by level of education:

● milieux d'accueil, see 8.2.15.1.; ● enseignement fondamental, secondary education, and tertiary education provided in the Hautes

Écoles, see 8.2.15.2..




The persons responsible for looking after children in collective structures benefit from the rules on dismissal linked to their administrative status.


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Registered childminders are always considered to be voluntary workers by the employment legislation and do not benefit from any protection in the event of a ‘dismissal’. Independent childminders have a self-employed status.

8.2.15.2. Enseignement fondamental, secondary education, and tertiary education provided in the Hautes Écoles

The different types of status, modified by a decree adopted on 17 July 2003, define the conditions under which the services provided by temporary or permanent staff members can be terminated.

Automatic end of contract (with no notice period)

For education in the réseau organised by the French Community, it is appropriate to refer to appointments (not contracts): temporary, priority temporary or protected appointments for compulsory education and fixed-term or open-ended appointments for tertiary education (see 8.2.5.).

Appointments, hirings and contracts entered into with a temporary or permanent member of staff can be terminated automatically and without a notice period in the following circumstances in particular:

● If the staff member has not been designated (temporary member of staff) or appointed (permanent member of staff) in a normal manner;

● If the staff member does not satisfy the conditions of his designation or appointment; ● If the staff member does not recommence his service without justification after an authorised

absence; ● If the staff member leaves work without justification for more than 10 days; ● In the event of a premature invalidity duly witnessed in the conditions defined by the law and that

prevents the staff member from fulfilling his task. ● In the event that application of civil and criminal law entails the termination of his/her duties.

Moreover, a member of staff that has been appointed permanently could be subject to automatic resignation without a notice period under the following conditions, if, when called back to active service, he refuses to perform the job assigned to him. In education organised by the French Community, professional inaptitude that has been definitely assessed (three consecutive annual review reports reporting insufficient performance) also leads to a definite termination of the activity.

The Government or the pouvoir organisateur can dismiss any temporary or permanent member of staff without a notice period if they commit a gross fault. A gross fault is any failing that makes any further professional collaboration between the member of staff and the pouvoir organisateur immediately and definitely impossible.

In the education of the réseau organised by the French Community, this type of redundancy for gross fault is only possible at tertiary level.

At compulsory education level, dismissal with notice is the only type possible, following a procedure in accordance with the employee’s status (either temporary on the one hand or priority temporary or protected on the other hand.

Preventive suspension


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When the interests of the service or education require it, the staff member (temporarily) can be preventively suspended. For temporary staff, preventive suspension occurs in the case of criminal proceedings or as soon as the Government or the pouvoir organisateur serves notice of the observation of an incompatibility. For permanent staff, preventive suspension occurs in the case of criminal proceedings, before disciplinary measures are taken or if the staff is subject to such measures, or if an incompatibility is observed. This measure is purely administrative and is not a punishment. It is pronounced by the Government or the pouvoir organisateur and it has to be justified. A preliminary hearing is mandatory.

In the case of a serious fault and the person was caught in the act or when the grievances reproached are of a serious nature such that it is desirable, in the interests of education, that the staff member be no longer present at the institution, the person can be immediately removed. Within 10 working days following this measure (3 working days in enseignement libre subventionné), a preventive suspension procedure must be initiated. The possibility of immediate removal does not exist for tertiary education.

Contract end with a notice period

Whatever the réseau, a teacher that is designated as a temporary can, following a notice of 15 days (3 months for a priority temporary or a protected temporary in the réseau of the French Community and for a teacher assigned to a vacant position in enseignement libre subventionné), be dismissed by the pouvoir organisateur following a justified proposal from the institution’s director or a responsible authority. Teachers can appeal against their dismissal and have a hearing with a board of appeal. Nevertheless, the statutes of the subsidised réseaux provide for automatic dismissal of a temporary in the event of a serious fault.

Disciplinary sanctions

Several disciplinary sanctions can be imposed on permanently appointed teachers which result in a temporary or permanent suspension of activities: disciplinary suspension (maximum one year), disciplinary inactivity (duration of 1 year to 5 years maximum) and automatic revocation or dismissal. No sanction can be proposed unless the staff member has been previously heard or questioned. The interested party can use the rights that are recognised by the union status, and file a petition with the competent board of appeal , and arrange to be assisted, in particular, by a representative of a representative trade union.

Redundancy for lack of a position

A permanently appointed member of staff in principal function can be placed on redundancy for lack of a position or partial loss of workload by the Government or by the pouvoir organisateur only after the services provided by members of staff with a lower priority have been terminated. This teacher benefits from a priority for reassignment when the hours for the same position and the same courses become vacant and to a retaining pay subsidy.

8.2.16. Retirement and pensions

The pension scheme remains under national authority.

The general rule is retirement at 65. A person retiring at age 65 receives 75% of the average salary during the last 5 years of service.


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In education, it is possible to retire from the age of 60 without necessarily receiving the maximum pension amount. Members of staff aged at least 55 and who have at least 20 years of service can benefit from various measures of leave of absence for personal reasons before their retirement (DDPR).

Since 1 January 2009, an additional increase equivalent to the amount of the final two-year step in the relevant salary scale has been granted to any member of staff who is still working at the age of 57, provided he had reached the top of his salary scale by that date. A second increase has been granted under the same conditions at the age of 58.

8.3. School administrative and/or management staff

Characteristics of school management staff (school head, deputy school head, etc.) largely depend on the level of education and on the réseau.

The decree of 2 February 2007 determining the status of school heads entered into force on 1 September 2007.

8.3.1. Requirements for appointment

The information on requirements for appointment is presented by level of education:

● milieux d'accueil, see 8.3.1.1.; ● enseignement fondamentaland secondary education, see 8.3.1.2.; ● tertiary education provided in the Hautes Écoles, see 8.3.1.3.; ● university education, see 8.3.1.4.; ● artistic tertiary education, see 8.3.1.5..



Directors and supervisory psycho-medical-social staff in day nurseries, parental nurseries, prégardiennats and municipal childcare centres must hold one of the following diplomas: graduatin nursing, graduat in social nursing, graduat in nursing with specialisation in community health, social worker; or one of the following psycho-pedagogical titles: specialised educator, nursery school teacher, graduat or bachelor of speech therapy; assistant in psychology (options: clinical psychology, psycho-pedagogy and psychomotility, occupational psychology and vocational guidance); 1st cycle (bachelor) or 2nd cycle (master) degree in psychology, education science, or psychology and education science; 2nd cycle (master) of speech therapy.

Directors of children’s homes must hold one of the qualifications listed above or the ‘company manager – director of children’s home’ diploma issued by the Walloon institute of formation en alternance or by Espace Formation PME, or an equivalent diploma awarded in social advancement education.


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Directors must be at least 21 years old.



Arrêté du Gouvernement de la Communauté française relatif à la reconnaissance des formations et qualifications du personnel des milieux d'accueil prévue par l'arrêté du Gouvernement de la Communauté française du 27 février 2003 portant réglementation générale des milieux d'accueil

8.3.1.2. Enseignement fondamental et secondaire (ordinary and specialised)

The conditions for receiving a permanent appointment to the promotion function of school head vary depending on the réseau. The requirements relate to seniority, to being a permanent appointee to a position fillable by recruitment, promotion or specific selection and to holding the relevant qualification, to having responded to the call for candidates and to having passed the tests set at the end of the initial training for school heads (see below). In grant-aided education, it is also stipulated that the pouvoir organisateur should submit the profile of the function which needs to be filled to committees consisting of representatives of the trade unions and should receive from staff members any information that these latter regard as relevant with a view to admission to the internship,

A. Training

The initial training of head teachers is organised in two sections:

1. A section common to all réseaux. This section (consisting of three modules), lasting a total of 60 hours, groups together the training aimed at imparting the totality of relational skills and most of the administrative, equipment-related and financial skills, as well as the teaching and educational skills common to all réseaux, including in particular those set out in the decree of 24 July 1997 (Decree on the missions of school) and the decree of 4 January 1999 relating to promotion and selection functions, as well as the decree of 2 June 1998 on part-time secondary artistic education. This section is organised and certified by universities, hautes écoles and social advancement education institutions. Their specifications are determined by the government on the proposal of the Institute of In-Service Training.

2. A section specific to each réseau or pouvoir organisateur if the latter does not belong to a body representing and coordinating pouvoirs organisateurs. This section (consisting of two modules), lasting a total of 60 hours, relates to the remainder of the administrative, equipment-related and financial skills and the other educational and teaching skills, thus complementing the first section.

The aim is for school heads to learn about the specific characteristics (especially those relating to employment status) of the staff that they will be managing within their réseau.

In a manner which upholds freedom of educational methods, this section is therefore organised and certified by the training operators.

In order to ensure the necessary balance between the amount of educational training in the common section on the one hand and the section specific to each réseau on the other hand, a time-range of between 30 and 40 hours has been set for educational training in each section.

Each training module closes with a test for which a pass certificate is awarded.

The set of skills previously acquired by the candidate for a school head position is taken into account.


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Under certain conditions, the universities, hautes écoles and social advancement schools in the case of the common section, and the training operators in the case of the réseau-specific section may take account of skills previously acquired by the candidate school head so that he/she can devote him/herself to learning other aspects of the profession.

B. The internship

One innovative aspect of the decree is the initiation of an internship mechanism prior to formal appointment or recruitment as school head. The internship in principle lasts two years. This period provides the school head with an opportunity to satisfy the requirements of the new position, by means of practical experience or by taking continuing training specifically for the function of school head. This will give him the time to assess whether a job as a school head is right for him.

At the end of the first year of internship, the School Head Assessment Committee or the pouvoir organisateur undertakes an evaluation of the trainee. This is based on the execution of the mission letter and the implementation of the skills acquired during the training. An evaluation is also performed at the end of the internship. If both evaluations are unfavourable, the internship is terminated.

Finally, a mechanism of gateways between the function of school head and other functions has been set up. During his/her career, a school head may wish to return to a teaching position, for example. He/she will be able to do so without having to start the entire recruitment process all over again.




To be designated or appointed to an elective position as a director-president or category director, the candidate has to satisfy one of the following conditions:

● be permanently appointed or employed in a teaching position or in the position of director, deputy director, or assistant director in a tertiary educational institute before the restructuring into Hautes Écoles;

● to have performed the functions identified in the preceding point for at least 10 years (of which the last 2 in an institution depending on the same pouvoir organisateur);

● have been designated by the Government or the pouvoir organisateur on a list of 3 candidates proposed by the executive board (director-president) or by the entire teacher body for the category concerned (category director).



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The authorities in universities are the recteur, vice-recteur, and prorecteur. The recteur and the vice-recteur are appointed by the Government for a period of 4 years from a list of three ordinary professors presented by the academic council.


The mandates of director and assistant-director are accessible to members of staff that are permanently appointed, or temporaries that are designated for an undetermined duration, or temporaries designated for a specific duration and any candidate that matches the administrative conditions and submits an educational and artistic plan for the mandate in question and presents it to a recruitment committee.

The recruitment committee selects, on the basis of the curriculum vitae and the educational and artistic plan, the candidates that will be subjected to an individual interview, and prepares a justified report on each candidate that it submits to the educational management council. This council submits the report to the Government or to the pouvoir organisateur, depending on the réseau, together with its opinion.

8.3.2. Conditions of service

As regards the milieux d'accueil, although certain tasks are expected from the management staff there are no legal requirements on the subject.

In education, the room for manoeuvre of the school head depends on the réseau and, inenseignement subventionné, the pouvoir organisateur. More and more, the school heads, responsible for the administration and administrative management, act as much as autonomous agents of change as those responsible for the application of the legal texts and regulations.

In the institutions administered by the French Community, the school heads decide on the assignment of teachers. They are authorised to visit the classes and pedagogically evaluate their teaching colleagues. They must prepare, for each member of the teaching and administrative staff, annual review reports that will govern their careers. There is no system to evaluate the school heads.

The school heads manage internal communications, coordinate the educational team, consult the educational staff on the development, implementation and evaluation of the school plan. When needed, they will support one or other member of staff in their educational action. The school heads fulfil a role of pedagogic consultants. They are responsible for the harmonisation of methodologies in their institution, the development of timetables and the distribution of pupils into classes.

The school heads are also responsible for the evaluation of pupils’ knowledge. The primary education certificate (Certificat d’Études de Base, CEB), the second stage secondary education certificate (Certificat d’Enseignement Secondaire du deuxième degré, CES2D) and the upper secondary education certificate (Certificat d’Enseignement Secondaire Supérieur, CESS) are issued under the school head’s responsibility. The school heads establish contacts with the parents and local communities and work together with the economic, social, and cultural sectors.

With regard to ordinary and specialised enseignement fondamental and secondary education, a decree dated 2 February 2007 reformed and brought uniformity to certain aspects of the employment conditions of school heads.

Specific characteristics are presented for each level of education:


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● enseignement fondamental, see 8.3.2.1.; ● secondary education, see 8.3.2.2.; ● tertiary education provided in the Hautes Ecoles, see 8.3.2.3.; ● university education, see 8.3.2.4.; ● artistic tertiary education, see 8.3.2.5..


A. The duties of the school head

Under the decree of 2 February 2007 establishing the status of school heads, the school head firstly has a general duty relating to the educational policies and organisation of the institution where he works. He is the representative of the pouvoir organisateur in dealings with the Ministry of the French Community and the Inspectorate.

He also has a number of specific duties:

1. Ensuring the management and coordination of the teaching staff; managing relations with pupils, parents and third parties; managing the institution’s external relations.

2. Managing the institution’s material and financial resources, organising timetables, managing pupil records, etc.

3. Ensuring the educational and pedagogical management of the institution (implementing the school plan, ensuring that what is learnt corresponds to the official targets stipulated by legislation).

The same decree stipulates that the general framework of the school head’s duties is adjusted – in line with the specific characteristics of the institution (and of its pouvoir organisateur in the case of subsidised education) – in a ‘mission letter’. The mission letter is drawn up by the government (in the case of education organised by the French Community) or by the pouvoir organisateur (in the case of subsidised education), after consultation with the specific legal authorities; the draft mission letter must be submitted to the prospective school head. The mission letter has a period of validity of six years, but may be modified if necessary after two years at the earliest, subject to compliance with the stipulated procedure.

B. Specific assistance

The function of school head has changed considerably in recent years, mainly due to the increase in the number of tasks – primarily administrative – which they are required to carry out. As a result, the function is becoming increasingly difficult, and the educational and individualised aspects of the function are increasingly having to be abandoned in order to attend to the administrative aspects.

This situation is particularly acute for school heads in enseignement fondamental, especially grant-aided education, who do not have structural administrative support.

The decree supports school heads in order to restore to them their primary role of steering the unit on which the system is based – the educational team – through the progressive granting of additional resources to the management bodies of schools in enseignement fondamental under a multiple-year plan. Such assistance may be increased through the solidarity scheme initiated via the management centres. It is the subject of a budgetary commitment over several years.

The specific assistance which is granted may cover any form of support implemented in connection with the management of an educational institution, apart from teaching duties.

C. Formative evaluation


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The decree of 2 February 2007 provides for a mechanism for the periodic evaluation of school heads who have been appointed or recruited definitively, as well as of those who have been recruited or designated on a temporary basis for a period of at least one year. This evaluation, which takes place every five years, relates to the fulfilment of the school head’s duties and the implementation of the mission letter. The interview between the school head and an evaluation committee (in the case of education organised by the French Community) or the pouvoir organisateur (accompanied by experts if necessary), may lead to the formulation of suggestions, in particular regarding participation in training which focuses on problems encountered, or to the modification of the mission letter.

In enseignement fondamental, it is possible that the school head also teaches (with no obligation) if he occupies the position on a part-time basis or if a teacher is absent and no replacement has been foreseen.

School heads are present during the duration of the lessons. They participate in and chair the consultation meetings. School heads that do not give lessons are present at least 20 minutes before lessons start and 30 minutes after they have ended.

In the Community’s réseau, there are two types of school heads:

- in the enseignement fondamental schools (nursery and primary) linked to secondary institutions, the management falls on the school head who is responsible for the organisation under the school head of the secondary institution who is the hierarchical superior;

- in autonomous schools in enseignement fondamental and in secondary education, the school head assumes the management of all of his school.

A draft status of school heads is currently being discussed: the consideration is mainly on the rights and obligations, the training of school heads, as well as the possibility of administrative support.




See 8.3.2.1.point A for the duties of school heads and point C for their formative evaluation.


Each Haute École includes at least as many departments as categories of studies that it organises. Each category is managed by a director. . Each category has a category committee. Each department may have a department committee. The department committee submits its opinions to the category committee. The steering committee is made up of the category directors and is chaired by the director-president; it ensures that executive board’s decisions are implemented, in the case of hautes écoles organised by the French Community, or the decisions of the management body where the pouvoir organisateur has decided to set up such a body for grant-aided hautes écoles; it takes the decisions which have been delegated to it and


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exercises the competencies of the directors and deputy directors of tertiary education institutions in the case of hautes écoles organised by the French Community. The pedagogic committee is a consultative body for all questions relating to pedagogic methods and the allocation of human resources. The social committee is consulted on all matters relating to the students’ material and social conditions

In the institutions organised by the French Community, the executive board is made up of the director-president, the category directors, four members of staff representing the trade unions, a representative of the supervisory, trades and service personnel, two people chosen by the Government from the professional sectors covered by the institution, four people chosen by the Government to represent the social environment, and students’ representatives (at least 20% of the members of the executive board).

The pouvoir organisateur cannot designate or nominate, to an elective position of director-president or category director, a candidate that does not satisfy one of the following conditions:

1° be permanently appointed or employed in one or more specific positions;

2° to have exercised during at least 10 years one or more of these positions (the last two years in a Haute École depending on the pouvoir organisateur for which the position needs to be filled);

3° to have been designated by either the Government or the pouvoir organisateur, from a list of three candidates proposed by the executive board (for the position of director-president) or proposed by the entire teacher body for the category concerned (for the position of category director).

Generally, members of the management staff do not teach. The working hours of category directors and the director-president cover at least the opening hours of the Haute École.

For each Haute Ecole under its jurisdiction, the pouvoir organisateur confers to a maximum of two staff members, recruited as supervisory assistants, the responsibility for respectively the administrative and legal management of the Haute École and the financial and accounting management of the Haute École.

In the Hautes Écoles organised by the French Community, these people are designated by the Government from a list of three candidates, proposed, after examining the candidatures, by the executive board. In the grant-aided Hautes Écoles, they are designated or appointed by the pouvoir organisateur based on a proposal from the Haute École‘s authorities. The candidates must have relevant experience of at least two years, consisting of services accomplished in a profession exercised in the public or private sector.


An art college is managed by a pouvoir organisateur andhas the following committees:

a pedagogic management committee (conseil de gestion pédagogique) responsible for preparing the institution’s pedagogic and artistic plan as well as its individual study regulations;

one or more options councils to make proposals aiming at implementing the pedagogic plan; a student council;

and a social council.

The director is the pouvoir organisateur’s or the Government’s delegate and executes their decisions. The deputy director replaces the director in his absence.

Directors and deputy director are appointed for a 5-year mandate, which is renewable (on the basis of an evaluation performed by the pedagogic management committee in the case of the director).

The full time service weekly workload for these positions is 36 hours per week. This is complete and indivisible.


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Where two or more art colleges organising different fields of education are merged, the art college resulting from the merger may decide to retain those holding the office of director and, where applicable, deputy director, for each educational field in the merged art colleges. The directors of the merged art colleges will then exercise the function of director of that field until their term of office has been completed. The mandate of director of a given educational field is renewable every five years. The appointment is made by the pouvoir organisateur. A management committee is thus created consisting of all directors of educational fields referred to in the previous section and chaired by the director of the art college created by the merger.


In the universities organised by the French Community, for example, the academic authorities are: the president (recteur), the academic council, the executive board, the vice-president of the executive board, the pro-recteur, the faculty deans, the secretary of the academic council, and the secretary of the executive board.

In his responsibilities, the recteur has the general management of the university and the academic questions that are not the remit of the academic council by law. He chairs this council and executes its decisions. He also chairs the executive board.

The academic council is composed of the university’s ordinary and extraordinary professors. It considers all questions that concern the university and tertiary education, as well as the possibility of creating new faculties, institutes, schools and interfaculty centres. It exercises the functions foreseen by the law and confers honorary diplomas.

The executive board makes proposals for various nominations for scientific staff (agrégés, tutors, career scientific staff, etc.), directly appoints other members of the scientific staff (assistants, student-assistants, clinical interns…) in the limits of the framework approved by the King and the budgetary credits from the Ministry of Education. Within the same limits, it also appoints administrative staff of a grade lower then office manager, as well as specialist staff, supervisory staff, tradesmen, and service staff. It defines by order of priority the list of construction, development and maintenance work to be performed and submits it to the responsible authority; gives orders for the finalisation of outline plans for these works; approves the requirement specifications and the implementation plans. It submits budgetary proposals for the university to the Ministry of Education. It manages, within the limits of the laws and regulations, the financial credits allocated to the university, other than those destined for the payment of salaries, and apportions these credits to the different university departments.

8.4. Staff involved in monitoring educational quality

The inspectors are principally responsible for controlling the quality of education. Information about the personnel responsible for controlling the quality of education is split into two sections: for the conditions on access to position, see 8.4.1. and for the conditions of service, see 8.4.2..

A general inspection service (consisting of various inspection services specific to the different levels of education) has been created for all education organised or subsidised by the French Community (it has been operational since the 2007-2008 school year). The decree of 8 March 2007 establishes the status of the members of staff of the general inspection service.

For more information on the inspectors’ tasks, see 9.4.2..


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8.4.1. Requirements for appointment as an inspector

The following conditions apply to appointments for the promotion-grade position of inspector: candidates must be Belgian or a national of another European Union member state, they must have irreproachable behaviour, they must be entitled to full civil and political rights, they must have completed their military service, they must conform to the provisions of the linguistic policy, they must have the status of a teacher appointed to one of the positions corresponding to the position of inspector which can be conferred in education organised or subsidised by the French Community, they must have a service record of at least ten years, including at least six years in their present position, they must not have been subject to any penalty or disciplinary measure during the last five years, they must have the qualification required for the corresponding recruitment-grade position, and they must have obtained the relevant vocational certificate for the position in question.

A vocational certificate is indispensable for an appointment as inspector: it is issued following three training sessions (each of which is graded in a separate test). The first session relates to relational skills (in particular, human resources management) and the acquisition of a method for evaluating one’s own actions. The second training session relates to teaching skills, and the third to knowledge of relevant legislation and regulations and to administrative management skills.


8.4.2. Conditions of Service

A. Recruitment and nomination

Should a vacancy arise for the promotion-grade position of inspector, those who hold the relevant vocational certificate (see 8.4.1.) are informed of the matter and given the opportunity to apply. Responsibility lies with the government for making permanent appointments of members of the general inspection service and for determining, on the proposal of the coordinating inspector-general and after consultation with the inspectors-general and the inspectors responsible for the coordination of inspection, the work assigned to each member of the general inspection service.

Positions as inspector-general and coordinating inspector-general are conferred by mandate. Among the conditions which have to be satisfied, candidates must have a permanent appointment as an inspector and must have successfully completed training in human resources management of a maximum of 60 hours organised by the School for Public Administration. A selection and evaluation committee draws up a list of five candidates at the most, ranked in order of merit and relational skills, from whom the government chooses the person to whom it will entrust the mandate for a renewable term of five years.

B. Evaluation

The evaluation of mandated inspectors (see point A) takes place every 30 months, and that of other inspectors at least every two years and no later than 400 days after their commencement of the role. The evaluation relates to the accomplishment of the duties assigned. The competent inspector interviews the inspector in question and draws up an evaluation report. The evaluation may be favourable, qualified or unfavourable. The report is submitted to the evaluated inspector for his approval. In the event of a disagreement, an internal dispute procedure may be initiated, which may lead to the lodging of a claim with a Chamber of Appeal.


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Depending on whether the subject of the evaluation is a mandated inspector or another member of the general inspection service, his mandate or position will be terminated after one unfavourable evaluation or two consecutive unfavourable evaluations respectively.

C. In-service training

Every year, the inspectors spend at least four days in training relating to their duties. These training sessions are organised by the Institute for In-Career Training (in the case of the promotion-grade position of inspector) or by the School of Public Administration (in the case of inspectors-general or coordinating inspectors-general), and lead to the issue of an attendance certificate.

D. Salary

Inspectors have the same salary and salary increase entitlements as the heads of schools of the French Community that they inspect. However, during their mandate, the inspector-general and the coordinating inspector-general benefit from the pay scale used for a government employee (level 15 and level 16 respectively).

E. Leave

Inspectors may obtain leave under the same conditions as the heads of schools of the French Community that they inspect.

As an exception to this rule, inspectors-general and coordinating inspectors-general benefit from the same annual holiday allowance during their mandate as government employees. Moreover, these mandated inspectors may not obtain other types of leave such as political leave or leave of absence for personal reasons.

F.Transfers and mobility

Transfers of personnel members of the general inspection service who have received a permanent appointment to the position of inspector of pre-primary or primary education are organised in four rounds, each of which relates to jobs which have definitely become vacant since 1 October (the first round) or since the previous round. Candidates are ranked according to seniority in their position, or age in the event of equal seniority.

G. Salaries

The salary scales on which the inspectors’ salaries are calculated depend on the function performed.

Position Seniority: 0 years Seniority: 28 years

Inspector in pre-primary education €25 021.49 €39 668.90

Inspector in primary education €25 021.49 €39 668.90

Principal inspector €26 506.99 €41 154.40

Inspector of general courses in upper secondary education and non-university tertiary education with a university diploma €26 506.99 €41 154.40

H. Transfers and mobility

Transfers of members of staff in the inspectorate for enseignement subventionné permanently appointed in the position for which a vacancy needs to be filled are organised in four rounds, each bearing on the


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positions that have become vacant since October 1 (first round) or since the preceding round. The seniority of position of the candidates for a transfer, or their age in the event of equal seniority, determines the ranking of the candidates.

8.5. Educational staff responsible for support and guidance

A. The centres psycho-médico-sociaux

For further information on the operation and tasks of the centres psycho-médico-sociaux (CPMS), see 4.15.1..

Each CPMS is staffed by:

● a director; ● one or more psycho-educational counsellors, who hold a university degree in psychology and/or

education science, and other qualifications listed in the decree of 20 January 2002; ● one or more social auxiliaries, who are certified social workers or social auxiliaries; ● one or more paramedical auxiliaries, who hold a graduat diploma in nursing; ● possibly one or more psycho-educational assistants, who hold a vocational guidance assistant or

psychology assistant diploma;

one or more physicians paid on a per session basis.

The centres also have technical, administrative, and maintenance staff in the education organised by the French Community, but not in the education grant-aided by the French Community.

B. Educational advisers

Ordinary and specialised enseignement fondamental and secondary education receive support from a pedagogical advice and support service or units (on the roles of these bodies, see 8.2.8.2. ).

The members of this service and these units are appointed by the government (on the proposal of the bodies for the representation and coordination of the pouvoirs organisateurs in the case of subsidised education) from among the members of personnel of institutions organised (in the case of the service) or subsidised (in the case of the units) by the French Community:

1. The members of the managerial and teaching staff and of the auxiliary education, paramedical, psychological and social staff in educational institutions;

2. The members of the managerial, teaching and auxiliary education staff in hautes écoles;

3. The members of the technical staff in the centres psycho-médico-sociaux.

They are entitled to leave in order to carry out assignments. Among the educational advisers of each service or unit, the government appoints (on the proposal of the bodies for the representation and coordination of the pouvoirs organisateurs in the case of subsidised education) a coordinating educational adviser for a renewable two-year term.

Prior to these appointments, the government or the body for the representation and coordination of the pouvoirs organisateurs decides on the profile required for the position and initiates a call for applications. Applicants must hold a certificate of attendance of 80 hours’ training for the position of educational adviser


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(for the position of educational adviser) and of 30 hours’ training in human resources management (for the position of coordinating educational adviser).

Thus, with regard to the enseignement fondamental organised by the French Community, the number of educational advisers has been fixed at nine, and their qualifications have been determined on the basis of the subjects concerned (modern languages, IT, psychomotor education and physical education) or the level of schooling (preprimary or primary) and the geographical area to be covered.

8.6. Other educational staff or staff working with schools

A. Subsidised contract workers

In recent years, various projects have been carried out with the assistance of subsidised contract workers (agents contractuels subventionnés, ACS) or workers under employment promotion grants (aides à la promotion de l’emploi, APE) who are made available to the schools as part of unemployment reduction measures.

These additional staff may be assigned to different missions, amongst which the main tasks include:

● childcare for small children aged 2 and a half to 3 (child nursing); ● second language courses; ● replacement of staff on leave of absence for a mission; ● reception of newcomer pupils in schools that accommodate numerous recently immigrated

children; ● assistance to schools that have opted for a weekly schedule of 26 periods in the case of pre-primary

teachers.

Other ACS and APE workers are involved in secondary and specialised education.

B. Pedagogic consultants

150 pedagogic consultants (animateurs pédagogiques) have been recruited for all réseaux and levels of education. Their role consists in:

● providing outside support to schools for designing curricula and developing initiatives that encourage school quality;

● supervising innovative practices; ● being available to the pouvoirs organisateurs for any internal assessment assignments.

The length of their contract is 2 years, renewable twice.

C. Childcare workers

Childcare workers may be assigned to nursery schools. These persons are qualified to monitor and care for very young children. They are made available to schools according to need and objective criteria: number of very young children (under age 3 years and 9 months) or less autonomous children, etc. In the decree of 2 June 2006, the government of the French Community determined the status of childcare workers in ordinary pre-primary education organised or subsidised by the French Community.


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D. Speech therapists

In enseignement fondamental, speech therapy services can be performed on the school's premises by speech therapists, whose jobs are neither financed nor subsidised by the French Community. Such services must remain optional and take place outside the time allocated to compulsory activities. These activities must be carried out in close collaboration with the class teachers and the teachers of the children concerned.

E. Psychomotility teachers

The psychomotility activities foreseen in pre-primary education (see 3.10.1., last paragraph) are provided by a psychomotility teacher.

The psychomotility teacher must posses a qualification as a nursery school teacher including or complemented by training in psychomotility, or the title of agrégé de l'enseignement secondaire inférieur – physical education section with complementary training relating to nursery school teaching, or a specialisation or postgraduate diploma in psychomotility, a psychology assistant graduat – psychopedagogy and psychomotility option, a graduat or 2nd cycle degree in physiotherapy, completed by pedagogic training.

F. Other staff

The three statutes specific to the three réseaux (see 8.2.6.2., paragraph B) apply to auxiliary education, paramedic, psychologist, and social staff in full-time education and to auxiliary education staff in part-time and social advancement education. They do not apply to administrative or supervisory staff members or tradesmen and maintenance workers. Since 12 May 2004, the latter have their own status in education organised by the French Community.

In schools administered by the French Community, several other categories of staff have been defined in addition to management and teaching staff.

● auxiliary education staff: monitors-educators (boarding school or day school), secretary, librarian, executive secretary, bursar, administrator;

● paramedical staff: childcare nurse, nurse, physiotherapist, speech therapist; ● administrative staff: messenger, guard, typist, accounting clerk, editorial clerk, assistant librarian; ● service personnel: tradesmen and service workers (statutory or contract), aide, caretaker, storeman,

chauffeur, maintenance worker, cook, night watchman, lab assistant, operator.

There are few technical and administrative members of staff in schools administered by the French Community.

Within the framework of the decree on discrimination positive (see 2.8.3.5.), some schools may recruit additional staff, in particular, auxiliary education personnel and contract workers (see above, point A).

Under the decree of 2 June 2006, the Government of the French Community has established the statutory framework of childcare workers in ordinary pre-primary education institutions organised or subsidised by the French Community.

Décret fixant le statut des membres du personnel administratif, du personnel de maîtrise, gens de métier et de service des établissements d'enseignement organisé par la Communauté française


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8.7. Statistics

For information on:

● teaching staff by gender and working time, see 8.7.1.; ● management staff by gender and working time, see 8.7.2.; ● full-time equivalent staff in universities by category and gender, see 8.7.3.; ● full-time equivalent teaching staff by status, see 8.7.4.; ● full-time equivalent teaching staff by age, see 8.7.5.; ● teacher diplomas awarded in short-type tertiary education, see 8.7.6.; ● teacher diplomas awarded by universities, see 8.7.7.; ● teacher diplomas awarded in social advancement education, see 8.7.8.;


8.7.1. Teaching staff, by gender and working time

2008-2009 Full-time + Part-time Full-time Part-time

Number % Number % Number %

Total 100,230 100% 66,645 100%

34,972 100%

Males 30,917 31% 20,727 31% 9,803 28%

Females 69,313 69% 45,918 69%

25,169 72%

Ordinary enseignement fondamental 3 5 , 6 2 9 1 0 0 % 2 6 , 0 0 0 1 0 0 %

1 0 , 7 7 3 1 0 0 %

Males 5 , 0 7 6 1 4 % 3 , 9 0 2 1 5 %

1 , 1 9 6 1 1 %

Females 3 0 , 5 5 3 8 6 % 2 2 , 0 9 8 8 5 %

9 , 5 7 7 8 9 %

Ordinary secondary education 4 1 , 2 9 4 1 0 0 % 2 8 , 4 2 1 1 0 0 %

1 2 , 8 6 5 1 0 0 %

Males 1 6 , 0 6 8 3 9 % 1 1 , 9 5 1 4 2 %

3 , 7 5 1 2 9 %

Females 2 5 , 2 2 6 6 1 % 1 6 , 4 7 0 5 8 %

9 , 1 1 4 7 1 %

Specialised education 7 , 5 7 3 1 0 0 % 5 , 8 8 1 1 0 0 %

1 , 9 4 2 1 0 0 %

Males 2 , 5 2 8 3 3 % 2 , 0 2 2 3 4 %

5 6 9 2 9 %


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Females 5 , 0 4 5 6 7 % 3 , 8 5 9 6 6 %

1 , 3 7 3 7 1 %

Artistic education 3 , 7 2 7 1 0 0 % 1 , 3 6 7 1 0 0 %

2 , 3 4 3 1 0 0 %

Males 1 , 8 7 1 5 0 % 7 1 0 5 2 %

1 , 1 3 6 4 8 %

Females 1 , 8 5 6 5 0 % 6 5 7 4 8 %

1 , 2 0 7 5 2 %

Social advancement education 5 , 8 7 9 1 0 0 % 1 , 1 1 8 1 0 0 %

4 , 6 6 0 1 0 0 %

Males 2 , 9 1 3 5 0 % 5 0 0 4 5 %

2 , 3 1 3 5 0 %

Females 2 , 9 6 6 5 0 % 6 1 8 5 5 %

2 , 3 4 7 5 0 %

Non-university higher education 6 , 1 2 8 1 0 0 % 3 , 8 5 8 1 0 0 %

2 , 3 8 9 1 0 0 %

Males 2 , 4 6 1 4 0 % 1 , 6 4 2 4 3 %

8 3 8 3 5 %

Females 3 , 6 6 7 6 0 % 2 , 2 1 6 5 7 %

1 , 5 5 1 6 5 %


Annuaire du personnel de l'enseignement (année scolaire 2006-2007)

Statistiques du personnel de l'enseignement, Annuaire 2006-2007.

8.7.2. Management staff, by gender and working time

2008-2009 Full-time + Part-time Full-time Part-time

Number % Number % Number %

Total 2,523 100% 2,459 100% 64 100%

Males 1,412 56% 1,264 51% 33 52%

Females 1,105 44% 1,048 43% 41 64%

Ordinary enseignement fondamental

1,212 100%

1,199 100% 13 100%

Males 542 45% 493 45% 8 15%

Females 670 55% 653 55% 13 85%

Ordinary secondary education

695 100%

688 100% 7 100%


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Males 478 69% 428 69% 6 57%

Females 217 31% 206 31% 4 43%

Specialised education 148 100% 148 100% 0 0

Males 92 62% 82 62% 1 0

Females 56 38% 50 38% 0 0

Artistic education 128 100% 118 100% 10 100%

Males 98 79% 95 79% 8 50%

Females 30 21% 31 21% 7 50%

Social advancement education

203 100%

169 100% 34 100%

Males 110 56% 83 56% 10 47%

Females 93 44% 69 44% 17 53%

Non-university higher education

131 100%

131 100% 0 0

Males 92 70% 83 70% 0 0

Females 39 30% 39 30% 0 0 Source: ETNIC Statistics Department of the French Community


8.7.3. Full-time equivalent staff in universities, by category and gender

Personnel categories ETP 1/1/2009 Pourcentages

Statutory personnel 7,856 56%

Enseignant personnel 1,955 14%

Permanent Scientific personnel 489 3%

Temporaire Scientific personnel 1,530 11%

Administrative and blue-collar personnel 3,882 28%

Personnel hors cadre 6,142 44%

Contract academic and scientific personnel 2,994 21%

Doctorate grantholder and post-doctorate 2,027 14%

Technical et assimilé personnel 575 4%

Other personnel categories 546 4%

Total 13,998 100%



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Statutory personnel (cadre): personnel paid from the operating allocation, the social budget, and the non-allocated endowment.

Non-statutory personnel (hors cadre): personnel paid under research contract and recipients of major research grants (FNRS and francophone research institutions).


8.7.4. Full-time equivalent teaching staff, by status

Number Percentage

2002008-2009 Total Tenured Tempo-raries

Intern-ships

Total Tenured Tempo-raries

Intern-ships

Total 86,493 60,898 25,376 219 100% 70% 29% 0%

Ordinary enseignement fondamental 32,464 23,665 8,773 26 100% 73% 27% 0%

Ordinary secondary education 36,685 26,298 10,220 167 100% 72% 28% 0%

Specialised education 6,957 4,726 2,209 22 100% 68% 32% 0%

Artistic education 2,568 1,690 878 0 100% 66% 34% 0%

Social advancement education 2,792 1,177 1,615 0 100% 42% 58% 0%

Non-university tertiary education 5,027 3,342 1,681 4 100% 66% 33% 0% Source: ETNIC Statistics Department of the French Community

8.7.5. Full-time equivalent teaching staff, by age group

Aged

20 to 29 Aged

30 to 39 Aged

40 to 49 Aged

50 to 59 Aged

60 & over Total

2008-2009 Number

Ordinary enseignement fondamental 6,218 10,947 9,703 5,248 347 32,463


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Ordinary secondary education 5,386 8,760 10,089 11,266 1,183 36,684

Specialised education 1,223 2,077 1,798 1,609 249 6,956

Artistic education 131 513 876 819 229 2,568

Social advancement education 157 600 968 912 155 2,792

Non-university tertiary education 265 1,109 1,638 1,627 388 5,027

Total 13,380 24,006 25,072 21,481 2,551 86,490

Percentage

Ordinary enseignement fondamental 19% 34% 30% 16% 1% 100%

Ordinary secondary education 15% 24% 28% 31% 3% 100%

Specialised education 18% 30% 26% 23% 4% 100%

Artistic education 5% 20% 34% 32% 9% 100%

Social advancement education 6% 21% 35% 33% 6% 100%

Non-university tertiary education 5% 22% 33% 32% 8% 100%

Total 15% 28% 29% 25% 3% 100%


8.7.6. Teacher diplomas awarded in short-type tertiary education

2007 Total Males Females

Total 4,055 842 3,213

Educateur spécialisé en accompagnement psycho-éducatif 963 213 750

Pre-school 755 14 741

Primary 1,244 188 1,056

Secondary 1067 419 648

Fine arts 28 2 26

Physical education 348 225 123

French and French as a foreign language 124 13 111

French and ethics 39 6 33


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French and religion 28 5 23

Germanic languages 127 29 98

Mathematics 135 52 83

Biology, chemistry, physics 87 32 55

Economics and applied economics 29 5 24

Humanities: geography, history, social science 122 50 72

Technical 26 8 18

Family and social economics 17 0 17

Electromechanics 8 8 0

Garment-making 1 0 1


8.7.7. Teacher diplomas awarded by universities

2007 Total Males Females

AESS 945 285 660

Human and social science section 670 165 505

History, art and archaeology 111 34 77

Information and communication 6 1 5

Languages and literatures 282 41 241

Philosophy 29 14 15

Economics and management 54 21 33

Political and social science 106 34 72

Psychology and education science 78 19 59

Theology 4 1 3

Science sector 234 104 130

Sciences 228 101 127

Agronomy and biological engineering 6 3 3

Health science sector 41 16 25

Biomedical and pharmaceutical science 1 0 1

Psychomotility science 37 16 21

Medical science 3 0 3

CAPAES 182 67 115



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History, art and archaeology Philosophy 1 0 1

Languages and literatures 17 5 12

Philosophy 4 3 1

Economics and management 15 7 8

Law 1 0 1

Political and social science 3 2 1

Psychology and education science 103 31 72


Science 20 9 11

Agronomy and biological engineering 1 0 1

Engineering science 8 7 1


Psychomotility science 4 2 2

Medical science 5 1 4

AES 37 30 7





8.7.8. Gross annual salaries of public school teachers, by level of education

Ancienneté Traitement annuel brut au 1/01/09

Pre-primary education (ISCED 0)

Start of career 16.837,91

15 years seniority 23.942,99

End of career 29.427,35

Primary education (ISCED 1)




Lower secondary education (ISCED 2)


385




Upper secondary education (ISCED 3)





9. Evaluation of Educational Institutions and the Education System

A systematic evaluation of educational institutions has not yet been put in place in the French Community of Belgium (for a historical explanation of this situation, see 9.1., point A). As regards evaluation of the education system, the first steps were taken in the 1990s. In particular, in 1997 the Decree on the Missions of School laid down objectives for compulsory education and set up two Steering Committees (see 9.1., point B).


Like many other industrialised countries, about fifteen years ago Belgium came to the end of a phase of quantitative expansion of its school system, characterised by the generalisation of secondary schooling for the entire 14-18 age group and by a significant growth in post-secondary education for the 18-24 age group. The school system emerged from this strenuous period with a certain loss of impetus.

After the challenge of ‘school for all’, the new challenge to be taken up is a ‘better school for all’. This includes reducing the number of failures in the system, better adapting the curricula, ensuring real assimilation of the competencies being taught, arming the next generation of teachers that will soon take over with solid professional skills, and restoring the confidence of all partners involved in the institution as a whole.

A. Evaluation of educational institutions

Since responsibility for education was transferred to the Communities, a double movement takes place. On one hand, an increasing degree of management autonomy is granted to the institutions. This autonomy supplements the high degree of freedom which was already theirs on the level of teaching methods. On the


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other hand, this increasing autonomy calls for new regulatory mechanisms to ensure the development of equitable and high-performance schools.

x

However, the processes for evaluating educational institutions are historically less developed in the French Community of Belgium versus many other European countries. Each [«pouvoir organisateur»] is free to manage a great part of the organisation and operation of its schools in an independent way. This is one of the reasons why there is no official procedure for the global evaluation of educational institutions in the French Community of Belgium. In 2007, an important decree unified and regulated the inspection system.

B. Evaluation of the education system

Until the second half of the 1990s, the French Community did not have a real structure for the steering and evaluation of its education system. A turning point was the school year 1990-1991, during which the three Communities of Belgium were the subject of a study carried out by a committee of experts appointed by the OECD. This led to increased awareness concerning the importance of setting up such a system.

The Decree on the missions of school of July 1997 created two Central Steering Committees: one for enseignement fondamental and one for secondary education. Each Committee was charged with co-ordinating and overseeing the task forces responsible for establishing the socles de compétences), the curriculum committees, and the committees on evaluation instruments. Each of the Central Steering Committees also co-ordinates and fosters the exchange of teaching aids between all the different schools. The Decree also created a Joint Steering Committee for compulsory education, made up of members of both Central Steering Committees.

This same Decree also laid down new procedures for the evaluation and steering of the French Community’s education system.

In March 2002, a further decree on the steering of the French Community’s education system was voted, which significantly reinforced the system formerly in place. The same year, an Agency for the Evaluation of the Quality of Higher Education was created.

De deux ans et demi à dix-huit ans



Les indicateurs de l'enseignement n° 1





The Community Policy Declaration 2009-2014 adopted by the government lays particular stress on steering the education system: the autonomy of the pouvoirs organisateurs, réseaux and schools “must go hand in hand with proper overall supervision of the education system on the basis of ambitious targets and indicators that can be used to measure what progress has actually been made” (page 20).


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The Inspection Department’s report was publicised in January by one of the Belgian newspapers. Although it was widely regarded as an interesting and useful document, some regarded the criticisms it made as discouraging.

Enseignement obligatoire et de promotion sociale, législature 2004-2009, bilan et perspectives à mi-législature


9.3. Administrative and legislative framework

In the French Community, there are many administrative levels with decision-making authority as regards evaluation: all educational institutions, whether directly administered or grant-aided by the French Community or grant-aided, are subject to the authority of the Ministry of Education and, at the same time, to that of their pouvoir organisateur.

The Decree on the Missions of School of 24 July 1997 defining the priority missions of enseignement fondamental and secondary education and organising the structures needed to achieve them represents the main legal reference document for the evaluation of the education system.

To improve the quality of work and extend the scope of action of the steering committees, in March 2002 the legislature of the French Community voted in favour of a decree on the steering of the education system in the French Community. This reduced the number of committees to just one, and modified its remit and composition.

Educational institutions are also subject to school inspection carried out by the General Department of Inspection, which is defined and regulated by the decree of 8 March 2007. The decree which created the Agency for the Assessment of the Quality of Tertiary Education set “as its main roles the planning, in complete independence, of the quality assessment procedures for tertiary education in the French Community – regardless of the institutions concerned (universities, hautes écoles, art colleges, social advancement education institutions) – and the organisation of the monitoring of the scheduled assessments”.


Décret créant l'Agence pour l'évaluation de la qualité de l'enseignement supérieur organisé ou subventionné par la Communauté française

Décret relatif au pilotage du système éducatif de la Communauté française

9.4. Evaluation of schools/institutions

In the French Community, internal evaluation procedures depend on the level of education (see 9.4.1.). Inspectorates carry out an external evaluation at the various levels of the education system, but there is no systematic procedure leading to an evaluation of each school (see 9.4.2.).


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9.4.1. Internal evaluation

For data on internal evaluation

● In preprimary, primary and secondary schools, see 9.4.1.1.; ● In tertiary education, see 9.4.1.2..

Relativiser les performances des établissements : quelle valeur ajoutée ? In Demeuse, M., Baye, A., Straeten, M.-H., Nicaise, J. (Eds.). Efficacité et équité des systèmes d'enseignement et de formation.


The Decree on the missions of school requires each institution providing ordinary or special Enseignement fondamental and secondary education, whether directly administered by the French Community or grant-aided, to have a school plan (cf. 2.1.). The school plan defines the basic educational choices and the specific concrete action plan that the school’s teaching staff intends to implement – in co-operation with all participants and partners – in order to fulfil the educational and pedagogical objectives set by the pouvoir organisateur.

A participation council (see 2.7.1.1.), which is established in each school, is charged with periodically assessing the implementation of the school plan, suggesting modifications, and providing an opinion on the school’s activity report.

For each school it administers, the pouvoir organisateur must submit an annual activity report covering the previous school year to the Steering Committee (see 9.5.) by 31 December. The annual report is prepared by the head of school in schools administered by the French Community, or by the pouvoir organisateur or its representative in grant-aided schools and is submitted to the participation council.

The annual activity report includes:

● an assessment of the measures implemented to achieve the general objectives set for schools by the Decree on the Missions of School within the context of the pedagogical plan of the pouvoir organisateur and of the school. In addition to any matters that the participation council wishes to be included, the report must present information about the following: pass and failure rates, appeals against decisions taken by the conseils de classe and the results of such procedures;

● the number of and reasons for registration refusals; ● continuing training for teachers at the school.

A more comprehensive report must be compiled every three years. This must include a survey of information about the following issues:

● educational innovations introduced;

● approaches used to organise support for pupils experiencing difficulties;

● approaches used to provide guidance to pupils;

● practices used with regard to homework from the third to sixth primary years;


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● initiatives taken in collaboration with external partners with regard to art, culture and sport;

● initiatives taken with regard to media, health and environmental education;

● initiatives taken to integrate pupils with a background in specialised education in the school;

● resources used to organise the three-year version of the first stage of secondary education.

The decree of 2 February 2007 defining the status of school heads stipulates that the latter must ensure that there is a match between learning activities, socles de compétences), final attainment targets, vocational profiles and pedagogical programmes or dossiers. They must ensure that evaluations leading to certification and external evaluations within the school are organised properly.


Non-university tertiary education institutions (hautes écoles)

At the latest by March 31 of each year, the authorities of each haute écolesubmit a complete activity report to the Community Educational Committee, which includes a chapter on the haute école’s conformance with its educational, social and cultural plan. In addition, the authorities of the haute école carry out a quality control of their educational and other activities. In particular, this process includes a review of enrolment refusals. The quality control is performed according to a procedure defined by the Government, which includes the participation of external experts, a majority of whom do not pursue a teaching career. A report relating to the quality control of the haute école’s activities is submitted every three years.

Each haute école has a pedagogic committee, which may submit properly supported requests to the steering committee if the majority of its members representing either the personnel or the students believe that the haute école authorities are failing to use one or more of the means stipulated in the plan. A defined procedure is then followed. In the event of disagreement within the haute école, this involves the intervention of the Community Educational Committee, and, if the dispute is still not resolved, may lead to the reduction of the credits granted to the haute école.

Universities

Each university prepares an annual report which is sent to the Minister of Education. This report covers a review of:

● policies relating to the supervision of first-cycle (undergraduate) students; ● measures put in place to avoid the failure of first-cycle students; ● policies relating to the induction, information, evaluation, guidance, remediation, and reorientation

of students.

The report also provides statistical data on enrolment, success rates, failure rates, and staff/student ratios, for each year of study.

Artistic higher education


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Each art college must appoint a member of staff to be responsible for coordinating quality evaluation, for which an additional quarter of an employment unit is granted. In the event of a merger, this workload is multiplied by the number of art colleges involved in the merger. The art college must inform the government of the identity and workload of the member of staff to whom this task has been entrusted by 15 October of the year in question.

9.4.2. External evaluation

Inspectors are charged with checking how the legislation is applied in classes and schools (see 9.4.2.1.). Apart from tertiary social advancement education and tertiary artistic education, there is no inspectorate for tertiary education. But government commissioners are charged with checking that decisions are taken in conformity with the legislation in tertiary education institutions.

Moreover, in addition to the inspection services created by the government, some grant-aided pouvoirs organisateurs have their own inspectors.The control of academies (see 6.5.1.) is collectively entrusted to the commissioners and delegates appointed in the member institutions. The task is then in turn delegated to each person by order of decreasing seniority in their mandate, for a 2-year period. The same mechanism operates for the government-accredited financial inspectors appointed to these institutions, as regards decisions with budgetary or financial implications. The commissioner or government representative appeals against any decision judged to be contrary to the relevant laws and decrees, and with the orders and regulations adopted under the terms of these laws or decrees.

For data on external evaluation

● In preprimary, primary and secondary schools, see 9.4.2.1.; ● In secondary education and short tertiary education, see 9.4.2.2.; ● In long tertiary education.

Des évaluations externes : Pourquoi ?

Des évaluations externes, pourquoi et comment ?

Le dispositif d'évaluation externe en Communauté française de Belgique

9.4.2.1. The General Department of Inspection A General Department of Inspection , directed by a coordinating inspector-general, was created by the decree of 8 March 2007. ● An Inspection Service for Ordinary Enseignement fondamental, directed by an inspector-general assisted

by three inspectors responsible for coordinating inspection activity in ordinary enseignement fondamental;

● An Inspection Service for Ordinary Secondary Education, directed by an inspector-general assisted by three inspectors responsible for coordinating inspection activity in ordinary secondary education;

● An Inspection Service for Specialised Education, directed by an inspector responsible for coordinating inspection activity in specialised education;


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● An Inspection Service for Social Advancement Education, directed by an inspector responsible for coordinating inspection activity in social advancement education;

● An Inspection Service for Distance Education, directed by an inspector responsible for coordinating inspection activity in distance education;

● An Inspection Service for Artistic Education, directed by an inspector responsible for coordinating inspection activity in artistic education;

● An Inspection Service for the Centres Psycho-Médico-Sociaux, directed by an inspector responsible for coordinating inspection activity in the centres psycho-médico-sociaux.

The missions of the Department of Inspection of Artistic Education relate to secondary artistic education, part-time secondary artistic education and tertiary artistic education.

There is also a separate inspectorate for each recognised religion (Catholicism, Protestantism, Judaism, Orthodoxy), apart from Islam, and an inspectorate of non-confessional ethics, but the decree on inspection does not apply to religion classes. In any case the inspectors of religious teaching fall within the authority of the Coordinating General Inspector.

The inspectors’ remit includes the following tasks:

1) Evaluating and checking on the level of studies (in relation to the norms established by legislation).

2) Within schools or distance education institutions, evaluating the following points in particular:

● Compliance with the curricula (or pedagogic dossiers in social advancement education) set or approved by the government;

● Consistency of practice, including evaluation practice; ● Appropriateness of teaching equipment and school facilities in the light of educational requirements; ● Consistency of choices made with regard to in-career training and their appropriateness in the light of

educational requirements, as well as the impact of such training on educational practice (apart from in distance education);

● Proper implementation of the educational aspects of positive discrimination plans (decree of 30 June 1998 on enseignement fondamental, secondary education and social advancement education and decree of 2 June 1998 on part-time secondary artistic education).

● Safeguarding of freedom of artistic expression and of the modes of artistic expression (artistic education – decrees of 2 June 1998 and 17 May 1999).

● Compliance with various requirements set out in decrees: Decree on the Missions of Schools (ordinary and specialised enseignement fondamental and secondary education, distance education); Decree of 3 March 2004 (specialised education); Decree of 16 April 1991 (social advancement education); Decree on the Missions of Schools and Decrees of 2 June 1998, 17 May 1999 and 20 December 2001 (artistic education).

3) Within schools or distance education institutions, identifying any mechanisms for segregation and working to ensure the suppression of such mechanisms.

4) Providing advice and information about the missions defined in points 1 to 3.

5) Providing support with the design, organisation and correction of external evaluations not leading to certification, with the analysis and use of the results within educational institutions (for enseignement fondamental and secondary education), and with the devising of evaluations by external boards in artistic education.

6) Providing support with the design, organisation and correction of and the board for the common external test leading to the issue of the primary education certificate (certificat d'études de base, CEB) at the end of primary education (enseignement fondamental);


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7) Assisting the Steering Committee (enseignement fondamental and secondary education).

8) Collaborating on in-career training across all types of schools (enseignement fondamental and secondary education) or the in-career training of personnel members (social advancement education and part-time artistic education grant-aided by the French Community).

9) Issuing a formal opinion on the conformity approval to school textbooks, didactic software and teaching aids which are submitted to them by the Steering Committee (enseignement fondamental and secondary education).

10) Issuing opinions and making proposals, on their initiative or at the government’s request, on any matter falling within their sphere of competence.

11) Participating in work groups, committees and councils, in accordance with specific laws, decrees and regulations.

12) Working with the teaching departments of the hautes écoles within the context of and under the conditions set by the government.

13) Checking on and evaluating compliance with the requirements set out in the decrees regarding in-career training, in terms of those aspects whose inspection and evaluation are entrusted to them by the legislation.

14) Working with the government services in connection with the inspection of the application of the measures in favour of free educational provision stipulated by the Decree on the Missions of School (enseignement fondamental and secondary education).

15) Checking on the observation of neutrality where it is a requirement.

16) Checking on compliance with the decree of 2 February 2007 defining the status of school heads, in terms of those aspects whose inspection is entrusted to them by the legislation.

17) Carrying out any other tasks entrusted to them by or under the terms of laws, decrees or regulations.

In addition, the inspection services appraise, at the request of the head of school in education organised by the French Community and of the pouvoir organisateur in grant-aided education, the teaching skills of the members of staff on its teaching team.

In grant-aided education, the inspectors refrain from giving any instructions regarding teaching methods and must respect the freedom of the pouvoir organisateur to arrange its timetables, subject to the legal and regulatory requirements.

The members of the General Department of Inspection base their evaluation and monitoring on observations made in particular through attendance of lessons and activities, the examination of pupils’ work and documents, the results obtained in external evaluations not leading to certification, interviews with pupils, the analysis of quantitative data relating to failure rates, grade repetition or reassignments to other institutions, and the examination of preparations.

The government or the general official appointed by the government or its representative may, on the basis of a complaint or on its own initiative, decide to conduct an investigation at one or more institutions. If the government or the general official appointed by the government or its representative has decided on an investigation at one or more institutions, on the basis of a complaint or on its own initiative, the coordinating inspector-general may send one or more members of staff of the General Department of Inspection to tertiary non-university education institutions, apart from art colleges, to perform this assignment or any other related assignment.

Inspection missions are described in detailed reports, which may relate to a single class or all or part of one or more institutions, and which are sent to the competent authorities. They may also form the subject of a


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memo sent to the service responsible for pedagogic advice and support. If a pouvoir organisateur does not intend to take action in response to a negative report compiled by a member of the General Department of Inspection, it is required to justify its decision within a month of receiving the report.

In October 2009, the General Department of Inspection circulated a report which contained a survey of the education system, proposals for remedying the weaknesses identified and the inspection schedule for each inspection department for the school year 2009-2010 and the following two years.

Agence pour l'évaluation de la qualité dans l'enseignement supérieur


9.4.2.2. The government commissioners

The commissioners to the hautes écolesare charged with controlling that the decisions made by the pouvoir organisateur or by virtue of its mandated authority are in conformity with the relevant laws and decrees, and with the orders and regulations introduced under the terms of these laws or decrees. The government determines the list of inspection tasks for the commissioners to the hautes écoles (e.g. checking the number of regularly enrolled students taken into account for funding). These commissioners also represent the government in the art colleges and perform the same roles there.

In university institutions, the government commissioner or representative is charged with controlling that the governing board and other bodies entitled to take decisions by mandate, law or decree do not take any decision which is contrary to the relevant law and decrees, or contrary to the orders and regulations introduced under the terms of these laws or decrees, or which might compromise the institution’s finances.

The inspection of the academies (see 6.5.1.) is collectively entrusted to the commissioners and delegates appointed in the member institutions. The task is then in turn delegated to each person by order of decreasing seniority in their mandate, for a two-year period. The same mechanism operates for the government-accredited financial inspectors appointed to these institutions, as regards decisions with budgetary or financial implications. The government commissioner or representative appeals to the government against any decision judged to be contrary to the relevant laws and decrees, or contrary to the orders and regulations adopted under the terms of these laws or decrees.

The inspection of the academies (see 6.5.1.) is entrusted collectively to the commissioners and delegates appointed in the member institutions. The task is then delegated successively, in decreasing order of seniority in their function, to each of their number for a period of two years. The same applies to the government-accredited financial inspectors appointed to these institutions, as regards decisions with budgetary or financial implications. The commissioner or government delegate may appeal against any decision of the university institution which it considers to be contrary to the laws, decrees and regulations introduced pursuant to such laws and decrees.

9.5. Evaluation of the education system

The Steering Committee (see point A below), the Statistics Department (see point B), and the measures for school dropout and violence prevention (see point C) relate to all levels of the education system. The external evaluations, as well as the international surveys, are specific to compulsory education (see 9.5.1.), while higher education is covered by the Agency for the Evaluation of Quality in Higher Education (see 9.5.2.).


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A. Steering Committee

In the respect of freedom as regards teaching methods, the Steering Committee is charged with:

● Accompanying educational reforms and fostering their implementation. ● Providing the education system with a coherent system of indicators. ● Promoting coherence between curricula contents, socles de compétencesand the final achievement

targets, and training profiles, as well as compatibility between the curricula of the different types of schools (réseaux) and different education levels.

● Defining an annual plan for orienting the in-service training of staff across all types of schools (réseaux), including the definition of priority themes. The plan concerns the teaching staff of ordinary and specialized pre-primary, primary and secondary education, and the staff of the Centres for Psychological, Medical, and Social Services (Centres PMS). It includes submission for Government approval of a motivated proposal on the selection of the operators charged with carrying out the training programmes. In particular, by September 15 of each year, the administrative unit for coordination of actions for school dropout and violence prevention, created by the decree of 12 May 2004, submits to the Steering Committee its recommendations in the domain of training for school dropout and violence prevention (see 9.5., point C).

● Coordinating and distributing the teaching aids and evaluation instruments envisaged by the Decree on the missions of schools.

● Structuring the research and development initiatives in the domain of education science undertaken in universities and hautes écoles, and ensuring that schools benefit from the results obtained.

● Devoting a separate section in its annual report to framing proposals for the adaptation or improvement of training programmes across all types of schools, based in particular on the evaluations performed by the institute for in-career training, and proposals for enhancing the consistency of the courses organised.

● Proposing a plan for non-certification-oriented evaluations to the government every three years, setting out the timetable for all external evaluations.

● Giving the government a formal opinion on any external evaluations which need to be organised in addition to those already conducted (particularly as regards second language).

● Participating in the working groups responsible for designing the external evaluations. ● Drawing up an annual report and analysis for the government of non-certification-oriented external

evaluations and a formal opinion setting out any recommendations it may have with a view to improving future results.

● Proposing evaluation criteria for training programmes common to all types of schools (réseaux). ● Ensuring the statistical follow-up of pupils in order to understand dropouts, problems encountered,

and successive reorientations. This includes coordination with other training operators. The statistical follow-up is also used to develop sampling plans for studies commissioned by the government.

● Informing, on request or on its own initiative, the Government and Parliament of the French Community on the state and the evolution of its education system, the problems that it encounters or which are foreseeable, and any divergences versus plans and forecasts.

● Submitting an annual report to the Government, which includes in particular:

○ an overview of its activities,

○ a broad-brush programme of activities for the following year,

○ proposals concerning any modification of laws or regulations that would allow the overall steering of education in the French Community to be improved.

● Providing an opinion on draft curricula, in accordance with the guidelines of the Decree on the Missions of School.


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● Granting the conformity approval to textbooks and sets of textbooks submitted for its review. ● Granting the conformity approval to didactic software and other teaching aids submitted for its

review.

The Committee is also charged with issuing measures and recommendations aimed at guaranteeing the qualities and equivalence of education provided in institutions. If the Committee acquires elements indicating that an institution does not implement or manifestly only partly implements the recommendations which it formulates in order to guarantee the quality and equality of education provided in educational institutions, the Committee submits a report to the Government. It is the latter’s responsibility to take the appropriate disciplinary measures or sanctions.

This clarification and extension of the Committee’s scope of action undoubtedly represent significant progress versus the former situation. Informing the Government and the Parliament, organising external diagnostic evaluations, elaborating indicators, providing for the in-service training of teachers, etc. are from now on among the tasks that are clearly and officially assigned to the renovated steering instrument.

The new Committee is also characterised by an entirely redesigned composition, which is centred at the same time on democratic pluralism and healthy pragmatism: in addition to the general inspectors, the representatives of the pouvoirs organisateurs and the Administrator General of education and scientific research, the following now also sit on the Committee: educational science experts from the universities and hautes écoles, representatives of the teachers’ trade unions, and representatives of parents’ associations.

B. Statistics Department of the Ministry of the French Community

In the late 1990s, the Statistics Department was renamed the ‘General Information Technology and Statistics Department of the Ministry of the French Community’.

In 2002, the French Community set up a ‘Public Company for New Information and Communication Technologies’ (ETNIC). ETNIC is responsible for various roles on behalf of the departments of the French Community: the organisation of information technology (translating the services’ needs into IT projects, IT and personnel remuneration management, statistics on pupil numbers, etc.), the establishment and updating of a statistical database, the organisation and technical development of networks and telecommunications, consultancy assignments, and so on.

Since 1988-1989, the French Community’s Statistics Department has resumed publication of a statistical yearbook, enhanced from one year to the next. This publication provides raw data on education (and to a lesser extent on vocational training), which is in part graphically illustrated or commented.

Smaller-sized leaflets are also produced by this department, which provide key statistics at a glance. One of these, "L’Enseignement en chiffres" [Education in Figures] is widely distributed and translated into several European languages.

Since 1994, three editions of the "Tableau de bord de l’enseignement" [Educational Performance Indicators] have also been produced in collaboration with external experts. This is a system of indicators collected together in thematic fact sheets featuring tables, graphs and commentary. Several indicators on the basic characteristics of the French Community’s education system have been developed. They provide reference points for the general public and decision-makers: trends in schooling rates, trends in numbers of pupils lagging behind, choice of streams in higher education, structure of the teaching staff by age and gender, financing of education, public opinion and expectations, and so on.

So as to have its disposal all the information required to steer the educational system coherently and effectively – in addition to the information already supplied by external evaluations, educational research and international studies – the French Community has introduced a coherent system of educational


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indicators which presents a set of objective information about the educational system relating to pupils, personnel and the educational environment (see http://www.enseignement.be/prof/dossiers/indicateurs/).

An interuniversity research team has devised a plan which defines the architecture of this system of indicators. On the basis of this plan, in 2005 the Steering Committee decided on an initial list of around thirty indicators, taking account in particular of the available statistical data. A project group known as ‘PISTE’ was set up jointly by the government, the administration of the French Community and ETNIC. It supervises a mixed permanent team which is now responsible for producing the indicators. From 2006, a publication similar to the ‘Performance Indicators’, entitled ‘Educational Indicators’, was introduced to take the place of the former. This brochure is the outcome of collaboration between the Statistics Department and the General Educational System Steering Department of AGERS. Four editions are available: 2006, 2007, 2008 and 2009.

The Statistics Department also participates in the collection of data for international organisations, including EUROSTAT, UNESCO, and the INES project (International Indicators of Education Systems) run by the OECD’s Centre for Educational Research and Innovation (CERI).

From 1992 to 2006, the Statistics Office regularly collaborated with others working on the INES project to produce a reading guide for ‘Education at a Glance’, the yearly publication of OECD indicators. This guide, called "Clés de lecture de Regards sur l’education n°…" Unlocking Education at a Glance no. … is designed to help the Belgian public to obtain a better grasp of the particularities of Belgium as compared to other countries participating in the INES project.

The Statistics Department is also gradually being equipped with systems management tools, including:

● a computer application to collect basic data from the Community’s schools/institutions; ● a ‘student data record’ designed to provide information on student flow. This record was developed

together with the ‘bar code card’, which makes it possible to monitor school enrolments. Via the information collected by the Bureau of School Enrolment, it is possible to estimate school catchment areas, internal and external lag rates by school, location, stream, etc. This data is used, in particular, to determine which schools will benefit from positive discrimination and then differentiated staffing (see 2.8.).

C. Measures for school dropout and violence prevention

With the decree of 12 May 2004, the French Community of Belgium set up an administrative unit for the coordination of actions aiming at school dropout and violence prevention. In its wake, another decree voted on 19 May 2004 allowed the creation of the Observatory of Childhood, Youth and Assistance to Youth. These two bodies coordinate in order to study the phenomena of violence and dropping out among minors in the school environment, in particular through a survey on victimisation, and to monitor the action of grant-aided services. In addition, the administrative unit for the coordination of actions aiming at school dropout and violence prevention submits to the Steering Committee, by September 15 of each year, its recommendations for the annual establishment of priorities as regards the training of personnel in education.




The Belgian Education System after PISA : reform approaches in the French Community of Belgium. In R. Rotte (Ed.). International perspectives on education policy.


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9.5.1. Enseignement fondamental and secondary education

A. External non-certificative evaluations

Since 1994, the French Community’s General Administration of Education and Scientific Research has carried out external evaluations of pupils’ abilities by means of standardised tests. In 2006, a decree provided a legal framework for these evaluations and specified how they were to be arranged.

Every year, all pupils in the second and fifth years of ordinary primary education and pupils in the second and fourth/fifth years of ordinary secondary education take part in an external non-certificative evaluation relating successively to reading/production of writing, mathematics and science/introductory science (science in 2009-2010). The tests may also be given, taking account of specific characteristics (levels of maturity for primary education, type and year of study for secondary education), to pupils in specialised education. The conseils de classe of specialised education institutions are free to decide which pupils will take the external evaluation in the light of what they have studied.

The evaluations provide information about pupil's progress to both the educational teams and those responsible for the system.

The tests measure pupils’ abilities at the beginning of the year compared to the abilities expected at the end of the cycle, so that teachers may gauge the level their pupils have attained, evaluate how much has yet to be learnt, and adapt their teaching according to this information. The testing is thus diagnostic with a formative purpose, based on the socles de compétences and the final achievement targets. The pupils’ results do not affect their school career.

For each class where these tests take place, the class teacher receives the results for his/her class as well as the average scores for the overall population, based on a representative sample. Schools are not ranked and may not disclose their pupils’ results for publicity purposes.

Following the testing, a package of didactic pointers and suggestions is developed and distributed to teachers. Post-testing follow-up activities are also organised with assistance from inspectors.

For the education system as a whole, these operations have a summative objective: the information on the whole of the population concerned gives those responsible for education a picture of the gap between pupils’ skills and the objectives which have been set for the cycle in question. By encouraging teachers to focus on the socles de compétences, the process also aims to reduce disparities between schools, which are perceived as one of the education system’s major weaknesses.

Responsibility for the external assessments lies with the General Department for the Steering of the Education System. After noting the results of the tests, the Steering Committee submits a formal opinion to the government, including any recommendations that may seem necessary in order to improve future results.

B. International evaluation

The work of the International Association for the Evaluation of Educational Achievement (IEA)


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Since 1965, French-speaking Belgium has regularly taken part in the international surveys organised by the International Association for the Evaluation of Educational Achievement (IEA). IEA is a non-governmental organisation whose objective is the comparative study of education systems. Its surveys are generally carried out by university teams established in each participating country, under the responsibility of an international coordination centre. Each national team is assisted by a national committee of experts.

The objectives of these studies are twofold:

● to make available objective information on the strong and weak points in its education system to each country;

● to contribute to a better understanding of how school systems function and to identify the factors that explain why some perform better than others.

The table below shows the surveys that have taken place in grey-shading; the abbreviation "CFB" indicates that the French Community of Belgium participated.

Education levels

Subjects Name Date Pre-primary

Primary Early secondary

Late secondary

Five subjects Pilot Twelve-Country Study

1959 CFB

FIMS 1965 CFB CFB

SIMS 1981 CFB CFB

TIMSS 1995 CFB

TIMSS-R 1999

Mathematics

TIMSS-R 2003

FISS 1971 CFB CFB CFB

SISS 1985

TIMSS 1995 CFB

TIMSS-R 1999

Science

TIMSS-R 2003

Reading 1 1971 CFB CFB CFB

Reading 2 1991 CFB CFB

PIRLS 2001

PIRLS 2006 CFB

PIRLS 2011 CFB

Literature 1971 CFB CFB

Teaching language

Composition 1985

Civic 1 1971 Civic education

Civic 2 1999 CFB CFB

Foreign languages English / French 1971 CFB CFB


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Learning conditions

Pre-primary education

PPP 1987-1992

CFB

COMPED 1989 CFB CFB CFB Information technology

SITES 1998 CFB CFB

Source: Lafontaine & Blondin, 2004 (updated table)

From 1959 to 2011, the French Community took part in 28 test ‘campaigns’ out of the 55 proposed. As a result, there is an ample database on the performance of pupils at various moments in time, which can nourish the debate on educational policies.

The survey on reading (Reading Literacy 2, 1991), during which two populations were tested, has proved the interest of collecting data relating to two school levels. It was observed that in the French Community, 13-year-old pupils obtained very weak results whereas 9-year-old pupils ranked slightly above the average for all participating countries. Looking only at the items administered to the two populations, the French Community drops 6 positions in the ranking of 17 countries. The analysis of the results and of the observed ‘progression’ evidenced the need to reinforce instruction in reading beyond the first two years of the primary school.

The TIMSS surveys (mathematics and science) marked the point when international surveys began to have an impact on the education system. The weak results obtained by pupils for science in the first year of the secondary level led to an increase in the number of hours devoted to this subject during the 1st cycle of secondary education and to a debate on the importance of textbooks.

Programme for International Student Assessment (PISA 2000, 2003, 2006 and 2009)

For its part, the OECD decided to collect data, at regular intervals, on the abilities of pupils attending secondary education as regards the fundamental subjects. Since 2000, tests relating to reading, mathematics and science literacy are administered every three years to a sample of 15-year-old pupils, whatever year of study they may be attending. The programme is called PISA (Programme for International Student Assessment). This assessment is primarily centred on the ability of pupils to solve problems in real-life contexts.

From 2000, the French Community of Belgium, with 31 other countries, took part in the first phase of this broad international assessment of the skills and performance of pupils in three subjects: reading literacy, mathematical literacy, and scientific literacy. In 2003, 2,940 15-year-old pupils from 103 schools were tested. In mathematics and problem solving, the scores for the French Community of Belgium were very close to the averages for the OECD countries; in science and reading, the scores were considerably more distant from this international average. The results confirmed those observed in 2000 at the time of the first PISA assessment. Whereas the major domain was reading in 2000 and mathematics in 2003, it will be science in 2006.

Whereas the emphasis was on reading in 2000 and on mathematics in 2003, science was the main discipline in 2006. 2,890 pupils aged 15 from 97 institutions in the French Community were examined. The science evaluation focused on the use of science knowledge in real-life situations and on the ability to distinguish what does and does not constitute a scientific issue and to identify the features of a scientific approach. Although the pupils of the French Community obtained weaker overall results than the OECD average, their results were better with regard to distinguishing what is and is not a scientific issue, recognising the scientific approach and using provided scientific data than with regard to making use of science knowledge.


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In early 2009, the assessment related to reading literacy again, but this time an international option was offered in which the French Community participated: electronic reading. The first results are expected by December 2010.

European Survey on Language Competences (ESLC)

In 2005 the European Commission decided to organise an international survey to encourage the development of language learning policies across Europe. The survey relates to reading and oral comprehension skills and written production in pupils in the final year of CITE 2 (lower secondary education) or the second year of CITE 3 (upper secondary education) in the two languages most widely taught in each country. However, initially at least, the tests are only available in the five most commonly taught in the European Union: English, German, French, Italian and Spanish.

The tests have been designed in each of the languages using the table of competency levels put forward in the Common European Framework of Reference for Languages (CEFRL). The school head, language teachers and pupils in the sample, as well as the survey’s national coordinator have to complete questionnaires providing information about the context in which pupils develop their skills.

The French Community takes part in this survey, along with 15 other countries or communities. The main survey will take place at the start of 2011.

9.5.2. Tertiary education

The Agency for the Evaluation of the Quality of Higher Education

The Agency for the evaluation of the quality of tertiary education organised or grant-aided by the French Community (universities, hautes écoles or other forms of tertiary education – art colleges, architecture colleges, schools for social advancement), which was set up in January 2004, has the following roles:

● Ensuring that the courses organised by the institutions are subject to regular evaluation which highlights good practices, shortcomings and problems to be resolved;

● Ensuring the implementation of the evaluation procedures stipulated by the decree of 22 February 2008; ● Ensuring cooperation between all areas of tertiary education so as to encourage the implementation of

practices which will improve the quality of the education dispensed at each institution; ● Informing the government and the players and beneficiaries of tertiary education about the quality of

the tertiary education provided in the French Community; ● Formulating suggestions for the attention of policy-makers, with a view to improving the overall quality

of tertiary education; ● Making any proposal it deems conducive to the performance of its assignments, on its own initiative or

at the request of the government; ● Representing the French Community in dealings with national and international bodies responsible for

evaluating the quality of tertiary education.

The evaluation relates to the quality of the education in the different courses of the initial first and second cycle organised by the institutions. The courses to be evaluated and the institutions concerned are determined by the agency on the basis of a ten-year plan, drawn up so as to ensure that each course is evaluated at least every ten years. The first ten-year plan covers the period 2008-2018.

The evaluation refers to a series of indicators which cover all the educational and organisational aspects to be considered. It is centred on determining the educational goals pursued by the different courses that are offered and the adequacy of the means deployed to attain them.


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The evaluation of the quality of a course at an institution includes the compilation of an internal evaluation report, an external evaluation performed by a committee of experts, the publication of the results of the evaluation on the agency’s website (or the announcement of its decision not to publish the results), the definition by the academic authorities of a timetable and plan for responding to the recommendations contained in the final summary report and the transmission of these items to the agency. A transversal analysis of the quality of the course in the French Community is then carried out by the agency.

In 2008, a decree established an Observatory of Higher Education, responsible for steering higher education and producing analytical tools, scientific reports on changes in the student population and indicators on pass rates and other matters.

9.6. Research on education relevant to the evaluation of the education system

Each Community is free to define its policy for research on education. The Ministers in charge of education and scientific research are the principal authorities with responsibility for research carried out in the universities and hautes écoles. Since 2002, the Steering Committee has been responsible among other things for coordinating research and development work in the field of education in universities and hautes écoles and for ensuring that schools benefit from their findings. To this end, it draws up research plans for several years ahead which define priorities and set targets. These plans are submitted to the government for approval and implemented by the latter in accordance with the defined priorities.

In Belgium, no university or other tertiary research institute is directly subsidized from the public purse to conduct research on education. However, several ways to subsidize research on education exist in the French Community, in particular through bodies that provide public funds. Financial means are granted to university departments that are principally involved in education, so that they can carry out specific research projects.

There are four universities in the French Community with a joint faculty of psychology and education science:

● The Faculty of Psychology and Education Science at the University of the French Community of Liège (ULg).

● The Faculty of Psychology and Pedagogical Science at the Free University of Brussels (ULB). ● The Faculty of Psycho-Pedagogical Science at the University of Mons-Hainaut (UMH). ● The Faculty of Psychology and Education Science at the Catholic University of Louvain-la-Neuve

(UCL). ● A study on five pilot experiments involving teachers in secondary and higher education, aimed at

improving the transition between the two levels of education.

Additionally, there is a Department of ‘Education and Technology’ at the University Faculties Notre-Dame de la Paix in Namur (FUNDP).

The participation of the hautes écoles in the research work traditionally carried out by universities is encouraged.

Studies that can contribute to improve the overall steering and evaluation of education are entrusted to a department within a university or haute école, or are carried out jointly by researchers belonging to several tertiary education institutions. The purpose of this pluralism is to better take account of the resources and interests of the different types of schools ( réseaux) when the research is likely to have an impact on the education system. Some of these studies are carried out at the request of the relevant minister, or must be carried out by virtue of law. Some examples chosen from recent studies:


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● Inter-university studies aiming to develop and adapt the criteria for identifying educational institutions that should benefit from positive discrimination policies.

● Surveys of teachers at various levels of education, with a view to understanding teachers’ attitudes towards the reforms of the education system.

● A study aimed at analysing the difficulties encountered during the generalisation of foreign language courses in primary schools, and proposing measures to solve the problems encountered.

● An inter-university study leading to the development of a system of indicators upon which to base the overall steering of the education system.

● A study relating to five pilot experiments involving secondary and tertiary education teachers aimed at improving the transition between the two levels of education.

Since 1993, the Government strives to put special emphasis on informing on the objectives and outcomes of the studies and research projects that it finances, as well as on the distribution of the resulting instruments.

Two educational information servers have been implemented, one common to the different types of schools (réseaux) (http://www.enseignement.be) and the other specific to schools administered by the French Community (http://www.restode.cfwb.be). Abstracts on education research articles are accessible on these servers.

Dans quelles conditions les langues modernes sont-elles enseignées ? Enquête auprès des directeurs des écoles primaires et d’un échantillon de maîtres de langue, en Communauté française.




La détermination des quartiers devant être pris en compte pour l'établissement de la liste des établissements et implantations à discrimination positive

Les compétences des jeunes de 15 ans en Communauté française de Belgique en mathématiques, lecture et sciences : résultats de l'enquête PISA 2003.

Les compétences des jeunes de 15 ans en Communauté française en lecture, en mathématiques et en sciences.


Regards sur les acquis des élèves en Communauté française de Belgique. Apports des enquêtes de l’IEA, de Pisa et des évaluations externes.



Direction des Relations internationales, Secrétariat général, Ministère de la Communauté française


Service général des Affaires pédagogiques et du Pilotage de l'enseignement organisé par la Communauté française, AGERS

9.7. Statistics


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Staff employed in the French Community inspectorates (full-time equivalents), for all types of schools (réseaux), school year 2008-2009

Education level

Full-time equivalent staff

Men 49

Women 54

Enseignement fondamental

Total 103

Men 27

Women 9

Secondary education

Total 36

Men 3

Women 2

Special education

Total 5

Men 3

Women 1

Artistic education

Total 4

Men 5

Women 1

‘Social advancement’ education (adult education)

Total 6

Men –

Women –

Non-university tertiary education

Total –

Men –

Women 1

Centres PMS

Total 1

Men 87

Women 68

TOTAL

Total 155

Source: French Community’s Statistics Department

Inspector/teacher ratios (full-time equivalents), for all types of schools (réseaux), school year 2008-2009

Level Inspectors Teachers Ratio


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Enseignement fondamental 103 32.464 315

Secondary education 36 36.685 1.019

Special education 5 6.957 1.391

Artistic education 4 2.568 642

‘Social advancement’ education (adult education) 6 2.792 465

TOTAL 154 81.466 529


Inspector/school ratios (full-time equivalents), for all types of schools (réseaux), school year 2008-2009

Level Inspectors Schools(*) Ratio

Pre-primary and primary education (enseignement fondamental) 103 1.815 18

Secondary education 36 509 14

Special education 5 219 44

Part-time artistic education 4 112 28

‘Social advancement’ education (adult education) 6 164 27

TOTAL 154 2.819 18



10. Special Educational Support

Very early on, Belgium created a dedicated, well-structured organisation for the education of children who are "apt to be educated but cannot attend an ordinary school".


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Consequently, in addition to ordinary full-time education, the French Community organises or subsidises, at the nursery, primary, and secondary levels, specialised education for people between the ages of three and twenty-one with a handicap, that are aged from three to twenty-one years old with the possibility of an exception under certain conditions beyond this age. For several years now, special measures have been taken with a view to encouraging the integration of these children in ordinary education whenever possible.

Other arrangements are made for the benefit of children from foreign countries: bridging classes, lessons to adapt to the teaching language, and courses on the language and culture of the country of origin. These measures are implemented in ordinary education institutions (integrated model). There are no schools especially for exceptionally gifted children.

10.1. Historical Overview

Between 1820 and 1840, several institutes for the deaf and one institute for the blind were established. In 1853, Dr. J. Guislain, a psychiatrist, introduced education for the mentally handicapped under the auspices of the Congregation of the Brothers of Charity.Very soon, this form of education adopted a differentiated approach for slightly and severely mentally handicapped persons. However, it was not until 1892 that this initiative would be followed by others. At the beginning of the 20th century, concurrently with the law introducing compulsory education (in 1914), society began to pay more attention to retarded children or children with slight mental handicaps. From 1914 onwards, these children attend separate classes in ordinary schools. In the 1930s, a new development established a place in education for the visually or hearing impaired. After World War II, education for children with physical disabilities and emotionally disturbed children was also introduced. This type of education was originally linked to residential homes.

‘Special’ education in Belgium acquired its definitive structure with the law of July 6, 1970 when ‘special’ education ceased to be considered part of ordinary education. This form of education must meet the education needs of handicapped children and adolescents who, although able to benefit from education, are unable to attend ordinary schools. Various types of education were defined and schools were established to accommodate not only children with recognised physical disabilities, but also children with specific language and/or learning problems. . To supervise and coordinate the different types of educational activity, consultative committees on special education were created (Royal Decree of 16 August 1971).

The law of March 11, 1986 amended the law of July 6, 1970 and introduced the possibility of integrating handicapped pupils in ordinary education. Whenever possible, temporary or permanent integration of handicapped pupils in an ordinary school environment or transition towards the most independent lifestyle possible must be considered. Such integrated education strives to promote social adaptation and training, and makes it possible to earn an ordinary education school leaving or qualification certificate (see 10.6.11.). The Government ordinance of January 3, 1995 specifies the methods of application relating to the permanent integration into ordinary education of certain pupils enrolled in specialised education. For each pupil in permanent integration, periods of support by personnel from specialised education are added to the allocation of periods (capital-périodes) for each type of school (réseau).

The Decree on the missions of school, voted in July 1997, also encourages the integration of pupils from special education into ordinary education.

A decree approved on March 3, 2004 consolidates the legislation covering specialised education into a single text and adapts it to the reforms undertaken in ordinary education. This decree specifies the possibilities for transition to ordinary education or integration with it and ‘special’ education is now referred to as ‘specialised’ education. The term ‘handicapped’ is replaced by that of ‘children or adolescents with specific


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needs’. This decree came into force for the school year 2004-2005 with the exception of the articles relating to secondary education of type 3 for which the implementation was delayed until the school year 2005-2006 (see 10.6.5. for a description of the types of education).

Opinion no. 127 of the Higher Council for Special Education (10 October 2007) proposed nine keys for the integration of special needs pupils, and called for a decree to be passed which would facilitate approaches in this area. This decree was signed on 5 February 2009. It makes a number of modifications to the decrees of July 1997 and March 2004. Moreover, the decree of 12 December 2008 on combating certain forms of discrimination includes among grounds of discrimination ‘current or future state of health or a physical or genetic characteristic’. Appropriate measures must be taken in the light of pupils’ needs, unless such measures impose a disproportionate burden on the person required to adopt them. Moreover, the decree of 17 July 2008 aiming to regulate pupil enrolments in the first stage of secondary education and promote social diversity within schools makes provision for the prioritisation of enrolments from special needs pupils (such as disabled pupils).

Since September 2009, a set of measures have been in force (as set out in the decree of 5 February 2009) which translate into practical detail the decrees of 1997 and 2004. One significant advance is that the possibility has been opened up of all children with special needs being integrated into ordinary education: the only restriction now relates to children who are ill and in hospital. The procedures for integrating children into ordinary education have been made easier. The decree also specifies that every school must indicate in its school plan what educational choices and priority actions it will implement in order to encourage the integration of special needs pupils.




Conseil supérieur de l'enseignement spécialisé



10.2. Ongoing debates and future developments The topic of exceptionally gifted children is being studied. Research commissioned by the Ministry is in progress.

10.3. Definition and diagnosis of the target group(s)

Integrated or specialised education is intended for children and adolescents who, on the basis of a multi-disciplinary examination, should benefit from education adapted to their specific needs and educational possibilities (see 10.6. for a description of the eight types of education adapted to the educational needs of children and adolescents suffering from specific handicaps).


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Other categories of pupils such as newcomers, pupils from immigrant origins, etc., can benefit from support measures within ordinary education, but these are dependent on initiatives taken by the authorities responsible for the educational institutions (see 10.7.); by virtue of the law, children cannot claim a right to such support measures on an individual basis.

10.4. Financial support for pupils’ families

Just as with ordinary education, specialised or integrated education is free (see 2.3.).

Whether the pupil is in specialised education or is integrated in ordinary education travel costs between the pupil’s home and the institution attended by the pupil are borne by the authorities (the Walloon Region or the Brussels-Capital Region).

Assistance can be provided for the costs of teaching at home for pupils recognised as being apt to receive education a given type of specialised education, but who are prevented by the seriousness or nature of their handicap (… from attending the type of school that provides such education see 10.6.3.)

Children with a disability or health condition may, under certain conditions, receive increased family child benefits up to the age of 21. For children born before 1/1/1993, an old regulation stipulated an increase if the physical or mental disability was assessed at 66% or higher. Since 1/5/2009, requests relating to such children may fall within the scope of the compulsory points system for children born after 1/1/1993. For these, the extra amount is granted according to a progressive scale based on an evaluation of the medical condition in the light of three criteria: 1) the physical and psychological consequences of the disability or health condition, 2) the consequences for the child’s participation in daily life (mobility, learning capacity, bodily hygiene, etc.), 3) the consequences for the household (medical treatment, necessary travel, adaptation of the child’s environment, etc.). The child is entitled to extra benefits if he/she scores at least 4 points for the first criterion and at least 6 points in all three criteria combined.For example, for those in paid work, this supplement varies between €73.14 and €487.60 It is adjusted regularly.

As with parents of children in ordinary education, parents of children enrolled in specialised education can benefit from tax deductions for the cost of child-minding (see 3.7.).

Lastly, tax and social benefits are foreseen depending upon the family situation and the seriousness of the handicap, such as, for example, tax relief, social housing, a parking card, etc.

Sources : Office national d’allocations familiales for those in paid work; http://Inasti.be for the self-employed

10.5. Special provision within mainstream education

All children with special needs, apart from those who are ill and in hospital, may be integrated in ordinary education under four different arrangements: integration may be permanent and total, with the pupil attending the entire ordinary education programme throughout the year; it may be permanent but partial, with the pupil attending certain classes in an ordinary school throughout the year; it may be total but temporary, with the pupil attending the entire ordinary education programme for one or more limited periods; or it may be temporary and partial, with the pupil attending certain classes in ordinary education for one or more limited periods. Regardless of the situation, the pupil receives specific support (see 10.5.3.).

The integration of a pupil enrolled in specialised education into ordinary education takes place according to a procedure that includes several stages. The request can come from the conseil de classe of a specialised

http://inasti.be/�


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educational institution, from the organisation that provides guidance for pupils in this institution, from the parents or the person with parental authority or the pupil him-/herself if he/she has reached the age of majority, or from the educational team in an ordinary educational institution.

The integration procedure consists of four steps:

1) The integration proposal: the request is submitted to the head of the specialised educational institution concerned, who consults each of the parties involved and, if appropriate, draws up a favourable opinion which is signed by all the parties concerned.

2) Definition of the plan: the head then contacts an ordinary education institution that is likely to admit the pupil, and an integration plan is defined by the two educational teams, assisted by the centre which oversees the pupil.

3) Compilation of the agreement: this includes the integration plan, consultation arrangements, the agreement of the centres psycho-médico-sociaux concerned and the arrangements for internal evaluation of the integration process.

4) Communication to the administration department responsible for specialised education of the list of pupils concerned.

Ongoing evaluation of the integration activities is undertaken by the General Consultation Council for Specialised Education (see 2.7.2.3, point K).


The Decree on the missions of school of July 1997 encourages the integration of pupils in specialised education into ordinary education. It requires that the school plan drawn up by each ordinary educational institution defines the educational choices and priority actions put in place to favour the integration of children coming from specialised education, and that the activity report records the initiatives taken to favour the integration of children from specialised education into the institution.

The decree of March 3, 2004 (amended and specified by the decree of February 5, 2009) describes in particular the methods of integration into ordinary education (see the general procedure in 10.5.), the support the pupil can benefit from (see 10.5.3.), and the methods of financing the schools and the personnel (see 2.8.1.).

The certification at the end of schooling is awarded by ordinary education or by specialised education depending on the type of integration.

As far as non-school institutions that care for young children are concerned, the quality code prescribes that childcare facilities must favour the harmonious integration of children with special needs.





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10.5.2. General objectives

Integrated education aims to promote social adjustment and education, and to allow an ordinary education school leaving certificate or qualification to be obtained.

Integrated education is a researched, adapted and supported response which enables each child to prepare for the most harmonious possible integration into working or social life. The child must be at the centre of the process, which must be constructed so as to take account of individual identity and diversity.

10.5.3. Specific support measures

The integration of a pupil into ordinary education requires coordination of the educational teams. An integration plan is prepared which includes the pupil’s file, the targeted objectives, the identification of specific equipment, the pupil’s transport needs, possible exemptions from the ordinary educational programme, and the arrangements for liaison between schools. Support from specialised educational personnel may be provided. The qualifications of such personnel depend on the pupil’s specific needs. Allowances, operational subsidies, and more favourable staffing norms are shared between the ordinary school and the specialised school, according to the type of integration and the handicap. If specific equipment is needed for the integrated pupil, it must be made available to the ordinary school concerned. The pupil benefits from free transport.

Integration Support Services (Services d’aide à l’intégration, SAI), subsidised by the Walloon Agency for the Integration of Handicapped People (Agence wallonne pour l’intégration des personnes handicapées, AWIPH), can support the integration process for pupils between the ages of 6 and 20. They thus take over from the Early Support Services (Services d’aide précoce). Amongst other tasks, the staff in these services can:

● collaborate closely with the ordinary or specialised school the youngster attends and with the centres psycho-médico-sociaux;

● provide educational assistance to the youngster and the parents in order to assist social and school integration;

● encourage progress in the level of autonomy in all areas.

An individual plan is developed in collaboration with the plan’s subject, the family and, where necessary, the external intervening parties. AWIPH can also assist with certain costs, in particular when the handicapped child attends an ordinary school.

Agreements between the French Community and the Regions (Walloon Region, Brussels-Capital Region) have been made to formalise and support assistance for disabled pupils.

Schooling continuity services (Services d’Accrochage Scolaire, SAS) can help pupils undergoing a crisis by taking them in temporarily (see 2.8.3.5., point 4).

10.6. Separate special provision

Specialised education is organised in full-time schools.


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To ensure that education is adapted to the needs of pupils, eight types of education have been created:

● type 1 education meets the educational and training needs of children and adolescents with slight mental retardation (not including pupils who are behind educationally);

● type 2 education meets the educational and training needs of children and adolescents with moderate or severe mental retardation;

● type 3 education meets the educational and training needs of children and adolescents with behavioural problems (structural and/or functional disturbances relating to relationships and emotional development, of such severity that they require the use of specific educational, re-educational and psychotherapeutic methods);

● type 4 education meets the educational and training needs of children and adolescents with physical disabilities (requiring regular medical and paramedical care);

● type 5 education meets the educational and training needs of sick and/or convalescent children and adolescents;

● type 6 education meets the educational and training needs of children and adolescents with visual impairments;

● type 7 education meets the educational and training needs of children and adolescents with hearing impairments;

● type 8 education meets the educational and training needs of pupils with learning disabilities (resulting, for example, in difficulties in the development of language or speech and/or in learning to read, write or perform mathematical operations, without mental retardation or serious physical, behavioural or sensory defect; such disturbances are complex and have multiple origins).

Under certain conditions, specialised education for pupils with autism, aphasia, dysphasia or multiple disabilities may be organised in types 2, 4, 5, 6 or 7 of specialised education (10.6.8.).

Specialised pre-primary education is not organised for children classified under types 1 and 8. Type 8 specialised secondary education is not provided, as the aim of type 8 specialised primary education is to reintegrate children in ordinary education.

Pre-primary education does not include types 1 and 8. Secondary education does not include type 8, since specialised primary education of type 8 aims among other things to reintegrate the children concerned into ordinary education.

Specialised secondary education includes in addition 4 forms that group pupils according to their abilities and their handicaps (see the description of forms in 10.6.5., paragraph B.


The 1970 framework law regulates education known as ‘special education’. This law was modified by the law of March 11, 1986 and different decrees, notably those of March 3, 2004 and February 5, 2009. Mention is now made of ‘specialised’ education and ‘pupils with specific needs’. Considerable importance is placed on the integration of these pupils into ordinary education (see 10.5.1).


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The conditions for admission to specialised education are regulated by these legal texts. If accession is possible more or less as in ordinary education as far as the age of entry into nursery, primary, and secondary is concerned (see 10.6.4.), every enrolment of a child into specialised education requires a multi-disciplinary examination performed by approved institutions, notably the centres psycho-médico-sociaux associated with the schools. A report specifies the type of specialised education that corresponds to the pupil’s needs.

The decree of 3 March 2004 provides for the possibility under certain conditions for specialised education schools to introduce linguistic immersion in German, English or Dutch or in sign language (in certain cases, the last of these options must be organised). For more details, see 10.6.8. Arrêté du Gouvernement de la Communauté française fixant les projets éducatif et pédagogique de l'enseignement fondamental et secondaire, ordinaire et spécial, organisé par la Communauté française



Décret relatif à la reconnaissance de la langue des signes

10.6.2. General objectives

Specialised education pursues all the general goals laid down in the Decree on the missions of school (cf. 2.3.).

The pedagogical plan defines the educational aims and the choice of methods that will allow an [«pouvoir organisateur»] to implement its educational plan. The educational plan for pre-primary, primary and secondary education provided by the French community, adopted in 1998, is common to ordinary and specialised education (see 4.4.). In particular, this educational plan foresees that the transfer of pupils between ordinary and specialised education must be subject to preparation by the institutions concerned (see 10.5.3.).

The general objectives of specialised education, which are centred around the pupil, are:

● to enable him/her, as far as possible, to acquire basic school learning and a vocational qualification by means of educational, paramedical, psychological and social support adapted to his/her needs;

● to provide him/her with a broad basic education in the light of his/her needs and possibilities; ● to observe and evaluate his/her development continuously; ● to help him/her to define and carry out his/her personal plan.

Specialised education is provided on the basis of the nature and the importance of the educational needs and the pupils’ psycho-pedagogical possibilities. It ensures the development of their intellectual, psychomotor, affective, and social abilities while preparing them, depending on the case, for integration into a suitable home or work environment; for the exercise of a trade or profession compatible with their handicap which makes their integration into an ordinary home or working environment possible; or to undertake studies up to the end of upper secondary education.

Specialised education is characterised on one hand by coordination between education and orthopedagogical, medical, paramedical, psychological, and social interventions, and on the other hand by ongoing collaboration with the organisation responsible for guiding the pupils.

10.6.3. Geographical accessibility


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The French community bears, by type and level of education and on the advice of the Higher Council for Specialised Education (see 2.7.2.), the travel costs for handicapped children between their home and the freely chosen specialised education institution nearest to the home. The transport can be by a regular service or private means (possibility of making the journey in a specially adapted bus). An escort is provided in the bus.

Most of the institutions administered by the French community call on the services of a specialised boarding house when necessary. Schools of other types (réseaux) rely mainly on childcare facilities.

Specialised education provided at home is intended solely for pupils with specific needs who are unable to go to school as they cannot travel or be transported due to the nature or severity of their handicap. Such education ensures compliance with the compulsory schooling requirement. As such, it should not be confused with education ‘at a distance’. Whatever handicap they may have, these pupils are administratively included in education of type 4 for the calculation of the capital périodes (voir 10.6. pour la description des types).

Classes of type 5 education can be provided in hospitals or in authorised medico-legal institutions. The children that benefit from these are afflicted with bodily or mental damage cared for by these hospitals or institutions. The education is provided in collaboration with the ordinary or specialised school in which the pupil is enrolled.

10.6.4. Admission requirements and choice of school

As regards non-school childcare facilities (for children under 3 years of age), one place in ten must be reserved for ‘childcare needs resulting from special situations’ (handicapped children, families ‘at risk’, etc.).

The three types of schools (réseaux) – schools administered by the French Community, public grant-aided schools, and private grant-aided schools – provide specialised education. Admission to specialised education is subject to specific age and enrolment conditions.

As far as age requirements are concerned, handicapped children can be enrolled in specialised pre-primary education from the age of two and a half years up to the age of six (eight if there is a special dispensation). Children that are deaf or hard of hearing can benefit from an exemption and enter education of type 7 before the age of two and a half years following a justified opinion from an audiophonology centre or early aid service. Entry into specialised primary education takes place from six years of age and the pupil leaves between twelve and fourteen years of age. In some duly justified cases, it is possible to enter specialised primary school from the age of five years. Decisions to retail pupils in specialised pre-primary or primary education are taken jointly by the conseil de classe) and the organism responsible for guidance.

Studies in specialised secondary education can be continued up to the age of twenty one. Individual exceptions to the age limit of 21 can only be granted by the Government of the French Community.

The enrolment of children and adolescents in specialised education is subject to the presentation of a report specifying the type of specialised education that corresponds to the pupil’s needs. This report is prepared by different organisms depending on the type of handicaps. For pupils suffering from mental retardation (education of types 1 and 2), structural behaviour or personality problems (education of type 3), physical disabilities (education of type 4), or specific learning disabilities (education of type 8), the report is prepared by a centre psycho-médico-social, an educational and professional guidance office, or other approved organism (a list is regularly updated). The conclusions of this report must include and interpret the following data: medical examination, psychological examination, pedagogical examination, social study. For convalescing or ill pupils (education of type 5), pupils with visual impairments (education of type 6), or pupils


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with hearing impairments (education of type 7), the report is prepared on the basis of a medical examination effected by a paediatrician from the clinic, hospital or medical/social institution recognised by the authorities (for type 5), an ophthalmologist (for type 6), or an otorhinolaryngologist (for type 7).

Specialised education for pupils with multiple disabilities may be organised in types 2, 4, 5, 6 and 7; for pupils with autism in all types of education; and for pupils with aphasia or dysphasia in all types of institution except for type 2. For such pupils, an appendix to the certificate of admission to specialised education must be issued by a centre psycho-médico-social (CPMS) or an authorised body. A list of such bodies is drawn up by the government every year.

The parents can normally enrol their child in a specialised education institution of their choice offering the level and type of education specified in the report. It is forbidden to put any kind of pressure on the parents to agree to a school that they would not choose themselves.

In the case of a divergence of opinion between the child’s family and the educational authorities, the matter can be referred to a consultative committee for specialised education (one of which exists within each main inspection district) with a request for an opinion by the head of the family, a member of the French Community Inspectorate, the head teacher of an ordinary or specialised educational institution, or the doctor responsible for a team charged with school medical inspection, especially if it is judged that the transition from one form of education to another could be seriously harmful to the pupil’s interests and education. The request for an opinion can concern:

● the transfer from one educational institution to another (from ordinary education to a specialised educational institution, from specialised education to ordinary education, including dual-vocational education, or from a specialised educational institution to another that is more suitable;

● the advisability of an education at home; ● the advisability of an exemption from the schooling obligation (in this case, the opinion is sent to

the juvenile court which can grant the exemption).

After meeting the head of family and if necessary having a report prepared by a responsible organism, the committee provides its opinion to the head of family, who must provide his decision in writing to the president of the committee within 30 days. If there is no reaction or the head of the family has not chosen an institution, the committee re-examines the case, and issues a final decision. If, within fifteen days, the committee is not informed of the conforming arrangements taken by the head of the family, it sends the file to the juvenile court.

At any time of year, a school head who is unable to enrol a pupil who has applied for enrolment is required to issue him/her with an enrolment application attestation, indicating the reasons for the refusal and the services where the pupil’s parents or guardian may obtain assistance.

Analyse des besoins et orientation des élèves vers l’enseignement spécial : état des lieux, propositions méthodologiques.

10.6.5. Age levels and grouping of pupils

Grouping of pupils differs for enseignement fondamental and secondary education. The size of groups is not regulated (nevertheless, there is a maximum limit based on the indicative number specific to each type of education), but the staffing norms are more favourable than in ordinary education.


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A. Enseignement fondamental

Specialised pre-primary education is provided for all categories of handicapped children except for those with slight mental retardation or learning disabilities. Like ordinary pre-primary education, it is organised in stages.

In specialised primary education, the pupils are divided into classes by type of education taking account of their educational achievements and their maturity. An organisation by ‘degrees of maturity’ allows the children to go through primary schooling at their own pace. The transition from one degree of maturity to another can take place at any time during the school year because it is linked to the acquisition of specific skills.

For pupils affected by slight mental retardation, learning disabilities, behavioural, sensory, or physical handicaps, the degrees of maturity are defined as follows:

1 Level of preschool learning 2 Awareness of school learning 3 Mastery and development of skills acquired 4 Operational usage of skills acquired, according to the guidance foreseen.

For pupils affected by moderate or severe mental retardation, the degrees of maturity are:

1 Level of acquisition of autonomy and socialisation 2 Level of preschool learning 3 Awareness of first school learning (initiation) 4 Development.

The pupils spend one or more school years in each degree according to their pace and development.

B. Specialised secondary education

Specialised secondary education provides four different forms of education. In each form of education, courses are organised separately or jointly for several types of specialised education. Pupils of different ages may be grouped together, depending on their development as well as the size and organisation of the educational institution.

F o r m 1

Specialised secondary education for social adaptation (form 1) aims to give pupils a social training to enable their integration into a suitable living environment (usually a day centre or day reception service). It is


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provided in a single phase hinged on the school plan. This education ensures the optimal development of the pupils’ aptitudes to assist their personal development and ensure the greatest autonomy possible. The content and duration of the activities are adapted to each pupil, taking account of the individual situation.

F o r m 2

Social and vocational adaptation specialised secondary education (form 2) aims to give pupils a general, social, and vocational education, which enables them to integrate into society and be gainfully employed in a sheltered work environment (entreprise de travail adapté, ETA).

This education is provided in two phases that hinge around the school plan. The first phase gives priority to the socialisation and communication objectives, notably linked with the emergence of professional skills and the expression of a personal plan. The second phase continues the objectives of the first phase and puts the accent on educational and training activities aiming at the preparation for social and professional life. The duration of each phase is determined by the conseil de classe assisted by the organism responsible for guiding pupils.

F o r m 3

Specialised vocational secondary education (form 3) aims to give pupils a general, social, and vocational education, enabling them to integrate into a living and normal working environment.

Since the start of the school year 2005-2006, the reformed form 3, defined in the decree of March 3, 2004, applies everywhere.

The education is provided in three phases that hinge around the school plan. The first phase (2 school years) includes a period of observation in one or more professional sectors (for a maximum of 1 school year), then a broad-spectrum approach in a professional sector, e.g. construction (for a maximum of 1 school year except when there is a justified opinion from the conseil de classe). The second phase (maximum 2 school years except when there is a justified opinion from the conseil de classe) targets all-around training in a professional group, e.g. carpentry, structural construction, roofing-guttering, etc. The third phase is of variable duration depending on the targeted training profile leading to a professional qualification in a trade in the professional group followed by the pupil during the second phase, e.g. carpenter, tiler, roofer, etc. To pass from one phase to another, a certificate of successful completion of the previous phase is required. This is issued by the conseil de classe and is based on the acquisition of skill levels.

Thus, type 3 specialised secondary education is supposed to impart not just practical know-how and knowledge but also socio-professional skills such as communication skills, adaptability, ability to work in a team, self-respect and respect for others.

F o r m 4

Transition or qualification stream general, technical, artistic and vocational secondary education (form 4) is designed for pupils who in spite of their handicap are able to attain, through their studies, the same level as pupils in ordinary education.


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Depending on the case, this education is preparation for the continuation of studies until the end of upper secondary education and/or offers possibilities to enter the labour market. It corresponds to ordinary education with different support, methods and tools. It is not accessible to pupils afflicted with mental retardation (pupils in types 1 and 2).

The first two years of type 4 specialised secondary education are also organised in a differentiated manner to ensure educational progress which is differentiated and closely adapted to the needs of pupils who do not hold the primary education certificate 14.4..


Regulations as regards the school week, holidays, and out of school hours provision are similar to those in ordinary education (see 4.9.), for both enseignement fondamental and secondary education.

In secondary education of form 1 (for the characteristics of the different forms of specialised education, see 10.6.5., paragraph B), the duration of study varies for each pupil depending on his development. It includes a minimum time required for the pupil to attain the objectives defined for him (see 10.6.8.) in his personal plan and reiterated in an individual learning plan (plan individuel d’apprentissage, PIA).

Secondary education of form 2 includes two phases (see 10.6.5). The conseil de classe assisted by the organism responsible for guidance determines the respective duration of each phase for each pupil.

Specialised secondary education of form 3 is provided in three phases (see 10.6.5.). The first two each last a maximum of 2 school years, except when there is a justified opinion from the conseil de classe. The duration of the third phase varies depending on the targeted vocational profile.

Secondary education of form 4 is modelled on ordinary education. However, in this education, 2 to 4 periods of specialised support can be provided during the year, in addition to the ordinary timetable. Moreover, dispensations can be granted from the requirement to complete the first stage in a maximum of three years.

The decree of March 3, 2004 specifies that nursery and primary education is given as 28 weekly periods of 50 minutes spread over 9 half-days, but the pupils’ timetable must be continuous with a break of at least 15 minutes in the morning and one hour between the morning and afternoon activities. In secondary education, the number of periods of 50 minutes varies from 32, to 36. On this basis, the institutions organise the timetable taking account of parameters such as the pupils’ ability to concentrate, specialised interventions for specific assistance, the availability of teachers, the organisation of specific courses such as religion or secular ethics, physical or psychomotor education, second language, and manual work. Medical, paramedical, and specific pedagogical help interventions must integrate harmoniously into the programme. In secondary education, periods of work experience can be provided for forms 1 and 2 and are provided in phases 2 and 3 of form 3.

10.6.7. Curriculum, subjects

Curricula are the province of the pouvoirs organisateurs. These curricula are adapted to the general goals pursued by education (see 2.3.). In specialised enseignement fondamental, use is made of the curricula of ordinary nursery and primary education, as defined within each of the réseaux on the basis of the socles de compétences. These curricula represent tools which fit into an educational continuum. Their use can help pupils acquire as many skills as possible. It is therefore necessary to define programmes in order to adapt


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teaching to each pupil’s specific needs. With this in mind, the Individual Learning Plan (PIA) (see 10.6.8) enables the multidisciplinary team to focus on each individual’s development.

The decree of March 3, 2004 gives several general guidelines for each school level. For the primary level, two weekly periods of physical, sports, and/or psychomotor activities must be organised. In type 7 education (see description of the types in 10.6.), a plan in sign language may be included in the school plan. In this context, pupils in type 7 education may receive at least two periods of immersion in sign language. These courses do not exclude the study or the immersion in oral French or the study of written French.

In secondary education there are guidelines for each form of education (see the description of the forms in 10.6.5., paragraph B). The objectives for each are described in point 10.6.5. For form 1, the activities must favour the pupils’ development and ensure the greatest autonomy possible for them. Work experience can be organised. As in specialised enseignement fondamental, the curricula of ordinary primary education are referred to, but must be adapted to the pupils’ specific needs.

For form 2, in each phase, the educational activities are developed through a concrete and functional pedagogy that simultaneously facilitates the acquisition of basic skills at the cognitive, psychomotor, and socio-affective levels, and skills of a professional and creative nature. Work experience can be organised during the second phase. The curricula of ordinary primary education are referred to, but must be adapted to the pupils’ specific needs.

For form 3, the three phases include general and social education courses on one hand, and vocational training courses on the other hand. The general and social courses must cover at least 13 weekly periods in the first phase, and 9 weekly periods in the second and third phases. This form of education is organised in vocational sections (for example: construction, clothing, personal services, etc.), then in vocational groups in the 2nd phase (for example: building completion, catering, social and family services, etc.) which then lead on to professions in the 3rd phase (for example: carpenter, mason, domestic help, etc.). During the 2nd and 3rd phases, work experience is organised. For form 3, skills thresholds have been defined. These form a reference guide which sets out in a structured manner the skills which are expected to be acquired up to a certain level by the end of each phase.

Form 4 uses either the ordinary education curricula or adapted curricula approved by the government.

At all levels and under certain conditions, the government may authorise a school to organise certain classes and educational activities in a modern language other than French.

In order to encourage educational continuity in specialised education the General Consultation Council for Specialised Education has clarified the concept of continuity in terms of consistent support for each pupil, and has proposed some basic points for consideration regarding cross-curriculum skills and subject-specific skills to be developed in the different types of specialised education. It also lays stress on certain tools such as the PIA (see 10.6.7).

A decree dated 12/1/2007 provides for the reinforcement of education in responsible citizenship at all levels. The measures must be adapted to the pupils in each group. The decree covers the imparting of basic pointers to enable pupils to understand civil and political society, the organisation of interdisciplinary activities relating to responsible, active citizenship, and the introduction of participatory structures for pupils.

10.6.8. Teaching methods and materials


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Under the law that ordains educational freedom, the three types of schools (réseaux) choose their own teaching methods. Education methods and practices aim to help pupils become increasingly autonomous. They favour any activity that helps pupils learn how to learn.

Official recommendations

Specialised education practices an active, functional, differentiated pedagogy, centred on the pupil. The teachers and the auxiliary members of educational personnel are assisted by psychological, medical, paramedical, and social personnel such as speech therapists, physiotherapists, child care nurses, social workers, those responsible for specific support, etc.

The General Consultation Council for Specialised Education (see 2.7.2.3.) encourages the educational teams to share certain values such as the importance of regarding the pupil as an actor in his/her learning, individual personal development, the introduction of differentiated pedagogy focusing on formative evaluation, the importance of teamwork from a multidisciplinary viewpoint, supporting each pupil as he/she chooses his/her orientation, etc.

In particular, the use of an individual learning plan (plan individuel d’apprentissage, PIA) is recommended: this is prepared for each pupil and modified throughout his/her schooling by the conseil de classe, on the basis of observations supplied by its members and information provided by the body that provides guidance to pupils. It defines the specific objectives to be attained during a defined period (cross-curriculum and subject-specific skills), and takes account of the pupil’s potential and his/her needs. It is from the information in the PIA that each member of the multidisciplinary team implements the work of education, re-education, and training. The pupil and his/her parents can participate in its development. Thus the PIA is a tool for information, communication and collaboration within the educational team. It is also a reference tool for use when making various decisions, and in particular in appeal cases.

Each réseau may propose specific arrangements for the introduction of the PIA for the different types and forms of education. For example, for form 2 of specialised secondary education, the French Community gives the following instructions: the PIA is gradually defined by the conseil de classe once the pupil has been enrolled. The presence of all relevant parties is required. The conseil is assisted by the specialised centre psycho-médico-social (CPMSS). The PIA is regularly added to and adjusted. It includes the following information:

- the pupil’s identity and basic administrative information;

- the names of team members responsible for him/her;

- basic information about the pupil’s situation at the time of entry into form 2 education: state of personal development, degree of socialisation, level of autonomy, communication skills, physical, psychomotor and sensorial capacity, practical skills, creativity, cognitive abilities, personal plan, etc.;

- the objectives defined by the conseil de classe;

- the pupil’s development, on the basis of individual evaluation sheets maintained by each member of the educational team;

- list of behaviour skills of an interdisciplinary nature, life skills and know-how that the pupil will need to work on during the phase in question. For each interdisciplinary skill chosen, the following should be indicated: the precise behaviour to be introduced, formulated in terms of observable and measurable abilities, the means to be deployed and the resource person/people, the criteria for success that will be presented to the pupil, the times and results of evaluation and the resulting decision (transition to another target or remedial work), the means chosen for any remedial work,


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the results of such remedial work, the planned follow-up on skills which are judged to have been learnt (maintenance, reinforcement);

- a copy of any contract(s) entered into with the pupil.

Each institution uses a reference dossier. The PIAs are kept by the school head and made available to members of the inspectorate.

In form 1 and 2 secondary education, internships are organised within the framework of life plans. Educational activities outside the school are also encouraged.

Form 3 specialised secondary education requires special organisation and management for vocational learning. It is the subject of specific guidelines in the different réseaux: timetables, reference guides per vocation, threshold skills, internships (enabling vocations to be practised in real-life conditions). These are defined in the context of a vocational plan.

.

Instruments

To complement the standard teaching aids, specific teaching aids for specialised education may be developed by the educational departments of the different organising bodies.

Since 1998, partnerships between the French Community and the Walloon and Brussels Regions have been implemented so as to equip all of the primary and secondary educational institutes, including specialised institutions, with multi-media equipment.

Under certain conditions, a specialised education school may organise certain courses or educational activities in a modern language other than French or in sign language. Any school type 7 organising education (education for the deaf and hard of hearing: see 10.6.) is required to set up a plan in sign language. In this context, pupils in type 7 education may receive at least two periods per week of immersion in sign language.

Assessment Assessment is formative at times, certificative at other times. It relates to both the subject-specific skills and the interdisciplinary behavioural skills.

Formative assessment is prioritised in specialised education. It aims to evaluate pupils’ progress while they are learning, to observe how they use what they have learnt and how they analyse and solve an exercise or problem (see above, elaboration of a PIA). In this connection, the conseil de classe plays a number of essential roles:

- evaluating the progress made by pupils;

- and understanding the nature of their difficulties and the origin of errors they commit in the course of learning.

Certificative assessment is undertaken after the complete educational process, including formative assessment and any remedial action. This assessment certifies that the pupil has acquired a number of skills. It indicates to the pupil and his/her parents the degree to which the knowledge and skills concerned have been acquired. It enables the conseil de classe to take and justify its decisions at the end of the school year: for example, in type 3 secondary education, regarding the progression from one phase to the next or the obtaining of the qualification certificate.


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Organisation of experieducation adapted to aphasic, dysphasic, autistic and multiple-disability pupils

The organisation of teaching adapted to children who are aphasic, dysphasic, autistic, or have multiple disabilities is possible in types 2, 4, 5, 6 or 7. Under no circumstances may such teaching consist of a different educational type. A plan must have been decided on in collaboration with the institution’s personnel and be integrated into the school plan. An individual learning plan (PIA) must be drawn up for each pupil concerned by the conseil de classe in consultation with the family and the body charged with guidance. A centre or person specialising in the disability concerned will be consulted. As far as possible, paramedical staff and teachers will be involved who have special training in educating pupils with the disability in question. The opinion of the educational inspectorate is required for the organisation of such teaching. The pace of learning and the daily schedule may be adjusted. It is recommended that the following elements be ensured for each pupil: an individual learning plan, collaboration with the family, the organisation of areas for specific functions which can be identified by the pupils, a system of individual timetables, an alternative system of individual communication if necessary, and the use of visual orientation features, and the organisation of activities so as to give the pupil as much autonomy as possible.

For autistic children, it is recommended that at least one member of staff should have benefited from TEACCH (Treatment and Education of Autistic and related Communications handicapped CHildren) training recommended by the Schopler pedagogy.

10.6.9. Progression of pupils

In specialised education, the customisation of school careers and the principle of continuous progression, albeit at different paces, are incompatible with grade repetition as practiced in ordinary education. In specialised enseignement fondamental, a system of stages has been introduced (see 10.6.5., part A). Specialised secondary education is organised in phases (see 10.6.5., part B). A regular report on skills learnt is prepared by the conseil de classe (see 10.6.10.).

A pupil regularly enrolled in specialised education can transfer to ordinary enseignement fondamental on a decision by his/her parents or guardian or by him/herself if he/she is of legal age, on the condition that a favourable opinion has been obtained from the body responsible for pupil guidance in the specialised institute concerned. The study year to which the pupil can be admitted is decided by the educational team at the ordinary school. In practice, such a return occurs if the pupil has made up for a significant proportion of the shortcomings which motivated his/her transfer to specialised education and if his/her behaviour has improved significantly.In the case of a divergence of opinion between the child’s family and the educational authorities, the matter can be referred to a consultative committee for specialised education (see 10.6.4.). .This transfer measure should be distinguished from the total or partial integration in ordinary education of a pupil enrolled in specialised education (for the latter, refer to point 10.5.). In secondary education, pupils attending forms 1 or 2 are not concerned by the transfer to ordinary education apart from exceptional cases.

10.6.10. Educational/ vocational guidance, education/employment links

Educational guidance


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Pupil guidance is provided by the conseil de classe of the school attended by pupils with specific needs. The conseil de classe consists of all of the administrative, teaching, medical, paramedical, psychological, social, and auxiliary education staff, who are responsible for the instruction and education of the pupils in a given class. In secondary education, the workshop foremen are also required to participate in meetings. The conseil de classe is presided over by the head teacher or his delegate.

a ) enseignement fondamental

The tasks of the conseil de classe are to organise classes and issue the primary education certificate (certificat d'études de base, CEB) (see 4.14.). In addition, assisted by the body responsible for pupil guidance, it also has these tasks:

● to develop an individual learning plan (plan individuel d’apprentissage, PIA) for each pupil, which coordinates the educational, paramedical, social and psychological activities;

● to evaluate the progress and results of each pupil with a view to modifying the individual learning plan (plan individuel d’apprentissage, PIA);

● to take decisions concerning keeping the pupil at a specific level of education; ● to propose the integration of a pupil in ordinary education and issue a justified opinion on the

advisability of integration; if the opinion is positive, to manage the integration plan; ● to reorient pupils towards a different class during the school year; ● to take decisions concerning transition to secondary education.

b ) S e c o n d a r y e d u c a t i o n

The tasks specific to the conseil de classe are:

● to organise the groups of pupils and the educational units; ● to decide on the enrolment of pupils in one of the forms of education (see 10.6.5. paragraph B); ● to give a justified opinion for each pupil concerning the transition from one form to another; ● to decide the duration of the phases of education; ● to issue certificates approving studies with the exception of the qualification certificate (for

certifications, (see 10.6.11.); ● to give an opinion on the transition of a pupil from one professional section to another; ● to give its approval for the organisation of work experience during the school holidays.

The tasks that the conseil de classe must undertake with the assistance of the body responsible for pupil guidance are:

● to develop and modify an individual learning plan (plan individuel d’apprentissage, PIA) for each pupil;

● to evaluate each pupil in a formative and ongoing manner concerning life skills and transversal expertise with a view to modifying the PIA;

● to issue a justified opinion on the advisability of the integration of a pupil in an ordinary school; if the opinion is positive, to manage the integration plan;

● to issue a justified opinion on the advisability of transferring a pupil to ordinary education (see 10.6.9.);

● to issue a justified opinion concerning keeping a pupil at a given level of education.


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Education/employment links

The work experience organised by the school must put the pupil in contact with socio-professional realities. The methods of organisation are defined by the government.

Depending on the form of education in which the pupil is enrolled (see 10.6.5. paragraph B), the work experience takes place in a suitable environment (for example, sheltered work company) or in an ordinary professional environment. In form 3, work experience is organised during the 2nd and 3rd phases of training. During phase 2, the work experience periods last 15 to 30 working days. During phase 3, they last 40 working days. This may be increased in certain cases on the proposal of the conseil de classe and with the approval of the inspectorate. Except in specific cases, work experience periods must take place in different companies, to enable the pupil to gain experience of different socio-vocational environments.The work experience is included in the school timetable. For each form of education, the arrangements for work experience are specified in circular letters. In all cases, a work experience agreement must be signed between the school and each site that takes pupils in.


Primary Education

The certificat d'études de base is issued to pupils in specialised primary education in accordance with the arrangements described in connection with ordinary education (see 4.14.). However, the external tests are adapted to the specific situations of pupils with sensory and/or motor disabilities.

Secondary education

The pupil leaving specialised secondary education for social adaptation (form 1) receives a certificate of attendance.

Depending on a decision from the conseil de classe, specialised secondary education for social and professional adaptation (form 2) can lead to the award of a primary education certificate (certificat d’études de base, CEB). The obligations are equivalent to those stipulated for form 3 (see below). Every pupil leaving the institution has the right to a certificate of school attendance that specifies the level of skills acquired. This certificate is issued by the headmaster in conformity with the model defined by the Government.

In specialised secondary vocational education (form 3):

● the CEB may be issued at the end of the school year when the conseil de classe judges that the necessary skills have been acquired in French and mathematics. The pupil may also be registered for the common external examination (see above, primary education).

successful completion of the first phase is attested by an achievement certificate in a vocational section;

successful completion of the second phase is attested by an achievement certificate in a vocational group;


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successful completion of the third phase is attested by a qualification certificate (certificat de qualification, CQ) for a trade, when the pupil has acquired the Socles de compétences listed in a specific training profile. The CQ is awarded by a qualification jury. When applicable, it may be complemented with a certificate of lower secondary education awarded by the conseil de classe;

every pupil leaving the institution without obtaining a CQ has the right to a certificate of skills acquired and a certificate of attendance issued by the headmaster in conformity with the model defined by the Government;

the conseil de classe awards the primary education certificate (certificat d’études de base, CEB) end June, when it judges that the required skills in French and mathematics have been acquired.

The pupil can also be registered for the common external examination (see above, Primary Education).

Specialised secondary education – general, technical, artistic or vocational, transition or qualification stream (form 4 education) – awards the same certificates as ordinary education (see 5.17.)..

Batteries of assessment tests can be adapted for specialised or integrated education, according to the handicap and as a complement to tests that are common to all (see 4.12.).

10.6.12. Private education

The situation of specialised education in this respect is similar to that of ordinary education (see 4.16.).

10.7. Special measures for the benefit of immigrant children and those from ethnic minorities

For information on:

● Intercultural schooling, see 10.7.1.; ● Insertion of newcomer pupils, see 10.7.2.; ● Courses to adapt to the teaching language, see 10.7.3..

10.7.1. Intercultural schooling

Article 6 of the Decree on the missions of school defines the following objective: "prepare all pupils to be responsible citizens, capable of contributing to the development of a democratic, supportive, pluralistic society that is open to other cultures". The government of the French community recommends intercultural pedagogy, with the aim of tackling education of all sorts taking into account the multicultural reality and different origins of the children. Instead of rejection through fear of differences, this pedagogy aims at acceptance of others through respect for particularities.

In order to facilitate the integration of migrant children, the French community has established partnership agreements with Spain, Greece, Italy, Morocco, Portugal, Romania and Turkey. These bilateral cultural agreements allow volunteering schools to benefit from the presence of one or more teachers coming from


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these countries. From July 2006, the Partnership Charter, previously common to the partner countries, changed to bilateral charts that allow to better meet the specificities of every country.

Inenseignement fondamental, courses in the mother tongue and culture include lessons to acquire the language and culture given by the LCO guest teacher and geared towards children from abroad, and lessons to discover the culture, which can be integrated in the timetable and are therefore a part of the obligatory timetable; these are given by the LCO teacher in collaboration with the class teacher.

The website http://www.enseignement.be/index.php?page=24435 provides useful information for the teachers concerned, including teaching resources.

10.7.2. Integration of newcomer pupils

A decree adopted on June 14, 2001 provides the possibility of creating ‘bridging classes’ for newcomers, i.e. pupils aged from two and a half up to eighteen years old that have been in the country for less than a year and have requested or obtained refugee status (or minors accompanying a person that is in one of these situations), or have a stateless status, or come from certain developing countries.

The bridging class is an educational structure intended to optimise the reception, orientation and integration of newcomer pupils in enseignement fondamental or secondary education.

The stay in a bridging class lasts from one week to six months with a maximum of one year. During this period, the pupils benefit from specific support allowing them to adapt to the country’s socio-cultural and educational system and to be guided towards the level and stream of education that suits them best.

Bridging classes can be provided in the primary or secondary schools that made a request for the creation of this type of structure and that have received authorisation. The bridging classes are limited in number, and in the French-speaking region, their creation is only authorised close to reception centre for candidate refugees. When an institution is authorised to provide bridging classes it receives a complement of teaching time and is required to create an integration committee responsible for guiding newly arrived pupils towards an optimal integration within the school system. This integration committee is authorised to issue, at the end of a pupil’s stay in a bridging class, an orientation certificate towards any level or stream of secondary education, except the 6th and 7th study years.

For the newcomers in the ‘refugee’ category that cannot prove attendance or completion of a given school year, the integration committee can grant a certificate of admissibility into any year of secondary education (except the 6th and 7th), in whichever form and option.


Décret visant à l'insertion des élèves primo-arrivants dans l'enseignement organisé ou subventionné par la Communauté française

10.7.3. Courses to adapt to the teaching language

http://www.enseignement.be/index.php?page=24435�


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Courses to adapt to the teaching language can be provided at a rate of three periods a week for the benefit of some pupils. The beneficiaries are the pupils:

● for whom the mother tongue or usual language is different from the teaching language and ● who have attended primary education provided or grant-aided by the French Community for less

than three complete years and ● who are not sufficiently proficient in the teaching language to successfully adapt to the activities of

the class in which they are enrolled.

In addition, in the case of stateless, foreign or adopted children, it must be the case that at least one of the two parents or one of the guardians to whom the child is entrusted does not possess Belgian nationality, except in the case of adoption. In the case of Belgian pupils, at least one of the two parents must be of foreign nationality or have acquired Belgian nationality since less than three years.

The course can be created in each school that has a minimum of 10 pupils that meet the defined conditions. It is given during normal school hours. It can be provided in addition to the 28 weekly periods. The course to adapt to the teaching language aims as much at the integration of the pupils in the school system as at the acquisition of the French language. A specific continuing training programme has been offered to all teachers giving lessons to adapt to the teaching language in all types of schools (réseaux).

10.8. Statistics

The proportion of pupils enrolled in specialised education is rising in recent years, after a long period of decline. This phenomenon coincides with the entry into force of the law of 1983, which prohibits more than two occurrences of year repetition in primary education.

For information on:

● specialised education institutions and their sites, see 10.8.1.; ● pupils enrolled, see 10.8.2.; ● pupils enrolled by type of handicap, see 10.8.3.; ● certificates awarded, see 10.8.4.; and ● language and culture of origin courses, see 10.8.5..

10.8.1. Number of Schools/Sites

Number of schools and sites by type of school (réseau) and level of education, 2007-2008

SCHOOLS Pre-primary+ Primary

Pre-primary + Primary + Secondary

Primary

Primary + Secondary

Secondary

French Community 1 9 8 5 3 6

Public grant-aided (provincial) 4 3 1 2 6

Public grant-aided 9 2 2 3 - 8


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(municipal)

Private grant-aided 3 5 4 3 0 - 5 1

Total 6 7 1 7 5 9 5 7 1

SITES Pre-primary + Primary

Pre-primary + Primary +

Secondary Primary Primary +

Secondary Secondary

French Community 25 5 10 3 13

Public grant-aided (provincial) 13 3 1 2 9

Public grant-aided (municipal) 17 3 31 - 16

Private grant-aided 45 4 39 - 69

Total 100 15 81 5 107


Number of pre-primary schools by type of handicap and type of school (réseau), 2007-2008

Pre-primary schools Total French

Community Public

grant-aided (provincial)


Private grant-aided

Moderate or severe mental retardation

45 24 1 4 16

Behavioural or personality problems

24 7 2 4 11

Physical deficiencies 21 8 2 2 9

Diseases 16 1 2 5 8

Visual impairments 4 - 2 1 1

Hearing impairments 7 - 2 1 4


Number of primary schools by type of handicap and type of school (réseau), 2007-2008

Primary schools Total French

Community Public



Private grant-aided

Slight mental retardation 83 29 3 15 36

Moderate or severe mental retardation 56 26 1 4 25

Behavioural or personality problems 42 11 3 4 24


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Diseases 21 1 3 6 11

Visual impairments 4 0 2 1 1

Hearing impairments 8 0 2 2 4

Learning disabilities 90 25 6 25 34


Number of secondary schools by type of handicap and type of school (réseau), 2007-2008

Secondary schools Total French

Community Public



Private grant-aided

Slight mental retardation 71 17 4 7 43

Moderate or severe mental retardation 55 17 4 6 28

Behavioural or personality problems 55 9 4 4 38


Diseases 7 0 2 3 2

Visual impairments 4 0 2 1 1

Hearing impairments 5 0 2 1 2

Learning disabilities 0 0 0 0 0


10.8.2. Pupils enrolled in specialised education

Number of pupils and percentage of total pupils by level of education and type of school (réseau), 2007-2008

French Community

Public grant-aided

(provincial)

Public grant-aided

(municipal)

Private grant-aided

Total

Specialised pre-primary education

Number of pupils 243 97 135 457 932

Percent 2% 29% 0% 1% 1%

Specialised primary education

Number of pupils 3.805 935 3.915 6.604 15.259

Percent 14% 113% 3% 5% 5%

Specialised secondary education


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Number of pupils 3799 1,527 1,566 7,885 14,777

Percent 5% 5% 7% 4% 4%


10.8.3. Number of pupils by type of handicap, type of school (réseau), and level

Number of pupils in specialised pre-primary education, by type of handicap and type of school (réseau), 2007-2008




Private grant-aided


379 173 13 53 140


114 19 13 33 49


Diseases 56 - 5 21 30



TOTAL 932 243 97 135 457


Number of pupils in specialised primary education, by type of handicap and type of school (réseau), 2007-2008

Total French

Community



Private grant-aided

Slight mental retardation 4,252 1331 132 943 1,846


2,077 816 97 178 986


1,734 286 176 218 1,054


Diseases 76 - 10 4 62



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Learning disabilities 6,086 1,161 379 2,477 2,069

TOTAL 15,259 3,805 935 3,915 6,604


Number of pupils in specialised secondary education, by type of handicap and type of school (réseau), 2007-2008




Private grant-aided

Slight mental retardation 8,127 2,276 573 1,052 4,226


2,817 801 220 216 1,580


2,671 433 295 230 1,713


Diseases 14 - 1 3 10



TOTAL 14,777 3,799 1,527 1,566 7,885


Trends in numbers of pupils in specialised education, by level of education and type of school (réseau)




Private grant-aided

Pre-primary education

1999-2000 949 206 120 198 425

2000-2001 974 223 118 199 434

2001-2002 926 208 122 190 406

2002-2003 1,005 228 136 210 431

2003-2004 828 223 82 113 410

2004-2005 863 219 84 133 427

2005-2006 904 255 87 134 428


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2006-2007 873 225 94 126 428

2007-2008 932 243 97 135 457

Primary education

1999-2000 14,291 3,556 898 3,721 6,116

2000-2001 14,267 3,495 892 3,734 6,146

2001-2002 14,701 3,604 889 3,901 6,307

2002-2003 15,046 3,664 905 4,008 6,469

2003-2004 14,892 3,684 844 3,922 6,442

2004-2005 15,203 3,817 879 3,986 6,521

2005-2006 15,150 3,793 905 3,929 6,523

2006-2007 15,196 3,816 897 3,933 6,550

2007-2008 15,259 3,805 935 3,915 6,604

Secondary education

1999-2000 12,728 3,077 1,437 1,246 6,968

2000-2001 12,818 3,090 1,462 1,286 6,980

2001-2002 13,251 3,240 1,507 1,313 7,191

2002-2003 13,574 3,380 1,489 1,365 7,340

2003-2004 13,794 3,490 1,490 1,340 7,474

2004-2005 14,042 3,499 1,506 1,403 7,634

2005-2006 14,400 3,606 1,545 1,497 7,752

2006-2007 14,661 3,697 1,552 1,550 7,862

2007-2008 14,777 3,799 1,527 1,566 7,885


10.8.4. Certificates awarded in specialised education

Certificates awarded in 2007 Males Females Total

CEB at the end of primary education 108 56 164

CEB in secondary education 208 148 356

Vocational qualification certificates (CQ) at the end of phase 3 of secondary education of form 3

461 264

725

Certificates issued in secondary education of form 4 at the of the 4th year (CES2D) and the 6th or 7th year (CESS) 27 15 42

Qualification certificates (CQ) issued in secondary education of form 4 at the 37 17 54


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end of the 6th and 7th years


10.8.5. Language and culture of origin courses (LCO)

For explanation of the LCO course, (see 10.7.1.).

Breakdown by country of applications for LCO courses submitted in 2009-20010

Country Language and culture of

origin courses Cultural openness courses

Italy 95 51

Morocco 46 8

Turkey 36 5

Portugal 15 2

Greece 4 3

Romania 10 7

TOTAL 3 0

Source: Ministry of the French Community, Directorate of Compulsory Education

LCO schools per educational level

Educational level 2007-2008 2008-2009 2009-2010

Pre-primary 0 1 1

Pre-primary and primary 31 48 58

Primary 50 104 90

Primary and secondary 1 5 5

Pre-primary, primary and secondary

1 1 2

Secondary 9 14 22



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LCO schools per country

Country 2005-2007 2006-2008 2007-2009 2008-2010 2009-2010

Italy 52 61 62 99 44

Morocco 17 23 27 47 26

Turkey 11 13 17 40 23

Portugal 6 7 6 10 9

Greece 3 4 4 4 7

Romania 0 0 0 11 4

TOTAL 89 108 116 211 113


11. The European and International Dimension in Education


In the French Community of Belgium, international cooperation in the field of education is long-standing and has continued to develop during the last decades. In the beginning, based essentially on bilateral and multilateral agreements concluded with neighbouring regions and countries (mainly the Netherlands, Germany, Luxembourg, the United Kingdom, and France), the European and international dimension of education in the French Community strengthened under the impetus created by the development of the European Economic Community and the creation within the EEC of an ‘Education Committee made up of representatives of the Member States and the Commission’ in 1974.

The support of the European institutions never ceased to increase thereafter, in particular through the initial successes in the process of recognition of diplomas between Member States, and the creation, during the 1980s, of major cooperation and financing programmes in the educational domain (Comett, Iris, Petra, Erasmus, etc.). Equally determining was the legislative enhancement in the European educational domain brought about by the Treaty of Maastricht in 1993.

In addition to the European Union, Belgium’s active participation in other major international organisations (UNESCO, Council of Europe, etc.), as well as the multiplication of partnership agreements with third countries all over the world, is also important.

Since 1996, four cooperation agreements concluded by the French Community, the Walloon Region, and the French Community’s Commission for the Brussels-Capital Region (COCOF) have reorganised international relations – including in the educational domain – with a view to ensuring optimal visibility and presence of


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the Walloon Region and the Brussels-Capital Region at the international level. On 1 January 2009, the two administrative bodies in the French Community and the Walloon Region which were responsible for international relations were merged into a new institution, Wallonia-Brussels International (WBI). WBI is an instrument of the international policy conducted by the French Community of Belgium, the Walloon Region and the French Community Commission of the Brussels-Capital Region. This institution has the following aims:

● to support creative workers (cultural innovators, entrepreneurs) in Wallonia-Brussels and contribute to the development of our regions;

● to promote the components of Wallonia-Brussels as entities with the capacity for international action;

● to defend the values and interests of each of the parties and harness their competencies, in a spirit of cooperation and mutual assistance.

The French Community plays an active part in work arising from the conclusions of the Lisbon Summit, work in the context of the Education and Training 2010 Process, and work relating to the Copenhagen Process, in close collaboration with the Walloon and Brussels Regions. The French Community is also involved in the follow-up to the Bologna Process in Higher Education.

At the level of curricula, most have already made some place for the European and international dimension for several years. Since the decree on the missions of schools, voted in 1997, the presence and reference to this dimension has been obligatory (cf. 11.5.).


The European and international dimension of education was not a subject of particular debate in 2009-20010.

11.3. National policy guidelines, specific legislative framework

In terms of positioning, the French Community’s action comes under the heading of honouring Belgium’s major commitments, such as the International Covenant on Economic, Social and Cultural Rights (United Nations) and the European Cultural Convention (Council of Europe). It moreover defends, together with the Flemish and German-speaking Communities, positions in favour of cultural diversity, promotion of democracy and the rule of law, equality of opportunities, and social justice. The French Community defends a specific approach for the education sector and in particular pleads, within the framework of the World Trade Organisation and the negotiations on the General Agreement on Trade in Services (GATS), for this to remain a public good under public responsibility.

Simultaneously but independently of the phenomenon of increasing influence of the European Union, the French Community of Belgium has reinforced international cooperation with numerous third countries through the signature of bilateral or multilateral agreements, most of which comprise specific ‘education’ constituents. Among these, certain priorities have been the subject of careful examination from the point of view of their impact in the educational domain, in function of a structured geopolitical dimension taking into account the actual place of the French Community in Europe and the world. In this perspective, the same


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efforts to define priorities are underway vis-à-vis the countries of Central and Eastern Europe (mainly the new EU Member States), for which it is a matter of entering into new modes of cooperation based on the recommendations issuing from the major international conferences or the work of international organisations (for example the Organization for Security and Cooperation in Europe, OSCE, http://www.osce.org). On this matter, the development of synergies at the international level is also carried out through alignment and thorough respect for the main norms adopted by the international organisations of which the French Community and/or Belgium is a member.

Obviously, if the French Community generally looks toward Europe and the entire world, special emphasis is placed on bilateral cooperation with the francophone world, with which it has established privileged relations in addition to the actions undertaken on the multilateral level. In this perspective, the priority areas have been defined by referring in particular to the Conference of Ministers of Education of French-speaking Countries (CONFEMEN) and its work following in particular the Conferences of Ministers.

The convergence between the French Community’s policies and European political guidelines can be seen in particular in the definition of priorities for compulsory or non-compulsory education.

The Charter for the Future of the Wallonia-Brussels Community, adopted by the government of the French Community on 26 September 2001 and completed by an Action Plan that will run until 2010, based on the French Community’s re-financing plan, has made lifelong education and training a political priority. This objective is the first ‘lever’ identified by the government to develop the knowledge-based society that underpins its action.

Some of the priorities for the re-financing of compulsory education listed in the Action Plan are directly related to the Lisbon objectives. The priorities as regards non-compulsory education come under the same heading. In this perspective and taking into account the French Community’s financial resources, the government that came to office following the elections of June 2009 redefined its priorities as regards education through its Declaration on Community policy for 2009-20014. The strong points of the Lisbon strategy as regards education are present, in particular:

● ensuring basic learning and a knowledge of languages; ● working to redesign qualification-oriented education; ● reinforcing the steering of education (e.g. via indicators); ● supporting teachers in the practice of their profession; ● combating the shortage of teachers with effective measures; ● guaranteeing access for as many people as possible to quality higher education; ● consolidating public research and improving the status of researchers.

The Declaration of Community Policy 2009-2014 sets out the government’s commitment “in particular in the field of culture and education, to defend the principles of public service and public regulation, in the face of commercialisation and liberalisation” (p. 173). International solidarity should be reinforced, in particular by means of improved support for actions in development education and the concentration of resources on a limited number of countries and on priority sectors. With regard to education, the aim of ensuring universal education will be pursued by means of work to raise the quality of education, especially through teacher training.

The Charter for the Future of the Wallonia-Brussels Community highlights the importance of further intensifying international exchanges in the domain of legislation pertaining to education and of generalizing the European Credit Transfer System (ECTS) while refusing the ‘commoditisation’ of education services and the abandonment of the French Community’s own certification and subsidy systems.

At the level of (single) schools, the decree on the missions of schools voted in 1997 also defines part of the legislative framework for the internationalisation and Europeanization of education issue. For this purpose,

http://www.osce.org/�


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its Article 9 stipulates that all pouvoirs organisateurs in the French Community must adapt the definition of their curricula and their pedagogical plans, in particular with a view to:

● recognising the interest of knowing languages other than French, and especially of being able to communicate in these languages;

● transmitting the cultural heritage in all its aspects and fostering the discovery of other cultures, which, together, provide signs of recognition and contribute to forging the social link;

● fostering the civic understanding of the living environment, the history, and, more specifically, the reasons and consequences of European unification.

In 2004, an important decree known as the ‘Bologna Decree’ redefined the whole of higher education in the French Community, with the aim to facilitate its inclusion within the European Higher Education Area. It entered into force as of academic year 2004-2005.


Arrêté du Gouvernement du 27/08/1996 modifiant l'Arrêté du Gouvernement de la Communauté française du 2/07/96 fixant l'organisation de l'année académique et les conditions des refus d'une inscription et portant le règlement général des examens dans l

Arrêté du Gouvernement de la Communauté française déterminant les conditions et la procédure d'octroi de l'équivalence des diplômes ou certificats d'études étrangers aux grades académiques

Arrêté du Gouvernement de la Communauté française déterminant les conditions et la procédure d'octroi de l'équivalence des diplômes ou certificats d'études étrangers aux certificats et diplômes d'enseignement supérieur de type court et de type long

Arrêté royal déterminant les conditions et la procédure d'octroi de l'équivalence des diplômes et certificats d'études étrangers


Décret réglant l'organisation et le fonctionnement des instances chargées de la gestion des fonds que l'Union européenne met à la disposition de l'enseignement secondaire en alternance, de l'enseignement (...)

Loi relative à l'équivalence des diplômes et certificats d'études étrangers

11.4. National programmes and initiatives

Within the framework of international cooperation in the domain of education, the French Community has emphasised the multilateral dimension of this cooperation. It has paid particularly close attention to the work carried forward by the European Union on new strategies for the development of lifelong education and training, to the extent that this dimension is among its strategic priorities (Charter for the future). In the same spirit, it participates actively to the work carried out within the framework of the conclusions of the Lisbon Summit, the Education and Training 2010 process, and the Copenhagen Process, in close collaboration with the Walloon and Brussels regions. The French Community is also involved in following up the Bologna process for higher education.

Without aiming at exhaustiveness, the French Community has been active and present at the following levels:


436

● The European Union (http://europa.eu.int), in particular through the Committee on Education and the Council of Ministers; the French Community follows also the work carried out by the European Centre for the Development of Vocational Training (CEDEFOP) and by the consultation committees of the European programmes.

● The Council of Europe (http://www.coe.int), in particular through the Steering Committee for Education, the Steering Committee for Higher Education and Research, and the Standing Conference of European Ministers of Education. The French Community is involved in e.g. the follow-up of the joint Council of Europe/UNESCO Convention on the recognition of higher education qualifications (ENIC network), as well as all the activities and programmes organised by the Steering Committee for Education (learning and teaching about the history of Europe of the 20th century, education for democratic citizenship, linguistic policies for a multilingual and multicultural Europe, intercultural and inter-religious dialogue, etc.).

● The Organisation for Economic Cooperation and Development (OECD) (http://www.oecd.org), in particular its Education Committee. The French Community is active e.g. in the work undertaken within the framework of the INES project (international indicators of education systems) and in the international surveys of the Programme for International Student Assessment (PISA) (cf. 9.6.). UNESCO (http://www.unesco.org) and its International Bureau of Education (IBE) (http://www.ibe.unesco.org), in particular by following the work on technical and vocational education and the project Education For All.

● The Conference of Ministers of Education of French-speaking Countries (CONFEMEN). ● The Intergovernmental Francophone Agency (http://agence.francophonie.org) stemming from the

former. In particular, the latter has put in place the Programme for the Mobility of Youth (Prograobileunes, PMJ), which supports exchange programmes involving at least three francophone member States.

In recent years, cooperation activities have developed in several directions. In addition to recurring activities (welcoming of delegations, organisation of thematic visits in schools, visits under the Socrates Arion programme, etc.), the following are worth mentioning:

● The organisation of seminars in connection with the Belgian presidency of the European Union in 2001 (themes: educational guidance, teaching materials, cross-curriculum competencies, etc.);

● The organisation with the Council of Europe of international seminars concerning the commemoration of crimes against humanity or democratic citizenship.

● Participation in OECD surveys (thematic survey on teachers, survey on qualification systems, school management survey, etc.).

● The organisation of a seminar to follow up on the conclusions of the Lisbon Summit in the domain of education, and the constitution of a group of experts charged more specifically with following up undertakings at the European and French Community levels.

● The participation of the French Community to the European Year of Education through Sport (2004), the European Year of Citizenship through Education (2005), the European Day of Languages (26 September 2006) the European Year of Intercultural Dialogue (2008), European Year of Creativity and Innovation (2009) and European Year for Combating Poverty and Social Exclusion (2010).

As the years have gone by the administrative services of the French Community have developed the habit of decentralizing the organisation and management of part of the international programmes, relieving the central administrative services. In accordance with the European recommendations, a number of national or Community agencies have been created:

● The Europe Education and Training Agency, created following a process of cooperation between the French Community, the Walloon Region and the Brussels-Capital Region, is responsible for promoting, implementing and managing various actions falling within the scope of the European


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Lifelong Learning Programme (the Comenius, Leonardo Da Vinci and Erasmus Programmes in particular).

● The agency has the following roles:

- to look after relations with the European authorities concerning the management and promotion of and provision of information about the Lifelong Learning Programme;

- to ensure the implementation of the European Union actions provided for within this programme;

- to ensure the proper financial management of the loans granted by the European Union;

- to organise calls for applications;

- to organise procedures for allocating grants to projects, in accordance with the principles of transparency and equality of treatment;

- to give advice and technical assistance to potential applicants and to the owners of projects which have already been approved;

- to disseminate and publicise achievements and outcomes so that they can be assimilated by the training and education systems.

● The European Social Fund Agency (http://www.fse.be) is charged with implementing the projects financed by the European Social Fund (ESF) in the Walloon Region and the Brussels-Capital Region.

● The International Youth Office (BIJ) The International Youth Office (a service of the French Community of Belgium created by the General Directorate for Culture and the General Commissariat for International Relations) runs various international programmes aimed at young people aged 13 to 35 living in Wallonia or Brussels. Bilateral programmes The Quebec Programme : individual or group projects in Quebec. The ‘Axes Sud’ Programme: individual or group projects in various countries in Central Africa, West Africa and the Maghreb. The CEEC Programme: projects with the countries of Central and Eastern Europe. Programme of the French Community of Belgium The Young People’s Springboard Programme : individual projects involving learning another language or going on an internship at a company in Europe European Commission Programmes Youth in Action Programme: individual or group projects in Europe or in a series of partner countries outside Europe. The Eurodesk Network: a European information network on matters relating to education, training and youth. SALTO Participation Resource Centre: this centre, hosted by the BIJ, gathers and disseminates teaching resources and information relating to young people’s participation, via its website and publications.

In 2009, the French Community was actively involved in the European Year of Creativity and Innovation. The initiatives taken in this connection by the French Community included the launch ceremony for the year which took place at the La Cambre Architecture College on 2 April 2009, the creation of an interactive website and the launch of a call for projects in schools and universities in particular. In March 2010, three projects were endorsed, relating to artistic creativity in disadvantaged environments, the intelligent popularisation of scientific research and giving pupils in compulsory education a taste for science.

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The French Community, represented by the Directorate for International Relations, is part of the Belgian support committee for the European Year for Combating Poverty and Social Exclusion (2010) and plans to arrange several colloquia.

Clés de lecture de Regards sur l’Éducation N° 9. Les indicateurs de l’OCDÉ.


Rapport conjoint 2008 sur la mise en oeuvre du programme "Education et formation 2010"

Agence francophone Wallonie-Bruxelles d'éducation et de formation tout au long de la vie (Agence éducation formation-Europe)

Unité EURYDICE de la Communauté française, Direction des Relations internationales

Cellule NARIC (AGERS)

11.5. European and international dimension in the national curriculum

The European and international dimension in education in general and in curricula in particular is one of the primary concerns of French Community education and training administrators.

The need to highlight the European dimension in education can take different forms, which cover various fields, e.g. subject content and teacher training.

At the level of schools, the Decree on the missions of schools stipulates in its article 9 that all the (pouvoirs organisateurs) providing education in the French Community must adapt the definition of their curricula and pedagogical plans to take into account the increasing influence of the European and international dimension of education. In its definition of the framework for the definition of the pouvoirs organisateurs curricula and pedagogical plans, the Decree explicitly mentions: adaptation to the civic understanding of the living environment, history, and, more specifically, the reasons and consequences of European unification; the interest of knowing other languages in addition to French, and of being able to communicate in these languages; the transmission of cultural heritage in all of its aspects; and the discovery of other cultures, which, together, provide signs of recognition and contribute to forging the social link.

This type of recommendation inevitably leads to a reinforcement of the place of topics relating to the European Union and its identity, in the various disciplines. For example, in history and geography, the socles de compétences and the final achievement targets include among others ‘key moments’ a thorough study of the place occupied by Belgium in Europe and in the world. In artistic education, the same socles de compétences require that students be able to easily identify the ‘other’, his culture, his art, his folklore, his differences, etc. In the final achievement targets relating to foreign languages, the reference to internationalisation of education is omnipresent and in those relative to classical languages, the most important aspects of Greek and Roman civilizations are to be placed in relation to contemporary European culture and the constitutive elements of our individual and collective identity through consideration of its European and universal dimension.

In higher education, there is also increasing emphasis on international and European subjects. For example, to this end the decree that organises artistic higher education explicitly stipulates that "education in the arts reinforce the international dimension of practice and research, by putting in place initiatives and


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programmes in collaboration with the institutions of other countries and promoting the mobility and exchange of teachers and students at all levels of the structures".

Beyond the references in the decrees and (socles de compétences and final achievement targets), many curricula refer to the internationalisation and Europeanization of education, whatever the type of school (réseau) or education level. Geography and history courses comprise a large part of European and international subjects, the language programmes frequently assert the need for linguistic exchanges to be part of the curriculum, etc.

Particular attention is now paid to the European and international dimension of education within the framework of initial teacher training. The legislative reform of initial teacher training (decrees of 12 December 2000 for primary and lower secondary school teachers and of 8 February 2001 for upper secondary school teachers) includes in the curriculum for future teachers a module on socio-cultural knowledge specific to the practice of the profession, which takes into account this dimension. These decrees insist on the fact that future teachers must be able to call upon varied knowledge in the humanities, possess a significant amount of general culture, and develop the relational skills related to the requirements of their profession. In practice, although the international and interdisciplinary dimension of education is progressively transmitted to teachers (school trips and exchanges, study of a foreign language, etc., see 11.6.), it is especially in the disciplines of a strongly visible ‘extraterritorial’ character (foreign languages, geography, etc.) that the actions are more numerous.

The in-service training of teachers has also emphasized the real need for updating and adopting an interdisciplinary methodology as regards the European and international dimension of education. Also, participation in training courses abroad has increased, thanks to European Union programmes, the grant system under the Council of Europe’s Council for Cultural Co-operation (CDCC), and bilateral agreements between the French Community and other countries.

11.6. Mobility and exchange

For information on pupil and student exchanges, see 11.6.1.; on teacher exchanges, see 11.6.2..

11.6.1. Mobility and exchange of pupils and students

For information on the rules that govern exchanges, see 11.6.1.1.; on the equivalence of diplomas, see 11.6.1.2..


11.6.1.1. Regulation of exchanges

Several circulars detail regulations that are applicable to international school trips and exchanges. These may take various forms: groups of students hosted by a school in another European country, medium- or long-term individual language stays, twinning projects, etc. In each case, immersion in the language and culture of


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the country being visited is prescribed. The objective is hence not merely linguistic; it is especially important to establish permanent links between students and between schools.

During compulsory education, trips abroad during the school year are allowed for a maximum of 21 days. Shorter trips are also authorised, e.g. to visit historic or cultural sites such as museums. Group exchanges are authorised for a minimum of 2 days and a maximum of 2 weeks; for individual exchanges, the maximum length is 6 weeks. Usually, during such trips, a few hours of courses per day must take place. Freedom of education being relatively important in the French Community, this explains why mobility and exchange of pupils and students activities can vary considerably from one school to another and from one type of school (réseau) to another. With the multiplication of exchange programmes developed by the European Union (e.g. Comenius or Lingua), all forms of exchanges, language stays, twinnings, and short or long individual or group trips (often overlapping with school holidays) are continually increasing.

In higher education, owing to the expansion of international exchange programmes these last years and in particular the Erasmus programme, the proportion of students completing part of their curriculum in a foreign country is growing significantly. Higher education institutes encourage student exchanges. Agreements between a higher education institute in the French Community and foreign counterparts may stipulate that certain courses or activities will be provided in the foreign institutes, and that the exams pertaining to these activities will also be organised in these institutes according to their rules. The foreign higher education institutes eligible for such agreements must be recognised by the foreign authorities competent for higher education, organise study programmes or participate in the organisation thereof, and award credentials equivalent to at least a first cycle degree. Higher education institutes form partnerships amongst themselves, as well as with other Belgian or foreign institutions or legal persons in the scientific, educational, professional or cultural spheres, and may enter into collaboration agreements with these partners. The agreements may concern the provision of studies in the domains for which they are accredited, and the awarding of academic credentials relating to these. For agreements that concern education, the partner institutions must be recognised by the national authorities competent for higher education.

In the case of universities, a curriculum may impose on students a minimum number of credits earned in a different institution from the one in which he or she is enrolled. If this mobility leads a student outside the territory of the French Community, the university must bear the additional expenses related to registration, travel and lodging.

The promotion of mobility for students in vocational education and training is essentially brought about through the European programmes (Leonardo, Socrates, Jeunesse). However, there are also bilateral actions centred on the exchange of students, some of which may be following technical and vocational education. There are also internal exchange programmes (between Belgium’s regions and linguistic communities), which allow students in vocational or technical education to participate in mobility (including through internships).

In 2004 the French Community created a Student Mobility Assistance Fund, which complements the European subsidies. The amount allocated to the Fund for 2008 was 1,070,000 euros, a considerable increase. At each beneficiary institution, at least 50% of the available budget must be used for students who receive a study allowance. Mobility in this context relates to the European Higher Education Area, but also to the other Communities of Belgium. The French Community also gives support to the beneficiaries of certain European mobility programmes. In 2008, students on short-type courses benefited from 300 grants for 12-week linguistic immersion courses, in connection with the Marshall Plan (see [7.1] and [7.15]).

The curriculum of a haute école may impose a minimum number of credits which must be taken outside the French Community. If the student has no alternative to the travel that this requires, the haute école must pay the additional enrolment fees and travel and accommodation expenses to enable the student to attend the courses concerned.


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11.6.1.2. Equivalence of diplomas

The French Community is well aware that the mutual recognition of study certificates, diplomas, examinations, course credits and other qualifications obtained abroad is an essential condition for intensifying mobility and exchanges.

Under the provisions of a decree of the government of the French Community of 17 May 1999, all equivalence decisions are based on the regulatory provisions related to the organisation of education that are in force on the date when the decision is made. In no case may the recognition of equivalence result in recognising studies that are not at least equal to the corresponding Belgian studies, nor may the beneficiary have access to studies, which would not be accessible to him or her in the country where the diploma was conferred.

The Equivalences Service is responsible for undertaking a single, overall examination of the administrative and educational aspects of applications from pupils from foreign countries. If an additional educational opinion is required by the Ministry of the French Community, the opinion of the General Inspection Service is requested. Equivalence enquiries relating to certificates for the fourth stage of complementary vocational secondary education, nursing care section, must form the subject of an additional examination and a preliminary opinion from the General Department of Health of the Ministry of the French Community.

For diplomas that give access to tertiary education, the system's general philosophy, directly inspired by the 1953 Council of Europe Convention on the equivalence of diplomas that give access to tertiary education, is that for foreign students wishing to begin or continue studies in Belgium, equivalence is subject to Belgium’s own education regulations. Students may not gain more extensive rights than those they would be entitled to in the country in which they completed their studies or passed the exams that they hope to have recognised as equivalent. This ‘escape clause’ exists primarily to prevent mobility that could be construed as ‘negative’, because rather than being based on a desire for further development by taking courses in another education system, it is motivated by it being impossible to pursue such studies in the country where the secondary education diploma was conferred.

Equivalence for a diploma can also be requested in order to obtain employment.

At the tertiary education level, Belgium has a legal and regulatory framework, which makes it possible to recognise practically all diplomas that have been earned abroad, whatever their level, the discipline concerned, and the country where they were conferred. It is the law of 19 March 1971 and the decrees that followed in its wake that determine the conditions for granting equivalence, as well as the procedure in force for handling the request. Equivalence can be granted for periods of study, exams, or diplomas and other certificates obtained in an educational institution in a foreign system. It can be full or partial, in which case the applicant may be subject to additional exams (one or several exams or even one or several years of study) applicable to subjects included in the corresponding Belgian curriculum.

The Minister whose portfolio encompasses university education decides on all full equivalence requests for foreign diplomas and certificates for which there are no general measures. Under certain conditions, it is the remit of university authorities to recognise full or partial equivalence between foreign diplomas or certificates and the academic grades that they confer. Similar provisions have been adopted for short- and long-type higher education diplomas. Depending upon the case, the Minister whose portfolio encompasses tertiary education or the haute école authorities decide on equivalence requests.

To facilitate the process of recognition of diplomas, the French Community’s tertiary education establishments have been progressively adopting the ECTS (European Credit Transfer System) since 2004-2005.


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Since February 2009, with regard to the exercise of functions in pre-primary, primary, ordinary and specialised secondary, artistic, social advancement and tertiary non-university, and part-time artistic education institutions of the French Community and the associated boarding institutions, and in the centres psycho-médico-sociaux, the French Community has treated as equivalent to an educational qualification any qualification that is issued by a third country, that is recognised by a European Union Member State and whose holder has three years’ certified professional experience in the profession concerned in the territory of that Member State.

The system of gateways (se 6.6.) is applicable to both students who completed their studies in the French Community and those who studied entirely or partly abroad and benefit from total or partial equivalence delivered in the French Community.

11.6.2. Mobility and exchange of teachers and academic staff

Higher education institutes encourage the exchange of staff: the agreements made between Belgian and foreign higher education institutes can include provisions for the exchange of staff members.

Part 2 of the Comenius project consists in providing support to transnational projects and mobility activities aiming to promote the professional development of all categories of personnel involved in school education. The Leonardo da Vinci project includes scholarships allowing exchanges between trainers, designers and managers of training programmes, for example universities, human resource managers, vocational guidance specialists, linguistic tutors, with a view to preparing initial or in-service training programmes. These initiatives also support cooperation between companies and universities.

In addition to the various possibilities of exchange and mobility offered to teaching and academic personnel by the many programmes organised by the international organisations, the French Community takes care to maintain and reinforce its own structures, in particular the Association for the Promotion of Education and Training Abroad (Association pour la promotion de l’éducation et de la formation à l’étranger, APEFE) (http://www.apefe.be), now grouped with the other administrations of an international character within the Wallonia-Brussels International Complex (Espace international Wallonie-Bruxelles, EIWB) (http://www.wbri.be).

The APEFE aims to fulfil 7 objectives:

● promoting sustainable human development, international solidarity, the fight against poverty and exclusion;

● contributing to the rule of law and international justice; ● restoring human dignity for the most disadvantaged and contributing to gender equality; ● protecting minorities and contributing to gender balance; ● preventing conflicts and preserving peace; ● deploying an ethical, equitable and balanced approach wherever it operates; ● preserving the environment and access to natural resources.

Every year, APEFE organises 250 long- and short-term missions in 15 countries. The countries in question are among the world’s poorest as measured by the UNDP’s human development index. Its interventions prioritise sub-Saharan Africa (the Great Lakes region in particular), where at least 50% of its budgetary resources are deployed.

11.7. Statistics

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COMENIUS

Year 2008 Applications Selections

Multilateral partnerships 50 36

Bilateral partnerships 13 6

Preparatory visits 24 19

Assistants 46 35

Host schools 41 16

Training grants 61 52

Total 235 164

LEONARDO DA VINCI

Actions in 2008 Applications Selections

Mobility 25 25

Multilateral innovation transfer projects 6 3

Partnerships 23 11


Total 56 41

ERASMUS

Mobility by educational field in 2008-2009

Students (courses)

Students (teaching

assignments) Teachers

General curricula - 2 -

Agriculture 87 15 35

Other 52 3 11


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Education 57 1 5

Engineering / Manufacturing and processing industries

214 53 39

Health and social protection 64 38 18

Literature and the arts 510 21 70

Social science / Business and law 1241 179 71

Science 58 77 22

Services 19 3 3

GRUNDTVIG

Year 2008 Applications Selections

Continuing training grants 55 30

Educational partnerships 33 14


Total 96 52

STUDY VISITS (2008)

Applications 45

Selections 43

Organised visits 2

Foreign students in higher education

2007-2008 Hautes Ecoles

Architecture colleges

Art colleges Universities Total

TOTAL 13,859 839 2,404 13,492 30,594

European Union 10,994 776 2,157 8,483 22,410

Germany 50 1 24 184 259

Austria 5 1 1 8 15

Bulgaria 13 2 2 82 99

Cyprus 2 2 8 12


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Denmark 6 2 1 10 19

Spain 254 18 49 379 700

Estonia 2 2 2 6

Finland 1 7 12 20

France 8,556 627 1,843 5,209 16,235

Greece 59 6 13 222 300

Hungary 5 6 42 53

Ireland 3 2 19 24

Italy 653 34 67 741 1,495

Latvia 1 7 8

Lithuania 2 13 15

Luxembourg 814 36 60 673 1,583

Malta 1 1

Netherlands 31 3 5 71 110

Poland 87 8 23 167 285

Portugal 340 35 24 288 687

Czech Republic 6 1 21 28

Romania 52 1 8 196 257

United Kingdom 37 1 11 75 124

Slovakia 7 26 33

Slovenia 2 1 4 7

Sweden 6 6 23 35

Europe non-EU 212 7 76 317 612

Africa 2,148 33 41 3,456 5,678

America 149 10 40 468 667

Asia 214 4 88 564 870

Oceania 0 0 1 2 3

Stateless, uncertain, refugee, UN refugee

142 9 1 202 354

Source: Ministry of the French Community, ETNIC Statistics Department

French Community teachers posted abroad on 15 December 2009

Countries to which teachers were posted Number of teachers

Germany 2

Austria 1


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Brazil 1

Bulgaria 2

Chile 1

China 2

Croatia 1

Spain 21

Estonia 1

Hungary 8

Israel 1

Italy 12

Lithuania 1

Louisiana 31

Macedonia 1

Poland 6

Czech Republic 6

Romania 3

United Kingdom 14

Serbia 1

Slovakia 4

Slovenia 1

Turkey 1

Russia 1

Total 101

(*) WBI assistants, exchange assistants, bilingual high school trainers, trainers, language assistants

Source: 2009 Activity Report of Wallonia-Brussels International (WBI), page 87

Specialization, research and summer scholarships(grant-aided foreign students, 2009)

Country of origin Number of recipients

Domain Number of recipients

Europe 111 Language and literature 156

North Africa 102 Science and applied science 73

Sub-Saharan Africa 80 Culture and communication 55

Other European countries 44 Human sciences and law 53


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North America 38 Educational science 40

Latin America 28 Health 39

Near East 20 Personal care 22

Asia 15

TOTAL 438 TOTAL 438

Source: CGRI and DRI Activity Report 2008, page 89

Specialisation, research and summer scholarships: (grant-aided Belgian students, 2007)

Country of origin Number of recipients Domain Number of

recipients

Europe 86 Language and literature 183

North Africa 67 Science and applied science 44

Sub-Saharan Africa 90 Culture and communication 77

Other European countries 44 Human sciences and law 25

North America 34 Educational science 10

Latin America 14 Health 30

Near East 19 Personal care 14

Asia 29

TOTAL 383 TOTAL 383

Source: 2009 Activity Report of Wallonia-Brussels International (WBI), page 88

Host country Number of recipients

China 2

Egypt 1

Greece 1

Hungary 3

Ireland 3

Israel 4

Japan 2

Louisiana 1

Morocco 11

Poland 4

Quebec 20

Czech Republic 6

Romania 10


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Russia 1

Slovakia 7

Switzerland 6

Total 82


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GLOSSARY

Agrégation de l'enseignement secondaire inférieur (,agrégé de l'enseignement secondaire inférieur,agrégés de l'enseignement secondaire inférieur,agrégé(e)s de l'enseignement secondaire inférieur,AESI) : The agrégation is a professional qualification which provides access to the profession of teaching. The agrégation for teaching at the lower secondary level (AESI) is awarded by a haute école and entitles the holder to teach in the first three years of secondary transition education and in the seven years of secondary qualification education. Agrégation de l'enseignement secondaire supérieur (,agrégé de l'enseignement secondaire supérieur,agrégés de l'enseignement secondaire supérieur,agrégé(e)s de l'enseignement secondaire supérieur) : The agrégation is a professional qualification which provides access to the profession of teaching. The agrégation for teaching at the upper secondary level (AESS) is awarded by a university or haute école providing long-type education (economic category). The upper secondary school teaching certificate qualifies the holder to teach in the last three years of secondary education. Attestation d'orientation (,attestation d'orientation,atttestation A,attestation B,attestation C) : In secondary education, certificate A stipulates that a pupil has passed successfully passed a grade. Certificate B stipulates that a pupil has successfully passed a grade, but may only be admitted to the next year with a restriction on the forms, sections and/or tracks that s/he may attend. Certificate C means that the student has not passed successfully and is not admitted to the next grade. Capital périodes (,Capital-périodes,capital-périodes,capital périodes,) : In enseignement fondamental, the size of teaching staff in schools is calculated according to the number of pupils actually enrolled. Each school is allocated a number of periods on this basis, known as the capital-périodes. For example, one full-time primary schoolteacher job is allocated for every unit of 24 periods. Centre psycho-médico-social (,centre psycho-médico-social,centre PMS,Centres psycho-médico-sociaux,centres psycho-médico-sociaux,centres PMS,CPMS) : Centre for psychological, medical and social services. This agency is independent of the school but works in partnership with the school and the family, in matters concerning educational guidance. Certificat d'aptitude pédagogique approprié à l'enseignement supérieur (certificat d'aptitude pédagogique approprié à l'enseignement supérieur,certificats d'aptitude pédagogique appropriés à l'enseignement supérieur,Certificats d'aptitude pédagogique appropriés à l'enseignement supérieur,CAPAES) : The CAPAES is intended for practical trainers, assistant lecturers or lecturers hired at an haute école since 1 September 2002. Except for assistant lecturers responsible for administrative and legal management and assistant lecturers responsible for financial and accounting management, the CAPAES is the teaching qualification required in order to be formally appointed or recruited at an haute école. Conseil de classe (,conseil de classe,conseils de classe,) : In ordinary secondary education, the conseil de classe is chaired by the school head and includes all members of teaching staff responsible for the education of a specific group of students. It takes decisions on matters such as promotion to the next grade, educational and vocational guidance, and certification. In specialised education, the conseil de classe consists of all members of the managerial and teaching staff, the paramedical, psychological and social staff and the ancillary teaching staff who are responsible for instructing and educating the students in a given class and bear responsibility for doing so. It meets at least once a term and is chaired by the school head. Contrat pour l’école (,contrat pour l’école,) : Agreement listing ten priorities shared by all the school partners within the framework of the refinancing of the French Community and covering the period 2005-2013, aiming at improving the quality, efficiency and equity of the education system. Crédit d’enseignement (,crédit d'enseignement,crédit,) : The credit is a relative measurement of the entire work provided by a student for one or several learning activities within a course of studies. A credit corresponds to 24 hours of learning activities. This time is only partly covered by teaching organised directly by the educational institution, and also includes related activities such as coursework, personal exercises, preparations, studies, projects, documentary research, tests, etc.


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Discrimination positive (,discriminations positives,discrimination positive,D+) : Positive discrimination consists of support in the form of additional operating subsidies, equipment and human resources allocated to schools facing difficult conditions owing to the characteristics of the population they recruit from. Ecole maternelle (,école maternelle,écoles maternelles,enseignement maternel,maternel,maternelle,instituteur maternel,institutrice maternelle,) : The term maternel refers to pre-primary schooling, for pupils between the ages of 2½ and 6. Enseignement de plein exercice (,enseignement de plein exercice,) : Full-time education as opposed to part-time education. It caters for regular pupils aged two and a half years to adulthood. The number of hours of lessons per week and the number of weeks of lessons per year are determined by law (Full-time education, full-time courses). Enseignement fondamental (,enseignement fondamental,école fondamentale,écoles fondamentales,) : Umbrella term covering both pre-primary and primary education, catering for children aged two and a half to twelve years. Enseignement libre confessionnel (,enseignement libre confessionnel,école libre confessionnelle,écoles libres confessionnelles,libre confessionnel,libre confessionnelle,) : Schooling organised by private individuals, associations, religious communities, etc., which is subsidised by the French Community, and in which the education is based on a religious foundation, (mostly the Roman Catholic religion). (Private grant-aided denominational schools). Enseignement libre non-confessionnel (,enseignement libre non-confessionnel,école libre non-confessionnelle,écoles libres non-confessionnelles,libre non-confessionnel,libre non-confessionnelle,) : Schooling organised by private individuals, associations, etc., which is subsidised by the French Community, and in which the education is based on the principles of free enquiry or on specific educational theories (Freinet, Decroly, etc.). (Private grant-aided non-denominational schools). Enseignement libre subventionné (,enseignement libre subventionné,école libre subventionnée,libre subventionné,libre subventionnée,) : Schooling organised by private individuals, associations, religious communities, etc., which is subsidised by the French Community. The réseau libre consists mainly of schools in which the education is based on religious views (écoles libres confessionnelles), but also of schools in which the education is based on the principles of free enquiry or on specific educational theories (Freinet, Decroly,etc.), (écoles libres non-confessionnelles). Enseignement officiel (,enseignement officiel,école officielle,écoles officielles) : Schooling administered by public authorities, i.e. either organised by the French Community, or grant aided by the latter and organised by provinces, municipalities, associations of municipalities, or by any person under public law. Enseignement subventionné (,enseignement subventionné,école subventionnée,écoles subventionnées,subventionnés,subventionné,subventionnée,subventionnées,subventionnés) : The organising bodies of private grant-aided schools, the municipalities, provinces, etc. receive grants from the French Community on the proviso that they comply with provisions contained in, decrees, orders and statutory regulations (Grant-aided education). Etudiant non-ressortissant (,étudiant non-ressortissant,,étudiant non ressortissant) : A student who is not able to prove that s/he has had his/her main residence in Belgium for at least six months prior to registering in a tertiary education institution. Formation en alternance (,formation en alternance,enseignement en alternance,) : Dual vocational education and training, alternating between school and the workplace. It is provided in the third stage of technical and qualification-stream vocational secondary education, in dual vocational education and training centres (CEFAs), within the framework of apprenticeships for the independent professions, industrial learning, or programmes organised by the socio-vocational insertion operators. In addition to practical courses at the workplace, complementary theoretical courses are given in a school or training centre.


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Haute école (,haute école,hautes écoles,Hautes Ecoles,Haute École,Hautes Écoles,Haute Ecole,) : A 'haute école' is a high education institution, organized or subsidized by the French Community dispensing a short-type, long-type university-level programmes or both with the exception of the education organized by the 'Instituts supérieurs d'architectures' or Art colleges. Jury de la Communauté française (,jury de la Communauté française,Jurys de la Communauté,jurys de la Communauté,jury de la Communauté,jurys de la Communauté française,Jurys de la Communauté française,) : The Boards of Examiners of the French Community, (formerly of the federal State), organise examinations at the secondary and tertiary education levels. They award a large number of titles with the same legal value as those awarded by schools. Milieu d'accueil (milieu d'accueil,milieux d'accueil,structure d'accueil,structures d'accueil,) : Non-profit service or institution whose purpose is to receive on a non-residential basis children who are not yet subject to compulsory education. The main types of childcare facilities, which are inspected but not subsidised by the O.N.E., are children’s homes, independent childminders, and nurseries. Pacte scolaire (,pacte scolaire,) : Political agreement of 1958 (Act of May 29, 1959), which ended the second 'school war' and normalised relations between the various types of schools. Pilotage : Data collection on the context, processes and results of a system in order to evaluate it in relation to the attainment objectives, and to regulate its operation. Plan individuel d'apprentissage (,PIA,plans individuels d’apprentissage,P.I.A.,Plan Individuel d’Apprentissage,) : The individual learning plan sets out the individual targets to be achieved by a pupil during a defined period (cross-curriculum and subject-related competencies). It takes account of the pupil’s potential and needs and is drawn up with a view to formative assessment. The use of the individual learning plan is compulsory for certain pupils in the first stage of ordinary education (see 5.14.1) and in specialised education (see 10.6.8). Pouvoir organisateur (,pouvoir organisateur,pouvoirs organisateurs,) : The organising body of a school is the controlling authority or natural or legal person(s), assuming responsibility for it. Profil de formation (,profil de formation,profils de formation,) : Formal system of reference that sets out, in a structured way, the skills that must be acquired in order to obtain a qualification certificate. Profil de qualification (,profil de qualification,profils de qualification,) : Formal system of reference, which describes the activities and skills exercised by experienced workers in a real workplace setting (Qualification profile). Régendat (,régendat,régent,régents,régendats,régente,régentes,régent(e),) : Variant term for agrégé de l'enseignement secondaire inférieur, the qualification required to teach in the first years of transition-stream secondary education and in qualification-stream secondary education. Réseau (,réseaux,réseau,) : Schools belong to one of the following three types (réseaux) depending on their organising body : schools maintained by the French Community, public grant aided schools and private grant aided schools. Some distinguish two networks (public and free), while others distinguish four (French Community, public grant-aided, free confessional grant-aided and free non-confessional grant-aided). Section de qualification (,section de qualification,sections de qualification,filière de qualification,enseignement de qualification) : Technical, artistic or vocational forms of secondary education. Its primary goal is to permit entry into the job market by means of a qualification certificate, while keeping open the option of pursuing tertiary education studies, often in short-type programmes (Qualification stream). Section de transition (,section de transition,enseignement de transition,sections de transition,filière de transition) : General, technical or artistic forms of secondary education. Its primary goal is to prepare students for tertiary education, while keeping open the option of entering the job market (Transition stream). Socles de compétences (socles de compétences, socles de compétence) : Formal system of reference that sets out, in a structured way, the basic skills to be attained at the end of the first eight years of compulsory


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education, and those that must be attained at each of three stages: the second year of primary school, the sixth year of primary school, and the second year of secondary school. These skills are considered requisites for social insertion and the further pursuit of studies.


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LEGISLATION

Accord conclu entre l'Exécutif de la Région wallonne et l'Exécutif de la Communauté française instituant les Comités subrégionaux de l'Emploi : 24/11/1989, Moniteur belge, 17/02/1990 Accord de coopération relatif à la validation des compétences dans le champ de la formation professionnelle continue, conclu entre la Communauté française, la Région wallonne et la Commission communautaire française. (Accord de coopération) : 24/07/2003, Moniteur belge, 23/01/2004 Creates a system which enables the persons with competencies but without any school certification, to make their competencies officially acknowledged. Arrêté de l'Exécutif de la Communauté française exécutant le décret du 29/7/92 portant organisation de l'enseignement secondaire de plein exercice (Decree of the Executive of the French Community) : 31/08/1992, Moniteur belge, 23/12/1992 Arrêté de l'Exécutif de la Communauté française fixant la composition des districts socio-pédagogiques de l'enseignement de la Communauté française (Decree of the Executive of the French Community) : 22/09/1992, Moniteur belge, 18/11/1992, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=17207&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté de l'Exécutif de la Communauté française fixant la condition peu aisée des candidats à une allocation d'études ainsi que les critères servant à déterminer les montants des allocations d'études (Decree of the Executive of the French Community) : 26/04/1993, Moniteur belge, 25/06/1993, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=17565&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté de l'Exécutif de la Communauté française fixant la contribution des parents ou de tiers dans les frais de séjour des enfants dans les crèches, prégardiennats maisons communales d'accueil de l'enfance... (Decree of the Executive of the French Community) : 29/03/1993, Moniteur belge, 5/09/1993, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=2226&docname=199http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=20502&referant=l0230329s20502 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté de l'Exécutif de la Communauté française fixant la structure et la classification des études de type court dans l'enseignement supérieur pédagogique (Decree of the Executive of the French Community) : 15/09/1989, Moniteur belge, 11/11/1989 Tertiary education in teaching is organised into a cycle of studies spread over three years instead of two. Arrêté de l'Exécutif de la Communauté française fixant les obligations de concertation entre établissements de même caractère dans l'enseignement secondaire de plein exercice (Decree of the Executive of the French Community) : 15/03/1993, Moniteur belge, 29/04/1993 Arrêté de l'Exécutif de la Communauté française fixant les titres requis des membres du personnel directeur et enseignant, du personnel auxiliaire d'éducation, du personnel paramédical, du personnel psychologique, du personnel social (voir la note pour l'intitulé complet de l'arrêté). (Decree of the


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Government of the French Community) : 22/04/1969, Moniteur belge, 01/05/1969, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=02699&referant=l02 The decree contains a classification of qualifications per educational level. It determines the qualifications required for general courses, special courses, technical and vocational practice courses, and artistic courses. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté de l'Exécutif de la Communauté française réglant l'organisation et le fonctionnement de la commission d'homologation des diplômes et certificats de l'enseignement secondaire (Decree of the Executive of the French Community) : 30/06/1989, Moniteur belge, 20/09/1989 Arrêté de l'Exécutif de la Communauté française relatif à l'organisation des districts socio-pédagogiques de l'enseignement de la Communauté française (Decree of the Executive of the French Community) : 19/09/1991, Moniteur belge, 23/11/1991 Arrêté du Gouvernement de la Communauté française : 20/07/1993, Moniteur belge, 22/09/1993, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=17779&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française autorisant l'apprentissage par immersion. (Decree of the Government of the French Community) : 18/02/2004, 17/06/2005, 22/07/2005, 14/09/2005, 25/10/2005, 29/06/2006, 30/08/2006, 6/11/2006, 27/06/2007, Moniteur belge, 13/09/2004, 6/09/2005, 6/12/2005, 3/02/2006, 26/01/2006, 17/01/2007, 5/12/2006, 17/01/2007, 14/09/2007 Succession of decress establishing and completing the list of secondary schools authorised to implement linguistic immersion. Arrêté du Gouvernement de la Communauté française complétant la liste des sections et options organisables dans les Ecoles supérieures des Arts du domaine de la musique organisées ou subventionnées par la Communauté française. (Decree of the Executive of the French Community) : 18/06/2003, Moniteur belge, 2/09/2003 Completes the list of the departments and options that can be organized in the Ecoles supérieures des Arts du domaine de la musique (High Schools of Music Arts) organized or subsidized by the French Community. Arrêté du Gouvernement de la Communauté française déterminant la forme et les règles de délivrance du certificat d'études de base (Decree of the Government of the French Community) : 03/05/99, Moniteur belge, 28/08/1999, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=23284&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française déterminant les conditions et la procédure d'octroi de l'équivalence des diplômes ou certificats d'études étrangers aux certificats et diplômes d'enseignement supérieur de type court et de type long (Decree of the Government of the French Community) : 30/09/1997, Moniteur belge, 18/03/1998, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=21885&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française déterminant les conditions et la procédure d'octroi de l'équivalence des diplômes ou certificats d'études étrangers aux grades académiques (Decree of the Government of the French Community) : 28/08/1996, Moniteur belge, 20/11/1996, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=21013&referant=l02


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The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française déterminant les modèles des diplômes et des suppléments aux diplômes délivrés par les Hautes Ecoles et les jurys d’enseignement supérieur de la Communauté française (Decree of the Government of the French Community) : 3/07/2003, Moniteur belge, 18/08/2003, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=27826&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française dressant la liste des sections et unités de formation à caractère occupationnel dans l'enseignement de promotion sociale de régime 2 et de régime 1 (Decree of the French Community Commission) : 14/09/1994, Moniteur belge,, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=18560&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française du 23 septembre 1998 organisant, pour l'année académique 98-99, l'accès de diplômés de l'enseignement supérieur à des études universitaires de 2e cycle (Decree of the Government of the French Community) : 23/09/1998, Moniteur belge, 20/10/1998 Arrêté du Gouvernement de la Communauté française du 28 juillet 1998 portant sur l'approbation du règlement des études de l'enseignement secondaire ordinaire de la Communauté française (Decree of the Government of the French Community) : 28/07/1998, Moniteur belge, 16/09/1998 This regulation defines a number of standards and priorities to ensure that pupils produce high-quality school work. It also defines the arrangements for evaluation by teachers, the deliberation procedures for the conseils de classe and the communication of information about their decisions. Arrêté du Gouvernement de la Communauté française du 28 juillet 1998 relatif à la convention d'insertion socio-professionnelle des centres d'éducation et de formation en alternance (Decree of the Government of the French Community) : 28/07/1998, Moniteur belge, 2/09/1998 Ensures the legal certainty of pupils subject to compulsory education. Arrêté du Gouvernement de la Communauté française du 30/06/1998 relatif au programme et à l'organisation par les Hautes Ecoles de l'examen de maîtrise suffisante de la langue française (Decree of the Government of the French Community) : 30/06/1998, Moniteur belge, 14/08/1998 Arrêté du Gouvernement de la Communauté française du 8 septembre 1997 déterminant les domaines de formation dans l'enseignement de promotion sociale (Decree of the Government of the French Community) : 8/09/1997, Moniteur belge, 28/01/1998, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=21779&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française établissant les grilles horaires minimales dans l'enseignement de l'architecture (Decree of the Government of the French Community) : 14/04/2004, Moniteur belge, 8/07/2004, http:// Establishes the minimum schedules to be used in architecture education. Arrêté du Gouvernement de la Communauté française fixant la liste des cours obligatoires et le nombre d'heures de cours ou d'activités d'enseignement dans les Ecoles supérieures des Arts


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organisées ou subventionnées par la Communauté (Decree of the Government of the French Community) : 17/07/2002, Moniteur belge, 18/10/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française fixant la liste des frais appréciés au coût réel afférents aux biens et services fournis aux étudiants qui ne sont pas considérés comme perception d'un droit complémentaire par les Hautes Ecoles, les Ecoles supérieures des Arts et les Instituts supérieurs d'Architecture (Decree of the Government of the French Community) : 20/07/2006, Moniteur belge, 16/08/2006, http://www.gallilex.cfwb.be/document/pdf/30948_000.pdf Defines the fees that may be charged to students in non-university higher education. Arrêté du Gouvernement de la Communauté française fixant le code de qualité de l'accueil (Decree of the Government of the French Community) : 31/05/1999, Moniteur belge, 21/12/1999, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=28601&referant=l02 Defines how to guarantee to all below-12-year-old children a high quality welcome in some backgrounds distinct from the children's family background. Arrêté du Gouvernement de la Communauté française fixant le programme de formation triennal des professionnels accueillant des enfants de 0 à 3 ans, des professionnels accueillant des enfants de 3 à 12 ans, des bénévoles des consultations pour enfants du secteur accompagnement et des accueillants des lieux de rencontre parents-enfants (Decree of the Executive of the French Community) : 21/03/2008, Moniteur belge, 21/05/2005, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=33158&referant=l02 Defines the three-year training plan for professionals looking after children aged 0 to 12 years. Arrêté du Gouvernement de la Communauté française fixant le répertoire des 7e années de perfectionnement et de spécialisation. (Decree of the Government of the French Community) : 30/04/2003, Moniteur belge, 22/10/2003, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=28122&referant=l02 Holds the list of the 13th grades (7th year of secondary education) of proficiency and specialization. Arrêté du Gouvernement de la Communauté française fixant les barèmes de référence pour l'octroi des subventions aux milieux d'accueil de la petite enfance (Decree of Government of the French Community) : 1/12/2006, Moniteur belge, 20/02/2007, http://www.gallilex.cfwb.be/document/pdf/31615_000.pdf Sets the reference fee scales for childcare facilities. Arrêté du Gouvernement de la Communauté française fixant les conditions auxquelles doivent répondre les gardien(ne)s à domicile et les directeur(rice)s de maisons d’enfants ainsi que les modalités de la surveillance médicale (Decree of the Government of the French Community) : 23/09/1994, Moniteur belge, 10/01/1995 Arrêté du Gouvernement de la Communauté française fixant les conditions d'accès aux études à l'université pour les porteurs de grades académiques délivrés hors université (Decree of the Government of the French Community) : 19/05/2004, Moniteur belge, 27/07/2004, http:// Sets the conditions for admission to university studies for holders of certificates issued in non-university institutions. Arrêté du Gouvernement de la Communauté française fixant les conditions pour pouvoir satisfaire à l'obligation scolaire en dispensant un enseignement à domicile (Decree of the Government of the French Community) : 21/05/1999, Moniteur belge, 27/10/99 Arrêté du Gouvernement de la Communauté française fixant les dispositions générales applicables à la détermination par les autorités universitaires des conditions complémentaires auxquelles les étudiants qui sont porteurs d’un diplôme de l’enseignement supérieur ont accès à des études universitaires de deuxième cycle. (Decree of the Government of the French Community) : 15/03/1999, Moniteur belge, 23/04/1999


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This amends the French Community government decree of 20 March 1996 determining the qualifications for academic degrees awarded for basic studies in the first and second cycles and the qualifications for the academic degree of doctor awarded after defending a thesis. Arrêté du Gouvernement de la Communauté française fixant les modalités d'application du décret du 3 juillet 2003 relatif à la coordination de l'accueil des enfants durant leur temps libre et au soutien de l'accueil extrascolaire. (Decree of the Government of the French Community) : 3/12/2003, Moniteur belge, 5/03/2003, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=28502&referant=l02 Coordinates the accommodation of the children in their leisure time. Arrêté du Gouvernement de la Communauté française fixant les modèles de convention de stage en entreprise, en application de l'article 53, 3e alinéa du décret du 24 juillet 1997 définissant les missions prioritaires de l'enseignement fondamental et d (Decree of the Government of the French Community) : 21/05/1999, Moniteur belge, 28/10/1999, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=23480&referant=l02 Arrêté du Gouvernement de la Communauté française fixant les projets éducatif et pédagogique de l'enseignement fondamental et secondaire, ordinaire et spécial, organisé par la Communauté française (Decree of the Government of the French Community) : 25/05/1998, Moniteur belge, 26/08/1998 Arrêté du Gouvernement de la Communauté française fixant les qualifications des grades académiques qui sanctionnent les études de base de 1er et 2e cycle ainsi que les qualifications du grade académique de docteur conféré après la soutenance d'une thèse (Decree of the Government of the French Community) : 29/03/1996, Moniteur belge, 29/05/1996 Arrêté du Gouvernement de la Communauté française fixant l'organisation de l'année académique et portant règlement général des études dans les écoles supérieures des arts organisés ou subventionnées par la Communauté française (Decree of the Government of the French Community) : 17/07/2002, Moniteur belge, 24/09/2002 Arrêté du Gouvernement de la Communauté française fixant organisation de l'année académique et portant règlement général des études dans les écoles supérieures des arts organisées ou subventionnées par la Communauté française (Decree of the Government of the French Community) : 17/07/2002, Moniteur belge, 24/09/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française modifiant l’arrêté du Gouvernement de la Communauté française du 3 mai 1999 déterminant la forme et les règles de délivrance du certificat d'études de base (Decree of the Government of the French Community) : 03/05/1999, Moniteur belge, 28/08/1999 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française modifiant la réglementation relative au statut administratif des membres du personnel (…) de la Communauté française (…) (pour l'intitulé complet de l’arrêté, voir la note). (Decree of the Government of the French Community) : 10/06/1993, Moniteur belge, 27/08/1993, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=17699&referant=l02 Full name of decree: ‘Decree of the Government of the French Community amending the regulations on the administrative status of members of the managerial and teaching staff, auxiliary education staff, paramedical staff, psychological staff and social staff in pre-primary, primary, special, medium, technical, artistic and normal education institutions in the French Community and in the boarding establishments attached to


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these institutions, and of the members of the inspection service responsible for overseeing these institutions’. This decree creates the category of priority temporary personnel, transforms the deployment system and the conditions for permanent appointment. Arrêté du Gouvernement de la Communauté française modifiant le répertoire des options de base dans l'enseignement secondaire. (Decree of the Government of the French Community) : 30/03/2000, Moniteur belge, 10/08/2000, url: http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=587&docname=1993http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=17629&referant=l020614s17629 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française organisant l'agrégation de l'enseignement secondaire supérieur dans les Ecoles supérieures des Arts, organisées ou subventionnées par la Communauté française. (Decree of the Government of the French Community) : 17/09/2003, Moniteur belge, 3/12/2003, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=28231&referant=l02 Organizes the “Agrégation” ( professional qualification, which provides access to the profession of teaching) of higher secondary education in the High Schools of Arts. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française portant application de l'article 53 du décret du 24 juillet 1997 définissant les missions prioritaires de l'enseignement fondamental et de l'enseignement secondaire et organisant les structures propres (Decree of the Government of the French Community) : 27/01/1999, Moniteur belge, 30/07/1999, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=23205&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française portant application de l'article 79, § 2, alinéa 2, du décret du 24 juillet 1997 définissant les missions prioritaires de l'enseignement fondamental et de l'enseignement secondaire et ... (Decree of the Government of the French Community) : 5/05/2004, Moniteur belge, 6/09/2004 Specifies the circumstances likely to justify a request of school or implantation change, after September 30. Arrêté du Gouvernement de la Communauté française portant reconnaissance des organes de représentation et de coordination des pouvoirs organisateurs de l'enseignement (Decree of the Government of the French Community) : 17/12/2003, Moniteur belge, 16/04/2004, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=28592&referant=l02 Recognizes 4 representation and coordination organs of organizing authorities.The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française portant réglementation générale des milieux d'accueil. (Decree of the Government of the French Community) : 27/02/2003, Moniteur belge, 21/05/2003 Defines most of the legal measures which govern the organization of the host circles (assent, norms, staff training, …) Arrêté du Gouvernement de la Communauté française portant sur le règlement général des études de l'enseignement secondaire de promotion sociale de régime 1 (Arrêté du Gouvernement de la Communauté française) : 20/07/1993, Moniteur belge, 22/09/1993, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=17780&referant=l02


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The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française pris en application de l'article 126 du décret du 20 décembre 2001 fixant les règles spécifiques à l'Enseignement supérieur artistique organisé en Ecoles supérieurs des Arts (organisation, financement, encadrement, statut des personnels, droits et devoirs des étudiants) (Decree of the Government of the French Community) : 3/02/2004, Moniteur belge, 3/03/2004, http:// Arrêté du Gouvernement de la Communauté française pris en application de l'article 462 du décret du 20 décembre 2001 fixant les règles spécifiques à l'Enseignement supérieur artistique organisé en Ecoles supérieurs des Arts... (Decree of the Government of the French Community) : 17/07/2002, Moniteur belge, 19/09/2002 Deals with the organisation, funding, supervision and status of personnel, and with the rights and duties of students. Arrêté du Gouvernement de la Communauté française reconnaissant certaines formations comme répondant aux exigences de l'obligation scolaire à temps partiel (Decree of the Government of the French Community) : 23/01/2009, Moniteur belge, 18/03/2009, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=33946&referant=l02 Recognises certain training courses as meeting the compulsory education requirements on a part-time basis Arrêté du Gouvernement de la Communauté française relatif à la reconnaissance des formations et qualifications du personnel des milieux d'accueil prévue par l'arrêté du Gouvernement de la Communauté française du 27 février 2003 portant réglementation générale des milieux d'accueil (Decree of the Government of the French Community) : 5/05/2004, Moniteur belge, 12/08/2004, http:// Arrêté du Gouvernement de la Communauté française relatif à l'organisation de l'enseignement secondaire (Decree of the Government of the French Community) : 24/04/1995, Moniteur belge, Arrêté du Gouvernement de la Communauté française relatif à l'organisation et au fonctionnement des Commissions des programmes de l'enseignement fondamental et de l'enseignement secondaire (Decree of the Government of the French Community) : 19/03/1999, Moniteur belge, 23/09/1999, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=23324&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française relatif au contrôle de l'inscription scolaire (Decree of the Government of the French Community) : 14/04/1994, Moniteur belge, 18/05/1994 The Legislation section of the Legal Information Technology Service (SIJ) (Federal Public Service for Justice) has created the website http://www.ejustice.just.fgov.be/doc/rech_f.htm which presents a version of the original legislative acts including all subsequent amendments made to them. Arrêté du Gouvernement de la Communauté française relatif au Service de conseil et de soutien pédagogiques de l'enseignement organisé par la Communauté française : 11/01/2008, 14/03/2008, http://www.gallilex.cfwb.be/fr/leg_res_00.php?ncda=32831&referant=l00 Fixes the numbers of educational advisers in the different categories for the education organised by the French Community. Arrêté du Gouvernement de la Communauté française relatif aux attestations, rapports, certificats et brevets délivrés au cours des études secondaires de plein exercice (Decree of the Government of the French Community) : 22/10/1998, Moniteur belge, 3/12/1998, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=22568&referant=l02


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The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement de la Communauté française relatif aux tâches de contrôle des Commissaires du Gouvernement de la Communauté française auprès des Hautes Ecoles organisées ou subventionnées par la Communauté française (Decree of Government of French Community) : 13/07/2000, Moniteur belge, 29/09/2000, http://www.gallilex.cfwb.be/document/pdf/25278_000.pdf Organises the control exercised by government delegates within the arts colleges. Arrêté du Gouvernement de la Communauté française relatif aux tâches de contrôle des Délégués du Gouvernement de la Communauté française auprès des Ecoles supérieures des Arts organisées ou subventionnées par la Communauté française (Decree of the Government of the French Community) : 31/08/2006, Moniteur belge, 27/10/2006, http://www.gallilex.cfwb.be/document/pdf/31296_000.pdf Organise le contrôle exercé par les commissaires du gouvernement au sein des hautes écoles. Arrêté du Gouvernement du 02/07/1996 fixant l'organisation de l'année académique et les conditions de refus d'une inscription et portant règlement général des examens dans les Hautes Ecoles organisées ou subventionnées dans la Communauté française (Decree of the Government of the French Community) : 02/07/1996, Moniteur belge, 20/07/1996 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement du 13/09/1994 modifiant l'Arrêté royal du 31/07/1969 déterminant les fonctions de recrutement et les fonctions de sélection dont doivent être titulaires les membres du personnel de l'enseignement de l'Etat pour pouvoir être nommés. : 13/09/1994, Moniteur belge, 04/11/1994 This amends the royal decree of 31 July 1969 determining the recruitment-grade positions and selection-grade positions which State teaching personnel members must hold in order to be appointed to the promotion-grade positions in the category of managerial and teaching staff at State schools. Arrêté du Gouvernement du 15/05/1995 relatif aux attestations et aux certificats sanctionnant les études secondaires de plein exercice (Arrêté du Gouvernement de la Communauté française) : 15/05/1995, Moniteur belge, Arrêté du Gouvernement du 27/08/1996 modifiant l'Arrêté du Gouvernement de la Communauté française du 2/07/96 fixant l'organisation de l'année académique et les conditions des refus d'une inscription et portant le règlement général des examens dans l (Arrêté du Gouvernement de la Communauté française) : 27/08/1996, Moniteur belge, 8/10/1996 Arrêté du Gouvernement du 28/02/1994 relatif au contrôle des absences des membres du personnel de l'enseignement de la Communauté française et des membres du personnel subventionné de l'enseignement subventionné (Arrêté du Gouvernement de la Communauté française) : 28/02/1994, Moniteur belge, 27/04/1994, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=18194&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement portant sur le règlement général des études de l'enseignement secondaire de promotion sociale de régime 1 : 22/06/1999, Moniteur belge, 20/08/1999, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=23258&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation).


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Arrêté du Gouvernement wallon du 6 avril 1995 relatif à l'agrément des entreprises de formation par le travail (Decree) : 18/11/1999, Moniteur belge, 14/07/1995 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté du Gouvernement wallon portant exécution du décret du 1er avril 2004 relatif à l'agrément et au subventionnement des organismes d'insertion socioprofessionnelle et des entreprises de formation par le travail (Decree) : 21/12/2006, Moniteur belge, 16/03/2007, http:// Arrêté ministériel du 15/05/1977 relatif à la classification des études de l'enseignement secondaire de type I (Arrêté ministériel) : 15/05/1977, Moniteur belge, 05/04/1979 Arrêté royal déterminant le règlement organique des établissements d'enseignement de plein exercice de l'Etat dont la langue de l'enseignement est le français ou l'allemand, à l'exclusion des établissements d'enseignement supérieur (Royal Decree) : 11/12/1987, Moniteur belge, 02/02/1988 Among other things, this decree stipulates the recourse that parents have against exclusion decisions. Le Arrêté royal déterminant les conditions et la procédure d'octroi de l'équivalence des diplômes et certificats d'études étrangers (Royal Decree) : 20/07/1971, Moniteur belge, 05/08/1971 Determines the conditions and procedure for granting equivalence to foreign diplomas and study certificates. Arrêté royal du 03/11/1987 portant règlement général des études dans l'enseignement supérieur de type court et de plein exercice (Arrêté royal) : 03/11/1987, Moniteur belge, Arrêté royal du 06/11/1987 fixant les notions ''d'étudiant régulièrement inscrit'' et ''d'étudiant entrant en ligne de compte pour le financement'' dans l'enseignement supérieur de plein exercice, à l'exception de l'enseignent universitaire (Arrêté royal) : 06/11/1987, Moniteur belge, 02/02/1988 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté royal du 10/08/1988 instaurant le Conseil pédagogique de l'enseignement de la Communauté française (Arrêté royal) : 10/08/1988, Moniteur belge, Arrêté royal du 14/12/1976 portant règlement organique du personnel du service d'inspection chargé de la surveillance des établissements de l'Etat (Arrêté royal) : 14/12/1976, Moniteur belge, 19/01/1977 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté royal du 17/09/1986 instituant un droit d'inscription dans l'enseignement de promotion sociale (Arrêté royal) : 17/09/1986, 462, Moniteur belge, Arrêté royal du 20/06/1975 fixant les titres jugés suffisants pour l'enseignement gardien et primaire subventionné (Arrêté royal) : 20/06/1975, Moniteur belge, 29/08/1975 Arrêté royal du 20/08/1957 coordonnant les lois sur l'enseignement primaire (Arrêté royal) : 20/08/1957, Moniteur belge, 06/11/1957


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Arrêté royal du 22/02/1984 portant règlement général des études dans l'enseignement supérieur de type long et de plein exercice (Arrêté royal) : 22/02/1984, Moniteur belge, Arrêté royal du 22/03/1969 fixant le statut des membres du personnel directeur et enseignant, du personnel auxiliaire d'éducation, du personnel paramédical des établissements d'enseignement gardien, primaire, spécial, moyen, technique, artistique et (Arrêté royal) : 22/03/1969, Moniteur belge, 02/04/1969 Arrêté royal du 26/02/1960 relatif à l'inspection des études dans les établissements d'enseignement subventionné (Arrêté royal) : 26/02/1960, Moniteur belge, 11/05/1960 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté royal du 30/03/1982 relatif aux centres d'enseignement secondaire et fixant le plan de rationalisation et de programmation de l'enseignement secondaire de plein exercice (Arrêté) : 30/03/1982, Moniteur belge, 14/05/1982 Arrêté royal du 30/04/1957 portant coordination des lois sur l'enseignement technique (Royal Decree) : 30/04/1957, Moniteur belge, 07/07/1957 Arrêté royal du 30/07/1975 relatif aux titres jugés suffisants dans les enseignements préscolaire et primaire spécial (Arrêté royal) : 30/07/1975, Moniteur belge, 29/08/1975 Arrêté royal fixant le règlement organique des établissements supérieurs de type long (Royal Decree) : 1/08/1977, Moniteur belge, Arrêté royal n° 297 relatif aux charges, traitements, subventions-traitements et congés pour prestations réduites dans l'enseignement et les centres psycho-médico-sociaux (Decree) : 31/03/1984, Moniteur belge, 17/04/1984 Arrêté royal n° 482 sur l'apprentissage industriel (Royal Decree) : 22/12/1986, 482, Moniteur belge, 15/01/1987 Circular explaining the regulations on State contributions towards various schooling costs. Arrêté royal n° 495 instaurant un système associant le travail et la formation pour les jeunes de 18 à 25 ans et visant une diminution temporaire des cotisations patronales de sécurité sociale dues dans le chef de ces jeunes (Arrêté royal) : 31/12/1986, 495, Moniteur belge, Arrêté royal pris en application de l'article 164 de l'arrêté royal du 22 mars 1969 fixant le statut des membres du personnel directeur et enseignant, du personnel auxiliaire d'éducation, du personnel paramédical des établissements d'enseignement gardien, primaire, spécialisé, moyen, technique, artistique et normal de l'Etat, des internats dépendant de ces établissements et des membres du personnel du service d'inspection chargé de la surveillance de ces établissements (Royal Decree) : http://www.gallilex.cfwb.be Arrêté royal pris en exécution de l'arrêté royal n° 495 du 31 décembre 1986 instaurant un système associant le travail et la formation pour les jeunes de 18 à 25 ans et portant réduction temporaire des


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cotisations patronales de sécurité sociale dues dans le chef de ces jeunes (Royal Decree) : 22/05/1987, Moniteur belge, 16/06/1987, http:// The Legislation section of the Legal Information Technology Service (SIJ) (Federal Public Service for Justice) has created the website http://www.ejustice.just.fgov.be/doc/rech_f.htm which presents a version of the original legislative acts including all subsequent amendments made to them. Arrêté royal réglementant la rationalisation et programmation de l'enseignement maternel et primaire ordinaire (Royal Decree) : 02/08/1984, Moniteur belge, 18/08/1984 Sets the standards for the creation of pre-primary and primary schools. Arrêté royal relatif à l'organisation de l'enseignement secondaire (Royal Decree) : 29/06/1984, Moniteur belge, 03/08/1984, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=10450&referant=l02 This decree determines the structure (type I education and type II education), admission conditions and certification for secondary studies and reorganises vocational education. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté royal relatif aux charges, traitements, subventions-traitements et congés pour prestations réduites dans l'enseignement et les centres psycho-médico-sociaux (Arrêté royal) : 31/03/1984, 297, Moniteur belge, 17/04/1984 Voir [8.2.1.1.]. Arrêté royal relatif aux titres jugés suffisants dans l'enseignement préscolaire spécial et primaire spécial : 30/07/1975, Moniteur belge, 29/08/1975, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=07054&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Arrêté royal relatif aux titres jugés suffisants dans l'enseignement secondaire spécial (Royal Decree) : 04/08/1975, Moniteur belge, 29/08/1975, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=01505&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Circulaire 1461 : Gratuité de l’enseignement obligatoire et égalité des chances : coût de la scolarité à charge des familles (Ministerial Circular) : 10/05/2006, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=1626 Circular explaining the regulations regarding the payment of various schooling costs. Circulaire 1884 : Equipes mobiles et médiation scolaire (Ministerial circular) : 24/05/2007, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=2073 Circulaire 1958 relative à l'organisation des établissements d'enseignement spécialisé. Volume I. (Ministerial Circular) : 26/07/07, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.enseignement.be/index.php?page=25431&navi=152 Circulaire 2156 portant sur l'enseignement spécialisé organisé par la Communauté française. Organisation générale de l'enseignement secondaire spécialisé de forme 3. (Ministerial circular) : 18/01/2008, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.enseignement.be/index.php?page=25431&navi=152


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Circulaire 2361 : Enseignement secondaire organisé par la CF (année 2008-2009) (Ministerial circular) : 23/06/2008, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=2551 Circulaire 2374 : Directives pour l’année scolaire 2008-2009 – Organisation, structures, encadrement (Ministerial Circular) : 04/07/2008, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=2565 Circulaire 2740 du 4/06/2009 portant sur l'Enseignement secondaire ordinaire de plein exercice. Directives pour l'année scolaire 2009-2010 : Organisation, structures, encadrement. (Ministerial Circular) : 4/6/2009, Ministère de la Communauté française, AGERS, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=2944, 3/11/2010 Circulaire 2765 relative à l'organisation des établissements d'enseignement spécialisé : directives et recommandations pour l'année scolaire 2009-2010 (Ministerial Circular) : 19/06/2009, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=2967, 31/08/2010 Circulaire 2786 : Organisation de l'enseignement maternel et primaire ordinaire (année scolaire 2009-2010) (Ministerial Circular) : 26/06/2009, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=2982, 05/07/2010 Circulaire 2803 : Enseignement secondaire spécialisé de forme 3 organisé par la Communauté française. (Ministerial Circular) : 6/07/2009, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=3010, 01/09/2010 Circulaire 2828 du 3/08/2009 sur l'enseignement secondaire spécialisé organisé par la Communauté française, Enseignement de forme 2. (Ministerial Circular) : 3/08/2009, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=3035, 31/08/2010 Circulaire 2875 : Service général de l'Inspection - Organisation de stages pour les élèves de l'enseignement secondaire spécialisé des formes 1, 2, 3. (Ministerial Circular) : 16/09/2010, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=3082, 1/09/2010 Circulaire 2876 : Service général de l'inspection - Organisation des pédagogies adaptées pour élèves avec autisme, polyhandicap et aphasie-dysphasie. (Ministerial Circular) : 16/09/2009, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=3081, 01/09/2010 Circulaire 2955 : Le continuum pédagogique dans l'enseignement spécialisé : suivi harmonieux de la scolarité de tout élève (Ministerial Circular) : 11/12/2009, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=3165, 31/08/2010


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Circulaire 3014 : Dispositions relatives à l'octroi du Certificat d'Etudes de base (CEB) à l'issue de l'épreuve externe commune (Ministerial circular) : 09/02/2010, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http://www.adm.cfwb.be/index.php?m=doc_view&do_id=3223 Circulaire relative à l'organisation des établissements d'enseignement spécialisé. Volume II, n° 1957. (Ministerial Circular) : 26/07/2007, Ministère de la Communauté française, Administration générale de l'enseignement et de la recherche scientifique, http:// Constitution (Constitution) : 17/02/1994, Moniteur belge, - Décret relatif à l'organisation de l'enseignement supérieur de type court (Decree of the Government of the French Community) : 12/07/1990, Moniteur belge, 04/09/1990 This decree organises short-type and full-time tertiary education – in this case agricultural, economic and technical education – into a single cycle of at least three years of study. It thus complies with the Directive of the Council of the European Communities of 21/12/1988, which organises a general system for the recognition of tertiary education diplomas. Décret créant l'Agence pour l'évaluation de la qualité de l'enseignement supérieur organisé ou subventionné par la Communauté française (Décret) : 14/11/02, Moniteur belge, 09/12/2002 Décret créant le Conseil de l'Education et de la Formation de la Communauté française (Décret) : 12/07/1990, Moniteur belge, 19/10/1990 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret de la COCOF du 17/03/1994 créant l'Institut Bruxellois Francophone de Formation Professionnelle (Décret de la COCOF) : 17/03/1994, Moniteur belge, 10/05/1995 Décret de la COCOF du 27/04/1995 relatif à l'agrément de certains organismes d'insertion socioprofessionnelle et au subventionnement de leurs activités de formation professionnelle : 27/04/1995, Moniteur belge, 04/07/1995 Full name of decree: ‘Decree of the French Community Commission of 27/04/1995 on the authorisation of certain socio-occupational integration bodies and the subsidisation of their occupational training activities with a view to increasing the chances of non-active and low-skilled job-seekers of finding work within the context of coordinated socio-occupational integration schemes.’ Defines the conditions under which the Institut bruxellois francophone pour la Formation professionnelle may form partnership agreements with socio-occupational integration agencies. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret définissant et organisant la participation des étudiants au sein des institutions universitaires et instaurant la participation des étudiants au niveau communautaire (Décret) : 12/06/2003, Moniteur belge, 10/07/2003 Holds and organizes the university students’ participation. Décret définissant la formation initiale des agrégés de l'enseignement secondaire supérieur (Décret) : 08/02/2001, Moniteur belge, 22/02/2001 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation).


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Décret définissant la formation initiale des instituteurs et des régents. (Décret) : 12/12/2000, Moniteur belge, 19.01.2001 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret définissant le Certificat d'Aptitude pédagogique approprié à l'Enseignement supérieur (CAPAES) en Hautes Ecoles et ses conditions d'obtention (Décret) : 17/07/02, Moniteur belge, 24/08/02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret définissant l'enseignement supérieur, favorisant son intégration à l'espace européen de l'enseignement supérieur et refinançant les universités (Decree) : 31/03/2004, Moniteur belge, 18/06/2004, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=28769&referant=l02 This decree consolidates the legislation on the different categories of tertiary education, adapts it to European requirements, and organises the refinancing of the universities. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret définissant les missions prioritaires de l'enseignement fondamental et de l'enseignement secondaire et organisant les structures propres à les atteindre (Decree of the Government of the French Community) : 24/07/1997, Moniteur belge, 23/09/1997, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=21557&referant=l02 This decree, known as the ‘Decree on the Missions of Schools’, is a fundamental text which is responsible for various key modifications to enseignement fondamental and secondary education. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret démocratisant l'enseignement supérieur, œuvrant à la promotion de la réussite des étudiants et créant l'Observatoire de l'enseignement supérieur (Decree) : 18/07/2008, Moniteur belge, 1/09/2008, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=33275&referant=l02 Aims to promote the democratisation of higher education by creating a scheme for providing assistance to students at the hautes écoles and a Higher Education Observatory, as well as by restricting advertising in higher education in favour of the provision of objective information. Décret du 05/02/1990 relatif aux bâtiments scolaires de l'enseignement non universitaire organisé ou subventionné par la Communauté française (Décret) : 05/02/1990, Moniteur belge, The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret du 05/02/2009 portant sur des dispositions en matière d'enseignement spécialisé et d'accueil de l'enfant et de l'adolescent à besoins spécifiques dans l'enseignement obligatoire (Decree) : 05/02/2009, Moniteur belge, 10/04/2009, http://www.gallilex.cfwb.be/fr/leg_res_00.php?ncda=34028&referant=l00, 30/08/2010 Décret du 05/07/1993 relatif au transfert de l'exercice de certaines compétences de la Communauté française à la Région Wallonne et à la commission communautaire française (Décret de la Communauté française) : 05/07/1993, I, Moniteur belge, 10/09/1993 This decree, known as the ‘Decree on the Missions of Schools’, is a fundamental text which is responsible for various key modifications to enseignement fondamental and secondary education.


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Décret du 05/09/1994 relatif au régime des études universitaires et des grades académiques (Décret) : 05/09/1994, Moniteur belge, 08/11/1994 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret du 06/06/1994 fixant le statut du personnel subsidié de l'enseignement officiel subventionné (Décret de la Communauté française) : 06/06/1994, Moniteur belge, 13/10/1994 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret du 07/11/1983 réglant pour la Communauté française, les allocations et prêts d'études. (Décret de la Comunauté française) : 07/11/1983, Moniteur belge, 04/02/1984 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret du 08/04/1976 fixant les conditions de reconnaissance et d'octroi des subventions aux organisations d'éducation permanente des adultes en général et aux organisations de promotion socioculturelle des travailleurs (Décret de la Communauté française) : 08/04/1976, Moniteur belge, Décret du 09/09/1996 relatif au financement des Hautes Ecoles organisées ou subventionnées par la Communauté française (Décret de la Communauté française) : 09/09/1996, Moniteur belge, 15/10/1996 Décret du 10/04/1995 modifiant les statuts des membres du personnel subsidié de l'enseignement libre subventionné et officiel subventionné (Décret de la Communauté française) : 10/04/1995, Moniteur belge, 16/06/1995 Décret du 12/07/1990 sur le contrôle des institutions universitaires (Décret de la Communauté française) : 12/07/1990, Moniteur belge, 13/09/1990 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret du 14/03/1995 relatif à la promotion d'une école de la réussite dans l'enseignement fondamental (Décret de la Communauté française) : 14/03/1995, Moniteur belge, 17/08/1995 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret du 18/05/1992 modifiant l'arrêté royal n° 301 du 31/03/1984 portant fixation de la population scolaire minimale des sections de l'enseignement supérieur de type court et de plein exercice (Décret de la Communauté française) : 18/05/1992, Moniteur belge, Décret du 19/05/2006 relatif à l'agrément et à la diffusion de manuels scolaires, de logiciels scolaires et d'autres outils pédagogiques au sein des établissements de l'enseignement obligatoire (Decree) : 19/05/2006, ETNIC, http:// Décret du 19/07/1991 relatif à la carrière des chercheurs scientifiques (Décret de la Communauté française) : 19/07/1991, Moniteur belge,


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Décret du 20/07/2006 relatif à la concertation des organes de représentation et de coordination des pouvoirs organisateurs de l'enseignement et des centres PMS subventionnés (Decree) : Moniteur belge,, http:// Décret du 24/10/2008 portant confirmation de certains profils de formation définis conformément à l'article 6 du décret du 27 octobre 1994 organisant la concertation pour l'enseignement secondaire (Decree) : 24/10/2008, Moniteur belge, 13/01/09, http://www.cdadoc.cfwb.be/RechDoc/docForm.asp?docid=4851&docname=20081024s33732 Confims certain training profiles for secondary education. Décret du 25/07/1996 relatif aux charges et emplois des Hautes écoles organisées ou subventionnées dans la Communauté française (Décret de la Communauté française) : 25/07/1996, Moniteur belge, 7/09/1996 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret du 26/10/2007 portant confirmation de certains profils de formation définis conformément à l'article 6 du décret du 27 octobre 1994 organisant la concertation pour l'enseignement secondaire (Decree) : 26/10/2007, Moniteur belge, 21/12/2007, http:// Confims certain training profiles for secondary education. Décret du 27/10/1994 organisant la concertation dans l'enseignement secondaire (Décret) : 27/10/1994, Moniteur belge, 10/12/1994 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret du 31 mai 1999 portant confirmation des profils de formation du technicien en horticulture, de l'ébéniste, de l'équipier polyvalent en restauration, du technicien en boucherie-charcuterie, de l'ouvrier coiffeur qualifié, de l'assistant pharmac (Décret) : 31/05/1999, Moniteur belge, 04/11/1999 Décret du 31/03/1994 définissant la neutralité de l'enseignement de la Communauté (Décret) : 31/03/1994, Moniteur belge, 18/06/1994 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret du 7/12/2007 organisant la différenciation structurelle au sein du premier degré afin d'amener l'ensemble des élèves à la maîtrise des socles de compétences (Decree) : 07/12/2007, Moniteur belge, 26/02/2008, http:// Décret du Conseil régional wallon du 16/12/1988 portant création de l'Office régional de l'Emploi (Décret du Conseil régional wallon) : 16/12/1988, Moniteur belge, 01/02/1989 Décret établissant les grades académiques délivrés par les hautes écoles organisées ou subventionnées par la Communauté française et fixant les grilles horaires minimales (1) (Decree) : 2/06/2006, Moniteur belge, 21/09/2006, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=31095&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret favorisant l'organisation du premier degré et prenant diverses mesures en matière d'enseignement (Decree) : 12/12/2008, Moniteur belge, 13/03/2009, http://


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Décret fixant le mode de calcul et d'utilisation du nombre global de périodes professeur pour l'enseignement secondaire de plein exercice de type I et de type II (Décret) : 2/07/1990, Moniteur belge, 10/10/1990 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret fixant le régime des congés et de disponibilité pour maladie ou infirmité de certains membres du personnel de l'enseignement. (Décret) : 05/07/2000, Moniteur belge, 18/08/2000 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret fixant le statut des directeurs (Decree) : 2/02/07, Moniteur belge, 15/05/2007 This decree redefines the status of school heads in pre-primary, primary, fondamental, secondary, ordinary or specialised, full-time or en alternance, reduced timetable artistic secondary education or social advancement education, organised or subsidised by the French Community. In particular, it defines the tasks of school heads, their initial training, and their evaluation. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret fixant le statut des membres du personnel administratif, du personnel de maîtrise, gens de métier et de service des établissements d'enseignement organisé par la Communauté française (Decree) : 12/05/2004, Moniteur belge, 24/08/2004, http:// Décret fixant le statut des membres du personnel directeur et enseignant et du personnel auxiliaire d'éducation des hautes écoles organisées ou subventionnées par la Communauté française (Décret) : 24/07/1997, Moniteur belge, 06/11/1997 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret fixant le statut des membres du personnel subsidié de l'enseignement libre subventionné (Decree of the Government of the French Community) : 01/02/1993, Moniteur Belge, 17/02/1993 This decree determines the rights and duties of personnel members, the conditions for admission to recruitment, selection and promotion functions, and the priorities for temporary recruitment. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret fixant le statut des membres du personnel subsidié de l'enseignement officiel subventionné (Décret) : 6/06/1994, Moniteur belge, 13/10/1994 Décret fixant les conditions de reconnaissance et d'octroi de subventions aux organisations d'éducation permanente des adultes en général et aux organisations de promotion socioculturelle des travailleurs (Decree) : 08/04/1976, Moniteur belge, 09/07/1976 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret fixant les conditions pour pouvoir satisfaire à l'obligation scolaire en dehors de l'enseignement organisé ou subventionné par la Communauté française (Decree) : 25/04/2008, Moniteur belge, 29/08/2008, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=33036&referant=l02


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Sets out the conditions for satisfying the compulsory education requirement outside the education organised or subsidised by the French Community Décret fixant les règles spécifiques à l'Enseignement supérieur artistique organisé en Ecoles supérieures des Arts (organisation, financement, encadrement, statut des personnels, droits et devoirs des étudiants) (Décret) : 20/12/2001, Moniteur belge, 03/05/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret fixant l'organisation générale de l'enseignement supérieur en Hautes Ecoles (Decree of the Government of the French Community) : 05/08/1995, Moniteur belge, 1/09/1995 ... The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret garantissant l'équipement pédagogique de l'enseignement qualifiant (Decree) : 26/04/2007, Moniteur belge, 26/06/2007, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=31964&referant=l02 This decree permits the modernisation of the educational equipment of qualification-oriented sections and the creation of advanced technology centres (CTAs) in order to develop qualification-oriented courses. Décret instituant un Fonds d'aide à la mobilité étudiante au sein de l'espace européen de l'enseignement supérieur (Decree) : 19/05/2004, Moniteur belge, 16/06/2004, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=28763&referant=l02 Creates a Fund for the Assistance of Student Mobility Within the European Higher Education Area. Décret modifiant certaines dispositions en matière de titres requis et de titres jugés suffisants dans l'enseignement (Decree) : 11/05/2007, Moniteur belge, 18/07/2007, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=32051&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret modifiant le décret du 30 mars 1983 portant création de l'Office de la Naissance et de l'Enfance, tel que modifié par les décrets des 22 décembre 1983, 12 mars 1990, 26 juin 1992 et 6 avril 1998. (Décret) : 8/02/1999, Moniteur belge, 16/06/1999 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret modifiant les dispositions applicables en matière de congés et organisant la protection de la maternité (1) (2) (Decree) : 8/05/2003, Moniteur belge, 26/06/2003, http:// Décret octroyant des moyens complémentaires aux établissements scolaires pour le conseiller en prévention (Decree) : 26/03/2009, Moniteur belge, 1/06/2009, http://www.gallilex.cfwb.be/document/pdf/00000_000.pdf Grants supplementary resources to schools so that they can afford the services of a safety adviser, but will not be applied until 2013. Décret organisant des activités de psychomotricité dans l'enseignement maternel ordinaire. (Decree) : 3/07/2003, Moniteur belge, 22/08/2003 Holds and organizes the introduction of 2 periods of psychomotricity among the 28 periods of the regular preschool education. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation).


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Décret organisant la différenciation structurelle au sein du premier degré afin d'amener l'ensemble des élèves à la maîtrise des socles de compétences (Decree) : 7/12/2007, Moniteur belge, 26/02/2008, http:// Organises structural differentiation within the first stage of secondary education with a view to ensuring that all pupils attain the socles de compétences. Décret organisant la neutralité inhérente à l'enseignement officiel subventionné et portant diverses mesures en matière d'enseignement (Décret) : 17/12/2003, Moniteur belge, 21/01/2004 Defines the neutrality of the official and subsidized education system and holds that the non sectarian local education authorities may adhere to it. Décret organisant la représentation des pouvoirs organisateurs d'enseignement subventionné et de centres psycho-médico-sociaux subventionnés (1) (Décret) : 14/11/2002, Moniteur belge, 05/12/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret organisant le transfert de l'enseignement supérieur de l'architecture à l'université (Decree) : 30/04/2009, Moniteur belge, 15/09/2009, http://www.gallilex.cfwb.be/document/pdf/34519_000.pdf Décret organisant l'enseignement à distance de la Communauté française (Decree of the Government of the French Community) : 18/12/1984, Moniteur belge, 02/02/1985 On 05/03/1965 the concept of distance education replaced that of correspondence education, which dated from 1959. The decree also instituted the High Council on Distance Education. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret organisant l'enseignement de promotion sociale (Decree of the Government of the French Community) : 16/04/1991, Moniteur belge, 25/06/1991, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=16184&referant=l02 This decree gives social advancement education a truly specific character, by basing its structures, organisation and orientations on appropriate legal and regulatory foundations. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret organisant l'enseignement secondaire artistique à horaire réduit subventionné par la Communauté française (Décret) : 02/06/1998, Moniteur belge, 29/08/1998 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret organisant l'enseignement spécialisé (Decree) : 3/03/2004, Moniteur belge, 3/06/2004, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=28737&referant=l02 This decree introduces fundamental reforms to the various aspects of specialised education. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret organisant un encadrement différencié au sein des établissements scolaires de la Communauté française afin d'assurer à chaque élève des chances égales d'émancipation sociale dans un environnement pédagogique de qualité (Decree) : 30/04/2009, Moniteur belge, 9/07/2009, http://www.gallilex.cfwb.be/document/pdf/34295_000.pdf Replaces the positive discrimination scheme with differentiated staffing in enseignement fondamental and secondary education.


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Décret portant approbation de l'accord de coopération relatif à l'organisation d'une filière de formation qualifiante en alternance, conclu à Namur le 18 juin 1998, entre le Gouvernement de la Communauté française et le Gouvernement de la Région wall (Décret) : 15/03/1999, Moniteur belge, 13/08/1999 Décret portant approbation de profils de formation tels que définis à l'article 6 du décret du 27 octobre 1994 organisant la concertation pour l'enseignement secondaire (Décret) : 8/03/1999, Moniteur belge, 05/11/1999 Décret portant assentiment à l'accord de coopération conclu entre la Région de Bruxelles-Capitale, la Communauté française et la Commission communautaire française relatif à l'équipement mis à disposition dans le cadre de la revalorisation de l'enseignement qualifiant et à la collaboration entre les centres de technologies avancées et les centres de référence professionnelle (Decree) : 25/10/2007, Moniteur belge, 7/02/2008, http:// Décret portant assentiment à l'Accord de Coopération entre la Communauté française et la Commission communautaire française en matière d'intégration scolaire pour les jeunes en situation d'handicap (Decree) : 30/04/2009, Moniteur belge, 25/08/2009, http:// Décret portant assentiment à l'accord de coopération entre la Communauté française et la Région wallonne en matière de soutien à l'intégration scolaire pour les jeunes en situation de handicap (Decree) : 8/01/2009, Moniteur belge, 10/3/2009, http://www.gallilex.cfwb.be/document/pdf/33927_000.pdf Décret portant assentiment à l'accord de coopération entre la Région wallonne et la Communauté française sur l'utilisation conjointe d'infrastructures en milieu rural (Decree) : 1/02/2008, Moniteur belge, 1/04/2008, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=32870&referant=l02 Organises the cooperation between the Walloon Region and the French Community so as offer as many services as possible to citizens living in the countryside. Décret portant assentiment à l'accord de coopération relatif à la mise en oeuvre et la gestion du programme d'action communautaire intégré d'éducation et de formation tout au long de la vie, et à la création de l'Agence francophone pour l'éducation et la formation tout au long de vie conclu entre la Communauté française, la Région wallonne et la Commission communautaire française de la Région de Bruxelles-Capitale (Decree) : 25/10/2007, Moniteur belge, 7/02/2008, http:// Décret portant assentiment de l'accord de coopération du 4 juillet 2000 entre la Communauté française et la Région wallonne relatif à la mise à disposition d'équipements pédagogiques en faveur des élèves et des enseignants de l'enseignement secondaire (Décret) : 30/11/2000, Moniteur belge, 08/12/2000 Décret portant assentiment de l'accord de coopération du 4 juillet 2000 entre la Communauté française et la Région wallonne relatif aux programmes d'immersion linguistique (Décret) : 30/11/2000, Moniteur belge, 8/12/2000, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=1990&docname=20001130s25431 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret portant assentiment de l'Accord de coopération entre la Communauté française et la Commission communautaire française, en matière de soutien à l'intégration scolaire pour les jeunes en situation de handicap (Decree) : 31/03/2004, Moniteur belge, 3/06/2004, http://


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Décret portant certaines réformes en matière d'enseignement supérieur (Décret) : 31/05/1999, Moniteur belge, 25/08/1999 Décret portant confirmation de certains profils de formation définis conformément à l'article 6 du décret du 27 octobre 1994 organisant la concertation pour l'enseignement secondaire (1) (Décret) : 11/07/2002, Moniteur belge, 28/11/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret portant confirmation des compétences terminales et savoirs communs requis à l'issue de la section de qualification, les compétences terminales et savoirs requis en éducation physique à l'issue de la section de qualification et les compétences (Décret) : 30/03/2000, Moniteur belge, 25/05/2000 Décret portant confirmation des compétences terminales et savoirs requis en français, mathématiques et latin-grec à l'issue de la section de transition (Décret) : 5/05/1999, Moniteur belge, 25/08/1999 Décret portant confirmation des compétences terminales et savoirs requis en langues modernes, histoire et géographie à l'issue de la section de transition (Décret) : 17/05/1999, Moniteur belge, 30/07/1999 Décret portant confirmation des compétences terminales et savoirs requis en sciences à l'issue de la section de transition (Décret) : 08/03/2001, Moniteur belge, 10/05/2001 voir [5.3.2.5.] Décret portant confirmation des compétences terminales et savoirs requis en sciences économiques, sciences sociales et en éducation physique à l'issue de la section de transition (Décret) : 16/03/2000, Moniteur belge, 07/04/2000 Décret portant confirmation des profils de formation de conducteur/conductrice poids lourds, d'électricien installateur-monteur/électricienne installatrice-monteuse, d'ouvrier qualifié/ouvrière qualifiée en construction gros oeuvre, de conducteur/con (Décret) : 25/05/2000, Moniteur belge, 12/09/2000 Décret portant confirmation des profils de formation de technicien en agriculture, agent technique de la nature et des forêts,... définis conformément à l' l'article 6 du décret du 27 octobre 1994 organisant la concertation pour l'enseignement secondaire (Decree) : 19/07/2001, Moniteur belge, 23/08/2001, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=26008&referant=l02, 03/11/2010 voir [5.1.2.], [5.3.3.5.] Décret portant confirmation des socles de compétences et modifiant la terminologie relative à la compétence exercée par le parlement en application des articles... définissant les missions prioritaires de l'enseignement fondamental et de l'enseignement secondaire et organisant les structures propres à les atteindre (Decree) : 26/04/1999, Moniteur belge, 27/08/1999, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=23278&referant=l02, 3/11/2010 Décret portant confirmation des socles de compétences visées à l'art.16 du décret du 24/07/1997 définissant les missions prioritaires de l'enseignement fondamental et de l'enseignement sec. et


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organisant les structures propres à les atteindre (Decree) : 19/07/2001, Moniteur belge, 23/08/2001, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=26011&referant=l02, 3/11/2010 Décret portant confirmation du répertoire des options groupées (Décret) : 31/05/2000, Moniteur belge, 24/06/2000 Décret portant confirmation du répertoire des options groupées dans l'enseignement secondaire (Decree) : 23/05/2008, Moniteur belge, 29/07/2008, http://www.cdadoc.cfwb.be/RechDoc/docForm.asp?docid=4720&docname=20080523s33238 Décret portant création de l'Entreprise publique des Technologies nouvelles de l'Information et de la Communication de la Communauté française (ETNIC) (Décret) : 27/03/2002, Moniteur belge, 17/05/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret portant création de nouvelles études dans les hautes écoles organisées ou subventionnées par la Communauté française (Décret) : 26/04/99, Moniteur belge, 19/08/1999 Décret portant création de nouvelles formations dans les hautes écoles organisées ou subventionnées par la Communauté française à partir de l'année académique 2000-2001 (Decree) : 05/07/2000, Moniteur belge, 18/08/2000 Décret portant création de nouvelles formations dans les Hautes Ecoles organisées ou subventionnées par la Communauté française à partir de l'année académique 2001-2002 (Decree) : 19/07/2001, Moniteur belge, 23/08/2001, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=2301&docname=20010719s26012 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret portant des dispositions générales relatives à l'enseignement en langue d'immersion et diverses mesures en matière d'enseignement. (Décret) : 17/07/2003, Moniteur belge, 28/08/2003 Relaxes mainly the requested full certification for the immersion education. Décret portant des dispositions relatives à la reconnaissance des qualifications professionnelles pour l'exercice de fonctions dans les établissements d'enseignement préscolaire, primaire, secondaire ordinaire et spécialisé,... (Decree) : 23/01/2009, Moniteur belge, 10/03/2009, http://www.gallilex.cfwb.be/document/pdf/33928_000.pdf Defines conditions under which professional qualifications gained abroad can be recognised in the French Community. Décret portant diverses mesures de lutte contre le décrochage scolaire, l'exclusion et la violence à l'école et, notamment la création du Centre de rescolarisation et de resocialisation de la Communauté française (Decree) : 12/05/2004, 20040512s28782, Moniteur Belge, 21/06/2004, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=3436&docname=20040512s28782 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret portant diverses mesures en matière d'enseignement (Decree) : 13/12/2007, Moniteur belge, 13/03/2008, http://www.gallilex.cfwb.be/fr/leg_res_00.php?ncda=32826&referant=l00 Modifies various aspects of the status of teaching staff.


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Décret portant diverses mesures en matière d'enseignement supérieur (Decree) : 11/01/2008, Moniteur belge, 5/03/2008, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=32768&referant=l02 Introduces various measures relating to the different types of higher education (universities, hautes écoles, architecture colleges, art colleges). Décret portant diverses mesures relatives à l'organisation et au fonctionnement de l'Agence pour l'évaluation de la qualité de l'enseignement supérieur organisé ou subventionné par la Communauté française (Decree) : 22/02/2008, Moniteur belge, 23/04/2008, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=32917&referant=l02 Regulates the organisational structure and functioning of the Agency for the Evaluation of the Quality of Higher Education Organised or Subsidised by the French Community. Décret portant diverses mesures urgentes en matière d'enseignement supérieur et de recherche scientifique (Décret) : 20/07/2000, Moniteur belge, 26/08/2000 Décret portant diverses mesures, notamment en matière de statuts et de titres pour les membres des personnels de l'enseignement supérieur et créant des conseils des étudiants au sein des Instituts supérieurs d'Architecture (Decree) : 19/02/2009, Moniteur belge, 14/05/2009, http://www.gallilex.cfwb.be/document/pdf/34153_000.pdf Organises students’ participation within architecture colleges. Décret portant exécution du Protocole d'accord du 20 juin 2008 conclu pour la période 2009-2010 avec les organisations syndicales représentatives du secteur de l'enseignement (Decree) : 30/04/2009, Moniteur belge, 30/06/2009, http://www.gallilex.cfwb.be/document/pdf/34253_000.pdf Introduces certain measures in favour of technical and blue-collar staff and organises the payment according to wage scale 501, under certain conditions, of those qualified as upper secondary teachers who are working in pre-primary/primary or lower secondary education. Defines in detail various aspects of the memorandum of understanding, including enrolment charges in social advancement education and the organisation of training for those qualified as upper secondary teachers who are working in lower secondary or pre-primary/primary education. Décret portant intégration de la Faculté universitaire des sciences agronomiques de Gembloux au sein de l'Université de Liège, création de l'Université de Mons par fusion de l'Université de Mons-Hainaut et de la Faculté polytechnique de Mons, restructurant des habilitations universitaires et refinançant les Universités (Decree) : 28/11/2008, Moniteur belge, 10/02/2009, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=33830&referant=l02 Integrates or merges certain higher education institutions. Décret portant modifications urgentes en matière d'enseignement (Décret) : 17/07/2002, Moniteur belge, 24/08/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret portant organisation des établissements de l'enseignement organisé par la Communauté française et instaurant la participation des membres de la Communauté éducative (Decree) : 09/11/1990, Moniteur belge, 12/01/1991, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=434&docname=19901109s15926 The decree has three main topics: the financial management of institutions, the distribution of competencies (in particular via socio-educational districts), and the creation of participation councils. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret portant réforme de l'Office de la Naissance et de l'Enfance, en abrégé « O.N.E. » (1) (Décret) : 17/07/2002, Moniteur belge, 02/08/2002


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The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret portant sur des mesures urgentes en matière d'enseignement (Decree of the Government of the French Community) : 22/12/1994, Moniteur belge, 18/02/1995 Among other things, this decree establishes the rules for checking up on sick leave and modifies the status of members of grant-aided personnel in enseignement libre subventionné. Décret portant sur les Associations de parents d'élèves et les Organisations représentatives d'Associations de parents d'élèves en Communauté française (Decree) : 30/04/2009, Moniteur belge, 6/08/2009, http://www.gallilex.cfwb.be/document/pdf/34365_000.pdf Seeks to facilitate and organises parents’ participation in education. Décret portant sur l'organisation de l'enseignement maternel et primaire ordinaire et modifiant la réglementation de l'enseignement (Decree of the Government of the French Community) : 13/07/1998, Moniteur belge, 28/08/1998 Framework decree redefining the objectives and resources to be used in enseignement fondamental: pupils’ and teachers’ timetables, the learning of a foreign language. Some provisions also relate to specialised education and secondary education. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret portant sur l'organisation de l'enseignement secondaire de plein exercice (Decree) : 29/07/1992, Moniteur belge, 13/10/1992, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=470&docname=19920729s17144 Decree on the creation and maintenance of institutions. The decree’s objective is to restore the balance of educational support in order to ensure equity across schools. Art. 24-3 indicates that the pouvoirs organisateurs must now deliberate together in order to organise a rational distribution of options. The decree also contains the rules for the allocation of the total number of teacher-periods. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret réglant l'organisation et le fonctionnement des instances chargées de la gestion des fonds que l'Union européenne met à la disposition de l'enseignement secondaire en alternance, de l'enseignement (...) (Décret) : 28/02/2002, Moniteur belge, 22/05/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret régulant le nombre d'étudiants dans certains cursus de premier cycle de l'enseignement supérieur (Decree) : 16/06/2006, Moniteur Belge, 6/07/2006, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=30746&referant=l02 Regulates the number of students in certain courses in the first cycle of higher education. Décret relatif à la coordination de l'accueil des enfants durant leur temps libre et au soutien de l'accueil extrascolaire. (Decree) : 3/07/2003, Moniteur belge, 19/08/2003, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=3091&docname=20030703s27828 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à la définition de la pénurie et à certaines commissions dans l'enseignement organisé ou subventionné par la Communauté française (Decree) : 12/05/2004, Moniteur belge, 23/06/2004, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=3435&docname=20040512s28788 This decree determines the method for defining shortage. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original


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legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à la différenciation du financement des établissements d'enseignement fondamental et secondaire (Decree) : 28/04/2004, 20040428s28798, Moniteur belge, 28/06/2004, http:// This decree regulates the distinctions used for the benefit of ordinary secondary education schools or sites (as well as ordinary fondamental education schools or sites), organised or subsidised by the French Community, on the basis of social, economic, cultural or educational criteria. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à la formation en cours de carrière dans l'enseignement spécial, l'enseignement secondaire ordinaire et les centres psycho-médico-sociaux et à la création d'un institut de la formation en cours de carrière (1) (Décret) : 11/07/2002, Moniteur belge, 31/08/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à la formation en cours de carrière des membres du personnel des établissements d'enseignement fondamental ordinaire (1) (Décret) : 11/07/2002, Moniteur belge, 31/08/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à la formation en cours de carrière des membres du personnel directeur et enseignant et du personnel auxiliaire d'éducation de l'enseignement de promotion sociale (Décret) : 30/06/1998, Moniteur belge, 1/09/1998 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à la formation en cours de carrière des membres du personnel directeur et enseignant et du personnel auxiliaire d'éducation de l'enseignement secondaire artistique à horaire réduit subventionné par la Communauté française (Décret) : 15/03/1999, Moniteur belge, 16/07/1999 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à la formation professionnelle dans l'agriculture (Décret) : 12/07/2001, Moniteur belge, 25/07/2001 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à la lutte contre certaines formes de discrimination (Decree) : 12/12/2008, Moniteur belge, 13/01/2009, http://www.gallilex.cfwb.be/document/pdf/33730_000.pdf Creates a general harmonised framework to combat discrimination on various grounds in the areas of competence of the French Community. Décret relatif à la promotion de la santé à l'école (Décret) : 20/12/2001, Moniteur belge, 17/01/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à la promotion de la santé dans l'enseignement supérieur hors universités (Décret) : 16/05/2002, Moniteur belge, 07/06/2002


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The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à la reconnaissance de la langue des signes (Décret) : 22/10/2003, Moniteur belge, 25/11/2003 Creates a consultative commission in charge of suggesting some proposals about the use of the sign language. Décret relatif à l'agrément et à la diffusion de manuels scolaires, de logiciels scolaires et d'autres outils pédagogiques au sein des établissements d'enseignement obligatoire (Decree) : 19/05/2006, Moniteur belge, 11/08/2006, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=4172&docname=20060519s30935 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à l'agrément et au subventionnement des organismes d'insertion socioprofessionnelle et des entreprises de formation par le travail (Decree) : 1/04/2004, Moniteur belge, 1/06/2004, http://wallex.wallonie.be/index.php?doc=3969&rev=3297-1876 This decree redefines the conditions under which the Walloon Parliament may approve socio-occupational integration agencies and grant them subsidies. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à l'enseignement en immersion linguistique (Decree) : 11/05/2007, Moniteur belge, 12/10/2007, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=32365&referant=l02 Définit l'immersion linguistique, en fixe les modalités d'organisation, y compris en ce qui concerne le personnel. Décret relatif à l'enseignement en immersion linguistique (Decree) : 11/05/2007, Moniteur belge, 12/10/2007, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=4501&docname=20070511s32365 Defines linguistic immersion and dertemines the details of its organisation, including with respect to personnel. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à l'enseignement secondaire en alternance (Décret) : 19/07/2001, Moniteur belge, 23/08/2001 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à l'enseignement supérieur artistique (Decree) : 17/05/1999, Moniteur belge, 29/10/1999 Décret relatif à l'évaluation externe des acquis des élèves de l'enseignement obligatoire et au certificat d'études de base au terme de l'enseignement primaire (Decree) : 2/06/2006, Moniteur belge, 23/08/2006, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=30959&referant=l02 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à l'Office wallon de la formation professionnelle et de l'emploi (Décret) : 6/05/1999, Moniteur belge, 08/07/1999 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation).


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Décret relatif à l'organisation des épreuves d'évaluation sommative dans l'enseignement secondaire ordinaire de plein exercice (Decree) : 29/02/2008, Moniteur belge, 13/06/2008, http:// Décret relatif à l'organisation pédagogique du 1er degré de l'enseignement secondaire (Decree) : 30/06/2006, Moniteur belge, 31/08/2006, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=4163&docname=20060630s30998 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif à une intervention dans les frais de transport en commun public et/ou dans l'utilisation de la bicyclette des membres du personnel. (Decree) : 17/07/2003, Moniteur belge, 28/08/2003 Defines the intervention from which the staff members of primary education, secondary education, non university tertiary education and social advancement education schools may benefit, when they use public transport or a bike to go to work. Décret relatif au cadre organique et au statut des puéricultrices des établissements d'enseignement maternel ordinaire organisés et subventionnés par la Communauté française (Decree) : 02/06/2006, Moniteur belge, 23/08/2006, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=4169&docname=20060602s30958 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif au dispositif intégré d'insertion socioprofessionnelle (Decree) : 1/04/2004, Moniteur belge, 1/06/2004, http://wallex.wallonie.be/index.php?doc=3968&rev=3296-1877 This decree, which came into force on 10 March 2006, creates and organises an integrated scheme for socio-occupational integration, which organises training and integration actions between different operators. Such actions are integrated, coordinated and centred on the beneficiaries and oriented towards giving them access to lasting, high-quality employment. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif au pilotage du système éducatif de la Communauté française (Décret) : 27/03/2002, Moniteur belge, 17/05/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif au programme de financement exceptionnel de projets de rénovation, construction, reconstruction ou extension de bâtiments scolaires via des partenariats public/privé (PPP) (1) entrée en vigueur le 1/1/2009 (Decree) : 14/11/2008, Moniteur belge, 3/03/2009, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=33881&referant=l02 Establishes a public-private partnership programme to faciliate maintenance work in schools Décret relatif au programme de travaux de première nécessité en faveur des bâtiments scolaires de l'enseignement fondamental et de l'enseignement secondaire organisés ou subventionnés par la Communauté française (Décret) : 14/06/2001, Moniteur belge, 17/07/2001 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif au programme d'urgence pour les bâtiments scolaires de l'enseignement fondamental et de l'enseignement secondaire organisé ou subventionné par la Communauté française (Décret) : 24/06/1996, Moniteur belge, 29/08/1996


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Décret relatif au programme prioritaire de travaux en faveur des bâtiments scolaires de l'enseignement fondamental ordinaire et spécialisé, de l'enseignement secondaire ordinaire, spécialisé et de promotion sociale, de l'enseignement artistique à horaire réduit, des centres psycho-médico-sociaux ainsi que des internats de l'enseignement fondamental et secondaire, ordinaire et spécialisé, organisés ou subventionnés par la Communauté française (Decree) : 16/11/2007, Moniteur belge, 24/01/2008, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=32596&referant=l02 Unifies and reinforces the programme of priority work on school and boarding-school buildings Décret relatif au renforcement de l'éducation à la citoyenneté responsable et active au sein des établissements organisés ou subventionnés par la Communauté française (Decree) : 12/01/2007, Moniteur belge, 20/03/2007, http:// Décret relatif au Service général de l'inspection, au Service de conseil et de soutien pédagogiques de l'enseignement organisé par la Communauté française, aux cellules de conseil et de soutien pédagogiques de l'enseignement subventionné par la Communauté française et au statut des membres du personnel du service général de l'inspection et des conseillers pédagogiques (Decree) : 08/03/2007, Moniteur belge, 5/06/2007, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=4368&docname=20070308s31929 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif au soutien de l'action associative dans le champ de l'éducation permanente (Decree) : 17/07/2003, Moniteur belge, 26/08/2003, http:// This decree reaffirms and regulates the French Community’s support for the associations sector. Décret relatif au statut administratif des membres du personnel directeur et enseignant et du personnel auxiliaire d'éducation des établissements d'enseignement de promotion sociale de la Communauté française (Décret) : 17/05/1999, Moniteur belge, 15/06/1999 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif aux actions en matière d'alphabétisation et d'insertion dans l'enseignement de promotion sociale (Decree) : 30/04/2009, Moniteur belge, 10/07/2009, http://www.gallilex.cfwb.be/document/pdf/34301_000.pdf Reinforces the role of social advancement education with respect to underschooled groups. Décret relatif aux avantages sociaux (Décret) : 7/06/2001, Moniteur belge, 26/06/2001 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif aux droits complémentaires perçus dans l'enseignement supérieur non universitaire (Decree) : 20/07/2005, Moniteur belge, 31/08/2005, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=3828&docname=20050720s29862 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif aux fonctions de promotion et de sélection. (Décret) : 04/01/1999, Moniteur belge, 25/02/1999 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation).


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Décret relatif aux fonctions et titres des membres du personnel enseignant des hautes écoles organisées ou subventionnées par la Communauté française (Décret) : 8/02/1999, Moniteur belge, 29/04/1999 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif aux incitants financiers à la formation des travailleurs occupés par les entreprises (Decree) : 10/03/2003, Moniteur belge, 29/04/2003, http:// Décret relatif aux missions, programmes et rapport d'activités des Centres psycho-médico-sociaux (Decree) : 14/07/2006, Moniteur belge, 5/09/2006, www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=31007&referant=l02 Organizes some aspects of the tasks to be made by Psychological, Medical and Social Services (Centres psycho-médico-sociaux). The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif aux organes d'avis en matière de politique scientifique et universitaire et à la concertation entre les différents organes consultatifs de l'enseignement supérieur (1) (Décret) : 9/01/2003, Moniteur belge, 31/01/2003 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret relatif aux recours dans l'enseignement de promotion sociale (Decree) : 27/10/2006, Moniteur belge, 19/12/2006, http:// Décret renforçant la cohérence de l'enseignement supérieur et œuvrant à la simplification administrative dans l'enseignement supérieur universitaire et hors universités (Decree) : 09/05/2008, Moniteur belge, 04/07/2008, http:// Décret renforçant le dispositif des "services d'accrochage scolaire" et portant sur diverses mesures en matière de règles de vie collective au sein des établissements scolaires (Decree) : 15/12/2006, Moniteur belge, 21/03/2007, http:// Décret sur la formation professionnelle des personnes travaillant dans l'agriculture (Decree) : 10/07/1984, Moniteur belge, 10/08/1984, http:// This decree introduces training courses for the agricultural sector. Décret sur le plan mobilisateur des technologies de l'information et de la communication (Decree) : 3/02/2005, Moniteur belge, 25/02/2005, http://wallex.wallonie.be/index.php?mod=voirdoc&script=wallex2&PAGEDYN=indexBelgiqueLex.html&MBID=2005027068 Décret visant à améliorer les conditions matérielles des établissements de l'enseignement fondamental et secondaire (Décret) : 12/07/2001, Moniteur belge, 02/08/2001 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret visant à assurer à tous les élèves des chances égales d'émancipation sociale notamment par la mise en œuvre de discriminations positives (Decree of the Government of the French Community) :


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30/06/1998, Moniteur belge, 22/08/1998, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=2370&docname=19980630s22209 Positive discrimination is a distinction applied for the benefit of schools or sites in ordinary fondamental or secondary education organised or subsidised by the French Community on the basis of social, economic, cultural or educational criteria. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret visant à l'insertion des élèves primo-arrivants dans l'enseignement organisé ou subventionné par la Communauté française (Décret) : 14/06/2001, Moniteur belge, 17/07/2001 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Décret visant à réguler les inscriptions des élèves dans le 1er degré de l'enseignement secondaire et à favoriser la mixité sociale au sein des établissements scolaires (Decree) : 18/07/2008, Moniteur belge, 9/12/2008, http:// Aims to regulate pupil enrolments in the first stage of secondary education and promote social diversity within schools. Décret visant à renforcer la gratuité dans l'enseignement de la Communauté française par la suppression des droits d'homologation des diplômes et par la simplification des procédures afférentes à leur délivrance (Decree) : 25/04/2008, Moniteur belge, 13/06/2008, http://www.gallilex.cfwb.be/fr/leg_res_01.php?ncda=33039&referant=l02 Aims to reinforce the principle of free provision of education by abolishing fees for the statutory recognition of diplomas and by simplifying the procedures for issuing them. Loi concernant le régime linguistique dans l'enseignement (Loi) : 30/07/1963, Moniteur belge, 22/08/1963 Loi concernant l'obligation scolaire (Law) : 29/06/1983, Moniteur belge, 06/07/1983 Minors are subject to compulsory schooling for a period of 12 years starting with the school year which begins in the year when the child reaches the age of six and ending at the end of the school year in which the child reaches the age of 18. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Loi de financement des Communautés et des Régions (Law) : 16/01/1989, Moniteur belge, Law that grants the Regions and Communities the means to carry out their responsibilities. Loi de redressement du 22/01/1985 contenant des dispositions sociales (Loi) : 22/01/1985, Moniteur belge, 24/01/1985 Chapter IV introduces paid educational leave. The website http://www.juridat.be presents a version of the law which includes all subsequent amendments made to it. Loi décrétant l'instruction obligatoire et apportant des modifications à la Loi organique de l'enseignement primaire (Law) : 19/05/1914, Pasinomie, 1914, n° 179 Law that stipulates compulsory instruction for all children aged 6 to 12 years. The law also requires the members of teaching staff to be Belgian and to hold a diploma issued by a state école normale or by a board created by the government. It extends to all the provision of free schooling for children, regardless of their parents’ financial position. It extends the free school medical examination to all nursery schools and primary schools, at the expense of the municipalities. Loi du 01/04/1960 organisant les centres psycho-médico-sociaux (Loi) : 01/04/1960, Moniteur belge,


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Loi du 18 février 1977 concernant l'organisation de l'enseignement supérieur et notamment des enseignements supérieurs techniques et supérieurs agricoles de type long : 18/02/1977, Moniteur belge, 12/03/1977, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=299&docname=19770218s00058 A decree dated 12 March 1990 modified the law and added an extra year to short-type studies (from two to three years). The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Loi du 19/07/1983 sur l'apprentissage des professions exercées par les travailleurs salariés (Loi) : 19/07/1983, Moniteur belge, 31/08/1983 Loi en vue de la promotion de l'emploi (Loi) : 24/12/1999, Moniteur belge, 27.01.2000 Chapter IV introduces paid educational leave. The website http://www.juridat.be presents a version of the law which includes all subsequent amendments made to it. Loi garantissant l'application du Pacte culturel (Loi) : 16/07/1973, Moniteur belge, Loi modifiant la législation relative à l'enseignement gardien, primaire, moyen, normal, technique, artistique et spécial (Law) : 29/05/1959, Moniteur belge, 19/06/1959 Basic text which sets out the organisational rules for the whole of the education system apart from the universities. It follows on from the Pacte scolaire of 20/11/58 and normalises relationships between the réseaux. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Loi relative à la structure générale de l'enseignement supérieur (Law) : 07/07/1970, Moniteur belge, 12/09/1970 This law regrouped and established links between all the training coures which follow secondary education, classifying them according to the organisation of the studies and their purpose, and stipulating the conditions for admission. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Loi relative à la structure générale et à l'organisation de l'enseignement secondaire (Law) : 19/07/1971, Moniteur belge, 28/08/1971 This law defines reformed secondary education. Loi relative à l'équivalence des diplômes et certificats d'études étrangers (Loi) : 19/03/1971, Moniteur belge, 12/06/1971 Loi relative à l'organisation de l'enseignement de l'architecture (Law) : 18/02/1977, Moniteur belge, 12/03/1977, http://www.cdadoc.cfwb.be/cdadoc/RechDoc/docForm.asp?docid=298&docname=19770218s00057 This law organises architecture education. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Loi relative au pacte de solidarité entre les générations : 23/12/2005, Moniteur belge, 30/12/2005, http:// Loi relative au statut des membres du personnel de l'enseignement de l'Etat (Loi) : 22/06/1964, Moniteur belge, Loi relative aux expériences de rénovation dans l'enseignement primaire et dans l'enseignement gardien (Law) : 14/06/1978, Moniteur belge, 20/07/1978


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This law expressly provides for consultation between the réseaux for all renovation projects. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Loi sur la protection des titres d'enseignement supérieur (Loi) : 11/09/1933, Moniteur belge, 27/09/1933 Loi sur l'apprentissage de professions exercées par des travailleurs salariés : 19/07/1983, Moniteur belge, 31/08/1983, http:// The Legislation section of the Legal Information Technology Service (SIJ) (Federal Public Service for Justice) has created the website http://www.ejustice.just.fgov.be/doc/rech_f.htm which presents a version of the original legislative acts including all subsequent amendments made to them. Loi sur le financement et le contrôle des institutions universitaires (Law) : 27/07/1971, Moniteur belge, 17/09/1971, http://www.cdadoc.cfwb.be/RechDoc/docForm.asp?docid=2388&docname=19710727s02260 The financing of universities is related to the number of students. It is based on a fixed allocation per student, weighted according to the study orientation. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Loi sur l'emploi des langues en matière administrative (Law) : 02/08/1963, Moniteur belge, 22/08/1963 Among other things, this law governs the organisation of courses in a second language in primary education. Loi sur l'inspection médicale scolaire (Law) : 21/03/1964, Moniteur belge, 15/04/1964 This law now only relates to non-university tertiary education. The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Loi sur l'organisation de l'enseignement universitaire par l'Etat (Loi) : 28/04/1953, Moniteur belge, 01/05/1953 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Lois coordonnées du 18/07/1966 sur l'emploi des langues en matière administrative (Loi) : 18/07/1966, Moniteur belge, 02/08/1966 Lois coordonnées du 31/12/1949 sur la collation des grades académiques et le programme des examens universitaires (Lois coordonnées) : 31/12/1949, Moniteur belge, 01/03/1950 Modification de l'Arrêté royal du 02/10/1968 déterminant et classant les fonctions des membres du personnel directeur et enseignant, du personnel auxiliaire d'éducation, du personnel paramédical et du personnel de l'inspection (Arrêté royal) : 02/10/1968, Moniteur belge, 25/10/1968 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation). Modification du Décret relatif aux maîtres de religion et professeurs de religion (1) (Décret) : 27/03/2002, Moniteur belge, 08/05/2002 The website of the Administrative Documentation Centre of the French Community (http://www.cdadoc.cfwb.be/rechdoc.htm) presents a version of original legislative texts which integrates all modifications which have been made to them subsequently (unofficial consolidation).


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INSTITUTIONS

Actiris Boulevard Anspach 65 1000 BRUXELLES Tel: (32) (0)2/505.14.11 Fax: (32) (0)2/505.30.52 E-mail: [email protected] Website: http://www.actiris.be Administration générale de l'Aide à la Jeunesse, du Sport et de la Santé, Ministère de la Communauté française Espace 27 Septembre Boulevard Léopold II 44 1080 BRUXELLES Tel: (32) (0)2/413.21.45 Fax: (32) (0)2/413.40.31 Mr Yves DE GREEF, Administrateur général, Chargé de mission Administration générale de l'Enseignement et de la Recherche scientifique (AGERS), Ministère de la Communauté française City Center 1. Boulevard du Jardin Botanique 20-22 1000 BRUXELLES Tel: (32) (0)2/690.81.00 Fax: (32) (0)2/690.80.24 Mr Jean-Pierre HUBIN, Secrétaire général f.f. Administration générale de l'Infrastructure, Ministère de la Communauté française Espace 27 Septembre Boulevard Léopold II 44 1080 BRUXELLES Tel: (32) (0)2/413.30.03 Fax: (32) (0)2/413.30.90 Mr Léon ZAKS, Administrateur général Administration générale des personnels de l'Enseignement, Ministère de la Communauté française Boulevard Léopold II 44 1080 BRUXELLES Tel: (32) (0)2/413.40.95 Fax: (32) (0)2/413.35.52 Mr Alain BERGER, Administrateur général a.i Agence éducation Formation-Europe Chaussée de Charleroi 111 - B-1160 Bruxelles Tel: 32-(0)2/542.62.78 Website: http://www.aef-europe.be Agence Fonds social européen (FSE) Chaussée de Charleroi 111 1060 Bruxelles Tel: (32) (0)2/234.39.40 Fax: (32) (0)2/234.39.94 E-mail: [email protected] Website: http://www.fse.be/ Monsieur Guy DE SMEDT, Directeur Agence francophone Wallonie-Bruxelles d'éducation et de formation tout au long de la vie (Agence éducation formation-Europe) Chaussée de Charleroi 111 - 1060 Bruxelles Tel: (32) (0)2/542.62.78 Fax: (32) (0)2/542.62.93 E-mail: [email protected] Website: http://www.aef-europe.be/ Mr Albert RENARD, Directeur AEF-Europe


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Agence pour l'évaluation de la qualité dans l'enseignement supérieur Bâtiment Les Ateliers rue A. Lavallée 1 1080 Bruxelles Website: http://www.aeqes.be/ Mr Freddy COIGNOUL, Président Agence Wallonne pour l'Intégration des Personnes Handicapées (AWIPH) rue de la Rivelaine 21 B-6061 Charleroi Tel: 0032 (0)71 20 57 11 Fax: 0032 (0)71 20 51 02 E-mail: [email protected] Website: http://www.awiph.be/autres/adresses/administration+centrale.html (31/08/2010) Bruxelles Formation rue de Stalle 67 1080 BRUXELLES Tel: (32) (0)2/371.73.00 Website: www.bruxellesformation.be Bureau international Jeunesse rue du Commerce 20-22 B-1140 Bruxelles Tel: +32 (0)2/219.09.06 Fax: +32 (0)2/218.81.08 E-mail: [email protected] Website: http://www.cfwb.be/index.php?id=277 Cabinet de la Ministre de l'Enseignement supérieur, de la Recherche scientifique et des Relations internationales de la Communauté française Avenue Louise 65/9 1050 Bruxelles Tel: (32) (0)2/801.74.11 Vice-Président et Ministre de l'Enseignement supérieur Monsieur Jean-Claude MARCOURT Cabinet de Monsieur Jean-Claude Marcourt, Ministère de l'Economie, des PME, du Commerce extérieur et des Technologies nouvelles Vice-Président et Ministre de l’Économie des PME du Commerce extérieur et des Technologies nouvelles Rue Kéfer 2 5100 JAMBES Tel: 00 32 (0)81/234-111 Fax: 00 32 (0)81/234-255 E-mail: [email protected] Website: http://www.jcmarcourt.be (22/04/2010) Cabinet de Monsieur Rudy Demotte, Gouvernement wallon Ministre-Président du Gouvernement wallon Rue Mazy 25-27 5100 JAMBES Tel: Tel : 081/33 12 11 & 13 69 Fax: Fax : 081/33 12 99 & 13 66 E-mail: [email protected] Website: http://rudydemotte.info (22/04/2010) Cabinet du Ministre de l'Enfance, de la Recherche et de la fonction publique Place Surlet de Chokier 15-17 1000 BRUXELLES Tel: (32) (0)2/801 76 11


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Fax: (32) (0)2/801 76 00 Ministre de l'Enfance, de la Recherche et de la Fonction publique Monsieur Jean-Marc NOLLET Cabinet du Ministre de l'Enseignement obligatoire Place Surlet de Chokier 15-17 1000 BRUXELLES Tel: (32) (0)2/801.78.11 Fax: (32) (0)2/801.78.38 Ministre de l'Enseignement obligatoire Madame Marie-Dominique SIMONET Cabinet du Ministre du Budget, des Finances et du Sport Place Surlet de Chokier 15-17 1000 Bruxelles Tel: (32) (0)81/25.38.11 Vice-Président et Ministre du Budget, des Finances et du Sport Monsieur André ANTOINE Cellule de conseil et de soutien pédagogiques de l'enseignement subventionné par la Communauté française Bld du Jardin Botanique 20-22 1000 Bruxelles Tel: (32) (0)2/690.81.00 Fax: (32) (0)2/690.82.39 Website: http://www.restode.cfwb.be/pgens/org_cf/insp/conseillers.htm Cellule Democratie ou barbarie rue Adolphe Lavallée 1 1000 BRUXELLES Tel: (32) (0)2/690.83.52 ou (32) (0)2/690.83.54 Fax: (32) (0)2/690.85.84 Website: http://www.enseignement.be/index.php?page=24451&navi=1962 Cellule NARIC (AGERS) Bâtiment Les Ateliers - rue Adolphe Lavallée 1 - 1080 BRUXELLES Tel: (32) (0)2/690.87.47 Website: http://www.enic-naric.net (26/04/2010) Centre d'auto-formation et de formation continuée de l'Enseignement organisé par la Communauté française (C.A.F.) La Neuville 1 4500 TIHANGE - HUY Tel: (32) (0)85/27.13.64 Fax: (32) (0)85/27.13.99 E-mail: [email protected] Website: http//:www.lecaf.be Madame Joëlle HOUGARDY Commission Communautaire des Professions et des Qualifications rue Adolphe Lavallée 1 - 1080 BRUXELLES Tel: (32) (0)2/690.85.28 Fax: (32) (0)2/690.85.78 E-mail: [email protected] Mme Mary Verdickt, secrétaire coodinatrice Commission d'homologation Bâtiment Les Ateliers - rue Adolphe Lavallée 1 - 1080 BRUXELLES Tel: (32) (0)2/690.85.00 Conseil de l'Education aux médias Bld Léopold II 44 1080 Bruxelles Tel: (32) (0)2/413.35.08 Fax: (32) (0)2/413.38.16 E-mail: [email protected]


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Website: http://www.cfwb.be/cem/ Monsieur Robert WANGERMEE, Président Conseil de l'Education et de la Formation (CEF) Espace 27 Septembre Boulevard Léopold II 44 1080 BRUXELLES Tel: (32) (0)2/413.26.21 Fax: (32) (0)2/413.27.11 Website: www.cef.cfwb.be Conseil de l'Enseignement des communes et des provinces (CECP) Avenue des Gaulois 32 1040 BRUXELLES Tel: (32) (0)2/736.89.74 Fax: (32) (0)2/733.76.20 E-mail: [email protected] Website: http://www.cecp.be Conseil des Pouvoirs Organisateurs de l'Enseignement Officiel Neutre subventionné (CPEONS) Rue des Minimes 87-89 - 1000 BRUXELLES Tel: (32) (0)2/504.09.10 Fax: (32) (0)2/504.09.38 E-mail: [email protected] Website: http://www.cpeons.be Conseil des Recteurs (CRef) Rue d'Egmont 5 1000 BRUXELLES Tel: (32) (0)2/514.00.06 Website: http://www.cref.be Conseil économique et social de la Région wallonne (CESRW) rue du Vertbois 13C - 4000 LIEGE Tel: (00 32) 04/232.98.11 Fax: (00 32) 04/232.98.10 E-mail: [email protected] Website: http://www.cesrw.be Conseil Général de l'Enseignement Catholique (CGEC) Avenue E. Mounier 100 - 1200 Bruxelles Tel: (32) (0)2/256.70.11 Fax: (32) (0)2/256.70.12 E-mail: [email protected] Website: http://www.segec.be/segec/cogec.htm Conseil Interuniversitaire de la Communauté Française (CIUF) Rue d'Egmont 5 1000 BRUXELLES Tel: (32) (0)2/504 92 91 Fax: (32) (0)2/502 27 68 E-mail: [email protected] Monsieur Bernard COULIE, Président Conseil supérieur de l'enseignement spécialisé rue A. Lavallée 1 bureau 2F244 1080 BRUXELLES Tel: 00 32 (2) 690 84 04 Fax: 00 32 (2) 690 85 90 E-mail: [email protected] Direction des Relations internationales, Secrétariat général, Ministère de la Communauté française Espace 27 Septembre 6A002 Boulevard Léopold II 44 1080 BRUXELLES Tel: (32) (0)2/413.22.55


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Fax: (32) (0)2/413.29.82 Website: http://www.dri.cfwb.be (23/03/2010) Monsieur Etienne GILLIARD, Directeur général Direction générale de l'Enseignement non obligatoire et de la Recherche scientifique, AGERS, Ministère de la Communauté française City Center I - Bld du Jardin Botanique 20-22 - 1000 BRUXELLES + Bâtiment Les Ateliers - rue Adolphe Lavallée 1 - 1080 BRUXELLES Tel: (32) (0)2/690.87.02 Madame Chantal KAUFMANN, Directrice générale Direction générale de l'enseignement obligatoire, AGERS Bâtiment Les Ateliers - rue Adolphe Lavallée 1 - 1080 BRUXELLES Tel: (32) (0)2/690.83.00 Fax: (32) (0)2/690.85.83 Madame Lise-Anne HANSE, Directrice générale Direction générale des personnels de l'enseignement de la Communauté française Administration générale des personnels de l'enseignement Ministère de la Communauté française Espace 27 Septembre Boulevard Léopold II 44 1080 BRUXELLES Tel: (32) (0)2/413.39.31 Fax: (32) (0)2/413.39.35 Monsieur Bernard GORET, Directeur général Direction générale des personnels de l'enseignement subventionné Espace 27 septembre Bld Léopold II 44 -1080 BRUXELLES Tel: (32) (0)2/413.40.95 Fax: (32) (0)2/413.35.52 Monsieur Alain BERGER, Administrateur général Direction générale du Budget et des Finances, Secrétariat général Espace 27 Septembre Boulevard Léopold II 44 1080 BRUXELLES Tel: (32) (0)2/413.28.32 Fax: (32) (0)2/413.31.65 Monsieur Bernard MOENS, Directeur général Ecole Royale Militaire Avenue de la Renaissance 30 - 1000 BRUXELLES Tel: (32) (0)2/742.60.11 E-mail: [email protected] Website: http://www.rma.ac.be Entreprise des technologies nouvelles de l'information et de la communication (ETNIC) Place Ernest Solvay 4 (2e étage) 1030 Bruxelles Tel: (32) (0)2/800.11.11 Fax: (32) (0)2/800.11.12 Website: http://www.etnic.be/ Espace Formation PME rue de Stalle 292B - 1180 BRUXELLES Tel: (32) (0) 2/370.85.11 Fax: (32) (0) 2/370.85.10 E-mail: [email protected] Website: http://www.efpme.be Fédération des Associations de Parents de l'Enseignement Officiel (FAPEO) avenue du Onze Novembre 57 - 1040 BRUXELLES Tel: (32) (0)2/527.25.75


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Fax: (32) (0)2/527.25.70 E-mail: [email protected] Website: http://www.fapeo.be Fédération des Etablissements Libres Subventionnés Indépendants (FELSI) Château Duden - avenue Victor Rousseau 75 - 1190 BRUXELLES Tel: (32) (0)2/527.37.92 Fax: (32) (0)2/527.37.91 E-mail: [email protected] Website: http://www.felsi.be Mr. Raymond Vandeuren, Administrateur délégué Fondation Roi Baudouin Rue Bréderode 21 - 1000 BRUXELLES Tel: (32) (0)2/511.18.40 Fax: (32) (0)2/511.52.21 E-mail: [email protected] Website: http://www.kbs-frb.be Fondation universitaire Rue d'Egmont 11 1000 BRUXELLES Tel: (32) (0)2/545.04.00 Fax: (32) (0)2/513.64.11 E-mail: [email protected] Website: http://www.fondationuniversitaire.be/ FOREM, Office Communautaire et Régional de la Formation Professionnelle et de l'Emploi Boulevard J. Tirou 104 6000 CHARLEROI Tel: (32) (0)71/20.61.11 Website: http://www.leforem.be IFAPME Place Albert Ier 31 - 6000 Charleroi Tel: 071/23 22 22 Fax: 071/23 22 23 E-mail: [email protected] Website: http://www.ifapme.be Institut de la formation en cours de carrière (IFC) Boulevard Cauchy 9 5000 Namur E-mail: [email protected] Website: http://www.ifc.cfwb.be Institut National de Statistique (INS) rue du Progrès 50 1210 Bruxelles Tel: 32(0)2/800.120.33 Fax: 32(0)2/277.55.20 E-mail: [email protected] Website: http://www.statbel.fgov.be/home_fr.asp Institut wallon de l'évaluation, de la prospective et de la statistique (IWEPS) rue du Fort de Suarlée 1 - 5001 BELGRADE (NAMUR) Tel: (00 32) 081/46.84.11 Fax: (00 32) 081/46.84.12 E-mail: [email protected] Website: http://statistiques.wallonie.be


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Ministère de la Région wallonne, Direction générale de l'économie et de l'emploi (DGEE) Place de la Wallonie 1 5100 Namur Tel: 32 (0)81/33.37.00 Fax: 32 (0)81/33.38.88 E-mail: [email protected] Website: http://mrw1.wallonie.be/ Observatoire de l’Enfance, de la Jeunesse et de l’Aide à la Jeunesse rue du Commerce 68A 1040 Bruxelles Tel: +32 (0) 2 413 37 65 Fax: +32 (0) 2 413 34 78 E-mail: observatoire.enfance-jeunesse(at)cfwb.be Website: http:// Office de la naissance et de l'enfance (ONE) Chaussée de Charleroi 95 1060 Bruxelles Tel: (32) (0)2/542.12.11 Fax: (32) (0)2/542.12.51 E-mail: [email protected] Website: http://www.one.be Office National de l'Emploi (ONEM) Boulevard de l'Empereur 7 1000 BRUXELLES Tel: (32) (0)2/515.41.11 Fax: (32) (0)2/514.11.06 E-mail: [email protected] Website: http://www.omem.fgov.be Secrétariat Général de l'Enseignement Catholique en Communautés française et germanophone (SeGEC) avenue E. Mounier 100 - 1200 BRUXELLES Tel: (32) (0)2/256.70.11 Fax: (32) (0)2/256.70.12 Website: http://www.segec.be/ Secrétariat général du Ministère de la Communauté française Espace 27 Septembre Boulevard Léopold II 44 1080 BRUXELLES Tel: (32) (0)2/413.34.28 Fax: (32) (0)2/413.34.43 Monsieur Frédéric DELCOR, Secrétaire général Service de la sanction des études, des jurys et de la règlementation Bâtiment Les Ateliers - rue Adolphe Lavallée 1 - 1000 BRUXELLES Tel: (32) (0)2/690.85.08 Fax: (32) (0)2/690.85.76 Service de l'Education permanente Ministère de la Communauté française Espace 27 Septembre Boulevard Léopold II 44 1080 BRUXELLES Tel: (32) (0)2/413.25.19 Fax: (32) (0)2/413.30.63 E-mail: [email protected] Website: http://www.educperm.cfwb.be Service des allocations et prêts d'études Espace 27 Septembre Boulevard Léopold II 44 6.E.644 B-1080 BRUXELLES Tel: (32) (0)2/413.39.74 ou 0800 20 000 (n° vert gratuit) Website: http://www.allocations-etudes.cfwb.be/ (23/03/2010) Communauté française de Belgique Service des Prêts d'études


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Service des équivalences D.G.E.O. Bâtiment Les Ateliers - rue Adolphe Lavallée 1 - 1080 BRUXELLES Tel: (32) (0)2/690.86.86 E-mail: [email protected] Website: http://www.equivalences.cfwb.be/accueil.asp (23/03/2010) Service général de la gestion des personnels de l'enseignement de la Communauté française Boulevard Léopold II 44 B-1180 BRUXELLES Tel: (32) (0)2/413.27.87 Website: http://www.cfwb.be/index.php?id=2234 (23/03/2010) Service général de l'enseignement de promotion sociale, de l'enseignement artistique à horaire réduit et de l'enseignement à distance (AGERS) Bâtiment Les Ateliers - rue Adolphe Lavallée 1 4F404 - B-1080 BRUXELLES Tel: (32) (0)2/690.83.11 Fax: (32) (0)2/690.09.65 Website: http://www.cfwb.be/index.php?id=131 (23/03/2010) Monsieur François-Gérard STOLZ Directeur général adjoint Service général de l'enseignement universitaire et de la recherche scientifique (AGERS) Bâtiment Les Ateliers - rue Adolphe Lavallée 1 - 1080 BRUXELLES Tel: (32) (0)2/690.87.03 Fax: (32) (0)2/690.97.60 Website: http://www.cfwb.be/index.php?id=2211 (23/03/2010) Monsieur Jean-Pierre HUBIN Administrateur général Service général de l'inspection (AGERS) City Center I - Bld du Jardin Botanique 20-22 - 1000 BRUXELLES Tel: (32) (0)2/690.80.76 Fax: (32) (0)2/690.80.90 Website: http://www.enseignement.be Monsieur Roger GODET, Inspecteur général coordonnateur Service général des Affaires pédagogiques et du Pilotage de l'enseignement organisé par la Communauté française, AGERS City Center I - Bld du Jardin Botanique 20-22 - 1000 BRUXELLES Tel: (32) (0)2/690.81.13 E-mail: [email protected] Monsieur N, Directeur général adjoint Service général des Hautes Ecoles et de l'Enseignement artistique du niveau supérieur (AGERS) Bâtiment Les Ateliers - rue Adolphe Lavallée 1 - 1080 BRUXELLES Tel: (32) (0)2/690.87.72 Monsieur Michel ALBERT, Directeur général adjoint Service général des Statuts et de la Carrière des Personnels de l'Enseignement de la Communauté française Espace 27 septembre boulevard Léopold II 44 1080 BRUXELLES. Entrée visiteurs : place Sainctelette 1 1080 BRUXELLES Tel: (32) (0)2/413.39.46 Fax: (32) (0)2/413.39.35 Monsieur Christian NOIRET, Directeur Service général du Pilotage du système éducatif (AGERS) City Center I - Bld du Jardin Botanique 20-22 - 1000 BRUXELLES Tel: (32) (0)2/690.81.00 Fax: (32) (0)2/690.82.39


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Mme Martine HERPHELIN, Directrice générale adjointe Service public fédéral Emploi, Travail et Concertation sociale rue Ernest Blèrot 1 - 1070 BRUXELLES Tel: (32) (0)2/233.41.11 Fax: (32) (0)2/233.44.88 E-mail: [email protected] Website: http://www.emploi.belgique.be SPF économie, PME, Classes moyennes et énergie rue du Progrès 50 1210 Bruxelles Tel: 32(0)2 277 51 11 Fax: 32(0)2 277 51 07 E-mail: [email protected], [email protected] Website: http://www.mineco.fgov.be Union Francophone des Associations de Parents de l'Enseignement Catholique (UFAPEC) Rue Belliard 23A Bte 1 1040 BRUXELLES Tel: (32) (0)2/230.75.25 Fax: (32) (0)2/230.23.92 Website: http://www.ufapec.be Unité EURYDICE de la Communauté française, Direction des Relations internationales Espace 27 Septembre Boulevard Léopold II 44 6e étage A 1080 BRUXELLES Tel: (32) (0)2/413.29.53 Fax: (32) (0)413.29.82 M. Dominique BARTHELEMY, Coordinateur pour la Communauté française Wallonie-Bruxelles International (WBI) 2 Place Sainctelette B-1080 Bruxelles Tel: +32 2 421.82.11 Fax: +32 2 421.87.87 Website: http://www.wbi.be/cgi/bin3/render.cgi?id=0023375_matrice


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