Réalisation : SeRDeP – octobre 2008 The educational system in the Wallonia-Brussels Federation...

Réalisation : SeRDeP – octobre 2008

The educational system in the Wallonia-Brussels Federation

Vilnius11 October 2013

Creativity for Quality education


Belgian Geopolitical Organisation

Fédération Wallonie-BruxellesFédération Wallonie-Bruxelles

The COMMUNITIESThe COMMUNITIES

Communauté flamandeCommunauté flamande

Communauté germanophoneCommunauté germanophone

The REGIONSThe REGIONS

WallonieWallonie

Région Bruxelles-CapitaleRégion Bruxelles-Capitale

Région flamandeRégion flamande


Since 1989

Three educational policies :Flemish communityWallonia-Brussels FederationGerman-speaking community


Constitutional principles

Two major principles :–Freedom to choose a school–Freedom to manage a school various funds :

– public (Community, provinces, municipalities)

– private (associations, congregations, dioceses…)


Organisation of the offer



OFFICIAL (PUBLIC) FREE (PRIVATE)



GRANT AIDED


Population of pupils/students

Community

Municipalities and

provinces Catholic Others

Elementary (pre-primary & primary) 8% 51% 40% 1%

Secondary 22% 16% 61% <1%

Compulsory 13% 36% 50% 1%

Tertiary (non-university) 22% 30% 39% 9%

Total 13,6% 36,4% 48% 2% 86,4% of pupils/students in grant-aided schools

13,6% of pupils/students in schools organised by the Ministry


Population of pupils/students

Community

Municipalities and

provinces Catholic Others

Elementary (pre-primary & primary) 8% 51% 40% 1%

Secondary 23,7% 16% 60% <1%

Compulsory 13% 36% 50% 1%

Tertiary (non-university) 22% 30% 39% 9%

Total 13,6% 36,4% 48% 2%One pupil/student out of two in schools organised by private associations

One pupil/student out of two in schools organised by public authorities


Granting

According to number of pupils

Three types of grants :–Educational staffs directly paid by the Bru-Wall Federation

–Operating expenses–Infrastructures


« Missions » Decree (1997)

Common general frame (pre-primary, primary & secondary)

Four chapters :1. General objectives2. Curriculum standards3. Organisation of structures4. Pupils’ rights


1. Four general objectives

1. promote personal development and self confidence

2. enable all students to assimilate knowledge and acquire the competencies

3. prepare all students to become responsible citizens

4. ensure equal opportunities to all students as regards their social emancipation


2. Curriculum

Common frame of standards :– basic competences– end competences– learning profiles– cycles– external evaluations– …


2. CurriculumAge

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3 Pre-Primary 1

Pre-Primary 2

Pre-Primary 3

Primary 1

Primary 2

Primary 3

Primary 4

Primary 5

Primary 6

Secondary 3

Secondary 4

Secondary 5

Secondary 6

Secondary 1

Secondary 2

Final Competences Learning Profiles

Final Competences Learning Profiles

Basic competences


2. CurriculumAge

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

Ped

ag

ogic

al co

nti

nu

um

Step 3Step 3

Step 2Step 2

Step 1Step 1

Cycle 2

Cycle 2

Cycle 1

Cycle 1

2d degree

3d degree

Pre-Primary 1

Pre-Primary 2

Pre-Primary 3

Primary 1

Primary 2

Primary 3

Primary 4

Primary 5

Primary 6

Secondary 3

Secondary 4

Secondary 5

Secondary 6

Secondary 7

1st degree

Secondaire 1

Secondary 2 Common Individual

T General T T T Q Vocational




Preparatory T Q Vocational

Alternationor

Block release course

Speci

al N

eeds

Pre

-Pri

mary

and P

rim

ary

Educa

tion

Speci

al N

eeds

Seco

ndary

Educa

tion

Common Individual


Age

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

Ped

ag

ogic

al C

on

tinu

um

Ped

ag

ogic

al C

on

tinu

um

Step 3Step 3

Step 2Step 2

Step 1Step 1

Cycle 2

Cycle 2

Cycle 1

Cycle 1

2d degree

3d degree

2. Curriculum : external evaluations

Pre-primary 1

Pre-Primary 2

Pre-Primary 3

Primary 1

Primary 2

Primary 3

Primary 4

Primary 5

Primary 6

Sec 3

Sec 4

Sec 5

Sec 6

1st degreeSec 1

Sec 2 Common

Common

Individualised

Individualised

G T T T Q V

G T T T Q V

G T T T Q V

G T T T Q V


3. Structures organisation

Schools :–Educational, pedagogical and school plans

–Annual reports–Participation council



Consultation :–Federations of organising bodies are officially recognised

–Organising bodies must affiliate one federation



CPEONS/CECP SeGEC FELSI

Federations


4. Pupils’ rights

Information, procedures & equality must be guaranteed concerning :– registrations– exclusions– decisions of the teachers’council

(appeal – complaint procedure)– limits for extra-expenses asked by

schools


Special education support

A specific structure to meet needs of pupils with difficulties or disabilities

• Adapted to needs : eight types of education

• Adapted curriculum :Elementary : four degrees of maturitySecondary : four forms linked to

personal project


Special education supportTypes of specialised education :1 pupils with slight mental retardation

2 pupils with moderate and/or severe mental retardation

3 pupils afflicted with structural emotional disturbances to behaviour and personality

4 pupils with physical disabilities

5 sick or convalescent children and adolescents

6 pupils with visual impairments

7 pupils with hearing impairments

8 pupils with learning disabilities (e.g. dyslexia or dyscalculia)

(*)

(**)

(*) not in pre-primary (**) only at primary level


Special education supportElementary : no cycles but an organisation

by ‘degrees of maturity’ allows the children to go at their own pace

Maturity

Competences developpement

Type 2 (moderate or severe mental retardation)

Others

I Level of acquisition of autonomy and socialisation

Level of preschool learning

II Level of preschool learning

Awareness of school learning

III Awareness of first school learning (initiation)

Mastery and development of skills acquired

IV Development Operational usage of skills acquired, according to the guidance foreseen


Special education supportSecondary : four forms adapted to

personnel projectEducation form Aim

1 social adaptation a social training to enable integration into a suitable living environment

2 social and vocational adaptation

A general, social, and vocational education, which enables to integrate into society and in a sheltered work environment

3 vocational a general, social, and vocational education, enabling to integrate into a living and normal working environment

4 transition or qualification stream general, technical, artistic and vocational

ordinary education with different support, methods and tools


Tertiary education

Two types :•High Schools

–Short type non-university–Long type non-university

•Universities

57%

43%

44%

13%

Student %


Social advancement schools

Public :• Adults & young people out of compulsory

education

Two goals :• qualification social insertion, job research

or new job orientation…

• continued training professionalization

Two levels :• secondary• tertiary


Psychological, Medical and Social Services

• Support for pupils :– Outside schools staff

each school has a convention with a centre

– Three-ways (PMS) team and approach

• Three basic missions :– guidance– accompaniment– orientation


SeGEC Secrétariat Général de l’Enseignement

Catholique(General secretary for Catholic

education)

Recognised federation for consultation– 800 associations «organising bodies »

affiliated, managed by 10.000 volunteers– 463.000 pupils or students– Specific project : Christian tradition of

education and dialogue of believes


SeGEC

Local

Dioceses

French Community

Structure

CoDiEC = Comité diocésain de l’Enseignement Catholique


SeGEC

Missions :•represent organising bodies to

authorities•develop the project•organise services for members :

programs definition, pedagogical tools, training, professional guidance, management supports, legal services, …


Thank You !

Secrétariat Général de l’Enseignement Catholique

Avenue E. Mounier 100 – BE 1200 BRUXELLESTél. : +32 2 256 70 11 – Fax : +32 2 256 70 12

[email protected] http://enseignement.catholique.be

Réalisation : SeRDeP – octobre 2008 The educational system in the Wallonia-Brussels Federation...

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