Réalisation : SeRDeP – octobre 2008 The educational system in the Wallonia-Brussels Federation Vilnius 11 October 2013 Creativity for Quality education.

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

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

Basic competences

2. CurriculumAge

Step 3Step 3

Step 2Step 2

Step 1Step 1

Cycle 2

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

Common Individual

Step 3Step 3

Step 2Step 2

Step 1Step 1

Cycle 2

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

1st degreeSec 1

Sec 2 Common

Common

Individualised

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

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

Dioceses

French Community

Structure

CoDiEC = Comité diocésain de l’Enseignement Catholique

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

bruno.mathelart@segec.be http://enseignement.catholique.be

Réalisation : SeRDeP – octobre 2008 The educational system in the Wallonia-Brussels Federation Vilnius 11 October 2013 Creativity for Quality education.

serdep octobre

community slide

offer slide

quality education slide

offer grant aided slide

public community

school freedom

constitutional principles

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