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Belgium-Flemish-Community:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

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Overview Belgium (Flemish Community)

Contents

Belgium-Flemish-Community:Political, Social and Economic Background and Trends

Belgium-Flemish-Community:Historical Development

Belgium-Flemish-Community:Main Executive and Legislative Bodies

Belgium-Flemish-Community:Population: Demographic Situation, Languages and Religions

Belgium-Flemish-Community:Political and Economic Situation

Belgium-Flemish-Community:Organisation and Governance

Belgium-Flemish-Community:Fundamental Principles and National Policies

Belgium-Flemish-Community:Lifelong Learning Strategy

Belgium-Flemish-Community:Organisation of the Education System and of its Structure

Belgium-Flemish-Community:Organisation of Private Education

Belgium-Flemish-Community:National Qualifications Framework

Belgium-Flemish-Community:Administration and Governance at Central and/or Regional Level

Belgium-Flemish-Community:Administration and Governance at Local and/or Institutional Level

Belgium-Flemish-Community:Statistics on Organisation and Governance

Belgium-Flemish-Community:Funding in Education

Belgium-Flemish-Community:Early Childhood and School Education Funding

Belgium-Flemish-Community:Higher Education Funding

Belgium-Flemish-Community:Adult Education and Training Funding

Belgium-Flemish-Community:Early Childhood Education and Care

Belgium-Flemish-Community:Organisation of Childcare

Belgium-Flemish-Community:Teaching and Learning in Childcare

Belgium-Flemish-Community:Assessment in Childcare

Belgium-Flemish-Community:Organisation of Pre-Primary Education

Belgium-Flemish-Community:Teaching and Learning in Pre-Primary Education

Belgium-Flemish-Community:Assessment in Pre-Primary Education

Belgium-Flemish-Community:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Belgium-Flemish-Community:Primary Education

Belgium-Flemish-Community:Organisation of Primary Education

Belgium-Flemish-Community:Teaching and Learning in Primary Education

Belgium-Flemish-Community:Assessment in Primary Education

Belgium-Flemish-Community:Organisational Variations and Alternative Structures in Primary Education

Belgium-Flemish-Community:Secondary and Post-Secondary Non-Tertiary Education

Belgium-Flemish-Community:Organisation of the First Stage of Secondary Education

Belgium-Flemish-Community:Teaching and Learning in the First Stage of Secondary Education

Belgium-Flemish-Community:Assessment in the First Stage of Secondary Education

Belgium-Flemish-Community:Organisation of the Second and Third Stage of Secondary Education

Belgium-Flemish-Community:Teaching and Learning in the Second and Third Stage of Secondary Education

Belgium-Flemish-Community:Assessment in the Second and Third Stage of Secondary Education

Belgium-Flemish-Community:Organisation of Vocational Secondary Education

Belgium-Flemish-Community:Teaching and Learning in Vocational Secondary Education

Belgium-Flemish-Community:Assessment in Vocational Secondary Education

Belgium-Flemish-Community:Organisation of secondary-after-secondary education

Belgium-Flemish-Community:Teaching and learning in secondary-after-secondary education

Belgium-Flemish-Community:Assessment in secondary-after-secondary education

Belgium-Flemish-Community:Higher Education

Belgium-Flemish-Community:Types of Higher Education Institutions

Belgium-Flemish-Community:First Cycle Programmes

Belgium-Flemish-Community:Bachelor

Belgium-Flemish-Community:Short-Cycle Higher Education

Belgium-Flemish-Community:Second Cycle Programmes

Belgium-Flemish-Community:Programmes outside the Bachelor and Master Structure

Belgium-Flemish-Community:Third Cycle (PhD) Programmes

Belgium-Flemish-Community:Adult Education and Training

Belgium-Flemish-Community:Distribution of Responsibilities

Belgium-Flemish-Community:Developments and Current Policy Priorities

Belgium-Flemish-Community:Main Providers

Belgium-Flemish-Community:Main Types of Provision

Belgium-Flemish-Community:Validation of Non-formal and Informal Learning

Belgium-Flemish-Community:Teachers and Education Staff

Belgium-Flemish-Community:Initial Education for Teachers Working in Early Childhood and School Education

Belgium-Flemish-Community:Conditions of Service for Teachers Working in Early Childhood and School Education

Belgium-Flemish-Community:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Belgium-Flemish-Community:Initial Education for Academic Staff in Higher Education

Belgium-Flemish-Community:Conditions of Service for Academic Staff Working in Higher Education

Belgium-Flemish-Community:Continuing Professional Development for Academic Staff Working in Higher Education

Belgium-Flemish-Community:Initial Education for Teachers and Trainers Working in Adult Education and Training

Belgium-Flemish-Community:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Belgium-Flemish-Community:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Belgium-Flemish-Community:Management and Other Education Staff

Belgium-Flemish-Community:Management Staff for Early Childhood and School Education

Belgium-Flemish-Community:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Belgium-Flemish-Community:Education Staff Responsible for Guidance in Early Childhood and School Education

Belgium-Flemish-Community:Other Education Staff or Staff Working with Schools

Belgium-Flemish-Community:Management Staff for Higher Education

Belgium-Flemish-Community:Other Education Staff or Staff Working in Higher Education

Belgium-Flemish-Community:Management Staff Working in Adult Education and Training

Belgium-Flemish-Community:Other Education Staff or Staff Working in Adult Education and Training

Belgium-Flemish-Community:Quality Assurance

Belgium-Flemish-Community:Quality Assurance in Early Childhood and School Education

Belgium-Flemish-Community:Quality Assurance in Higher Education

Belgium-Flemish-Community:Quality Assurance in Adult Education and Training

Belgium-Flemish-Community:Educational Support and Guidance

Belgium-Flemish-Community:Special Education Needs Provision within Mainstream Education

Belgium-Flemish-Community:Separate Special Education Needs Provision in Early Childhood and School Education

Belgium-Flemish-Community:Support Measures for Learners in Early Childhood and School Education

Belgium-Flemish-Community:Guidance and Counselling in Early Childhood and School Education

Belgium-Flemish-Community:Support Measures for Learners in Higher Education

Belgium-Flemish-Community:Guidance and Counselling in Higher Education

Belgium-Flemish-Community:Support Measures for Learners in Adult Education and Training

Belgium-Flemish-Community:Guidance and Counselling in a Lifelong Learning Approach

Belgium-Flemish-Community:Mobility and Internationalisation

Belgium-Flemish-Community:Mobility in Early Childhood and School Education

Belgium-Flemish-Community:Mobility in Higher Education

Belgium-Flemish-Community:Mobility in Adult Education and Training

Belgium-Flemish-Community:Other Dimensions of Internationalisation in Early Childhood and School Education

Belgium-Flemish-Community:Other Dimensions of Internationalisation in Higher Education

Belgium-Flemish-Community:Other Dimensions of Internationalisation in Adult Education and Training

Belgium-Flemish-Community:Bilateral Agreements and Worldwide Cooperation

Belgium-Flemish-Community:Ongoing Reforms and Policy Developments

Belgium-Flemish-Community:National Reforms in Early Childhood Education and Care

Belgium-Flemish-Community:National Reforms in School Education

Belgium-Flemish-Community:National Reforms in Vocational Education and Training and Adult Learning

Belgium-Flemish-Community:National Reforms in Higher Education

Belgium-Flemish-Community:National Reforms related to Transversal Skills and Employability

Belgium-Flemish-Community:European Perspective

Belgium-Flemish-Community:Legislation

Belgium-Flemish-Community:Glossary

 

Adult Education (AE)

Personnel in adult education have the same legal status as those in elementary and secondary education. [See 9.2]

CABE staff

As of 1 September 2008 (the start of the reform of adult education for CABEs) the members of staff of the CABEs no longer come under the remit of the joint committee for socio-cultural educational work but under Education and are employed as contract workers. They now have a CODO status (see 9.2.4) (= contractually paid by the Department for Education). Their new conditions of service and specific regulations were laid down in a very first collective labour agreement (cao) for Adult Basic Education on 30 June 2008 (see 2.7.5).

Each centre can also avail of one or more administrative staff. The sector adult basic education numbers about 900 members of staff divided across 13 CABEs.

As of 1 September 2008 the following positions apply:

  • Director (each centre has its own full-time director)
  • Management staff member
  • Teacher adult basic education (teachers in possession of a proof of pedagogical competence were given a significant pay increase)
  • Experience expert on poverty and social exclusion
  • Administrative policy-support staff member
  • Executive secretary

Since 1 September 2010, directors have been given the tools to enhance their staff-management policy in the form of job descriptions, performance interviews and evaluations.

CAE staff

The teaching staff are governed by the Legal Status Decrees (27 March 1991). The legal status and qualifications of CAE staff are similar to those prevailing within full-time secondary education.

CAEs cannot allocate more than 5% of their teacher-hours budget to the recruitment of lecturers.

As of 1 September 2010, a number of new regulations have come into effect which specifically govern members of staff working within adult education. Reason for this was that staff regulations are no longer linked to subjects. Henceforth programmes and sometimes even modules will be used as a steppingstone. This has far-reaching consequences in terms of the skills-certificate system, the remuneration arrangement, the salary scales, useful experience, permanent appointments and reassignments. However, the basic staff-regulation principles as provided for under the Legal Status Decrees will remain unchanged. The rights of staff are guaranteed through individual or official concordance.

In the new organisational structure in adult education, the old job titles have been changed to:

  • Secondary adult education (SAE) teacher
  • Lector (lecturer) (HVE/specific teacher training programmes)
  • Assistant director in secondary adult education (SVWO)
  • Assistant director of higher vocational education/specific teacher training programme (HVE/SLO)


Salaries

Salary scales for secondary adult education


Scales Starting salary At max. no. of years of salary seniority
With adequate and required skills certificate + certificate of teaching competence
Master's degree / licentiaat 501
21,726.55
38,312.63
Technical engineer / HAE diploma 2nd stage
347
20,410.57
35,355.62
Professionally oriented bachelor's degree / short-type higher education / lower secondary teaching qualification / secondary teaching qualification Group 1 / bachelor's degree in education: secondary education
302
18,277.66
31,142.59
HSE + 3 years relevant experience / lower secondary vocational ed. / lower secondary technical ed. + 6 years relevant experience / 9 years relevant experience
301
17,347.42
30,212.35

Other skills certificate
Master's degree / licentiaat 250
19,117.21
31,982.14
Professionally oriented bachelor's degree / short-type higher education 301
17,347.42 30,212.35
HSE / lower secondary vocational ed. / lower secondary technical ed. / 3 years relevant experience 384
17,324.72
27,943.34

The salaries are amounts in € at 100%. They should be multiplied by a coefficient of 1.5769 (index on 1/9/2012)

Source: Department of Education & Training payscales

[See also the sections on continuing training]

Part-time artistic education (PAE)

Teachers in PAE have the same legal status as staff in compulsory education and adult education. They must have specific, required qualifications, which are required for virtually all subjects in PAE. They consist of specific basic higher arts education diplomas, supplemented with teacher training. In addition, the academies themselves assess whether the holder of a qualification that is regarded as sufficient (i.e. a basic diploma of the same level but in another arts discipline, supplemented with teacher training) has the necessary competences to teach a subject. In exceptional cases, experience can be taken into consideration as a qualification, and lead to full recruitment [see 9.2].

Vocational training VDAB

VDAB teaching personnel fall within the scope of the Flemish Government Decision of 30 March 1994 (adjustment of legal position of teaching personnel recruited under an employment contract at the Flemish Public Employment and Vocational Training Service).

Entrepreneurial training SYNTRA Flanders

The instructors in professional know-how are people from the field who are employers themselves or who are employed as entrepreneurial employees in an SME.

The Flemish Government Decision of 31 July 1991 determines the employment conditions and financial arrangements for apprenticeship and entrepreneurship pathway instructors.

Training in Agriculture

Instructors teach either as part of their role as an employee of an organisation or business (a recognised centre, agricultural organisation, research institution, government agency, etc.), or on a self-employed basis. The centre that receives the instructor’s remuneration passes this on to the instructor himself or to his employer, as indicated by the instructor.

Socio-cultural adult work (SCAW)

Socio-cultural training organisations are almost always non-profit organisations.

There is a high turnover of staff members in the socio-cultural sector. Up to 20 years of employment seniority, the rule holds that the rate of turnover falls as employment seniority increases. In 2009, 15% of staff members who had worked at an organisation for less than five years left. The corresponding figure among staff members who had been working for 15 to 19 years in their organisation was 1.3%. From 35 years of employment seniority, the effect of retirement can be seen: 15% of this group left in 2009. (Boekstaven 2010)