This page was last modified on 22 April 2016, at 13:24.

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

From Eurydice

Jump to: navigation, search

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

 

Since 1 September 2007 two types of initial teacher training programme remain:

  • the integrated teacher training programme at university colleges, leading exclusively to a Bachelor’s degree in education: nursery education, primary education or secondary education (the former regentaat or lower secondary teacher training). Subject-specific and pedagogical/didactic components are integrated throughout these programmes;
  • the specific teacher training programme at a university college, university or Centre for Adult Education, which is taken in addition to or after a subject-related initial programme and professional experience (the former aggregaten or academic teacher training and proof of pedagogical competence course).

Both types lead to the same professional title: the teacher’s diploma. The practical component has been considerably extended in both types of programme.

These programmes also confer competence to teach in part-time arts education and adult education.

To promote collaboration between the different institutions that organise the teacher training programmes, the government is financing the creation of ENWs (expertise networks) formed within an association and regional platforms that operate on a cross-association basis. [See 11.2.1].

Legislation

  • Parliamentary Act of 04 April 2003 on the reorganisation of higher education in Flanders.
  • Parliamentary Act of 15 December 2006 concerning teacher training in Flanders.
  • Parliamentary Act of 15 June 2007 concerning adult education.

Institutions, Level and Models of Training

Integrated teacher-training programmes

These programmes integrate subject-specific and pedagogical-teaching components throughout the entire training programme.

They are professional Bachelor degree studies offered by the university colleges which lead to a degree of Bachelor in education, in nursery education, primary education or secondary education, respectively. The university colleges confer the relevant degree to the graduates and present them with the diploma van leraar (diploma of teacher).

The programme comprises 180 credits (1 credit represents a study load of 25 to 30 hours, and a complete academic year comprises 60 credits). The component of practice-related educational activities comprises 45 credits. This practical component is organised by the university colleges as pre-service training in conjunction with schools, centres or institutions.

For the study itinerary ‘secondary education’, students choose 2 teaching subjects

Specific teacher-training programmes (SLO)

Specific teacher-training programmes can come:

  • as a built-in training programme, i.e. as a set of options within a subject-specific programme (a maximum of 30 credits within a Master’s programme of 120 credits, and 15 credits within a Bachelor’s programme);
  • as a training programme contiguous to a subject-specific programme;
  • as a separate training programme for people who wish to switch towards a teaching career on the basis of their professional experience.

Students on a Bachelor's programme (BA) or Master's programme can follow specific teacher training either during or after their subject-specific training. However, the teacher’s diploma may only be awarded if the basic diploma has been obtained. Even holders of a diploma secundair onderwijs (diploma of secondary education) are admitted to the specific teacher-training programmes.

They are offered by university colleges, universities and CAEs (centres for adult education). The Evangelical Theological Faculty in Heverlee may also offer specific teacher-training programmes.

The programmes comprise a work load of 60 credits of which 30 credits are specifically allocated to the practical component. An integrated training concept is opted for in which the theoretical and practice-oriented programme components alternate and interact.

The practical component can be achieved in 3 ways:

  • through teaching practice during the programme, the so-called pre-service training
  • through a job as teacher, the so-called in-service training, i.e. an LIO position,
  • through a mixture of both.

Pre-service training

In pre-service training, the trainee completes the practical component of a teacher training programme in a school, institution or centre, without having any employment relationship with it. The trainee is not regarded as an employee and therefore does not have an employment contract.

The pre-service training is organised through collaboration between the staff member responsible for support in the host school, institution or centre and the teaching experience supervisor on the teacher training programme, on the basis of an agreement covering at least the following areas:

  • the division of responsibility between the school/ centre/ institution, the student and the teacher training programme;
  • the role of the school/ centre/ institution in the evaluation of the student/trainee;
  • the period or school year in which the pre-service training takes place;
  • the trainee’s duties.

In-service training, the trainee teacher programme (LIO programme)

In in-service training, the trainee undertakes the practical component of a teacher training programme working as a temporary member of staff at a secondary school, an institution for part-time arts education, a Centre for Adult Education or a Centre for Adult Basic Education. As an exception to this, the student/trainee who takes the specific teacher training programme after or at the same time as a Master’s programme in physical education may undertake an LIO programme while holding a position as physical education teacher in elementary education.

The practical component consists of at least 500 teacher hours (in mainstream secondary education and part-time arts education), teaching periods (in special secondary education or in elementary education for the Master’s in physical education), or teacher periods (secondary adult education) per year. The LIO programme at a Centre for Adult Basic Education is at least 0.6 FTE. If the LIO does not manage to work these 500 hours or 0.6 FTE, he/she can make up the shortfall with pre-service training. All hours in the appointment count towards the 500 hours or 0.6 FTE.

The university college, university or Centre for Adult Education and the school, institution or centre enter into an LIO programme agreement, which explicitly sets out:

  • their commitments with regard to support for the trainee teacher;
  • the commitments of the host institute with regard to the provision of support or guidance for the student/ trainee/ trainee teacher with regard to the programme;
  • the share in the assessment of the trainee/ trainee teacher taken by the school, institution or centre on the one hand and the host institute on the other.

The trainee teacher is appointed as a temporary staff member, is subject to the regulations relating to the corresponding statutory legal position, and receives a salary at the level of a teacher without a teaching qualification. At a Centre for Adult Basic Education, the trainee teacher is appointed as a contractual member of staff.

(Circular NO/2011/01)

Admission Requirements

Integrated teacher-training programmes

The admission requirements for integrated teacher-training programmes are the exactly the same as those for the other professional Bachelor's programmes hosted by the university colleges. (See 7.2.1).

Specific teacher-training programmes organised by the university colleges

The following students can be admitted:

  • holders of a professional Bachelor's degree (PBA);
  • students of a professional Bachelor's programme who have already acquired 120 credits;
  • For 'Dance' teacher-training programmes: candidates who meet the general admission requirements for one-cycle initial programmes, who have passed an artistic entrance exam organised by the university college hosting the one-cycle initial programme 'Dance', and who can demonstrate that they have five years of useful experience as a professional dancer with a recognised company.

Specific teacher-training programmes organised by the universities

The following students can be admitted:

  • holders of a Master’s degree;
  • students on a Master’s programme of 120 credits, in which 30 credits of the teacher training programme are included as a specialisation;
  • holders of an academic Bachelor’s degree, provided they are enrolled on the Master’s programme;
  • holders of a professional Bachelor’s degree (PBA) who enrol on a bridging programme with a view to taking a Master’s programme.

Specific teacher-training programmes in the areas of study 'Religious Studies' and 'Theology' organised by the Evangelical Theological Faculty (Heverlee)

These institutions can offer a specific teacher-training programme under the same conditions as universities.

Specific teacher-training programmes organised by the Centres for Adult Education

Holders of a diploma of secondary or higher education are admitted to these programmes.

Trainees who wish to take a specific teacher training programme but do not have a diploma of secondary education must take the bridging programme, consisting of the modules ‘preliminary to language skills: theory’ and ‘preliminary to general education: theory’ or pass an admission test. The latter checks whether the trainee has the skills needed to take the specific teacher training programme.

Trainee-teacher position (LIO)

Only students who follow a specific teacher-training programme can qualify for an LIO position provided the person in question meets the ‘other’ qualification conditions. The level of the ‘other’ qualification can also be reached by means of another programme or a flexibly shortened learning pathway.

If the LIO programme is run at a Centre for Adult Basic Education, the student must at least have the required level of qualification prescribed for the function he/ she takes up.

Recognition of acquired competences and qualifications (EVC/EVK)

If uncertified teachers (from a different profession) start teacher training, their previously acquired competences (EVC) and prior qualifications (EVK) will be taken into account.

Curriculum, Level of Specialisation and Learning Outcomes

The courses in the teacher training programmes are based on the set core competences. [See 9.1.5]. The institutions are free to devise their own curricula.

The integrated teacher training programmes at the university colleges provide training for nursery education, primary education and secondary education. For the secondary level programme, the student must choose two teaching subjects.

Teacher Educators

There are no specific extra programmes or qualifications for the teacher educators, apart from the qualifications required for teaching staff at CAEs, university colleges and universities.

Expertise networks and a regional platform support the professionalisation of the teacher training programmes. [See 11.2.1 Quality assurance in higher education – competent bodies]. Until 2016, ELAnt organises professionalisation for teams of teacher educators with reference to the 'Flemish teacher educator development profile', which was published in 2012 in conjunction with the professional association VELOV.

Qualifications, Evaluation and Certificates

To be able to function as a fully-fledged beginning teacher, each graduate must have acquired the relevant basic competences (description of knowledge, skills and attitudes). These basic competences enable the teacher to grow into the professional profile (description of knowledge, skills and attitudes of teacher when practising his profession).

The professional profile has been – in conjunction with the reform of the teacher training programme – updated and developed in detail by the Flemish government decree of 5 October 2007.

It is a common profile for all teachers and is based on archetype functions described in the Decree of 1996 concerning teacher training and in-service training, namely the teacher being:

  • guide in the learning and developmental processes
  • educator
  • content expert
  • organiser
  • innovator and researcher
  • partner of parents/carers
  • member of a school team
  • partner of outsiders
  • member of the educational community
  • participant in culture.

The basic competences have also been updated by the Decision of the Flemish Government of 5 October 2007. They have been sub-divided into 3 sets, one for nursery education, one for primary education and one for secondary education. With regard to the basic competences, the same clusters of competences are used as those in the professional profile, but they are referred to as functional units instead of archetype functions.

For all archetype functions and functional units, the following professional attitudes apply:

  • decision-making skills
  • relational-mindedness
  • critical attitude
  • inquisitiveness
  • organisational skills
  • sense of cooperation
  • sense of responsibility
  • flexibility.

More information can be found on the teacher training curriculum or higher education - teacher training website.

For both pre-service and in-service training, the method of evaluation of the student/ trainee and the role played in evaluation by the school, centre or institution on the one hand and the host institution on the other are explicitly determined in an agreement.

Both types of teacher training programme lead to the same professional title: the teacher’s diploma. The diploma is supplemented with a diploma supplement [see 11.2.1].

The reform has made no change to the existing system of qualifications. It will thus remain possible to work as a teacher without any teaching qualifications.

Alternative Training Pathways

Prior to the reorganisation of teacher training in 2007, the former higher social-advancement education offered initial teacher training (previously called the D-course). This training programme was aimed at people who already had a basic diploma and who wished to obtain a proof of pedagogical competence. This programme has now been integrated into the new teacher-training framework as a specific teacher-training programme.

The LIO programme can be regarded as an alternative training pathway. [See 9.1.1].

In addition, there are increasing numbers of institutions that offer programmes via distance learning and evening/weekend instruction.