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

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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

 

The management of educational institutions in elementary and secondary education consists of members of the administrative staff.

This category comprises the positions of

  • principal
  • technical advisor-coordinator
  • vice-principal
  • technical advisor

and the mandates of

  • director
  • general director (schools group/ organising body)
  • coordinating director (SE schools community)
  • director of coordination (elementary education schools community).

These staff members are appointed by the organising bodies

Requirements for Appointment

Principal and vice-principal

Within the category management and teaching staff, the office of School Head is a management function, while the office of vice-principal is a selection office.

In GO!, a trial period of 12 months applies for selection offices and management functions; this trial period can only be extended by one single period of 12 months. During this period the member of staff must actively perform in the trial-period office. Before he can be given a trial period the member of staff must:

  • Be holder of a required or acceptable qualification,
  • A last evaluation took place and its result was not “insufficient" ,
  • Meet the general recruitment conditions (see 9.2.2),
  • Have acquired the necessary skills for the office (laid down by the GO! Board) and pass a test,
  • Have submitted his candidacy to the governing board.

Once the trial period has been successfully completed the governing board will appoint the member of staff on a permanent basis.

Subsidised education does not operate a mandatory trial period. The member of staff is permanently appointed to the selection office or management function if he/she is holder of a required or acceptable qualification, if the last evaluation did not produce a final “insufficient” and if the candidate meets the general recruitment conditions (see 9.2.2).

A permanent appointment is only possible to a full-time position. However, a full-time position may be allocated to one or to two staff members, each working half-time. In addition to a permanent appointment to the position of principal, it is also possible for a permanently appointed staff member (subsidised education) or staff member (GO!) to be appointed as an acting (vice-)principal.

The Special Decree of 14 July 1998 concerning community education stipulates that the office of principal is assigned by mandate. The terms have been laid down in the Decree ‘legal status community education’. Similar provisos have been incorporated in the Decree ‘legal status subsidised education’. The commencement date which was set for 1 September 2000 has meanwhile been postponed except in relation to pupil guidance centres. As of 1 September 2000 each new director is appointed by mandate.

This mandate is open-ended and both the member of staff and the organising body the governing board, respectively, may terminate it. After this mandate the member of staff resumes his previous office. However, the member of staff and the organising body may agree on a transfer or a new assignment ( Subsidized Private Education). When the mandate is terminated as a result of an evaluation marked “insufficient” the member of staff resumes his previous office.

General Director (ALDI)

The Special Decree concerning community education of 14 July 1998 stipulates that schools groups are governed by

  • a general meeting
  • a governing board
  • a board of principals
  • a general director

The mandate of general director is assigned by the governing board and ratified by the general meeting. Only principals of schools within the particular schools group can qualify for this mandate.

The mandate is assigned for an indefinite period of time and can be terminated by the general meeting on the basis of well-founded reasons at any moment in time. The general director receives a non-acquired salary scale. € 6,941.02 (at 100%).

In subsidised education the organising body may appoint a principal of an institution to the mandate of general director of all its institutions. The general director receives a non-acquired salary scale. € 4,957.87 (at 100%).

Coordinating director (CODI)

Both in community and subsidised secondary education a principal of an institution belonging to a particular schools community may be given a full-time (or two people one part-time position each) appointment as coordinating director. This person is charged with tasks for all the institutions affiliated to that particular schools community. The coordinating director also receives a non-acquired salary scale (which cannot be combined with the office of general director) of €4,957.87 in GO! and € 6,941.02 in subsidised education (at 100%). If necessary, coordinating directors may be appointed on a full-time basis and can be relieved of their school duties.

Director coordination of a schools community elementary education

At the schools community level in elementary education, a director of coordination can be appointed. This role is exercised from the underlying position of principal.

Since 1 September 2005, school communities providing elementary education have the possibility of appointing a director coordination for the school community. A maximum of two part-time or one full-time position can be established per school community. This type of director is appointed to provide support to the school community and is exempted of teaching or other school duties. It is not possible to be permanently appointed in this position, and no extra remuneration is granted. 

Director or coordinator in part-time vocational secondary education

An autonomous Centre for Part-time Vocational Secondary Education [see 6.4.1] is entitled to one director (a promotion position); whereas a non-autonomous CPE is entitled to one coordinator (a selection position).

Technical advisor-coordinator and technical advisor

In secondary education, a school may under certain conditions create the position of technical advisor-coordinator and of technical advisor as part of the administrative staff.

The position of technical advisor-coordinator is a promotion position, while the position of technical advisor is a selection position.

In GO! selection and promotion positions are subject to a trial period of 12 months, which can be extended once by a further 12 months. During this period, the staff member must actually work in the position for which he/she has been admitted to the trial period. In order to be admitted to the trial period, the staff member must:

  • hold the qualification that is required or regarded as sufficient,
  • not have been graded ‘unsatisfactory’ in the last evaluation,
  • satisfy the general recruitment conditions [see 9.2.2],
  • have the required competencies for the position: these are defined by the GO! board and are the subject of a test,
  • have applied to the Executive Board.

After completing the trial period with a positive assessment, the staff member is given a permanent employment contract by the Executive Board.

In subsidised education, there is no obligatory trial period. The staff member is permanently appointed to the selection or promotion position if he/she holds the qualification that is required or regarded as sufficient, if the last evaluation was not given the final grade ‘unsatisfactory’, and if the candidate satisfies the general recruitment conditions [see 9.2.2].

A permanent appointment is only possible to a full-time position. However, a full-time position may be allocated to one or to two staff members, each working half-time. In addition to a permanent appointment to the position of technical advisor-coordinator or technical advisor, it is also possible for a permanently appointed staff member (subsidised education) or staff member (GO!) to be appointed on an acting or temporary basis to these positions.

Conditions of Service

For the conditions of service of the principal, the technical advisor-coordinator, the vice-principal and the technical advisor (positions which fall within the administrative staff category), see the conditions of service for teaching staff [9.2.].

With regard to the evaluation procedure there is a difference between the principal and the teaching staff, in that the principal is evaluated by the Executive Board (GO!) or organising body (subsidised education). In subsidised education the organising body can opt to evaluate the vice-principal itself or leave this evaluation to the principal.