Belgium-Flemish-Community:Quality Assurance 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

 

Responsible Bodies

The inspectorate

Regular assessments [see 11.1.2.3] are also organised by the educational inspectorate [see 11.1.1.1] in adult education and PAE (part-time arts education).

Agency for Quality Assurance in Education and Training

AKOV (the Agency for Quality Assurance in Education and Training) is responsible for the quality assurance system for pathways leading to recognised qualifications in education, vocational training, training and EVC pathways. For vocational training there is an independent unit within AKOV. [See 11.1.1.3.]

Pedagogical counselling services, VOCVO, Flemish support centre for adult education and steering group adult education

The VOCVO, Flemish Support Centre for all of Adult Education supports all the CABEs (Centres for Adult Basic Education) and the CAEs (Centres for Adult Education) which are not taken into account for the composition of the staff of the network-related PCSs (pedagogical counselling services) (see 11.1.4). (Decree of 15/07/2007)

The VOCVO and PCSs must:

  • provide agogic and organisational support;
  • see to the skill enhancement of staff members;
  • coordinate, stimulate and facilitate educational reform and quality assurance;
  • support the centres in their pursuit of the final objectives, specific final objectives, vocational qualifications and key competences amongst course participants, on the basis of curricula and approved training profiles pending the approval of curricula.

Concrete undertakings of result for all these tasks were laid down in the 5-year cooperation agreements which were concluded with the Flemish government on 23/5/2008. http://www.ond.vlaanderen.be/volwassenenonderwijs/centra/

The VOCVO is a non-profit association and its general meeting seats one representative from all the boards of the affiliated centres.

The non-profit Association of Network-Related Pedagogical Counselling Services (SNPB) (or the individual pedagogical counselling services) receives an extra subsidy every year for the provision of guidance to the Centres for Adult Education.

The VOCVO and the pedagogical counselling services jointly concluded a cooperation agreement with the Flemish Government under the terms of which they must use 20 % of their allocated funds (in the form of an advance levy) for joint knowledge and expertise development within adult education. To that effect, a steering committee adult education (StuV) has been set up, composed of representatives from the boards and teachers of the CABEs (3) and the CAEs (3) – appointed by their representative trade unions – VOCVO (2) and the pedagogical counselling services (4). Their task consists of:

  • developing a vision and new concepts in the area of education, non-formal education and training for adults;
  • evaluating the final objectives, specific final objectives and basic competences in function of the amendments to existing training profiles or the development of new ones;
  • coordinating the development of new training profiles or amending the existing ones;
  • formulating proposals on the introduction of experimental new areas or learning and study, at the steering committee's request;
  • coordinating and supporting the cross-centre and cross-network development of curricula, at the request of the boards of the centres;
  • coordinating and supporting the development of tools and procedures in terms of the recognition of acquired competences, EVC;
  • developing expertise and exchanging expertise on high-quality distance learning, e-learning and combined education;
  • boosting expertise in terms of tackling literacy problems with a focus on access to relevant information and documentation, participation in government literacy initiatives and in international exchanges on this issue;
  • stimulating and coordinating desirable actions in the area of knowledge and expertise development;
  • supporting educational coordinators, in implementation of the Strategic Plan for the Provision of Assistance and Services to Prisoners, in connection with firstly the development of suitable educational provision that addresses prisoners’ needs and secondly the coordination of educational provision in prison;
  • the development and management of language tests for the language examination boards.

Results-based commitments have also been defined for these tasks. The partnership is developing an internal quality assurance system and draws up a policy plan every five years and an action plan every year.

VOCVO makes an online database available containing descriptions of teaching resources for adult basic education.

In 2010, an interim evaluation of the adult education decree was published; a thorough evaluation is planned for 2012-2013.

SYNTRA Flanders

Both the Executive Board of SYNTRA Flanders and the Commission of Practical Training (responsible for apprenticeships) include representatives of the representative organisations of employers and employees, small and medium-sized enterprises and agriculture that belong to SERV.

SYNTRA-Flanders evaluates the five SYNTRAs every three years with respect to how well known the programme is and its market share, customer satisfaction and effectiveness. SYNTRA also uses a self-evaluation tool based on EFQM coupled with an assessment panel consisting of both internal and external members. This panel assesses the self-evaluation, and the action and improvement plans developed by SYNTRAs, and engages in probing discussions with all actors in connection with the organisation of SYNTRA training activities.

SYNTRA-Flanders is responsible for overall quality assurance in the centres.

Competento

Ensuring the quality of knowledge in all entrepreneurial training activities in Flanders is the responsibility of the knowledge centre for entrepreneurial skills, Competento (http://www.competento.be). This provides information on policy documents and research reports, contacts and exchanges between the education and business sectors, models, methodologies and teaching materials, networks to do with Learning Entrepreneurship, screening tools for entrepreneurial skills, training for trainers, instructors and teachers and training pathways.

Department of Agriculture and Fisheries, Division of Sustainable Agricultural Development

This is responsible for the recognition of the organisers (recognised centres), the registration of the instructors, the subsidisation of training activities, site inspections, the issue of certificates and the payment of the social advancement allowance for the participants.

Agency for Socio-cultural Work for Youths and Adults

The organisations that are subsidised by the decree on socio-cultural adult work are required to take account in their work of the principles of general quality assurance and to ensure professional development and professionalism. The way in which they do this forms one element of the evaluation of their work by the Agency for Socio-Cultural Work for Young People and Adults. For associations, specialised training institutions and movements, this may have consequences for the adaptation of the subsidy amount.

Socius

Socius, the support centre for socio-cultural adult work, is an autonomous organisation that is subsidised by the Minister of Culture to support the socio-cultural adult work sector. Socius’ role is set out in the management agreement entered into by the centre with the Flemish government. The current agreement runs from 2011 to 2015.

Approaches and Methods for Quality Assurance

Adult Education (AE)

Each Centre for Adult Basic Education and each Centre for Adult Education is required to develop and implement a quality assurance system with regard to:

  • the organisation of educational provision;
  • learning pathway guidance at individual trainee level;
  • the implementation of other educational roles and competences, administrative and organisational roles and competences assigned by decree or by the Flemish government;
  • the organisation and management of the institution so that the organisation’s goals can be achieved;
  • the treatment of the trainee and of staff members consistently with their rights and duties;
  • the continuing education of staff.

The centres may rely on support from a pedagogical counselling service or VOCVO in this connection.

5% of the operational allowance (for CABEs) or the operating funds (CAEs) must be spent on quality assurance and the development of learning resources.

Job descriptions and evaluation are also similar. [See 11.1.2.1].

Part-time artistic education (PAE)

Quality assurance in PAE does not differ significantly from that in other branches of education and at other levels, and is thus largely regulated in the quality decree, which also applies to the other levels. [See 11.1 elementary and secondary education].

Job descriptions and evaluation are also similar. [See 11.1.2.1].

Vocational training VDAB

The VDAB and the skills centres have gained the R4E (K2b) attestation from EFQM.

Entrepreneurial training SYNTRA Flanders

In entrepreneurial training, overall quality assurance has been structurally embedded in the SYNTRA network since 2001. For critical self-evaluation within the centres, the VIZO version of the PROZA quality tool is used. The evaluation of the quality process is monitored by an assessment panel consisting of the president and vice-president of the executive board of SYNTRA Flanders, the managing director, the departmental heads for sectoral networking and the entrepreneurial competences hub, the competent decentralised head of service and internal and external experts. There are also results measurements by an external research agency, in the areas of effectiveness, customer satisfaction, familiarity of name and product, and market share.

Training in Agriculture

Most training is attended on a voluntary basis. Subsidisation is contingent on the presence of a minimum number of participants. Programmes that do not match the expectations of the participants therefore do not survive.

The Department for Sustainable Agricultural Development conducts spot-checks on the quality of the programmes, the suitability of the premises and the use of teaching material. The programmes must not have a commercial character. The quality of the programmes based on an obligation (starter programmes and work experience placements) is guaranteed by:

  • a legally imposed curriculum,
  • the assessment of the candidates by means of a final test (test for the certificate for establishing a business) which is monitored or organised by the government,
  • for the work experience placements: extra on-site checks and compulsory evaluation reports.

Socio-cultural adult work (SCAW)

The Agency for Socio-Cultural Work for Youths and Adults assesses the work of the organisations among other things on the basis of the annual reports and by means of an assessment visit by a joint committee composed of members of the Agency and external experts. In the course of a policy period, every subsidised organisation is assessed. The end result of the evaluations was communicated to the organisations in late 2009 and for each subsidised organisation provides a basis for the determination of its subsidy budget for the next policy period, 2011-2015, in accordance with the rules set out in the decree of 4 April 2003.

SoCiuS, the support centre for socio-cultural adult work, provides advanced training and organises peer supervision meetings, colleague groups and workshops. Special attention is paid to the topics of ‘interculturalisation’ and ‘community-building and social activation’, as well as others. SoCius also supports the application of quality assurance in the sector.