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Belgium-Flemish-Community:Staff Involved in Monitoring Educational Quality 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 inspectorate

The Parliamentary Act of 8 May 2009 concerning the quality of education has drastically changed the legal position of the inspectorate.

The offices the members of the inspectorate may hold are:

  • inspector
  • coordinating inspector
  • inspector-general.

The former advisors and researchers of the former Curriculum Entity (initially the Education Development Division) are henceforth inspector, while the director is henceforth coordinating inspector. They are seconded from the inspectorate to the Agency for Quality Assurance in Education and Training (see 11.1.1.3).

Pedagogical counselling

In the pedagogical counselling services (see 11.1.1.4 for their assignment and working) there are the (management) functions of pedagogical counsellor and pedagogical counsellor-coordinator (the head of the pedagogical counselling service). These positions can be held either on a part-time or full-time basis.

Requirements for Appointment

The inspectorate

Conditions of recruitment

To qualify for a position within the inspectorate, one has to fall into one of the following staff categories:

  • staff who fall within the scope of the Decrees of 27 March 1991 (which regulate the status).
  • autonomous academic and assistant academic staff from universities;
  • teaching staff from university colleges;
  • teachers in Adult Basic Education, administrative staff and directors in a centre for adult basic education and educational staff in the Flemish Support Centre for all of Adult Education.

These staff members must have at least 8 years’ service seniority.

Candidates with at least 8 years' relevant experience in or related to education or adult basic education, supplemented with experience in quality care and evaluation in educational sectors may also apply.

The general conditions of admission to apply for an office in the inspectorate are:

  • citizenship of a European Union or European Free Trade Association Member State (except in case an exemption was granted by the Flemish Government);
  • being of irreproachable character;
  • enjoying one’s civil and political rights (except in case an exemption was granted by the Flemish Government);
  • compliance with the conscription laws;
  • compliance with the linguistic requirements (level C1 of the Common European Framework of Reference for Languages).

For the test of generic competences, the candidate must submit a file with a curriculum vitae and competence portfolio.

Selection procedure

The selection procedure is made up of two stages:

  1. a test of the generic competences by Jobpunt Vlaanderen; successful candidates will be included in the general shortlist for 6 years;
  2. the interview, possibly supplemented with additional tests for specific competences that are needed for the specific job. These are held by a selection committee made up of inspectorate members and external experts. They compile a list of successful candidates ordered according to the extent to which they meet the required job profile. This order is imperative. The written invitation to the second stage indicates whether it concerns an admission to a trial period, a temporary appointment for a fixed duration or a temporary appointment of continuous duration. Successful candidates who are not admitted to the trial period will be included in a specific shortlist, based on the specific job profile in question for 4 years.

If there are serious shortages for specific concrete job profiles, an alternative selection procedure aimed at a particular target group can be launched. This consists of a selection on the basis of the candidates' portfolio, an interview followed by (when the number of candidates is high) optional additional tests and a test of generic competences. But this procedure applies only if the specific recruitment reserve for a concrete job profile has been exhausted or cannot be created due to a lack of candidates.

The general competences for the position of inspector are:

  • critical and synthetic skills: the ability to weigh up the analysed information and on the grounds of that assessment to formulate a synthesis or judgement and propose creative solutions, taking account of the consequences. The ability to demonstrate a multifaceted and nuanced outlook, allowing for critical factors and activities;
  • analytical and problem-solving thinking: the ability to shed light on a problem in context and to consider it from different angles. The ability to look for additional relevant information efficiently;
  • assertiveness: the ability to stand up for one’s own opinion with respect for others, even if pressure is exerted by those around one not to do so;
  • good oral and written communication skills: the ability to express oneself clearly so that the target group at whom the information is aimed understands it, and fluency in interaction. The ability to use a clear, motivational writing style that is appropriate to the message and the target group;
  • adaptability: the ability to improve one’s way of working constantly and to cooperate actively in improving the execution of tasks. The ability to learn about new subjects which are relevant to one’s own role. The ability to apply new instructions, knowledge and information in practice;
  • cooperation: the ability to stimulate cooperation within the inspectorate and the entity and to contribute to a joint result at team level;
  • organisational talent: the ability to work methodically and effectively.

Trial period

The trial period comprises one full year to be actually performed. The evaluation will lead to a permanent appointment or dismissal, or else a one-off extension of the trial period by one year maximum. It is possible to appeal against the reasoned proposal for dismissal.

Temporary appointment

A member of staff may be appointed temporarily for an (in)definite period of time by means of the above-mentioned selection procedure.

During the first year of the temporary appointment for an (in)definite period of time in the office of inspector, the temporary member of staff shall follow a training programme, if they had not been with the inspectorate prior to the temporary appointment for an (in)definite period of time.

An appointment of definite duration has a minimum duration of one year. The temporary appointment that follows two consecutive fixed-term temporary appointments is a temporary appointment for an indefinite period of time.

The appointment of a member of staff who is appointed temporarily for a fixed term can be terminated without notice for urgent reasons or if the member of staff has been given a final evaluation with end conclusion 'insufficient'. It is possible to appeal against this.

The appointment of a member of staff who is appointed temporarily for an indefinite period of time can be terminated without notice if the member of staff has been given a final evaluation with end conclusion 'insufficient' for two consecutive evaluations or three times during their career in the same office with the inspectorate, or if the member of staff is dismissed following a disciplinary measure. It is possible to appeal against this.

Fixed-term temporary appointments are also possible in the office of coordinating inspector and inspector-general.

Permanent appointment

A member of staff who has a mandate or is appointed temporarily for an (in)definite period of time may, at their own request, be permanently appointed in the office, provided they have reached the age of 55, have carried out the mandate for at least 4 years and have not been given a final evaluation with end conclusion 'insufficient'.

Coordinating inspector and inspector-general

Conditions of recruitment

  • to be a permanently appointed inspector (in the case of coordinating inspector), inspector or coordinating inspector (in the case of inspector-general); by deviation, the office can also be assigned by mandate to a candidate outside of the inspectorate, who complies with the following conditions:
    • to have held a managerial position for at least 5 years (in the case of coordinating inspector) or 10 years (in the case of inspector-general);
    • to have gained at least 8 years (in the case of coordinating inspector) or 15 years (in the case of inspector-general) of relevant experience in or with education;
    • comply with the general conditions of admission for inspector;
  • to have accumulated at least 3 years of service in the office of inspector;
  • not to have obtained a final evaluation with end conclusion 'insufficient' in the office of inspector;
  • to have applied as specified in the vacancy.

The two-stage selection procedure is the same as that for inspector.

Pedagogical counsellor and pedagogical counsellor-coordinator

The admission requirements to offices within the pedagogical counselling service of subsidised education vary slightly from those in GO!. Generally speaking however, we can say that the candidates must have at least 8 years’ service seniority to qualify for a temporary or permanent appointment.

A counseling role can also be assigned to teaching staff by granting leave for a special assignment.

Staff members are appointed by the organising bodies and are classified as ‘non-teaching staff’.

Conditions of Service

In addition to the conditions of service for teaching staff (see 9.2), a number of specific conditions apply.

Inspector

Job description

A job description is drawn up on the basis of a job profile and is made up of two components, namely the permanent assignment and the period-specific objectives.

The permanent assignment is made up of two parts:

  • the result areas: the tasks which the member of staff has to bring to a favourable conslusion;
  • the competences.

The job description can be adapted:

  • in the case of a substantial change to the assignment;
  • following agreements which the first evaluator and the member of staff strike during a performance interview;
  • at the start of a new evaluation period.

Each job description or change shall be drawn up in mutual consultation between the first evaluator and the member of staff involved. If no consensus can be reached, it is up to the inspector-general to decide if the job description involves an inspector. In the case of a coordinating inspector and inspector-general, the decision, in the absence of a consensus, shall lie with the minister responsible for education.

The evaluators


For inspector

For coordinating inspector

1st evaluator

A coordinating inspector

The inspector-general

2nd evaluator

The inspector-general or

another coordinating inspector

The minister responsible for education

The 1st evaluator's chief task is to coach the member of staff in their performance. Carrying out performance interviews forms part of this assignment.

The 2nd evaluator is responsible for quality control throughout the entire process.

The evaluation is the assessment of the performance of a member of staff on the basis of the job description and is the appreciation of the overall performance of the member of staff involved.

During the course of the evaluation period, the person evaluated can call on his evaluators for follow-up and support to achieve the expected results.

A training course for evaluator is mandatory for all members of the inspectorate responsible for evaluation. Only evaluations drawn up by members of staff who attended the training course are valid.

Evaluators are evaluated on the quality of the evaluations they draw up.

With a view to evaluation, an evaluation interview is carried out between the first evaluator and the member of staff involved. The first objective of the evaluation interview is to improve the performance of the member of staff where necessary and to support it. It is not just focusing on past performance. Following the interview, not just the strong and positive points, but also any points for improvement must be identified. The evaluation interview can, as such, result in future adjustments and can lead to new, clear agreements. The evaluation interview always leads to an evaluation report. If the evaluation report contains the end conclusion 'insufficient', it must, on pain of nullity, always contain the options of appeal.

Dismissal

The permanently appointed member of the inspectorate and the temporary member of staff appointed for an indefinite period of time are dismissed on account of professional incapacity if they have been given the final evaluation with end conclusion 'insufficient' for two consecutive evaluations or three times during their career in the same office with the inspectorate.

The member of staff who is appointed temporarily for a fixed term is dismissed if they have been given one final evaluation with end conclusion 'insufficient'. The dismissal is pronounced by the Flemish Government.

Coordinating inspector and inspector-general

The appointment to the office of coordinating inspector or inspector-general is done by mandate for a duration of 4 years.

3 months prior to the end of the mandate, there is a general final evaluation. If it does not produce a final 'insufficient', the mandate is renewed for 4 years. It is possible to appeal against the end conclusion 'insufficient'.

A member of staff with a mandate may, without notice, be dismissed for urgent reasons (serious shortcoming which makes the mandate immediately and permanently impossible). This is possible within three workdays after the shortcoming has become known. It is possible to appeal against this.

The Inspector General is evaluated in the same way as holders of a management or project leader position at N-level at the departments of the Flemish Government.

Pedagogical counsellors

The legal status of the staff working at the PDBs, pedagogical counselling services, is governed by the education-staff Decrees of 27 March 1991 (see 9.2).

Salaries

Inspectorate

Pay scales
Starting salary
At maximum

number of years of

salary seniority

Inspector

  • master's level
  • doctorate level
  • other
541
544
354
30825.29
35726.27
27240.26
49081.70
52312.35
42546.95

Coordinating inspector

  • master's level
  • doctorate level
  • other
859
862
854
39825.29
44726.27
36240.26
58081.70
61312.35
51546.95

Inspector-general

  • master's level
  • doctorate level
  • other
869
872
864
44325.29
49226.27
40740.26
62581.70
65812.35
56046.95


Philosophy of life courses

Pay scales
Starting salary
At maximum

number of years of

salary seniority

Inspector-adviser for primary education

167
23806.04
40313.31

Coordinating inspector-adviser for primary education

166
25651.98
42148.07
Coordinating inspector-adviser
  • with skills certificate of at least master's level
  • other
604
166
32671.23
25651.98
50927.64
42148.07

Inspector-adviser for secondary education and higher education teacher training or inspector-adviser for primary and secondary education and higher education teacher training

  • with skills certificate of at least master's level
  • other


541
354


30825.29
27240.26


49081.70
42546.95

Pedagogical counselling services




Pedagogical counsellor

  • master's level
  • doctorate level
  • other
541
544
354
30825.29
35726.27
27240.26
49081.70
52312.35
42546.95

Advisor-coordinator

  • master's level
  • doctorate level
  • other
859
862
854
39825.29
44726.27
36240.26



58081.35
61312.35
51546.95


Pupil Guidance Centre




Director of Pupil Guidance Centre

599
31977.22
49199.01

The salaries are amounts in € at 100%, and should be multiplied by the coefficient 1.5769 (index on 1/09/2012)

Source: Wedde-info onderwijspersoneel


As well as their salary, inspectors receive an allowance for transport between home and work, travel and any accommodation costs, and – if they do not have a permanent office in the buildings of the Flemish government services – an ICT allowance and allowance for operating costs

Remuneration is based on a 38-hour week.