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Belgium-Flemish-Community:Support Measures for Learners 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

 

Definition of the Target Group(s)

Adult Education (AE)

Trainees with a visual or auditory disability can obtain special educational resources. Trainees with an auditory disability can receive sign language interpreter support. [See 12.1.2]

The purpose of the adult basic education programmes is to raise the level of general literacy. Literacy modules are also provided for those with a poor level of literacy.

Education for prisoners is coordinated by the adult education consortia, which have appointed education coordinators for the purpose. These are supported by the collaboration between the pedagogical counselling services and VOCVO, the Flemish Support Centre for Adult Education [see 11.3.1.2]. There is also a steering group on education for prisoners. http://www.vocvo.be > onderwijs aan gedetineerden

Part-time artistic education (PAE)

There is a reduced registration fee for various target groups (see 3.3-2).

In addition, a great many PAE academies also run temporary projects organising education provision for special target groups (pupils with disabilities, disadvantaged native and ethnic minority pupils, etc.).

http://www.ond.vlaanderen.be/dko/

Vocational training VDAB

The VDAB pays special attention to disadvantaged groups: members of ethnic minorities, those with a work disability, parents and the low-skilled.

The VDAB operates a stimulation policy, offering training discounts to vulnerable employees, employees who have been made individually redundant and medically unfit employees. Corporate incentives are also offered, with discounts for employee training on the basis of company size (up to 25 employees in the company), in the event of recognition by the Flemish government as a company in difficulties or as a company under restructuring, or in the event of a collective redundancy programme.

Entrepreneurial training SYNTRA Flanders

There are specific business administration training pathways, e.g. for job-seekers and members of ethnic minorities. The content of the training is identical, but preliminary or follow-up pathways are arranged for groups such as the low-skilled and people with language problems, in order to optimise their chances of success.

Training in Agriculture

Specific target groups, such as the disabled or non-Dutch-speakers, are eligible if the centres offer programmes that are designed for them.

Socio-cultural adult work (SCAW)

The sector devotes considerable attention to addressing diversity and interculturality. The concept of 'interculturality' is also included as an evaluation criterion for all kinds of activity. In concrete terms this means firstly that the organisations must explain in their policy plan and annual plans what their approach to this criterion is, and secondly that the agency for Socio-Cultural Work for Youths and Adults uses it for evaluating the work of these organisations.

The sector also pays attention to groups that have fallen behind in their education. Specialist training institutions can develop limited training provision for target groups in this area and the groups that work with them. At the folk high schools, the extent to which the school reaches disadvantaged groups or is significant (through the work of other groups) for disadvantaged groups is used as an evaluation criterion.

De Rode Antraciet provides course work, culture, sport, library services and socio-cultural activities for prisoners.

Specific Support Measures

‘The Dutch Language Houses' as pivot points for Dutch as a 2nd language

There are eight Dutch Languages Houses, one in every Flemish province and one in the cities of Antwerp, Brussels and Ghent. After an experimental stage, the operations of the Dutch Language Houses were legally embedded (Decree of 7 May 2004 concerning the Dutch Language Houses). The objective is to optimise the range of services provided to non-Dutch speaking people who have completed compulsory education and who want to learn Dutch for social, professional or educational reasons.

The Dutch Language Houses charted the entire range of 'Dutch as a second language' (NT2) courses offered within their working area as well as the needs of non-Dutch speakers looking for a course. After a professional and uniform intake procedure, they guide the non-native Dutch speakers to the most suitable course Dutch available. Thanks to a specially designed course-participant registration system they advise the government on existing needs, possible waiting lists, progression and drop-out. Only the Dutch Language Houses are entitled to organise and coordinate the intake, testing and referring of course participants who are not in possession of an NT2 proof of study.

All Centres for Adult Basic Education, Centres for Adult Education offering NT2 courses, VDAB centres, Syntra, university language centres, provincial authorities, the Flemish Community Commission and the city councils of Antwerp and Ghent sit as partners on the board of the Dutch Language Houses. Dutch Language Houses enter into a cooperation protocol with the adult-education consortia operating within their area (see 7.5.1.).

The Dutch Language Houses are now as well represented as the reception bureaus (for newcomers) with whom they cooperate closely on the integration of foreign mother tongue newcomers. A Dutch Language House can only be recognised and subsidised if it has been set up as a non-profit-organisation.

An NT2 arrangement framework between the policy areas "Work and Social Economy, "Education and Training' and 'Housing and Integration' came into effect on 1/9/2009 on:

  • the organisation and inter-attunement of the course offer; the mutual recognition of proofs of study;
  • the orientation, the assessment of the level and learning pathways of course participants;
  • the cooperation between the NT2 course providers (the Centres for Adult Basic Education, the Centres for Adult Education, the university language centres, VDAB, SYNTRA Flanders), the reception bureaus, the Dutch Language Houses and the adult-education consortia in the area of NT2.

These are some of the elements in this arrangement framework:

  • the reception bureaus, VDAB and the Dutch Language Houses will respectively direct the integration pathways, the pathways-to-work and the willingness to speak Dutch within the framework of the Housing Code;
  • the Dutch Language Houses will have wider powers in terms of referrals whereby the learning needs of course participants on the one hand and the expectations of pathways counsellors on the other hand will come more to the fore;
  • arrangements will be made on a region-by-region basis on the minimum and maximum group sizes at the various course providers;
  • the aim is to keep the intake procedure as centrally as possible so that objectivity can be guaranteed as much as possible.

The CTO (Centre for Language and Education) has developed a materials database for teachers of Dutch as a second language and schools wishing to give Dutch language lessons to non-Dutch-speaking parents. The CTO was formerly the Centre for Dutch as a Second Language and is associated with K.U.Leuven.

Legislative framework: see regulations.

Literacy Boosting Plan

The strategic Literary Boosting Plan of the Flemish government, in conjunction with compulsory education and the providers of continuing education VDAB, SYNTRA, CABEs (Centres for Adult Basic Education) and CAEs (Centres for Adult Education), ran from 2005 to 2011.

The plan produced various tools:

  • a multi-step plan that briefly shows how a business or organisation can work on literacy (http://www.ond.Flanders.be/publicaties/eDocs/pdf/294.pdf ).
  • a more refined screening procedure consisting of two steps: an indicator test that is embedded in the intake procedure and a subscreening process of individual areas (language, arithmetic, ICT). The indicator test is designed to differentiate between those who are illiterate, those with poor literacy skills (who need to undergo subscreening) and those with adequate literacy.
  • a G-coach for the organisation of integrated literacy training in vocational programmes.
  • a guide to information literacy in libraries (looking for, finding, processing and applying information), developed by the centre for local cultural policy LOCUS in conjunction with BIBNET, VOCVO and experts in information literacy and workers in the field.

In June 2011, the policy evaluation was published, containing recommendations for further actions. Since then, a new Literacy Plan 2012-2016 has been devised, which was approved by the Flemish Government at the end of 2012, on condition that the plan is updated or evaluated in 2014 at the latest. For the implementation of the new plan, a project manager has been appointed at VOCVO.

Wablieft – centre for plain language

This centre, which is part of VOCVO, has been publishing a plain-language newspaper for 25 years, as well as a newsletter and books. It also gives customised text advice on writing clearer texts for every target public. http://www.wablieft.be/

Adult Education (AE)

Special educational resources can be made available for pupils, students or trainees with a visual, auditory or physical disability attending mainstream nursery, primary, secondary, higher or adult education. People with learning disabilities do not belong to this target group.

The resources include technical equipment, paper or digital transcripts or adaptations of lesson material, sign language interpreters and copies of fellow-students’ notes.

Pupils/students in mainstream full-time secondary and higher education and trainees in adult education with an auditory disability qualify for sign language interpreter support. The allocated hours can be used flexibly for the different modules on which the trainee is enrolled. (Circular NO/2009/02 & VWO/2009/01)

In adult education literacy modules are organised in some learning areas and branches of study [see 8.2].

Part-time artistic education (PAE)

PAE does not give special support to specific target groups, although many academies organise temporary projects aimed at specific target groups for whom it is currently far from easy to enrol in PAE (e.g. pupils with disabilities, disadvantaged people and members of ethnic minorities).

Vocational training VDAB

VDAB runs various courses in Dutch as a second language: bridging packages from orientation stage 1 into vocational training, Dutch in the Place of Training (NODO) and Dutch on the Workfloor (NODW).

‘Reasonable adaptations’ are possible during these programmes for disabled people (e.g. for someone with an auditory disability, a visual alarm signal on a machine instead of an auditory one).

Entrepreneurial training SYNTRA Flanders

In conjunction with the VDAB, SYNTRA Flanders organises an intensive pathway into entrepreneurship for non-Dutch-speakers, aimed at would-be entrepreneurs whose language skills are too weak for them to join a regular business administration course.

Candidates who speak no Dutch first take an intensive course in Dutch as a second language via the Dutch Language House. They then start a four-month language pathway at the VDAB, whose content is based entirely on running a business. As a final step, they take the business administration course at SYNTRA.

Throughout the pathway, the trainees are monitored by a language and learning coach. Coach and trainee together define a number of goals as a means of tackling the trainee’s problems, and work towards those goals in one or more sessions. The coach ensures that the trainee becomes capable of dealing with his/her language or learning problems independently.

For initiatives specifically aimed at target and disadvantaged groups, account is taken of the need to facilitate access and the trainee’s registration fee is reduced by a suitable subsidy.

Training in Agriculture

No specific measures have been introduced.

Socio-cultural adult work (SCAW)

[See 8.7]