This page was last modified on 16 January 2017, at 12:06.

Belgium-French-Community:Continuing Professional Development for Teachers Working in Early Childhood and School Education

From Eurydice

Jump to: navigation, search

Overview Belgium (French Community)

Contents

Belgium-French-Community:Political, Social and Economic Background and Trends

Belgium-French-Community:Historical Development

Belgium-French-Community:Main Executive and Legislative Bodies

Belgium-French-Community:Population: Demographic Situation, Languages and Religions

Belgium-French-Community:Political and Economic Situation

Belgium-French-Community:Organisation and Governance

Belgium-French-Community:Fundamental Principles and National Policies

Belgium-French-Community:Lifelong Learning Strategy

Belgium-French-Community:Organisation of the Education System and of its Structure

Belgium-French-Community:Organisation of Private Education

Belgium-French-Community:National Qualifications Framework

Belgium-French-Community:Administration and Governance at Central and/or Regional Level

Belgium-French-Community:Administration and Governance at Local and/or Institutional Level

Belgium-French-Community:Statistics on Organisation and Governance

Belgium-French-Community:Funding in Education

Belgium-French-Community:Early Childhood and School Education Funding

Belgium-French-Community:Higher Education Funding

Belgium-French-Community:Adult Education and Training Funding

Belgium-French-Community:Early Childhood Education and Care

Belgium-French-Community:Organisation of Programmes for Children under 2-3 years

Belgium-French-Community:Teaching and Learning in Programmes for Children under 2-3 years

Belgium-French-Community:Assessment in Programmes for Children under 2-3 years

Belgium-French-Community:Organisation of Programmes for Children over 2-3 years

Belgium-French-Community:Teaching and Learning in Programmes for Children over 2-3 years

Belgium-French-Community:Assessment in Programmes for Children over 2-3 years

Belgium-French-Community:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Belgium-French-Community:Primary Education

Belgium-French-Community:Organisation of Primary Education

Belgium-French-Community:Teaching and Learning in Primary Education

Belgium-French-Community:Assessment in Primary Education

Belgium-French-Community:Organisational Variations and Alternative Structures in Primary Education

Belgium-French-Community:Secondary and Post-Secondary Non-Tertiary Education

Belgium-French-Community:Organisation of General Lower Secondary Education

Belgium-French-Community:Teaching and Learning in General Lower Secondary Education

Belgium-French-Community:Assessment in General Lower Secondary Education

Belgium-French-Community:Organisation of General Upper Secondary Education

Belgium-French-Community:Teaching and Learning in General Upper Secondary Education

Belgium-French-Community:Assessment in General Upper Secondary Education

Belgium-French-Community:Organisation of Vocational Upper Secondary Education

Belgium-French-Community:Teaching and Learning in Vocational Upper Secondary Education

Belgium-French-Community:Assessment in Vocational Upper Secondary Education

Belgium-French-Community:Organisation of Post-Secondary Non-Tertiary Education

Belgium-French-Community:Teaching and Learning in Post-Secondary Non-Tertiary Education

Belgium-French-Community:Assessment in Post-Secondary Non-Tertiary Education

Belgium-French-Community:Higher Education

Belgium-French-Community:Types of Higher Education Institutions

Belgium-French-Community:First Cycle Programmes

Belgium-French-Community:Bachelor

Belgium-French-Community:Short-Cycle Higher Education

Belgium-French-Community:Second Cycle Programmes

Belgium-French-Community:Programmes outside the Bachelor and Master Structure

Belgium-French-Community:Third Cycle (PhD) Programmes

Belgium-French-Community:Adult Education and Training

Belgium-French-Community:Distribution of Responsibilities

Belgium-French-Community:Developments and Current Policy Priorities

Belgium-French-Community:Main Providers

Belgium-French-Community:Main Types of Provision

Belgium-French-Community:Validation of Non-formal and Informal Learning

Belgium-French-Community:Teachers and Education Staff

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

Belgium-French-Community:Conditions of Service for Teachers Working in Early Childhood and School Education

Belgium-French-Community:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Belgium-French-Community:Initial Education for Academic Staff in Higher Education

Belgium-French-Community:Conditions of Service for Academic Staff Working in Higher Education

Belgium-French-Community:Continuing Professional Development for Academic Staff Working in Higher Education

Belgium-French-Community:Initial Education for Teachers and Trainers Working in Adult Education and Training

Belgium-French-Community:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Belgium-French-Community:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Belgium-French-Community:Management and Other Education Staff

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

Belgium-French-Community:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Belgium-French-Community:Education Staff Responsible for Guidance in Early Childhood and School Education

Belgium-French-Community:Other Education Staff or Staff Working with Schools

Belgium-French-Community:Management Staff for Higher Education

Belgium-French-Community:Other Education Staff or Staff Working in Higher Education

Belgium-French-Community:Management Staff Working in Adult Education and Training

Belgium-French-Community:Other Education Staff or Staff Working in Adult Education and Training

Belgium-French-Community:Quality Assurance

Belgium-French-Community:Quality Assurance in Early Childhood and School Education

Belgium-French-Community:Quality Assurance in Higher Education

Belgium-French-Community:Quality Assurance in Adult Education and Training

Belgium-French-Community:Educational Support and Guidance

Belgium-French-Community:Special Education Needs Provision within Mainstream Education

Belgium-French-Community:Separate Special Education Needs Provision in Early Childhood and School Education

Belgium-French-Community:Support Measures for Learners in Early Childhood and School Education

Belgium-French-Community:Guidance and Counselling in Early Childhood and School Education

Belgium-French-Community:Support Measures for Learners in Higher Education

Belgium-French-Community:Guidance and Counselling in Higher Education

Belgium-French-Community:Support Measures for Learners in Adult Education and Training

Belgium-French-Community:Guidance and Counselling in a Lifelong Learning Approach

Belgium-French-Community:Mobility and Internationalisation

Belgium-French-Community:Mobility in Early Childhood and School Education

Belgium-French-Community:Mobility in Higher Education

Belgium-French-Community:Mobility in Adult Education and Training

Belgium-French-Community:Other Dimensions of Internationalisation in Early Childhood and School Education

Belgium-French-Community:Other Dimensions of Internationalisation in Higher Education

Belgium-French-Community:Other Dimensions of Internationalisation in Adult Education and Training

Belgium-French-Community:Bilateral Agreements and Worldwide Cooperation

Belgium-French-Community:Ongoing Reforms and Policy Developments

Belgium-French-Community:National Reforms in Early Childhood Education and Care

Belgium-French-Community:National Reforms in School Education

Belgium-French-Community:National Reforms in Vocational Education and Training and Adult Learning

Belgium-French-Community:National Reforms in Higher Education

Belgium-French-Community:National Reforms related to Transversal Skills and Employability

Belgium-French-Community:European Perspective

Belgium-French-Community:Legislation

Belgium-French-Community:Glossary

Organisational Aspects

Non-School Childcare Facilities

The quality code for childminding (31 May 1999, revised in 2004) stipulates that childcare facilities should encourage staff ‘to follow vocational training relating to the professional character of the childcare function and to child development, and conveying the importance and social and educational value of their daily work’ (Article 9). Continuing training for childcare facility staff is intended for all professionals at such facilities looking after children aged from 0 to 12 years that are registered with the ONE, apart from school out-of-hours childcare services.

The objective is principally to offer everybody an opportunity to reflect with others on their educational practices, notably in the light of changes that have taken place in the social and educational fields, as well as recent educational methods. The training is even more relevant if it is part of a project, nourished by an overall reflection on childminding, self-reflection, and the input of scientific information and specific knowledge.  

The continuing training programme aimed at professionals looking after children aged 0 to 12 years (including parents who look after children in a parents’ day nursery), is reviewed every three years. The ONE is required to ensure that at least 10,000 participant-days of continuing training for professionals looking after children aged 0 to 12 years are organised every year, and that the training programme is publicised. Action principles have been defined which focus on organisational details: they include promoting geographical accessibility and the fair distribution of provision between the different target groups, ensuring that waiting lists are established to manage registrations, ensuring a balance between knowledge, practical skills, the capacity to develop and interpersonal skills, providing training courses which are specific to the different childcare functions and to the different types of childcare facility, and encouraging training projects defined on the basis of the specific childcare plan. The ONE subsidises three types of training activity: individual training, networked training of professionals and support for teams in the field.

The 2014-2017 three-year programme (arrêté du Gouvernement de la Communauté française du 6 février 2014) aims at supporting the professionalization of the actors in the context of the objectives defined in the decree quality code.

  • to encourage professionals to engage in a process of reflection and an approach of continuing training;
  • to aim for a holistic approach to the child;
  • to introduce support arrangements for action plans which promote reflection by professionals on their practices and which boost professionalism;
  • to develop reference tools and make them available to professionals.

Five priority focuses have been chosen:

• Basics: related to the reference guides 0-3 and 3-12 years edited by ONE and tools related to the health of the child;

• Accessibility, in particular inclusion, gender issues, equal opportunity, diversity of families and poverty;

• Participation :

  • Take into account the views of the child, give him/her a central place;
  • Inform, educate parents, and consider their desire for involvement;

• Sense of practices (reflexivity ...):

  • Link between the child's needs and the professional positioning
  • Development of the child in connection with its environment
  • Knowledge of one’s work
  • Interpersonal skills
  • Implementation of a training plan

• Responsibilities of an educational team.

For the implementation of the programme, the ONE will work with 20 bodies receiving subsidies for the purpose.

Pre-Secondary and Secondary Education

Two decrees dated 11 July 2002 have defined the arrangements for organising in-service training.

The status of continuing training

Continuing training is obligatory for all definitely appointed or hired teaching staff (as well as for staff designated or hired on a temporary basis if it is included in their schedule) on the basis of 6 half-days a year. Voluntary continuing training (i.e. in addition to these obligatory 6 half-days) is limited to 10 half-days a year in ordinary pre-secondary education if it takes place during the teacher’s working hours, unless there is an exemption. In ordinary secondary education and specialised education, the reference period during which the compulsory training must be taken is three years, and the teacher is limited to 6 half-days per year of voluntary continuing training during working hours. Outside working hours, there are no limits on the duration of voluntary training.

The organisation of continuing training

Continuing training is organised by a specially created Institute for In-Service Training, or at network level (or controlling authority level if the controlling authority does not subscribe to a representation body), or at school level. The Institute for In-Service Training does not directly train the teachers, but makes use of training operators (hautes écoles, universities, teachers’ associations, continuing education agencies, etc.).
The training operators are:

  • members of the managerial and teaching staff, members of the auxiliary education staff, members of staff of the General Department of Inspection and members of the technical staff of the Centre for Psychological, Medical and Social Services;
  • other physical persons who are national or international experts;
  • continuing education agencies and youth organisations recognised by the French Community;
  • universities;
  • hautes écoles;
  • teacher training colleges and institutes;
  • arts colleges;
  • social advancement education institutions;
  • part-time arts education institutions;
  • architecture colleges;
  • training centres;
  • public or private companies;
  • non-profit associations;
  • sports federations;
  • representatives of the Council of Europe, the European Community or the OECD;
  • the Institute for In-Service Training.

The Government sets the conditions which training operators must additionally meet, in order to accredit their capacity to provide training. In particular, these conditions relate to the operator’s experience, to the training provided in the past, and to the professional and financial guarantees offered.

The Steering Committee is responsible for evaluating and regulating the system.

Objectives

Training organised by the Institute for In-Service Training is aimed at all institutions organised or subsidised by the French Community (inter-network training). Among other things, the objective of these training programmes is to ensure consistency with the Decree on the Missions of Schools, by ensuring in particular:

  • training in the capacity to implement formative assessment and a skills- and techniques-based pedagogy which makes it possible to achieve the levels defined by the Core Skills;
  • training in the various forms of differentiated pedagogy;
  • training in the creation of educational and assessment tools which are adapted to the achievement of the objectives set by the Core Skills.

In addition to these goals, there may be others which are specific to the level of ordinary secondary education and to specialised education.

Pupils during their teacher’s in-service training

In ordinary pre-secondary education, classes may be suspended for a maximum of six half-days per year to allow teachers to attend obligatory training. Outside these half-days, arrangements must be made for the pupils of a teacher who is in training. To this end, teachers are replaced by other members of staff, by trainee teachers or, within the limits of the budgets set by the government, by members of staff engaged on a temporary basis or by organised educational, cultural or sporting activities.

In ordinary secondary education and specialised education, arrangements must be made for the pupils of a teacher who is in training, and these are similar to those described for pre-secondary education.

Incentives for Participation in Continuing Professional Development (CPD)

Two decrees dated 11 July 2002 have made in-service training compulsory for teachers in ordinary or specialised pre-secondary and secondary education.

Participation in training organised in application of the decree on in-service training for staff members of educational institutions is free of charge. Teachers have their travel costs reimbursed and receive a meal allowance of €8.70 per day. They normally receive documents prepared by the trainers. Members of staff who are participating in training are considered to be in active service.

On the other hand, since the Arrêté du Gouvernement of 05/06/2014 (http://www.gallilex.cfwb.be/document/pdf/40967_000.pdf), primary and lower secondary teachers are encouraged to get a specific Master degree in education. Indeed, if they have completed it, they will then receive the salary level of upper secondary school teachers.