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

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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

2016

September 2016

8/06/2016 : On the proposal of the Minister for Childhood, the Government of the French Community approved the guidelines defining a real vision for the sector of welcoming of children. These guidelines intend to improve the childminders’ condition in the short and medium term. The Minister for Childhood, under the Declaration of Community Policy 2014-2019, proposed to the Government to take various measures to stabilize and enhance the attractiveness of the childminders’ area. The decision of the government of the French community includes the following measures for the childminders :

-1. The improvement of the current conditions ;

-2. The first steps of the establishment of an effective status.


April 2016

By its decree of February 4, 2016 containing various educational provisions, the Government of the French Community notably changed the law by

- strengthening the support the student’s pathway

New Provisions to support students in pre-primary education : Since the Decree of 14 July 2015, maintaining a pupil in the 3rd year of pre-primary education is still possible but it can now only be held for exceptional reasons and following the opinion of the headteacher and the psycho-medical-social center (CPMS). This decree sets up a monitoring process of the 3rd pre-primary education skills. In case of detection of learning difficulties at the end of November, an individualized support and remediation system is set up for the student in the institution in partnership with the PMS center concerned. As part of continuing professional development, specific additional training will be offered to enable the third pre-primary teachers to understand the specific disorders of learning or educational difficulties and to provide the necessary educational facilities.

- strengthening knowledge and skills

Reference guides in pre-primary education : These reference guides that will be implemented, are thus a recognition of the monitoring of the student’s learning already completed in the teams of pre-primary education. They are also a positive tool for the prevention of learning difficulties. Current research shows how the lack of mastery of the language of instruction can be a source of inequality and difficulty from the beginning of schooling. As such, the implementation of a language learning planning through all pre-primary education is essential.

2015

Within the continuing dynamic of the "Takeoff! "project, and in order to fight against unjustified keeping of students in the third pre-primary year, new measures in the fight against repetition for the children of the 3rd pre-primary year were adopted by Parliament on July 14, 2015 . Keeping students in the 3rd pre-primary year is still possible but will now only take place for exceptional reasons and following the headmaster’s opinion and the psycho-medical-social center’s opinion. If the keeping of the student in the 3rd pre-primary year is refused, parents can still, outside of the above conditions, request repetition with the agreement of the organizing authority in the grant-aided independent education or the school headmaster in grant-aided public education.

In addition, to avoid repetition preventively and to identify the children’s difficulties and disabilities and to give them the necessary remediation in time, the Government adopted on first reading a draft provision on 17 July 2015, which provides the implementation of a process of skills observation by the end of November. In case of detection of learning difficulties, an individualized support and remediation device will be implemented for the student in the school in partnership with the PMS center. The aim is to avoid the keeping in the 3rd pre-primary year of children who have learning difficulties and thus help them make the move to the first grade of primary school.

As part of continuing training and to support the teaching staff, specific additional training will be offered to allow the teachers of the 3rd pre-primary year to understand the specific disorders of learning or educational difficulties and to provide the necessary educational facilities.


Launch of reference guides for pre-primary schools, which will allow teachers to implement a program. A new decree adopted in July 2015 and to be voted in Parliament in September 2015 provides reference guides for pre-primary schools. These reference guides will be a recognition of the monitoring of learning already completed in the pre-primary schools’ staffs and a positive tool to prevent learning difficulties. The implementation of a planning of language learning through the entire pre-primary education is essential.


By the end of the year 2015, a second National plan for fighting child poverty 2015-2019 will be developed in consultation with the Regions and the Communities. In the Brussels Capital Region, the French-speaking Brussels Government has strengthened the nursery plan. 16 million € have been made available for new places in care facilities for children aged 0 to 3 years. The plan focuses on the creation of more places in existing socially accessible collective child care facilities that practice the parent contribution in areas where the needs are greatest.

In order to combine work and family life, the Government announced the development of innovative experiences in early childhood care. Moreover, the efforts concerning the creation of places continues in collaboration with the French Community of Belgium (creation of 5,000 places in subsidised day care centres).

2014

On 12th November 2014, the Government of the French Community approved a decree on the general regulation of childcare and on the approval of procedures laid down by the ONE (Office de la Naissance et de l’Enfance – Office of Birth and Childhood) in order to safeguard employment and childcare places in Brussels. Indeed, these places would disappear following the new language regulations of the Flemish Community in terms of care, which precises quality standards for day care centers and the obligation of using languages in these day care centers.

The government has taken two transitional provisions: one on the initial education and the other on infrastructure. In addition, a more general provision will allow more flexibility in management standards.