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Belgium-French-Community:National Reforms in School Education

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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

2017

April 2017

22/03/2017: Pact for Teaching Excellence: the Government approved the 3rd opinion of the school stakeholders.

On the proposal of the Minister of Education, the Government approved on March 22 the third opinion of the Pact for Teaching Excellence written jointly by the school stakeholders.

Since the partners of the school decided to continue their commitment to the work of the Pact, the Government have been able to launch several projects :

  • 30 citizen meetings will be organized everywhere in Wallonia and Brussels until mid-June. They are intended to inform the general public, parents, teachers, administrations ... but also to gather opinions in order to organize the change in the best conditions on the ground ;
  • an operational change unit will be set up to accompany the implementation of the Pact in the long term. Its aim will be to build change so that it can fit in a progressive and practicable way on a daily basis in schools. A phasing of the different measures will be carried out :
  • a multiannual budgetary framework will be drawn up by the end of April 2017 ;
  • the Parliament of the French Community will be involved in all future stages ;
  • The first improvements will be possible as of September 2017, including the strengthening of educational support of pre-primary schools and administrative support for the school directions.


08/03/2017: Preliminary draft decree " differentiated staffing".

On the proposal of the Minister of Education, the Government of the French Community approved on 8 March 2017 in first reading a preliminary draft decree amending the decree of 30 April 2009 organizing a differentiated staffing within schools.

A principle of equity in 2009 motivated the differentiated allocation of resources to schools according to the rate of students coming from the modest districts that they welcome and by the drafting of a pedagogical project adapted to their school context.

The new method of calculation that is foreseen, represents a considerable improvement over the current calculation which is not based on the characteristics of the students but on those of their neighbourhood of origin and on non-updated data. Thus, the income per capita, the level of diplomas or the rate of unemployment will be taken into account.

The ranking will now be done each year, but the additional means allocated will be based on the last six rankings. This system makes it possible to find a balance between the educational and budgetary stability needs of the schools and the need to closely follow the socio-demographic evolution of the schools, ie to act as close as possible to the pupils.


2016

December 2016

09/11/2016

On 9th November, the Government of the French Community adopted, on the proposal of the Minister of Education, the references guide for the subject Philosophy and Citizenship in non-denominational secondary education.

The references guide is the presentation of the ambitions of the subject, the skills to be acquired at the end of the 2nd and 3rd stages of secondary education.

As is already the case in non-denominational primary education, this subject of Philosophy and Citizenship will automatically replace one of the two hours of religion or ethics in September 2017. As regards the second hour, parents and students may choose to emphasize training in Philosophy and Citizenship or to follow the traditional lessons of religion and ethics.

This subject aims at a pluralistic and critical understanding of the stakes of society. It is not a question of forming on the one hand to philosophy and on the other hand to citizenship but it is a question of applying the approaches and tools of the philosophical discipline to the object and the objective of citizenship.

Students will be asked, for example, to assess the validity of a reasoning and the coherence of a speech, to identify the impact of new technologies on our freedoms, or to question the stereotypes and prejudices guiding our lifestyles and choices.


26/10/2016

In the context of the constant arrival of migrants, the Government decided on 26th October 2016 to pursue its policy of granting additional support periods for the organization of the Device for the Reception, Integration and Schooling of Newly Arrived Pupils (DASPA), and of creation of new devices.


September 2016

08/06/2016: Facing the international crisis of asylum and thousands of families fleeing war and distress, the Government of the French Community decided to strengthen the device for the reception, integration and schooling of newly arrived pupils (DASPA). The French Community has organized a device for the reception, integration and schooling of newly arrived pupils (DASPA) for several years, under the decree of 18 May 2012. This device is suitable for learning profiles of students, including the difficulties of learning French and culture, and wants to be an intermediate schooling step for a limited period before the immersion in a "traditional" class. The Government of the French Community decided to open new device for the reception, integration and schooling and strengthen certain existing devices to deal with the arrival of migrants in recent months.


April 2016

As part of the sixth reform of the state, the Immigration Policy Support Fund(FIPI) was abolished and its resources were partially transferred to the federated entities, which now provide this mission as part of their competences. In this context, the French Community of Belgium redefined the objectives and the allocation of this funding and adopted a new framework, the "projects promoting citizenship and inter-culturality" (PCI). A first call for projects was adopted in June 2015, with 3 axes: Education for citizenship, intercultural dialogue, promotion of diversity and fight against racism, and rights of migrants. For this call, 160 projects were selected for an amount of 1,450,000 euros. A new call for projects will be launched in May 2016.

The French Community will develop multiple actions to reduce inequalities and fight against poverty. Many studies highlight the unprecedented increase in inequality and poverty in Belgium. The Government of the French Community decided to follow the lead of the Walloon and Brussels Governments and also develop a specific action plan to make the problem of poverty, a cross-policy priority. Thus the Council of Ministers of the French Community adopted on February 17, 2016 a guidance note that defines the operational objectives, structure, methodology and phasing of the plan. It will emphasize consultation and collaboration with the key stakeholders and all professionals with practical experience. The Brussels Forum and the Walloon Network fighting against poverty have already participated in the development of the guidance note. After the consultation phase, which began in March 2016, the Government of the French Community will focus on the formulation of concrete proposals for actions for final confirmation in the month of June 2016.

February 4, 2016

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

1. 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.

-Experiences in the professional world for students of the 3rd secondary education to strengthen their orientation

-New Guidance rules to limit repetition (within the first years of secondary education)

2. Investment in the actors of education

-Welcome of new teachers This welcome and support system will be mandatory on the basis of the draft decree adopted in July 2015 on first reading, from the 2016-2017 school year on, after the launch of education and training modules.

-New Training days for teaching staff In order to strengthen the collective continuing professional development on the most concerning issues and, based on evaluations, the Minister of Education decided to organize two mandatory additional half days of professional development for the teaching staff, as part of the schedules.

- Clarification of the duties of the staff Teachers need to be correct in their relationships with the different people they are in contact with, and avoid anything that could compromise the honor or dignity of the function. They are required to a duty of confidentiality in the performance of their duties and in their service reports, but also as part of their private life.

-Use of periods for remediation This measure extends the possibility of allocating periods of remediation to physical education or modern language teachers, while stating that the activities aimed by these teachers must exclusively be remediation activities and educational support to students in difficulties.

3. 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.

-Children’s books recognized as educational tools

4. Improving governance -A steering plan for schools. Implementation: no later than 1 September 2018

-At the latest by 1 September 2018, each school develops a steering plan for a period of 6 years, according to the rules adopted by the Government, and especially including the following ones :

  • the strategy to achieve the success of each student and allow him/her to master the learning and to achieve the expected goals;
  • the strategy in terms of team work with all teachers of the school and in terms of welcoming and supporting new teachers;
  • the strategy of the institution in terms of continuing professional development of its staff, especially on the topics or subjects allowing it to provide specific support to teaching staff and students;
  • the strategy of the institution to fight against school failure, school dropout and repetition;
  • the strategy of the institution regarding the integration of digital tools in the learning and governance of the institution;
  • the strategy of the institution regarding the integration of students, as well as the strategy of reasonable accommodation for students with special needs;
  • the strategy of partnership and collaboration with parents of students of the institution;
  • the strategy of learning and access to culture and reading as well as collaborations established with cultural and public reading institutions in the area;
  • the strategy of learning and access to sports and collaborations with sports institutions in the area;
  • the description, in case of vocational education, of partnerships established with companies and employers in the sector concerned;
  • the prevention and support system of discrimination and violence within the school, including specific devices on harassment, cyber-harassment and exceptional events and partnerships with the youth service system and school mediation service;
  • the strategy including the promotion of citizenship, health, education to media, environment and sustainable development;
  • the strategy for guiding students and promoting guidance tools throughout the pathway of each student.

The steering plan is drawn up by the headmaster, in collaboration with the educational and teaching staff of the institution and in consultation as appropriate with the teams of the PMS Centre, taking into account the specific context of the institution, of the school plan and the available resources. The steering plan is presented, according to the formal requirements and deadlines set by the Government, to the General Inspection Service. The General Inspection Service checks the compliance of the steering plan within 90 days after submitting the plan.

-Catching up process of schools in difficulties For an institution whose performance have a significant gap below the average of institutions, a diagnosis is made by the services of the Government and "an adjustment device" adapted to the situation of the institution and the diagnosis is written.

-Creating new places with additional periods and new financing rules in schools.


January 20, 2016

The French Community adopted a new system of prevention and fight against radicalism. One year after the implementation of the strategy against radicalism adopted on January 21, 2015 by the Government of the French Community, the Anti-radicalism Network (RAR) that was created for the occasion, has now operational centers and an anti-radicalism strategic Committee.

1) Help and support to people

This center will be the point of contact between people facing a problem of violent radicalization and the French Community. It will handle listening, diagnosis and support of people in the process of violent radicalization to facilitate their disengagement. This support will be personal and individualized, either at the request of the person, or someone he/she knows, or following a judicial decision.

2) Support and Resource Centre to the various services of the French Community

It will act as a support service to the other departments of the Ministry of the French Community and its public interest organizations in coordinating the resources to be mobilized in the different administrations to meet the actual needs. The center will also develop capacity and expertise research. It will be responsible for establishing a methodology for collecting and exploiting real data, for sponsoring research, for conducting analyzes and studies in order to build a real reference documentary center for all actors of the French Community.

3) The Strategy Committee

This committee composed of representatives of administrations, of the Government, and acting with the support of experts, will be the steering and coordination body of the French community in terms of prevention and fight against radicalism. It is responsible to foster actions based on the needs coming from the different general administrations, to validate the strategic orientations and to ensure the pooling of initiatives and the research of synergies. The budgetary impact of this decision is estimated at € 1.662 million euros on an annual basis.


January 13, 2016 Draft decree on external evaluations for certified: enhance confidentiality at all levels

The Government of the French Community adopted the draft decree on external evaluations amending the Decree of 2 June 2006 on external evaluation of the student learnings in compulsory education and on the basic education certificate at the end of primary education.

This draft decree specifies the confidentiality obligations of the staff, the general framework of external evaluations, from design to the administering of the examinations, through printing, packaging, delivery, distribution and the procedure whereby, in case of disclosure of all or part of the examinations, to transmit an alternative test.

2015

December 2015

11/18/2015: The Government of the French Community agreed on the draft decree organizing e-learning in the French Community. All correspondence courses offered up to now in a paper version have been rethought and modularized to meet the requirements of an online education. This major transformation allows the development of distance learning into e-learning. The project "e-learning decree" proposes to strengthen the supply to the preparation to different central juries (from primary to secondary) through a more attractive and educational division of training modules while maintaining access for all to this type of education. This system of tests by the different central juries of the French Community of Belgium provides the diplomas necessary for the pursuit of education or job search.

09/09/2015: Facing the international crisis of asylum and thousands of families fleeing war and distress, the Government of the French Community decided the following measures: - Strengthening the device for the reception, integration and schooling of newly arrived pupils (DASPA). The French Community has organized a device for the reception, integration and schooling of newly arrived pupils (DASPA) for several years, under the decree of 18 May 2012. This device is suitable for learning profiles of students, including the difficulties of learning French and culture, and wants to be an intermediate schooling step for a limited period before the immersion in a "traditional" class. The Government of the French Community has decided since 09.10.2015 to open new device for the reception, integration and schooling and strengthen certain existing devices to deal with the arrival of migrants in recent months. - Nearly 4,000 hours of "French as a Foreign language" and literacy for refugees Learning French for newcomers is an essential part of their integration into local host communities, and is a key asset to access employment. Mastering the French language is one of the objectives of reception and integration courses organized regionally. In this context, the training offer of French as a foreign language and literacy has been increased to meet the immediate needs. Training in "French as a foreign language and literacy" will therefore be offered to about 825 people in reception centers for refugees or in present structures.


October 2015

1. Within a provision of the decree on various measures in education adopted 14 July 2015, the number of half-days of legally unauthorized absence, from which the directions of secondary education must report the students concerned to the Administration, changed from 20 to 9 half-days. This measure is accompanied by mobilizing existing school dropout services, that can be strengthened.

15 million will be allocated to the call for projects on the fight against early school leaving under the European Social Fund program to schools and organizations of the Youth Aid and additional resources will be allocated to support additional devices. A partnership agreement may be concluded between school dropout services and an agency whose main moral object is the fight against school failure and dropout, which will enhance the number of supported cases. These measures represent the first steps in the context of a broader plan against school dropout that will be discussed in the context of the Teaching Excellence Pact’s work


2. Within the Decree program, further steps with regard to guidance and support of integration for students in specialised education were adopted by Parliament July 14, 2015 to meet particular the observation that our ordinary education is not inclusive enough and sometimes too easily relegates to specialised education.

Redefining orientation conditions to specialised education

New rules are planned for decisions on orientation of a student to specialised education. A lack of teaching language proficiency or coming from a poor social environment will not be - alone - a valid reason for orientation to specialised education any more. In case of orientation to specialised education, for students who fall under type 1 of specialised education (for students with mild mental retardation), under type 3 (for students with moderate or severe mental retardation), or under type 8 (for students with learning disabilities), the enrollment report will now describe support and reasonable accommodation in place in ordinary education and demonstrate that they have proved inadequate to ensure learning appropriate to the specific needs of the student. This will avoid too systematic orientation to specialised education and strengthen the inclusive aspect of ordinary school.

Steps are also being taken for integration in specialised education. It is only if integration is not possible in ordinary education that the student is orientated to specialised education. In total permanent integration for each student in primary education and in the first two degrees of ordinary secondary education, 4 periods for supported students will be granted, provided by specialised education staff. Strengthening support for students with learning disabilities in ordinary education The new measure aims at standardizing the periods granted under permanent total integration, now providing four periods for supporting students for the integrations organized in ordinary primary and secondary education.

In the third stage of secondary education, only students under type 4 of specialised education (for students with physical disabilities), under type 5 (for the students supported in terms of their a health by a hospital or a medical social institution recognized by public authorities), under type 6 (for students with visual impairments and / or functional impairment of vision) and under type 7 (for students with hearing impairments and / or a significant lack of communication), may still benefit from the 16 periods for supporting students. Based on the means made available, 450 additional support periods may be granted on a proposal of the General Council of specialised education, particularly in the specialised education institutions organizing an adapted pedagogy or particular projects.


3. The Parliament of the French Community of Belgium voted, July 14, 2015, the full renewal of additional budgetary means for the differentiated staffing.

The differentiated staffing policy and the differentiated funding add human and financial resources to institutions that enroll students from socio-economically lower environments. In 2009, in an effort to empower disadvantaged youth, the French Community introduced this differentiated staffing regime, which now benefits a student out of four. This effort to “disadvantaged” schools materializes in two ways: on the one hand, more teachers in the schools concerned, representing an effort of 48 million euros a year now, and on the other hand additional means up to nearly 14 million euros a year, which 25 % are used to hiring additional support staff.

The Government decided that 25% of these additional resources will have to be allocated to pay staff involved in the fight against failure. With this 25% minimum, it will therefore be intended to strengthen both the means for additional staff and the capacities of mobilizing additional periods for remediation, supervised study, support in learning, educational counseling, continuing personal development, mentoring, etc.


4. Fight against harassment at school

A set of coordinated measures to fight harassment among students in schools was adopted by the Government for the school year 2015 - 2016. Six axes are privileged to fight harassment and will be implemented in mid-September 2015:

- Inclusion in the school plan of a prevention device

- Launch of a major action research for the years 2015-2018

- Launch of a structured network of prevention and of support for harassment for the years 2015-2018

- Creation of a platform containing all the resources in this area, online in mid-September

- Student engagement in the fight against harassment: launch of a call for projects for a campaign to fight against harassment with students in secondary education and dissemination of a support program for students

- Call for projects for a "peer" training with the 5th and 6th students of primary education and of the first stage of secondary education.


5. Given the changes made to the timetable in the 3rd year of vocational education and the concern to fight against excessive repetition, the possibility is given in a decree adopted by the Government and to be voted in September 2015 at the class council to orientate a student coming from the second differentiated year, not having the CEB into the 3rd year of vocational education, which was no longer possible and braked the progression of the students to whom vocational education better suited.


6. Experiments in different jobs in the 3rf year of secondary education, during the second half to strengthen orientation.

A call for projects will be launched in late September 2015 to all socio-economic operators in order to host students of the 3rd secondary education in the second half of this year to allow them to have information, training courses, immersion, an experience in the socio-professional world to enhance his/her knowledge on the possibilities and his/her orientation.


7. July 14, 2015: Decree establishing an exemption arrangement for the lessons of religion and ethics in the education organised by the French Community and in grant-aided public education.

The decree gives the opportunity to students of public education, to ask, without motivation, for the exemption to follow a lesson in the religion of one of the recognized religions or ethics. In addition, it organises an alternative educational support (EPA : Enseignement pédagogique alternatif) during two hours in the student's weekly timetable. This EPA will deal with subjects such as education to democracy, education to philosophical questioning, education to wellbeing and to knowledge of oneself and others.


8. Significant progress for vocational education (VET)

The implementation of the 10 qualifying education-training-employment fields (collaboration between the French Community, the Walloon Region and the French Community Commission) for this autumn. The inter-networking steering instances of qualifying education (IPIEQ) allowed the adoption of the very first innovative redeployment plans of the rewritten, optimized offer, with fewer and better options in tune with the partners of education. They are valid for 4 years.

The implementation of the "dual vocational cooperation agreement" (collaboration between the French Community, the Walloon Region and the French Community Commission) allowed the creation of the OFFA as well as the development of a single contract for dual vocational education. The training courses and the immersion into businesses significantly improved. Training courses became mandatory in some options. The experiments of immersion into businesses will be multiplied.

A training course for teachers into businesses is created: teachers of technical and vocational courses familiarise with working conditions in eight participating businesses. The work with professional sectors and the SFMQ is amplified. 12 jobs are in a process of transformation into certification profiles. The procedures at SFMQ are accelerated in order to have more profiles (changing of the cooperation agreement with the Walloon Region and the French Community Commission (COCOF)).

In terms of equipment, 30 Centres of Advanced Technology were finalized and an agreement with FEBIAC (Belgian Federation of the car industry and the cycle) will be implemented so that the schools can have new vehicles for learning car mechanics.

The promotion of technical professions and sectors is provided through a website and the publication of information sheets on options (and therefore on jobs), for the educational staffs and the PMS centers. To improve the Jury of the French Community, a jury "CE6P" (Certificate of the sixth year of vocational secondary education) will be created. New provisions will integrate the sectoral test results in the elements that may be considered by the Qualifying Jury for issuing the qualification certificates.

Immersion in businesses will be expanded significantly: call for projects in 2015-2016, implementation of a support committee and adoption of decrees.


The Region's Dispositif d'Accrochage Scolaire (school dropout plan) supports all networks of French- and Dutch-speaking schools for compulsory education in the Region, helping them organise initiatives to combat violence at school and prevent young people dropping out of school. 318 projects are being supported in 2014-2015. A budget of 1.87 million € is dedicated to this plan. Since they cover educational projects that aim to reduce academic failure and absenteeism, the initiatives focus on organising workshops to promote self-confidence and/or emotional stability through community experience, mentoring, services to the community, remedial learning and even study coaching sessions.

The French and the Flemish Communities are responsible for managing measures to combat early school leaving. However, within the framework of its powers, the Brussels Capital Region has adopted measures relating to early school leaving which are not aimed at strengthening existing schemes but designed to conduct missions that are not currently being performed or not being performed sufficiently. The regional subsidy dedicated to this priority amounts to 3.5 million €.

Alongside the specific work on early school leavers, the community plans also include a "street work" priority which consists in increasing the number of officers on the home-school journey in order to meet young people who are early school leavers and offer them guidance. The total annual subsidy for municipalities under the Prevention plan of the Brussels Capital Region amounts to 16.5 million €.


During the 2014-2015 school year, implementation of the sectoral and intersectoral decrees of 21/11/2013: facilitators commitment, establishment of zonal platforms with collaboration between Education and Youth Aid, implementation of the steering Committee, decreasing of the half-days’quota of unjustified absence from which a pupil of secondary education is reported to the administration of education, ...


11/03/2015: The Higher Education Ministers submitted a draft decree allowing teachers of the German-Speaking Community to obtain appropriate educational qualification to higher education (CAPAES).

The German-Speaking Community wants to work with the French Community, to enable higher education teachers of the German-Speaking Community to get the CAPAES of the French Community, which is not currently possible.


The education ministers also wanted to encourage the mobility of teachers between the French and the German-speaking Community. This effectively involves the fact of encouraging teachers to go and teach in another Community. The aim is to facilitate the recruitment of teachers, among others as part of immersion teaching, but also to promote their mobility, including outside of immersion projects. (http://gouvernement.cfwb.be/s-ance-conjointe-des-gouvernements-de-la-communaut-germanophone-et-de-la-f-d-ration-wallonie-bruxelles).