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

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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

Parents have the right to have a school that reflects their philosophical or religious outlook within a reasonable distance. If such a school does not exist, the State must either create or subsidise one, or contribute to the costs of transport to such a school or provide the transport itself. Moreover, given the population density of the French Community (213 inhabitants per km² in the Walloon Region and 7,227 inhabitants per km² in the Brussels-Capital Region on 1 January 2014), and the number of pre-primary schools (around 1,800), distance is rarely a problem. Most schools offer a childcare service before and after school hours.

Nursery education caters for children aged two-and-a-half (on 30 September of the current school year) to five years, or even six in exceptional cases. Registration is open throughout the academic year. Parents have a free choice regarding the school attended by their child.

In most cases, nursery education is arranged into two or three groups or ‘classes’ according to age (horizontal organisation). The limits for different age groups vary according to the size of the school. Half of the pre-primary sections include only one or two classes.

In rural areas, where small schools do not have a sufficient number of children for three groups, and in other schools for educational reasons, children of different ages are grouped into a single, more ‘familial’ class known as a ‘composite class’ (vertical organisation).

Rather than abiding by a rigid group structure, some schools prefer to arrange classes vertically in some instances, i.e. with children of different ages, and horizontally in others. Within this structure, teachers regularly change their group and classroom.

The French Community establishes the start and end of the school year, as well as statutory holidays.

The school year generally begins on 1 September and ends on 30 June of the following year. In addition to the two-month summer holidays, students have one week of autumn holidays (early November), two weeks of winter holidays (Christmas), one week of Carnival holidays (February), and two weeks of spring holidays (Easter). Unless otherwise specified for the current year, the spring holidays (often called ‘Easter holidays’) are the first two full weeks of April, regardless of the date of Easter. In addition, a certain number of days off are granted at regular intervals during the school year: Ascension Thursday, Whit Monday, 27 September (French Community Day), 11 November, and 1 May.

In the current school curriculum, a school year consists of 182 days of classes spread over 37 weeks. The government may define the number of class days between 181 and 183.

Classes can be suspended for a maximum of six half-days in pre-secondary education to enable teaching staff members to attend training days.

In nursery education, pupils attend school for 28 periods of 50 minutes per week (1,400 minutes per week).

Each full day includes a break of 15 minutes in the morning and a break of at least one hour between morning and afternoon classes. Break-time is not part of the 28 periods referred to above. The schedule must be continuous. Provided these principles are adhered to, any controlling authority may authorise pre-secondary or secondary schools, as part of their plan, to adapt the weekly timetable in order to implement activities that enable them to attain their general objectives.

In practice, the 28 weekly class periods are spread over nine half-days from Monday morning to Friday afternoon. The time when school begins and ends is determined by the responsible education authority. Generally, education takes place from 9 a.m. to midday and from 1.30 p.m. to 3.30 p.m., with 8.30 a.m. and 4.00 p.m. representing the school day’s earliest starting and latest ending times. The table below presents an example of a timetable, probably the most common.



Example of a weekly timetable
 
Out of school care - before classes
Morning classes (starting and ending hour)
Lunch break
Afternoon classes (starting and ending hour)
Out of school care - after classes
Monday
7.30-9.00
9.00-12.00
12.00-13.30
13.30-15.30
15.30-18.00
Tuesday
7.30-9.00
9.00-12.00
12.00-13.30
13.30-15.30
15.30-18.00
Wednesday
7.30-9.00
9.00-12.00
-
-
-
Thursday
7.30-9.00
9.00-12.00
12.00-13.30
13.30-15.30
15.30-18.00
Friday
7.30-9.00
9.00-12.00
12.00-13.30
13.30-15.30
15.30-18.00
Saturday
-
-
-
-
-


Pupils spend an average of five hours per day in school on learning activities, but some are present for close to nine hours. In many schools, childminding is provided from 7 a.m. until classes start and from the end of classes until 6 p.m. In cities, most pupils remain in school during the lunch break, under the supervision of teaching staff or another person subsidised by the French Community for one hour of midday break monitoring.

The coordination of care during pupils’ free time (Wednesday afternoons, weekends, and school holidays) and support for out-of-school care (before and after classes, but not during the lunch break) have been put in place. The interventions target specific geographical areas, based on appraisals of the situation of childcare drawn up by the municipalities that are interested. They relate to children aged two-and-a-half to twelve, and must have received approval from the Office of Birth and Childhood (ONE). Childcare provision is presented in a programme called CLE (Local Coordination for Children), presented as a childcare programme coordinated and agreed by the concerned parties and applicable in a given territory. The consultation of local players allows childcare provision to be structured. It favours the pooling of resources and creation of synergies aimed at ensuring greater efficiency. Under certain conditions, operators can benefit from support. Three general aims are pursued: the global development of children, social cohesion through intermingling, facilitation and consolidation of family life.