This page was last modified on 6 August 2012, at 15:01.

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

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

Responsible Bodies

The Higher Council for Social Advancement Education was created by the decree of 16 April 1991 organising social advancement education (Articles 78 to 81). This council states its opinion on all issues relating to the adequacy of social advancement education as a response to socio-economic and cultural needs, as well as on matters to do with promoting, developing and improving this form of education.

Forem and Bruxelles Formation are jointly managed by representatives of the workers and of the employers. Moreover, FOREM works in collaboration with the 11 subregional employment and training committees, which are also jointly managed bodies; on these committees, local initiatives, ambitions and characteristics to do with the development of the employment market find expression. In each subregion, the committee is responsible for issuing formal opinions, recommendations and proposals on all subjects relating to employment and training, in particular with regard to the overseeing and assessment of the employment integration scheme. Consultative employment, training and education committees analyse training needs, devise a range of education and training provision and serve as employment observatories. The Economic and Social Council of the Walloon Region (CESRW) regularly issues opinions, either on its own initiative or on request, to the government, in particular on training policies. In Brussels, the Consultative Committee on Training, Employment and Education plays an analogous role. The social partners are also involved in the management of sectoral training funds.

The Council for the Improvement of Part-Time Secondary Arts Education was established by Article 121 of the decree of 2 June 1998 organising part-time secondary arts education subsidised by the French Community and by the Government decree of 2 June 1998 instituting a Council for the Improvement of Part-Time Secondary Arts Education subsidised by the French Community. This form of education is intended for pupils of various ages, including adults. The approach to a variety of branches of arts training is regulated in a manner which takes account of the specific situation of the adult learner.

The Higher Council for Further Education may grant support to actions by non-profit organisations in the field of further education (decree of 28 April 2004).

Approaches and Methods for Quality Assurance

With regard to those forms of education for which the French Community is competent (social advancement education, part-time secondary arts education, distance learning), a specific inspection service has various evaluation roles. Moreover, a number of committees, such as the Higher Council for Distance Learning, are responsible for giving the government of the French Community, either on its own initiative or at the latter’s request, formal views on any matter relating to the education for which they are responsible.

In social advancement education, the Guide to Quality Management drawn up by the Higher Council for Social Advancement Education is intended to encourage the adoption of a quality approach in all schools. The guide is devised as a means of initiating dialogue between the various stakeholders with regard to evaluation and the continuous improvement of teaching and training activities in institutions and their organisational aspects. Its aim is to provide an underpinning for a quality approach which integrates a reflective practice with respect to the strengths, weaknesses, threats and opportunities facing the institution, in the light of its goals. The evaluation of further education associations is based, depending on the type of recognition they have received, on a general report regarding the execution of the programme contract under which they have operated, and which includes quantitative and qualitative criteria prescribed by the government, or on an annual activity report and balance sheet.

The Higher Council for Further Education may grant recognition to organisations in the non-profit sector whose project and training action plan correspond to certain criteria defined by the decree of 28 April 2004. Recognised organisations must submit an annual report and balance sheet relating to the previous calendar year by 30 June every year.

The Education and Training Council has published a guide to quality management in qualifying education, from which some of the information given below is taken.

With regard to training for workers and job-seekers, the rise in the drop-out rate is one of the factors that is causing most concern to training providers and the authorities. In a context of tight budgets, the concern for quality is also resulting in the introduction of new operating rules which are intended to improve the transparency of training provision, the development of pathways and partnerships between providers. Providers are also required to improve their equality of treatment with respect to employment and professional training.

Forem aspires to gain and retain ISO 9001 certification for the training courses it runs. The certificate precisely defines the field covered by certification: ‘The devising and implementation of guidance and training in Forem’s training centres and centres open to the public’. Essentially, certification relates to the procedures (training guidelines, the monitoring of trainees, etc.) which apply when partner organisations or external trainers operate at Forem.

Forem’s various roles are carried out in accordance with a management contract whose execution is the subject of annual evaluation reports drawn up by the management committee and government commissioners. Forem may enter into partnership agreements under certain conditions, including an evaluation clause: ‘The agreement must stipulate that no renewal will take place without an evaluation of the actions that have been performed, and set out the criteria according to which this evaluation will be conducted’. Likewise, the role of the consultative committee for the integrated integration scheme is to devise proposals intended to organise the coordination of the integration scheme, including evaluation criteria for assignments per category of operator. The operators listed in connection with the Walloon training cheques scheme are authorised for a period of three years. The decree on training incentives is evaluated every year by the Economic and Social Council of the Walloon Region.

IFAPME’s work is organised on the basis of a management contract signed by that body and supervisory authorities. The 2006-2010 contract has been evaluated, and the results of the evaluation contributed to the definition of the key elements of the next contract. Following the signing of the management contract, an enterprise plan and action plans for individual departments and services were devised. Bilateral agreements were entered into with each training centre working with IFAPME. A management contract execution report accompanied by the annual dashboard of management contract monitoring indicators has to be written. The results of the evaluations are analysed and may generate suggestions for improvements.

In the Brussels-Capital Region, the main focus is on discrimination on the grounds of gender and ethnic origin. Pilot experiments have attempted to objectivise the skills acquired in training. Sectoral and professional certificates may be acquired at the end of qualifying training. At Bruxelles Formation, a management contract is currently being devised. A dashboard brings together indicators in summary documents. An external consultant is accompanying the quality approach at Bruxelles Formation, with help from an expert in self-evaluation.