Organisation of the education system in the German ......European Commission. Organisation of the...

European Commission

Organisation of the education system in

the German-speaking Community of Belgium

2009/2010

BE de

Presenter

Presentation Notes

BE de

E U R Y B A S E B E L G I U M – G e r m a n - s p e a k i n g C o m m u n i t y

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1. POLITICAL, SOCIAL AND ECONOMIC BACKGROUND AND TRENDS ................................ 7 1.1. Historical overview...................................................................................................... 7 1.2. Main Executive and Legislative Bodies ...................................................................... 9

1.2.1. Federal Institutions .............................................................................................. 9 1.2.2. The Institutions of Communities and Regions.................................................. 10 1.2.3. Provinces ............................................................................................................ 12 1.2.4. Municipalities ..................................................................................................... 13

1.3. Religions .................................................................................................................... 13 1.4. Official and Minority Languages .............................................................................. 13 1.5. Demographic Situation ............................................................................................ 15 1.6. Economic Situation ................................................................................................... 16 1.7. Statistics..................................................................................................................... 17

1.7.1. Demographic Indicators : DG (Since 1995) :..................................................... 18 1.7.2. Demographic Indicators : Belgium, Regions and DG ....................................... 18 1.7.3. Age Groups (DG) ................................................................................................ 18 1.7.4. Foreign Population : Belgium, Regions, DG ...................................................... 19 1.7.5. Employment in Public and Private Sectors (2006)............................................ 19 1.7.6. Unemployment .................................................................................................. 20 1.7.7. Evolution of the Activity Structure 1997 - 2007 ................................................ 21 1.7.8. Per-Capita-Income ............................................................................................. 21 1.7.9. Election Results (DG Parliament) ....................................................................... 22

2. GENERAL ORGANISATION OF THE EDUCATION SYSTEM AND ADMINISTRATION OF EDUCATION.......................................................................................................................... 23

2.1. Historical Overview ................................................................................................... 23 2.1.1. From Independence to World War I : 1830 – 1919 ........................................... 23 2.1.2. From World War I to cultural autonomy : 1920 – 1970..................................... 24 2.1.3. Educational reform............................................................................................. 25 2.1.4. The Devolution of Power in Education Matters to the Communities .............. 26 2.1.5. Development of Compulsory Education........................................................... 27

2.2. Ongoing Debates and Future Developments ......................................................... 27 2.3. Fundamental Principles and Basic Legislation ........................................................ 28

2.3.1. Pedagogical Freedom - School Networks ......................................................... 29 2.3.2. No Fees in Pre-primary, Primary and Secondary Schools ................................. 30 2.3.3. Co-education...................................................................................................... 31 2.3.4. Aims and Objectives .......................................................................................... 31

2.4. General Structure and Defining Moments in Educational Guidance ..................... 32 2.4.1. General Structure ............................................................................................... 32 2.4.2. Defining Moments in Educational Guidance .................................................... 34

2.5. Compulsory Education ............................................................................................. 34 2.6. General Administration ............................................................................................ 35

2.6.1. General Administration at National Level ......................................................... 35 2.6.2. General Administration at Regional Level ........................................................ 35 2.6.3. General Administration at Local Level .............................................................. 36 2.6.4. Educational Institutions, Administration, Management .................................. 36

2.7. Internal and External Consultation .......................................................................... 39 2.7.1. Internal Consultation ......................................................................................... 39 2.7.2. Consultation Involving Players in Society at Large........................................... 42

2.8. Methods of Financing Education ............................................................................. 42


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2.8.1. Private Funds ...................................................................................................... 43 2.8.2. School Funding .................................................................................................. 43 2.8.3. Positive Discrimination ...................................................................................... 43 2.8.4. Funding Conditions ........................................................................................... 44

2.9. Statistics..................................................................................................................... 45 3. PRE-PRIMARY EDUCATION .............................................................................................. 47

3.1. Historical Overview ................................................................................................... 47 3.2. Ongoing Debates and Future Developments ......................................................... 48 3.3. Specific Legislative Framework ................................................................................ 48 3.4. General Objectives .................................................................................................... 48 3.5. Geographical Accessibility........................................................................................ 49 3.6. Admission Requirements and Choice of Institution................................................ 49 3.7. Financial Support for Pupils' Families ...................................................................... 50 3.8. Age Levels and Grouping of Children ...................................................................... 50 3.9. Organisation of Time ................................................................................................ 50

3.9.1. Organisation of the Year .................................................................................... 51 3.9.2. Weekly and Daily Time-Table ............................................................................ 51

3.10. Curriculum, Types of Activity, Number of Hours ................................................... 51 3.11. Teaching Methods and Materials ........................................................................... 52 3.12. Evaluation of Children ............................................................................................ 53

3.12.1. Evaluation by Teachers .................................................................................... 53 3.12.2. Evaluation by Psycho-Medizinisch-Soziales Zentrum .................................... 53

3.13. Support Facilities .................................................................................................... 54 3.13.1. The Psycho-Medizinisch-Soziales Zentrum (PMS-Centre).............................. 54 3.13.2. Medical care ..................................................................................................... 54

3.14. Private Sector Provision .......................................................................................... 54 3.15. Organisational Variations and Alternative Structures ........................................... 54

4. PRIMARY EDUCATION...................................................................................................... 56 4.1. Historical Overview ................................................................................................... 56 4.2. Ongoing Debates and Future Developments ......................................................... 57 4.3. Specific Legislative Framework ................................................................................ 57 4.4. General Objectives .................................................................................................... 57

4.4.1. DG Missions for Schools..................................................................................... 58 4.4.2. Essential Skills, Skills Attainment Targets and Curriculum Guidelines............. 60

4.5. Geographical Accessibility........................................................................................ 61 4.6. Admission Requirements and Choice of School...................................................... 61 4.7. Financial Support for Pupils' Families ...................................................................... 62 4.8. Age Levels and Grouping of Pupils .......................................................................... 63 4.9. Organisation of School Time .................................................................................... 64

4.9.1. Organisation of the School Year ........................................................................ 64 4.9.2. Weekly and Daily Time-Table ............................................................................ 64

4.10. Curriculum, Subjects, Number of Hours ................................................................ 65 4.10.1. Foreign Language ............................................................................................ 67 4.10.2. Religion and Non-denominational Ethics ....................................................... 67 4.10.3. Sports................................................................................................................ 68

4.11. Teaching Methods and Materials ........................................................................... 68 4.12. Pupil Assessment .................................................................................................... 69 4.13. Progression of Pupils .............................................................................................. 70


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4.14. Certification ............................................................................................................. 71 4.15. Educational Guidance............................................................................................. 72 4.16. Private Education .................................................................................................... 73 4.17. Organisational Variations and Alternative Structures ........................................... 73 4.18. Statistics................................................................................................................... 73

5. SECONDARY AND POST-SECONDARY NON-TERTIARY EDUCATION ............................. 75 5.1. Historical Overview ................................................................................................... 76 5.2. Ongoing Debates and Future Developments ......................................................... 78 5.3. Specific Legislative Framework ................................................................................ 78 5.4. General Objectives .................................................................................................... 79

5.4.1. First stage (Beobachtungsstufe) ......................................................................... 79 5.4.2. Second Stage (Orientierungsstufe) Third Stage (Bestimmungsstufe) ................ 80

5.5. Types of Institution ................................................................................................... 80 5.6. Geographical Accessibility........................................................................................ 81 5.7. Admission Requirements and Choice of School...................................................... 81

5.7.1. Admission Requirements in Lower Secondary Education (1st Stage) ............. 81 5.7.2. Admission Requirements in Upper Secondary Education (2nd and 3rd Stage) . 82 5.7.3. Choice of School................................................................................................. 83

5.8. Registration and/or Tuition Fees .............................................................................. 83 5.9. Financial Support for Pupils...................................................................................... 83 5.10. Age Levels and Grouping of Pupils ........................................................................ 84 5.11. Specialisation of Studies ......................................................................................... 84 5.12. Organisation of School Time .................................................................................. 86

5.12.1. Organisation of the School Year ...................................................................... 86 5.12.2. Weekly and Daily Time-Table .......................................................................... 87

5.13. Curriculum, Subjects, Number of Hours ................................................................ 87 5.13.1. Subjects and Number of Hours per Week in Lower Secondary Education (1st Stage) ........................................................................................................................... 89 5.13.2. Subjects and Number of Hours per Week in Upper Secondary Education (2nd and 3rd Stages) ............................................................................................................. 91

5.14. Teaching Methods and Materials ........................................................................... 93 5.15. Pupil Assessment .................................................................................................... 95 5.16. Progression of Pupils .............................................................................................. 96 5.17. Certification ............................................................................................................. 98 5.18. Educational/Vocational Guidance, Education/Employment Links ..................... 100

5.18.1. Educational/Vocational Guidance ................................................................. 100 5.18.2. Education/Employment Links ....................................................................... 101

5.19. Private Education .................................................................................................. 102 5.20. Organisational Variations and Alternative Structures ......................................... 103 5.21. Statistics................................................................................................................. 104

5.21.1. Number of Secondary Schools ...................................................................... 105 5.21.2. Number of Pupils in Secondary Education ................................................... 105 5.21.3. Number of Pupils per Education Form.......................................................... 105 5.21.4. Number of Certificates ................................................................................... 105

6. TERTIARY EDUCATION ................................................................................................... 108 6.1. Historical Overview ................................................................................................. 108 6.2. Ongoing Debates .................................................................................................... 110 6.3. Specific Legislative Framework .............................................................................. 110


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6.4. General Objectives .................................................................................................. 110 6.5. Types of Institution ................................................................................................. 111 6.6. Admission Requirements........................................................................................ 111 6.7. Registration and/or Tuition Fees ............................................................................ 112 6.8. Financial Support for Students............................................................................... 112 6.9. Organisation of the Academic Year........................................................................ 114 6.10. Branches of Study, Specialisation......................................................................... 114 6.11. Curriculum............................................................................................................. 115 6.12. Teaching Methods ................................................................................................ 118 6.13. Student Assessment ............................................................................................. 119 6.14. Progression of Students........................................................................................ 119 6.15. Certification ........................................................................................................... 120 6.16. Educational/Vocational Guidance, Education/Employment Links ..................... 120 6.17. Private Education .................................................................................................. 121 6.18. Organisational Variations, Alternative Structures ............................................... 121 6.19. Statistics................................................................................................................. 121

6.19.1. Number of Students....................................................................................... 122 6.19.2. Number of Students per Study Programme and Year of Study ................... 122 6.19.3. Teacher/Student Ratios ................................................................................. 122

7. CONTINUING EDUCATION AND TRAINING FOR YOUNG SCHOOL LEAVERS AND ADULTS .............................................................................................................................. 123

7.1. Historical Overview ................................................................................................. 123 7.2. Ongoing Debates and Future Developments ....................................................... 123 7.3. Specific Legislative Framework .............................................................................. 124 7.4. General Objectives .................................................................................................. 125 7.5. Types of Institution ................................................................................................. 127 7.6. Geographical Accessibility...................................................................................... 128 7.7. Admission Requirements........................................................................................ 128 7.8. Registration and/or Tuition Fees ............................................................................ 130 7.9. Financial Support for Learners ............................................................................... 131 7.10. Main Areas of Specialisation................................................................................. 131 7.11. Teaching Methods ................................................................................................ 133 7.12. Trainers .................................................................................................................. 134 7.13. Learner Assessment/ Progression ........................................................................ 134 7.14. Certification ........................................................................................................... 134 7.15. Education/Employment Links .............................................................................. 135 7.16. Private Education .................................................................................................. 135 7.17. Statistics................................................................................................................. 135

8. TEACHERS AND EDUCATION STAFF .............................................................................. 138 8.1. Initial Training of Teachers...................................................................................... 138

8.1.1. Historical Overview .......................................................................................... 138 8.1.2. Ongoing Debates and Future Developments................................................. 139 8.1.3. Specific Legislative Framework ....................................................................... 139 8.1.4. Institutions, Level and Models of Training ...................................................... 139 8.1.5. Admission Requirements................................................................................. 140 8.1.6. Curriculum, Special Skills, Specialisation......................................................... 140 8.1.7. Evaluation, Certificates..................................................................................... 141 8.1.8. Alternative Training Pathways......................................................................... 142


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8.2. Conditions of Service of Teachers .......................................................................... 143 8.2.1. Historical Overview .......................................................................................... 143 8.2.2. Ongoing Debates and Future Developments................................................. 143 8.2.3. Specific Legislative Framework ....................................................................... 144 8.2.4. Planning Policy ................................................................................................. 144 8.2.5. Entry to the Profession..................................................................................... 145 8.2.6. Professional Status ........................................................................................... 146 8.2.7. Replacement Measures.................................................................................... 147 8.2.8. Supporting Measures for Teachers.................................................................. 148 8.2.9. Evaluation of Teachers ..................................................................................... 149 8.2.10. In-service Training.......................................................................................... 150 8.2.11. Salaries............................................................................................................ 152 8.2.12. Working Time and Holidays........................................................................... 153 8.2.13. Promotion, Advancement ............................................................................. 156 8.2.14. Transfers ......................................................................................................... 157 8.2.15. Dismissal ......................................................................................................... 158 8.2.16. Retirement and Pensions............................................................................... 159

8.3. School Administrative and/or Management Staff ................................................. 160 8.3.1. Requirements for Appointment as a School Head ......................................... 160 8.3.2. Conditions of Service ....................................................................................... 162

8.4. Staff involved in Monitoring Educational Quality ................................................. 162 8.4.1. Requirements for Appointment as an Inspector ............................................ 164 8.4.2. Conditions of Service ....................................................................................... 164

8.5. Educational Staff responsible for Support and Guidance ..................................... 164 8.6. Other Educational Staff or Staff working with Schools ......................................... 166 8.7. Statistics................................................................................................................... 167

9. EVALUATION OF EDUCATIONAL INSTITUTIONS AND THE EDUCATION SYSTEM........ 169 9.1. Historical Overview ................................................................................................. 169 9.2. Ongoing Debates and Future Developments ....................................................... 169 9.3. Administrative and Legislative Framework ........................................................... 170 9.4. Evaluation of Schools/Institutions.......................................................................... 171

9.4.1. Internal Evaluation ........................................................................................... 171 9.4.2. External Evaluation .......................................................................................... 172

9.5. Evaluation of the Education System ...................................................................... 173 9.6. Research into Education linked to the Evaluation of the Education System........ 173 9.7. Statistics................................................................................................................... 174

10. SPECIAL NEEDS EDUCATION ....................................................................................... 175 10.1. Historical Overview ............................................................................................... 175 10.2. Ongoing Debates and Future Developments ..................................................... 175 10.3. Definition and Diagnosis of the Target Group(s)................................................. 176 10.4. Financial Support for Pupils' Families .................................................................. 177 10.5. Special Provision within Mainstream Education ................................................. 177

10.5.1. Specific Legislative Framework ..................................................................... 177 10.5.2. General Objectives ......................................................................................... 177 10.5.3. Specific Support Measures ............................................................................ 178

10.6. Special needs education schools ......................................................................... 178 10.6.1. Specific Legislative Framework ..................................................................... 178 10.6.2. General Objectives ......................................................................................... 179


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10.6.3. Geographical Accessibility............................................................................. 180 10.6.4. Admission Requirements and Choice of School........................................... 180 10.6.5. Age Levels and Grouping of Pupils ............................................................... 181 10.6.6. Organisation of the School Year .................................................................... 182 10.6.7. Curriculum, Subjects ...................................................................................... 182 10.6.8. Teaching Methods and Materials .................................................................. 183 10.6.9. Progression of Pupils...................................................................................... 183 10.6.10. Educational/ Vocational Guidance, Education/Employment Links ........... 184 10.6.11. Certification .................................................................................................. 185 10.6.12. Private Education ......................................................................................... 186

10.7. Special Measures for the Benefit of Immigrant Children/Pupils and those from Ethnic Minorities ............................................................................................................ 186 10.8. Statistics................................................................................................................. 187

11. THE EUROPEAN AND INTERNATIONAL DIMENSION IN EDUCATION ......................... 189 11.1. Historical Overview ............................................................................................... 189 11.2. Ongoing Debates and Future Developments ..................................................... 189 11.3. National Policy Guidelines/Specific Legislative Framework ............................... 189 11.4. National Programmes and Initiatives................................................................... 190

11.4.1. Bilateral Programmes and Initiatives ............................................................ 190 11.4.2. Multilateral Programmes and Initiatives ....................................................... 191 11.4.3. Other National Programmes and Initiatives ................................................. 191

11.5. European/International Dimension through the National Curriculum .............. 193 11.6. Mobility and Exchange ......................................................................................... 195

11.6.1. Mobility and Exchange of Pupils/ Students .................................................. 195 11.6.2. Mobility and Exchange of Teaching and Academic Staff ............................. 196

11.7. Statistics................................................................................................................. 196 GLOSSARY .......................................................................................................................... 198 LEGISLATION ...................................................................................................................... 204 INSTITUTIONS..................................................................................................................... 213 BIBLIOGRAPHY ................................................................................................................... 217


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1. POLITICAL, SOCIAL AND ECONOMIC BACKGROUND AND TRENDS

The impact of political development on the education system in Belgium is rather important. Thus education was transferred to the control of the Gemeinschaften (Communities) on January 1, 1989 within the establishment of a federal system.

Please refer to the subdivisions for more details.

1.1. Historical overview Since the foundation of the Kingdom of Belgium and the Belgian State in 1831 Belgium has the status of a constitutional and parliamentary monarchy. The Constitution states that all power issues from the Nation. The State is based on the principle of the separation of powers: Legislative power and Executive power. The nation delegates part of its power to subordinate provincial and local authorities and bodies. Those subordinate authorities were considerably under the control of central power.

Later on two large movements of autonomy developed in Belgium. From the 19th century, a Flemish movement already demanded a recognition of the Flemish language and its use on an equal footing. This finally led in 1962 to the delimitation of linguistic boundaries and the fixation of four language regions : the French-speaking, the Dutch-speaking, the German-speaking and the bilingual (French/Dutch) language region of Brussels-Capital. It also led to the principle of territorial unilingualism (except for Brussels and some special cases) and to the institutional birth of cultural and linguistic Communities (Gemeinschaften).

At the beginning of the 20th century a Walloon movement demanded political and economic control over the industrial redeployment of the Walloon part of the Country. This led in 1980 and 1989 to the creation of the economic and social regions (Regionen) .

There have been four stages in the recent amendment of the Belgian Constitution in 1970, 1980, 1988 and 1993 which had as a consequence that these autonomy movements gradually channelled the structures of the Belgian State towards a federal system (Art. 1 of the Constitution).

Three Communities were established : the Flemish Community, the French Community and the German-speaking Community (Deutschsprachige Gemeinschaft = DG) (Art. 2 of the Constitution). The determining factor in defining their fields of competence is the link to culture and language.

Three regions were established and run parallel : The Flemish Region in the northern part of the country, the Walloon Region in the South and the Brussels-Capital Region in the centre (Art. 3 of the Constitution). The majority of inhabitants in the Brussels-Capital Region is French-speaking, although this region lies geographically in the midst of the Flemish part of the country. The determining factor in defining their fields of competence is their administrative and economic link to the territory.

The small-sized German-speaking Community DG (74,169 inhabitants on 1. January 2008; 853.6 km²) covers the territory of the nine German-speaking municipalities in the Eastern part of the country, but is also part of the territory of the Walloon Region.

The 1999 election at Community and Region level brought about a great change: the Christian-democrats, who have been present in all Belgian governments for more than fifty years, were absent in the governments at all levels (except in Brussels-Capital Region) and – for the first time – the Greens were part of governments coalition parties. Since the Community and Region elections in 2004 the Christian-democrats in Flanders are again members of the Flemish Government and since 2005 a change of Government in the Walloon Region


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brought the Cdh back to the Government in the place of the liberal Party. The Greens – since 2004 - are not longer a coalition partner in any Government, except in Brussels-Capital Region.

Political parties' landscape in Belgium is a complex matter.

The Belgian electoral system is ruled by the principle of proportional representation which is a warrant for a stable representation of the people, most of the time leading to a Government formed by parties representing two or three different political tendencies.

Since the end of World War II the interplay of political forces is ruled by three main traditional tendencies: the socialist (Belgian labour party), the Christian-democratic and the liberal tendency. Since about fourty years, these three traditional groups have each a Flemish, a French and a German-language wing or better : an independent party with structures of their own.

The socialist or social-democratic parties are: Parti Socialiste (PS), sociaal progressief alternatief (sp.a) (in former days Socialistische Partij (SP)), and Sozialistische Partei (SP) in the German-speaking Community.

The Christian-democratic parties are: Centre démocratique humaniste (CdH) (in former days Parti Social Chrétien (PSC)), Christen-Democratisch & Vlaams (CD&V) (in former days Christelijke Volkspartij (CVP)), Christlich-Soziale Partei (CSP).

The liberal parties are: Mouvement Réformateur (MR) (in former days Parti Réformateur Libéral (PRL)), Open Vld (in former days Vlaamse Liberalen en Democraten (VLD) ; since 2007 forming a cartel with Vivant), and Partei für Freiheit und Fortschritt (PFF) who joined the MR-movement in 2002.

At the same time, as the language based Communities were established in the seventies of the last century, parties with linguistic aims came into being, such as the Front Démocratique des Francophones (FDF) in the French Community and Volksunie in the Flemish Community, which after several changes disbanded herself and gave birth to new political movements like Spirit and NVA, which a few years later joined traditional parties by cartelizing with them (Spirit (since 2008 Vlaams.Progressief) with sp.a and NVA with CD&V, this last one being dismantled in September 2008).

In 1971 the Partei der deutschsprachigen Belgier (PDB) has been formed in the German-speaking Community. At the beginning it was considered as the matching piece that goes together with the other Language or Community parties in Belgium: It demanded and still demands - on a much larger scale than the traditional parties did - the greatest possible autonomy in cultural, economic and political matters for the German-speaking Community. Since September 2008, a new political movement emerged with the name ProDG . It will participate in the June elections for the German- speaking Community. The attribution of seats for the legislative period of 2009-2014 is: CSP (christian-democrats): 6, SP (socialists): 5, PFF (lieberals): 5, ProDG (regional party): 4, Ecolo (ecologists): 3, Vivant (reform of societal organisation): 2.

In addition to the so-called traditional parties and the language parties there have been in existence (since the eighties) parties with strong ecologist aims, often named as "the Greens" : ECOLO in the French and in the German-speaking Communities and GROEN (before November 2003 : AGALEV) in the Flemish Community.

Since the elections in 1991 extremist nationalist parties have got rather significant results especially in the parts of the country where there is a high concentration of foreign residents (In Flanders, Vlaams Blok – after a conviction in 2004, - changed its name into Vlaams Belang).

The Communist party has never had much success in Belgium and is no longer represented in the different parliaments.

Belgien verstehen

La réforme de l'Etat - La nouvelle Constitution et ses lois d'exécution


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The Constitution of the Kingdom of Belgium

Law concerned with institutional reforms for the German-speaking Community

1.2. Main Executive and Legislative Bodies The federal structure of the country is based on the principle that each level has exclusive fields of competence.

Basically the different legislative bodies in Belgium (Federal Parliament, the Parliaments of the Communities (Gemeinschaften) and the Regionen are only bound to the Constitutional frame. That explains for example that the federal State may not repeal or abrogate the decisions or decrees of the Communities and the Regions.

Next to the federal, the Community and regional institutions, the provinces and the municipalities as subordinated institutions have to be mentioned in this section .

1.2.1. Federal Institutions

The Constitution states the separation of legislative, executive and judicial power.

Legislative power is exercised collectively by the King and the Federal Parliament, which is composed of the House of Representatives and the Senate.

Executive power is exercised jointly by the King and the Federal Government, which is composed of Ministers and State Secretaries. Ministers are appointed and dismissed by the King, but the King has no political responsibility. The royal acts have no executive power, if they are not countersigned by a Minister who then is responsible for them.

Judicial power is exercised in ordinary and higher (supreme) law courts.

As well in the House of Representatives as in the Senate there are French and Flemish language wings. Because the Deutschsprachige Gemeinschaft (DG) has no own electoral ward for the federal House of Representatives and the Senate there is no guarantee for it to have a directly elected Member of Parliament. But the law says that DG Parliament has to send one representative as a senator into the Senate. On the other hand, the DG territory is a distinctive electoral ward for the election of one of the 24 Belgian Members of European Parliament.

The House of Representatives is formed by 150 directly elected members (universal suffrage). The Senate is composed of 71 senators : 40 are directly elected senators, 21 are nominated by the parliaments of the three Communities (Gemeinschaften) (one of them by the PDG) and 10 are co-opted by the senators themselves. Furthermore there are nowadays three more persons who are legally senators: Prince Philip of Belgium, Princess Astrid of Belgium and Prince Laurent of Belgium.

The House of Representatives is responsible for political control i.e. the political responsibility of Ministers and federal Government may only be contracted before the House of Representatives. It is also and exclusively responsible for budgetary matters, it enacts the budget law and passes the budget.

Up to 1993, the House of Representatives and the Senate had the same fields of competences. In 1993 there was an important change. The essential role of the Senate - which actually is on an equal footing with the House of Representatives - is of Constituent and legislative nature. Usually, bills that have been passed by the House of Representatives are passed on to the Senate which may amend them. Since the 1993 reform of the State, the Senate is intended to become more and more a House of reflection considering the big questions of Society, or a Chamber in which the representatives of the different Communities meet at a national level.


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The Federal Government is composed of ministers whose number may not exceed 15, not including the Prime Minister, and of State Secretaries. The number of State Secretaries is not limited. The Federal Government administers the running state affairs and brings the laws into application, which the Federal Parliament passed in the fields of its competences such as foreign affairs, national defence, finance and monetary policy, social affairs, justice. An important point : Educational matters are no longer a field of competence for the Federal Parliament and the Federal Government. Since 1989, it is an exclusive competence of each of the three Communities (Gemeinschaften) with the exception of :

● the determination of the beginning and the end of compulsory education;

● the minimum conditions to confer diplomas;

● the pension system.

These fields remain in the responsibility of the federal Parliament.

Belgien verstehen

La Communauté germanophone de Belgique - Die Deutschsprachige Gemeinschaft Belgiens


1.2.2. The Institutions of Communities and Regions

Gemeinschaften and Regionen are political institutions with their respective structures of legislative and executive power. Legislative power lies within the parliaments, enacting decrees, while executive power is the affair of governments, executing the decisions with the help of an administration (Ministerium) and the necessary financial means.

The normative acts on the level of Communities and of Regions are put into decrees (those of the Brussels-Capital Region are called ordinations) which have legal force, i.e. the same significance as national or federal laws have for whole the country. For this reason the originally so-called Councils (Räte) of the Communities and the Regions in the meantime (since 2004 for DG) are officially called Parliaments.

Very soon the Flemish Region and the Flemish Community have merged their Parliaments into one Flemish Parliament and their executives into one Flemish Government whereas the Parliament of the French Community and the Walloon Regional Parliament have been in session separately. Since 2004, they have - partially - common sessions. The Brussels-Capital Region has special structures due to the fact that the problems of the two autochthonous language groups on Brussels territory (the French one and the Dutch one) must be met. There is also a Parliament and a Government in the German-speaking Community (DG).

So, besides the Flemish Parliament there is in existence a Parliament of the French Community, a Parliament of the German-speaking Community, a Walloon (Regional) Parliament and a Brussels-Capital Regional Parliament.

All these Parliaments of Regions and Communities are composed of directly elected members, but this is only indirectly true for the Parliament of the French Community (see below).

● The Flemish Parliament has 124 members, 118 of these members are directly elected in the Flemish Region and 6 are elected members of the Flemish language group within the Brussels-Capital Regional Parliament.

● The Brussels-Capital Regional Parliament is composed of 75 directly elected members.

● The Walloon Parliament has 75 members all directly elected in the Walloon Region.


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● The Parliament of the French Community has 94 members, composed of 75 directly elected members of the Walloon Parliament and 19 elected members of the French language group within the Brussels-Capital Regional Parliament. Should one or more directly elected Members of the Walloon Parliament originate from the German-speaking Community and choose to swear the oath they are required to give upon entering that body first in the German language, they may not simultaneously belong to the Parliament of the French Community as is automatic for other members. Their position in the Parliament of the French Community will, in this case and since 2002, be taken by a replacement candidate who has not been elected directly into the Walloon Parliament.

● The Parliament of the German-speaking Community, the PDG (former RDG), has 25 directly elected members and 10 advising members, who have been elected in other institutions (European Parliament, Walloon Parliament, Provincial Council).

An Arbitration Court decides in case of conflict between the federal law and the decrees or ordinations of the Communities and Regions. It judges those conflicts and any violation of an article of the Constitution by a decree (or ordination) or a law. All administrative bodies of justice may appeal to that court. Law indicates which authorities (other administrative bodies) and legal entities have a legitimate claim and an evident interest in appealing to the Arbitration Court too. In May 2007 the Arbitration Court has been changed and replaced by a Constitution-Court.

Belgien verstehen


Parliament of the German-speaking Community (PDG)

1.2.2.1. Responsibilities of the Regions

There are eleven areas of competence under the responsibility of the Regionen: urbanisation; protection of the environment; rural renovation and nature conservation; housing; water policy; economic policy; agriculture; energy policy; employment policy; public work and transport; supervision on the municipalities and the provinces (supervision on DG municipalities has been transferred on January 1, 2005 from the Walloon Region to the DG institutions). The determining factor in defining the regional fields of competence has been their administrative or economic link to the territory.

1.2.2.2. Responsibilities of the Communities

The determining factor in defining the fields of competence for the Communities (Gemeinschaften) has been language and culture of the people.

There are five areas of competence in which the Gemeinschaften work :

● cultural matters ( defence and illustration of language; fine arts; cultural heritage; libraries; radio and television; tourism; sports; assistance to the written press);

● education (schools; tertiary education; vocational training; scientific research);

● the so-called person-related matters affecting the individual (part of the health policy; policy concerning family life; part of the policies relating to social assistance, the handicapped, and the protection of young people);

● the use of the languages in education;

● cooperation (with the other Gemeinschaften and Regionen or even on an international basis with other regions or countries) in all areas of competences devolved to the Gemeinschaften.


12

1.2.2.3. Government of the German-speaking Community

Since 2004, the DG Government is composed by four ministers. Notwithstanding the fact that all decisions are collegial Government decisions, each minister has his own fields of responsibility :

● the Minister-President responsible for local authorities, external relations, finance and budget, organisation of administration

● der Minister, responsible for education, training and employment

● the Minister responsible for culture, media and tourism

● the Minister responsible for health, family and social affairs

A Minister and his advisers form the so-called Kabinett. The Ministers (the Government) have an administration at their side. This administration, called Ministerium der Deutschsprachigen Gemeinschaft, has been reorganised in January 2006 and counts since the latest reform in 2008 three departments, one of them specially dealing with educational matters, training and employment, Abteilung Unterrichtswesen und Ausbildung.

Ministry of the German-speaking Community. Department for Education and Training.

Government of the German-speaking Community

1.2.2.4. Parliament of the German-speaking Community

Legislative power in the political fields of Community competences (refer to 1.2.2.2.) in the German language region devolves upon the Parliament of the German-speaking Community PDG and its 25 directly elected members entitled to vote and 11 members with an advisory capacity, elected in other institutions (one member of the European Parliament, one member of the Belgian Chamber of representatives, three members of the Walloon Parliament, six members o. f the Provincial Council).

A peculiarity is that the Belgian Constitution has foreseen that - on the proposal of both their Governments - the Parliaments of the German-speaking Community and of the Walloon Region may decide, if they come to endorse full or partly responsibility for specific regional areas of competence on the DG territory. This has already been realized in a few cases : Monuments and Sites, Excavations, Employment policy and - since January 2005 - the power of controlling and financing the municipalities. At present, the German-speaking Community is favoring an enlargement of competences in the field of land use planning and housing.


1.2.3. Provinces

The Belgian State is divided into 10 provinces and a province-free area comprising some municipalities in Brussels. Each province comprises a certain number of municipalities.

The provinces are subordinate authorities and have a supervisory role on municipalities except for those belonging to the German-speaking Community where this role is taken over by the Government of the German-speaking Community, and are under the control of the (Regionen). They themselves (as well as the regions) exercise control over the municipalities.

Each of the ten provinces comes under the authority of a Provincial Governor. The legislative power in the province is carried out by the Provincial Council whose members are elected for a term of six years. The executive power is in the hands of a Permanent Deputation elected from the members of the Provincial Council. One of the members of this body is responsible for education, but only in the schools run by this province as their organising body. Notwithstanding the fact that the DG territory lies in the Province of Liège,


13

there are no DG schools run by this province. But there is a provincial PMS Centre in charge of assistance of all pupils enrolled in schools run by the municipalities.

1.2.4. Municipalities

Belgium has 589 municipalities. Each municipality is part of one of the four language regions. The 19 municipalities of Brussels-Capital Region are considered to be the only bilingual municipalities. Around the Brussels-Capital Region there are some Flemish, Dutch-speaking municipalities which offer so-called administrative conveniences for French-speaking inhabitants, living there because they are working in Brussels, the European Union capital, and forming in some cases even the majority of the population.

There are some other municipalities with a special status to protect their linguistic minorities : to them belong the municipalities in the German-language region, the so-called municipalities of Malmedy, the so-called municipalities of Montzen and the so-called municipalities of the (French/Dutch) language-border. In these municipalities, people speaking another national (or State) language than the one of the language region where they are living in, are authorized to use their language when they are in contact with local administration; they also may have - under some conditions - basic education (pre-primary and primary education) for their children in their language. (Further information in 1.4.)

Each municipality has an assembly, referred to as the Gemeinderat (Local or Municipal Council), whose members are elected for a term of six years. The present term is from 2006 tà 2012. There also is an executive : the Municipal College (the former College of Mayor and Aldermen), responsible for the management and administration of the municipality and the implementation of the Councils decisions, in close cooperation with a certain number of civil servants. The mayor is in chair of this body and one of the aldermen has special responsibility for education, but only in the schools run by this municipality as organising authority (Schulträger).

The municipalities are subordinate authorities and are subject to control from the province and the region. In DG, from 1/1/2005 on, this control as well as the financing of the municipalities is exercised by the PDG and the DG Government according to an agreement with the Walloon Parliament, which was signed in 2004.

1.3. Religions The Constitution guarantees the separation of Church and State.

Freedom of religion, public worship and freedom of speech on any matter are guaranteed, notwithstanding the punishment of offences committed in safeguarding or applying these liberties (art. 19 of the Constitution). 75% of the population are estimated to be Catholics, but with two thirds of them not – or very seldom - practising anymore. Since immigration from North Africa mainly has increased, Islam has gained in importance.

All children in compulsory education are entitled to moral or religious education, the costs of which are borne by the Gemeinschaften (art. 24 §3 of the Constitution). In schools, pupils between 6 and 18 have to attend lessons in religion, i.e. one of the formally approved religions (Catholicism, Protestantism, Orthodoxy, Anglicanism, Judaism, Islam) or in non denominational ethics.

1.4. Official and Minority Languages In Belgium, the official State languages (or national languages) are Dutch, French and German. The language provision is based on the existence of four language regions (Sprachgebiete) (art. 4 of the Constitution): the German one, the French one, the Dutch one and the bilingual language region Brussels (French/Dutch). The language regions should not be mixed up with those federal bodies called Regionen and Gemeinschaften. The fact of dividing the country in language regions by fixing border-lines, which was the result of the law from 8 November 1962, is mainly due to the necessity of laying down where the laws on the use of the


14

language in education (30 July 1963) and administration (2 August 1963) and the decrees of the Communities have to be applied. Every municipality is part of one language region. It's worth mentioning that the 9 German-speaking municipalities and the German-speaking Community are covering the same territory, which may not be said - vice versa - of the two other Communities.

In consideration of the general linguistic homogeneity of the language regions, the legislator finally decided to apply the principle of territorial unilingualism in the matter of administration and education, except in Brussels that is considered as bilingual and has to be administrated in French and in Dutch.

So, Belgium is a trilingual country, a country in which three official languages or State languages are in use, but it also means that each language region (Sprachgebiet) only has one single official or State language, except Brussels with two languages.

Minority Languages.

The notion of minority languages does not exist in Belgium. However, de facto there are nevertheless linguistic minorities in each of the language regions.

At first, there are many thousands immigration families, (still) speaking their mother tongue (mainly Italian, Arabic, Spanish, Turkish, Kurdish, Portuguese etc.) These languages have no official status in Belgium.

Then, in each unilingual region, there are many Belgians living, whose mother tongue is one of the three Belgian State languages, but not the language of the Region where they live in. As a matter of fact, they are a linguistic minority in this Region, even if they are not considered officially being a minority. As a general rule, they adapt themselves to the linguistic circumstances around them : they also speak the State language of the Region they are living in, are administered in it and send their children to the local schools. This behaviour fits with the principle of territorial unilingualism laid down in the laws concerning the use of the languages in Belgium.

In some municipalities along the linguistic border-line those who speak another State language than the one of the Region concerned form long since a high percentage (20-30 %) of the population. For that reason, the legislator in 1962 and 1963 has foreseen that the citizens of the linguistic minority living in these - and solely in these - municipalities (they are listed in the law) may - if they want to - ask for certain services in their mother tongue. The public services in these municipalities have to be organised in such a way that the citizens can be served without the slightest inconvenience not only in the State language of the Region, but also in the other State language which is their mother tongue. For the public services in the regional and federal offices, almost the same rules are working : so, each citizen has the right to use his language (if it is one of the three State languages) in his contacts with the public administration, even then when these administration offices are not located in the language region concerned. Concerning the use of the German language by the regional and federal offices there is much room for improvement even if sustained efforts have been done successfully.

In addition to the three official State languages there are some autochthonous "regional" languages, especially within the French language region (e.g. Walloon and Picardish, Letzebuergisch, Plattdütsch etc.) which are supported by some societies: apart the fact that these societies are officially recognized and subsidized by the Ministry for cultural affairs, these regional languages are not admitted for administration and education.

Language of instruction

In Belgium the language of the concerned language region is – in principle - also the language of instruction. So is German language of instruction in the schools located in the German language region, Dutch in the Dutch language region (Flanders), French in the French language region and – depending on the choice of the head of the family – French or Dutch in the bilingual language region of Brussels. Nevertheless, along the language borderline there are special language arrangements in some municipalities of the Dutch language


15

region and of the French language region : these municipalities – and also the 9 municipalities of the German language region - are formally (and legally) considered as municipalities with language facilities for the minority speaking the other State language concerned. In So this language minority has the right to be heard and served in its language in all administrative matters and even to get a basic instruction (pre-primary and primary education) in its mother tongue.

So is German language of instruction in the German language region, except in a few French primary schools or school sections, in which legal provisions allow French as a language of instruction for the French speaking minority living there.

Up to 2004 a national law dated July 30, 1969 concerned with the use of languages in education was in force and made it possible for the schools situated in the German language region to teach – next to the subject French (1st foreign language) – some other subjects in French, yet without ever fixing a limit as was asked by the law. This notwithstanding most secondary schools used this possibility, some very sparsely, others more systematically, especially in upper secondary education ; in primary education, a CLIL provision is not very common.

A new Decree of 19 April 2004 concerning the teaching and use of languages in education corroborates this possibility and leaves it to each school, to put down in writing in the school project if – and if so what – subjects are to be taught in the 1st foreign language. In secondary education the teaching time for these subjects may not exceed 50 % of the total teaching time (minus time spent for foreign language teaching) (Art.6,§3). In basic education, where in pre-primary education already foreign language activities (in between 50 to 200 minutes a week) are compulsory (Art. 6,§1) and where in primary education the 1st foreign language is already a compulsory subject from form 1 (Art.6,§2), only activities in the compulsory subjects Psychomotorics and Physical Training, Arts and Crafts may be taught in the 1st foreign language (Art.4,§2).

Without going in details, there are two more points to be mentioned here because they are of some importance in connection with the language of instruction :

● Nearly all secondary school teachers have studied in French and been trained in French in the French Community of Belgium and therefore have a good command of all technical terms in this language, but not necessarily in German, which yet in the German-speaking Community is the language of instruction. This is not always unproblematic.

● In consideration of the very low numbers of German-speaking pupils the important Belgian publishing houses are not encouraged to produce and edit school books and other documents in German, so that teachers themselves have to produce them or that they are imported from other German-speaking countries. In this latter case, conformity with the curricula is not evident.

Bericht des Ausschusses für Sprachengebrauch im Unterrichtswesen

Bericht des Sonderausschusses für Sprachengebrauch im Unterrichtswesen

Decree concerned with the learning and the use of languages in education

1.5. Demographic Situation On January 1, 2008, the population of Belgium was 10,666,866 : 6,161,600 (i.e. 57.8 %) living in Flanders, 1,048,491 (i.e. 9.8 %) living in the bilingual Brussels Capital Region, 3,382,606 (i.e. 31.7 %) in the French language region and 74,168 (i.e. 0.7 %) in the German language region (which is the same as the German-speaking Community). The Walloon Region (i.e. the French language region and the German language region together) had a population of 3,456,775, i.e. 32.4 % of the Belgian population.


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With a population of more than 10 million in an area of 30,528 km², Belgium in 2008 has a density of 349 inhabitants per km². In the Walloon Region (16,844 km²) the density is 205 per km², in the Brussels-Capital Region (161.4 km²) 6,496 and in Flanders (13,522 km²) 456 per km².

DG population represents 0.7 % of the Belgian population and about 2.15 % of the population in the Walloon Region. The DG territory has a surface of 853.6 km² (= 5 % of the territory of the Walloon Region) and in 2008 a population density of about 87 inhabitants per km².

The population has a very low growth rate in Belgium and is characterised by its ageing. In 2004 life expectancy was high: 82.36 for women, 76.47 for men. In recent years the birth rate has varied near 11 per thousand. The number of centenarions is steadily growing: in 2000 there were 917 centenarions and in 2006 they were 1,298. Parallel to this ageing process was the drop in the school population. Nevertheless from 1989 onwards there has been an increase, an upward tendency, especially in DG , but this process by this time and since 2004 is already reversed in pre-primary and primary education and since school year 2008-2009 in secondary education.

On January 1, 2008, 971,448 foreign residents lived in Belgium, i.e. 9.11 % of the population. The overwhelming majority of foreign residents are Italians, French, Netherlanders, Moroccans and Turks, but important regional differences can be noted.

With about 19.9 % the percentage of foreign DG residents is much higher than the average in Belgium, but is structured very differently. Most of them come from neighbouring Germany (15 %) and the Netherlands (1 %). They were 2.4 % coming from the other european countries and again 1 % are refugees or come from non european countries.

Employment Office (ADG: Arbeitsamt der Deutschsprachigen Gemeinschaft)

State office for statistics

1.6. Economic Situation Just as it was in the other European countries, the Belgian service sector was growing in such a way during the last thirty years, that - with more than 60 % of the Gross Domestic Product (GDP) - it supplanted the industrial sector, which - in parallel - declined with whole the secondary sector.

In the second half of the nineties, Belgium was recovering from a structural adjustment crisis (low growth rates, high unemployment, budget deficits). The recession reached a peak in 1993. Measures were taken especially to create new jobs, to reduce and stabilise national dept, to tally the expenses and the cost of social security with the revenue.

From 1996 onwards the growth rate rose and stabilised in 2001, when the Gross Domestic Product reached more than 256,600 million €uros; in 2005 it reached 299,000 million €uros. The consumer index increased in 2000 with 3,8 % and in 2001 with 1,6 % whereas public expenditures rose in the same time with 2,5 % and 2,3 %. The most important growth of the last years in Belgium was registered in 2006 with 3 %, whereas the inflation rate was 1.8 %. In 2007 and 2008 there was an important increase of the consumer index and indicators of the economic activities give signs of an economic stagnation.

Belgium's yearly public deficit passed from a rate -1,9 % of the GPD in 1997 to a rate of 0,4 % of the GDP in 2001 and of 2.3 % in 2003, largely above the limit rate required by the EU as a condition for joining the single European currency. In the same way, the consolidated gross national debt was reduced from 125 % of the GDP in 1997 to 108 % of the GDP in 2001 and even lay in 2003 beneath 100%; in 2006 it lay at 93.2 %.

With the national debt (which in the meantime considerably has been reduced), unemployment also is a constant negative factor in Belgian economy.


17

Average taxable net income increased by 3.9% in 1999. However, after adjustment for a 1.1% rate of inflation, the real increase was actually 2.8%. Although the rate of inflation had been largely throttled down during the late ‘90s, it was to climb back to 2.5% in both 2000 and 2001.

In the nineties the labour market in the German-speaking Community has undergone very positive developments in employment levels and a simultaneous significant reduction in unemployment, but the last few years (since 2002) show a rather negative evolution.

The DG is typified by a small to medium-sized business structure. More than 80% of employers actually employ less than 10 people and only 1.4 % of businesses in the region have more than 100 employees on their books. Only one single firm, the Eupen Cable Company, employs between 500 and 1000. While 2007 the number of people in employment has risen by 35 %, the number of employers has grown by more than 17 % since 1990. We may contrast this with the figures from the whole of Belgium for the same period, which show an employment increase of 7.8 % for a 11.5 % increase in the number of employers.

While the primary sector, due to a drastic reduction in the number of farmers, had suffered a considerable decrease in its importance in previous decades (from 1990-2007 by - 34 %). This trend is still going on due to the crisis in the dairy sector.

The numbers employed in the secondary sector has stabilised during the 90s and up to 2003 and represented just about a third of the total employment market. Since 2004, an important decrease is observed: - 8.8 % in 2006 (compared to 2000). Between 1990 and 2007, only little changes are noted: - 1%.

In DG , as elsewhere, the tertiary sector of service enterprises underwent spectacular growth in the ‘90s, to become by far the largest segment, currently representing about two third of the employed working population: in 2007 we observe a development of + 27 % in comparison to 1990 (+ 7 % compared to 2000).

Among the 74,169 DG inhabitants (1.1.2009), 21,715 (2007) were employees with social insurance obligations in 2006, while – in 2007 - roughly 6,563 were self-employed or professionals, 4,543 of which with a full-time job. Because of the DG's geographical situation, bordering Germany, Luxemburg and francophone Belgium, cross-border employment represents a section of the work force that should not be underestimated. Indeed, roughly 25 % of the employed persons cross borders (or language borders) outwards for work: in particular the number of DG-inhabitants finding a job in Luxembourg is increasing from year to year: they were 3,048 on 31 March 2008 (2,651 in 2006, 2,319 in 2004 and 1,584 in 2000). Those crossing inwards are mainly drawn from inland Belgium.

Thanks to this positive development of the employment market and the geo-economics of its position in the heart of the Euregio, unemployment in DG still a few years ago was the lowest in the whole of Belgium. In comparison with 1990 the DG unemployment rate has been reduced in the nineties by almost 20 %. In 2001, the rate of unemployment stood at 4,8%, of which the 3.3% rate attributed to the male workforce was almost an exemplary figure. In the meantime, the number of unemployed increased again in 2002, 2003, 2004, 2005 and even in 2006. In 2006, the unemployment rate of the year was 7,9 % in DG and was 7,8 % in 2007 and 7,5 % in 2008.. Roughly 60 % of the unemployed are female. The youth (younger than 25) represent in 2007 a yearly share of 20 % of the unemployed. Nevertheless this 8 % rate remains clearly beneath the 2005 country average rate of 13 %. In the northern part of DG (Eupen) the rate is more than double as high than in the southern part (Eifel around St.Vith). An emerging lack of skilled labour has, in recent years, become one of the major challenges for economic policy in DG.

1.7. Statistics The German-speaking Community DG being in economic affairs part of the Walloon Region, all important statistics are to be found in the dossier of the French Community. (See BE fr in Eurybase)


18

Nevertheless, a few indicators might give a better idea of the situation in the German-speaking Community (see 1.5. and 1.6.). They come from the National Institute for Statistics - INS – (last updating: August 2008) and are regularly published by ''ABEO - Arbeitsmarktbeobachtungsstelle Ostbelgien''. They are used for presentation by WSR (Wirtschafts- und Sozialrat), by Arbeitsamt (ADG) (1.7.6.) and by LSS (Landesamt für soziale Sicherheit - Social Security Office) (1.7.5.).



1.7.1. Demographic Indicators : DG (Since 1995) :

DG 1998 2000 2002 2004 2006 2008 2009

MEN 34,763 35,160 49.65% 49.57% 49.69% 49.74% 37.090

WOMEN 35,356 35,671 50.35% 50.43% 50.31% 50.26% 37.458

TOTAL : 70,119 70,831 71,287 71,899 73,119 74,169 74.548

Residents / km² 82.1 83 83.5 84.2 85.6 86.9 87,3

1.7.2. Demographic Indicators : Belgium, Regions and DG

POPULATION 01.01.2008

Men Women Total

Percentage of

population

Territory (in km²)

Residents per km²

In comparison

with last year

Belgium 5,223,309 5,442,557 10,666,866 100 % 30,528 349.4 + 0.78 %

Regions : Brussels Flanders Wallonia (incl.DG)

505,963 3,039,9561,678,390

542,528 3,121,644 1,778,385

1,048,4916,161,6003,456,775

9.7 %57.8 %32.5 %

16113,52216,844

6,512.4 455.7

205

+ 1.68 %+ 0.72 %+ 0.61 %

DG 36,889 37,280 74,169 0.7 % 854 86.9 + 0.67 %

1.7.3. Age Groups (DG)

01.01.2008 MEN WOMEN TOTAL in % 1.1.2008 In comparison with 1.1.2000

below 15 y. 6.511 6.000 12.511 16,9 18.9

15 - 24 y. 4.747 4.538 9.285 12,5 11

25 - 64 y. 19.797 19.281 39.078 52,7 54.3

65 5.834 7.461 13.295 17,9 15.8

Total 36.889 37.280 74.169 100 100


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1.7.4. Foreign Population : Belgium, Regions, DG

FOREIGNERS 1.01.2007

Men Women Total

Percentage of total population

In comparison with last year

BELGIUM 494,897 476,551 971,448 9.11 % + 4.21 %

REGIONS : Brussels Flanders Wallonia (incl.DG)

146,544 183,531 164.822

148,499170,839157,213

295,043 354,370 322.035

28.14 % 5.75 %

9.32 %

+ 4.06 %+ 6.84 % +

1.61 %

DG 7,523 7,236 14,759 19.90 % + 2.59 %

1.7.5. Employment in Public and Private Sectors (2006)

Wage-earners A. PRIVATE SECTOR

Employers (company

offices) Working people Employees Civil servants Total

BELGIUM 245.719 1.226.297 1.412.418 92 2.638.807

REGIONS : Brussels Flanders Wallonia (inclus.DG)

31,769 144,567

69,383

96,908821,055308,334

283,239810,087320,092

18 74

0

379,1651,631,216

628,428

DG 2.002 9.016 6.782 0 15.798

Wage-earners B. PUBLIC SECTOR

Employers (company

offices) Working people Employees Civil servants Total

BELGIUM 21.184 140.210 329.690 599.489 1.069.389

REGIONS : Brussels Flanders Wallonia (incl.DG

2,291 11,489

7,404

21,66766,97951,564

91,058138,564100,068

120,273 291,395 187,821

232,998496,938339,453

DG 155 1.205 1.429 3.283 5.917


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1.7.6. Unemployment

DG Year MEN WOMEN Total

1995 701 1,125 1,826

1998 637 979 1,616

2000 582 917 1,499

2002 613 845 1,458

2005 1,050 1,346 2,396

2007 1,097 1,425 2,522

2008 1.083 1.330 2.413

TOTAL UNEMPLOYED

20091.293

(48,9%)1.350

(51,1%) 2.644

2007 5,8% 10,2% 7,7%

2008 5,7% 9,2% 7,2 %Rate of unemployed:

2009 7,1% 9,6% 8,2 %

DG Year MEN WOMEN Total

1995 124 170 294

1998 142 181 323

2001 147 160 307

2005 238 271 509

2007 241 268 509

2008 242 251 493

YOUNG PEOPLE below 25

2009 270 261 531

2000 291 456 747LOW QUALIFIED

2005 366 368 734

2007 486 621

2008 480 574 1.054(Primary and lower secondary education)

2009 568 556 1.124

QUALIFIED 2005 200 368 565

2007 329 509 838

2008 322 479 801(Upper second., tertiary educ. and university)

2009 397 508 905

Sources : FOREM, 1996 and 1999 and Abeo-ADG (Arbeitsamt der Deutschsprachigen Gemeinschaft) – (DG Employment Office) 2002, 2005, 2006 and 2008.


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1.7.7. Evolution of the Activity Structure 1997 - 2007

E v o l u t i o n o f t h e A c t i v i t y S t r u c t u r e i n t h e G e r m a n - s p e a k i n g C o m m u n i t y f r o m 1 9 9 7 t o 2 0 0 5

ACTIVE POPULATION RATE DG 15 – 64 (Age)

Population aged

15 – 64 Employed Complet.Unemployed Total Activity Employment Unemployment

1997 2001 2005 2007

46,143 46,241 47,404 48,199

27,480 29,459 30,406 29,751

1,6701,2402,3532,520

29,15030,69932,76032,271

63.2 %66.4 %69.1 %67.0 %

59.6 % 63.7 % 64.1 % 61,7 %

5.7 %4.0 %7.2 %7.8 %

DG '97 – '05

+ 4,5 % + 8,3 % + 50,9 % + 10,7 % + 6,0 % + 3,6 % + 36,3 %

E v o l u t i o n o f t h e A c t i v i t y S t r u c t u r e 1 9 9 7 – 2 0 0 7 : D G i n C o m p a r i s o n w i t h R e g i o n s a n d C o u n t r y

ACTIVE POPULATION RATE 15 – 64 (Age)

Population aged

15 – 64 Employed Complet.

Unemployed Total

Activity

Employment Unemployment

Bruss.Reg. Flanders Wallonia (incl.DG)

+ 11,5 % + 3,0 % + 5,2 %

+ 11,7 % + 9,6 % + 9,5 %

+ 24,3 %- 6,7 %

+ 9,4 %

+ 14,2 %

+ 8,4 %

+ 9,5 %

+ 2,4 %+ 5,2 %+ 4,0 %

+ 0,2 % + 6,4 % + 4,0 %

+ 8,9 %- 13,9 %

- 0,1%

BELGIUM + 4,5 % + 9,7 % + 5,5 %+ 9,2

%+ 4,5 % + 5,0 % - 3,5 %

DG + 4,5 % + 8,3 % + 50,9 %+ 10,7

%+ 6,0 % + 3,6 % + 36,3 %

1.7.8. Per-Capita-Income

Evolution of the Pro-Capita-Income (middle income per inhabitant (in €uro))

1980 1990 2000 2004 2006

Brussels Reg. Flanders Wallonia (incl.DG)

5,050€4,420€4,210€

7,540€7,690€6,970€

9,960€11,790€10,090€

11,310€ 14,030€ 12,360€

11.990 €15.030 €13.300 €

BELGIUM 4,420€ 7,440€ 11,060€ 13,220€ 14.170 €

DG 3,870€ 6,750€ 8,500€ 12,200€ 12.920 €


22

Evolution of the Income (in €uro) per Tax Declaration (middle income)

1980 1990 2000 2004 2006


13,180 €11,980 €11,540 €

18,370 €18,280 €17,370 €

23,140 €24,640 €22,660 €

22,338 € 25,220 € 22,230 €

22.516 €26.187 €23.406 €

BELGIUM 11,970 € 18,000 € 23,890 € 23,985 € 24.949 €

DG 10,510 € 16,690 € 21,980 € 23,396 € 24.671 €

Number of Tax Declarations and Total Taxable Net Income in €uro

Percentages of Tax Declarations per Income Categories Income

2006

Under 10,000 €

10,000 – 19,999 €

20,000 – 22,999 €

30,000 – 39,999 €

40,000 – 49,999 €

50,000 €+

Total Tax Decla-rations

Total Taxable

Net Income (in Mio € )

Brussels R. Flanders Wallonia (incl.DG)

25,74 % 18,62 % 21,46 %

35,34 % 31,40 % 35,44 %

18,09 %21,67 %19,39 %

8,63 %10,48 %

9,43 %

4,46 %6,75 %5,51 %

7,74 %11,08 %

8,76 %

545.731 3.500.322 1.945.811

12.288 91.66345.543

BELGIUM 20,19 % 33,07 % 20,61 % 9,97 % 6,14 % 10,02 % 5.991.864 149.493

DG 18,49 % 33,07 % 22,78 % 11,41 % 6,00 % 8,25 % 100 % 38.449 949

Evolution of the Total Taxable Net Income (Index 1980 = 100)

1980 1990 2000 2004 2006


100100100

142.38177.72 166.48

188.84282.49247.85

223.65 339.84 307.70

242,19368,34334,70

BELGIUM 100 170.16 260.31 316.26 343,14

DG 100 181.21 240.76 351.64 € 378,67

1.7.9. Election Results (DG Parliament)

PARTIES NUMBER OF SEATS

1995-99 1999-2004 2004-09 2009-14

CSP - Christlich-Soziale Partei 10 9 8 7

PFF - Partei für Freiheit und Fortschritt (Liberals) 5 6 5 4

SP - Sozialistische Partei 4 4 5 5

ECOLO - (Umweltpartei) (The Greens) 3 3 2 3

3 3 3 PDB - Partei der deutschsprachigen Belgier Pro DG 4

VIVANT / / 2 2


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2. GENERAL ORGANISATION OF THE EDUCATION SYSTEM AND ADMINISTRATION OF EDUCATION

Please see the following sub-sections.

2.1. Historical Overview In order to understand the situation in the German-speaking Community of Belgium DG, it is rather important to know three facts that play no role in both the other Communities in Belgium :

The language spoken in the German-speaking Community and since 1963 official state language is German. But because Belgium had been and is still mainly run in Dutch and in French, these two other state languages also play a special role in education, and especially French, the language of the first neighbours.

This German language region in Belgium is identical with the Deutschsprachige Gemeinschaft (DG). It was part of Prussia and of the German Empire between 1815 (Congress of Vienna) and 1919 (Treaty of Versailles at the end of World War I), part of Belgium between 1919 and 1940, annexed part of the Third Reich during World War II and is part of Belgium again since 1944/45.

In a lot of fields - for instance in education - DG can develop an own policy, but in other matters anyhow related to administration or exploitation of the territory (economy), DG has no autonomy, is part of the Walloon Region. The German-speaking Community is negotiationg with the Walloon Region for an extension of tis competences, mainly in the field of territory area planning and housing.

2.1.1. From Independence to World War I : 1830 – 1919

(DG is not directly concerned by this first chapter as its territory was part of Prussia and the German Empire until 1919. Nevertheless the historical evolution will be described as it is important for the understanding of the actual situation.

Under the reign of the Dutch monarchy (1814 - 1830) education was ruled more and more by the State and by local authorities (school building, teacher training, development of curricula and pedagogical methods). At the time of independence (1830), there were more than 4,000 public schools in Belgium attended by 293,000 pupils (total population of 3.5 million people). Freedom of education which was guaranteed by the Constitution in 1831 had an unexpected consequence: instead of founding new schools, many municipalities suffering under the financial burden were of the opinion that the principle of freedom of education meant the choice to maintain or to close down schools.

As a consequence 2,000 public schools were closed down. The Church however took advantage of the government subsidies and founded new schools. But in spite of the subsidies, soon there were not enough funds for those schools.

To cope with that situation, the Houses passed the first basic regulation law on the organisation of primary education in 1842.

From the passing of that law on every municipality was obliged to maintain at least one public school with the help of government subsidies or to permit a private school in compliance with certain liabilities. At that time there were 2,600 municipalities and 1,500 primary schools. Education was free of charge only for half the pupils. They were absent rather often. Teaching of catholic religion was compulsory.

In 1850 the first basic law on the organisation of secondary education was passed: this law organised the foundation or the take-over of 10 Royal ''Atheneums'' (grammar school) and 50 middle or comprehensive


24

secondary schools (junior high schools) by the state. The so-called 'free' (catholic) education developed parallel to that.

In 1864 Isabelle Gatti de Gamond founded the first secondary school for girls in Brussels.

In 1879 the second basic law on primary education was passed under a liberal Minister. The principles of that second basic law can be summarised as follows: Centralisation, non-denominational schools and renewal. Every municipality had to organise its neutral and non-denominational school under the control of the state. The primary teachers in municipal schools had to be owner of a diploma conferred by a public teachers' college. (At that time only 60% of the teachers had a degree).

Curricula and textbooks in schools had to be officially approved by the newly established Ministry of People's Education. Religion had to be taught by the parish priest out of regular classes. A vehement reaction of the Catholics led to the ''school war'' then, which lasted for many years. Several private non-denominational schools were founded. Parents who had their children registered in public schools were excommunicated.

In 1881 the second basic law on secondary education allowed public administration of 21 grammar schools and at least 100 middle (comprehensive) schools for boys and 50 for girls.

In 1884 a catholic government majority abolished the Ministry for People's Education and passed a third basic law on primary and secondary education stating that in every municipality there had to be either a neutral public school or a school of the so called ‘free’ educational network of catholic schools. The municipalities were given a large autonomy and could subsidise 'free’ private educational establishments.

In 1887 a law determined the structure of secondary education.

The fourth basic law on primary education generalised subsidising for all officially approved schools and made religious education obligatory again for all pupils.

Near the end of the 19th century approximately 30% of the population were illiterate. In 1890 only 4% of children attended school for the provided term of six years. Shortly before the outbreak of the First World War a law introduced compulsory education attendance for all children between the age of 6 and the age of 12. This law required too that all members of the teaching staff were owners of a degree or diploma conferred either by a Belgian teacher's college or by a board of examiners established by the government. Furthermore this law made the access to all schools even the subsidized ones free: pupils were not to be asked for school fees. By force of the law neutrality and denominational independence of public schools were laid down.

The effects of this law were completely felt only in 1919.

2.1.2. From World War I to cultural autonomy : 1920 – 1970

The period between the two World Wars and the first years after World War II were characterised by the fact that different political points of view on educational matters were getting more and more radical. Ideological hostilities and rivalries for influence characterise the fifties to a great extent. The second school war breaks out between supporters of public education of laicised nature and supporters of free, i.e. mainly catholic education. This school war is going to last for seven years (1951 - 1958).

For the catholic side, the Church had the right to organise its own education and to receive the necessary state subsidies, especially for secondary education, whereas the state only had to play a complementary role in case of lack in private initiatives. On the other hand the laicized point of view demanded the monopoly of public education or at least clear priority for public education and at the most could be brought to subsidise free education.

In 1955, the Collard-law was passed. Each local authority is obliged to have a public pre-school as well as a public primary school. A free school may only be organised in a municipality if a public one has been


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established and if there is a real necessity. In public schools parents have the choice between religious education and a non-denominational moral education. In public schools, at least 50% of teaching staff must have a diploma conferred by a public establishment for teachers’ education.

On November 20, 1958 the so-called Schulpakt led to school peace because of an important compromise solution between the three main political parties in Belgium: Socialists, Christian Democrats and Liberals. The Schulpakt led to a law on May 29, 1959 and is implemented on all levels, from pre-school education to tertiary education and even on adult education. The school pact organises and normalises relationship between different types of schools or between networks of schools (Unterrichtsnetze organised by the State on the one hand and by the subsidized schools on the other hand but differing here between the nature of the organising authorities (Schulträger, public or private-right body) and between the denominational or ideological belonging of the Schulträger (refer to 2.3.1). The Schulpakt also guarantees freedom of education for all families. So the state has the right to establish schools wherever it proves to be necessary (the number of schools not being limited anymore). Financial aid (subsidies) for free schools is generalised. In public schools religious education has to be organised parallel to non-denominational moral education. One of the two subjects is a compulsory subject. Rules and regulations are identical in all networks for anybody who wants to complete education in order to get a degree.

To meet the needs of children who are entitled to receive education, but are unable to do so in an ordinary school, a well-structured system has been created in Belgium rather early (compare 10.1.). To this day a bill passed in 1970 defines the main aspects of this so-called special education.

For the German-speakers in Belgium the important historic events (annexation to Belgium after World War I, annexation to the Reich at the beginning of World War II, a purification policy after the War etc.) brought about important modification, also in educational matters, particularly concerning the language of instruction. So, after World War II and during more than two decades lessons in secondary education were taught for the most part in French and it was only in 1963 that the laws concerning use of languages in Belgium and later the amendments of the Constitution aiming at the reformation of the State fixed definitively German as third official State language, as language of instruction and of administration in the German-speaking Community.

Law amending some legal regulations in education

Law on special needs education and integrated education

Coordinated laws on secondary education

Coordinated laws on primary education

Coordinated laws on technical education form

2.1.3. Educational reform

After the social movements at the end of the sixties, there was an innovation of education in Belgium too, taking place in different stages. This innovation was presented as being mainly a means of achieving real democratisation of education with the aim to make access to higher and even general academic education easier for the less-favoured children too. The starting point of this new development towards a reformed system was the innovation in basic education concerning the general aims, the pedagogical methods, organisation and contents of education.

The aim was a greater degree of flexibility in education, taking into consideration methods appropriate to young children and respecting as much as possible each child's pace of learning. Within the scope of a first innovation it was possible to create an inter-age group (5-8-Zyklus) with the aim to smoothen up the transition between pre-school education and primary school (compare 4.1.).


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The law of July 19, 1971 established a new type of secondary education : reformed secondary education system (Erneuerter Unterricht). In the first two years of secondary education the splitting-up in different sections was replaced by a two years' Beobachtungsstufe. By this kind of organisation, the main aptitudes and the special nature of each pupil should be taken into account. The pupils who have left primary education without having completed successfully, those who are not granted the Primary Education Final Certificate Abschlusszeugnis der Grundschule , are offered the opportunity to learn in a 1st B-year in secondary education, the so-called Anpassungsklasse. For those pupils who encounter difficulties in the first year, the system provides a second B-year preparing them for the entrance to vocational training (berufsbildender Unterricht) , that actually starts in the third year. (refer to 5.4.2.)

As a consequence of the law dated June 1983 on the extension of compulsory school attendance a part time vocational training called Teilzeitunterricht was organised for 15 years old drop out pupils. As an alternative young people spent one half of their education in school while the other part is used to gain experience in a practical work setting. However there is still a fundamental difference to the classical alternating training system, because this one is provided in Belgium not by the school system, but by the Middle Classes in special training centres (ZAWM) which are coordinated by IAWM, the Institution for Training and Continuing Training in Middle Classes and in Small and Medium-sized Enterprises.

Die Schule steht nicht allein

Emile ou l'école retrouvée

Examen des politiques nationales d'éducation - Belgique

Le 5-8: sa réalité, ses promesses

Le rénové est mort! Et après?

Les systèmes éducatifs en Belgique: similitudes et divergences

Law on the general structure of secondary education

2.1.4. The Devolution of Power in Education Matters to the Communities

Until the beginning of the sixties, the competence for education was under the control of one single national minister, but already in the approaches of language laws in 1963 two national ministers were de facto in charge, one for Flemish education and the other one for education in the French-speaking and German-speaking parts of the country. The suppression of national power in education matters however was implemented legally not earlier than in 1988 by the revision of the Constitution. From this moment the three Communities (Gemeinschaften) are in charge of the complete power in education policy and have each an own minister of education. So the Communities exercise the competence in education since January 1, 1989. This implies that national and unitary legislation have gradually given way in many areas to different legal and statutory provisions and to reforms representing different political options, though being based upon a common Constitution.

By giving responsibility for education policy to the Communities, it is possible and easier to take into account the peculiar characteristics and needs of each Community. But soon the first vigorous innovation movements were slowed down by financial difficulties, so that now the main concern of the three Communities is to get a grip on the expenses for education. In the first years of Community competence, the teachers protested strongly against an urgent policy of retrenchments and required among others a revaluation of their profession.

In the German-speaking Community, the government has begun in the mid-nineties to work out basic decrees with a view on amending primary, secondary, higher and special needs education.


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2.1.5. Development of Compulsory Education

The law passed on May 19, 1914 prescribed compulsory school attendance for all children between the ages of 6 and 12 and decided that the utmost age of compulsory attendance had to be increased gradually to 13 and then to 14. However this law was only implemented after World War I. Several projects to raise the age by one or two years followed. In 1970 pupils ended their school-career at an average age of 15 years 8 months.

The law of June 29, 1983 fixed the end of compulsory (full-time and part-time) school attendance at the age of 18 (12 years in school). This reform aimed at a guarantee for better qualification of young people to enable them as a result to have an easier access to professional life. As this law delayed the beginning of professional life, it helped as it were to reduce the constantly increasing number of unemployed young people.

Law on compulsory school attendance

2.2. Ongoing Debates and Future Developments After the issuing, in 1998, of a Foundation Decree concerned with the responsibilities entrusted to school providers and staff and with general provisions of an educational and organisational nature for pre-primary, primary and secondary mainstream education, and - in 1999 - of a Decree on pre-primary and primary mainstream education, a decree dated June 27, 2005 paved the way for the creation of a new higher education institution in the German-speaking Community (DG). This new institution takes over since 2005-2006 the two small teacher-training institutions (one public, the other catholic under private authority) operating in DG, as well as the small nursing training institution. The structural reformation involved, under consideration of the so-called Bologna norms, is a particular challenge of this transition in 2006 and 2007.

However, a decree covering secondary schools, is still in the drafting stage, going along with aspects of school structure and curriculum.

In the meantime a decree on special needs education has been voted on May 11th, 2009 in the Parliament of the German-spekaing Community after consultation of many specialists in the field. The decree goes along with the fusion of different schools and the creation of a center for education for special needs with two primary schools, one with kindergarden and a secondary school. Also, a new function was created, the so-called teacher for integration. He assures a link between regular schools and schools for special needs in order to improve the integration in either school system. Most children with learning difficulties are now in the regular school environment. These schools are attributed special subsidies for ensuring the education task and the specialised help on the basis of individual projects for all children concerned. Alongside with the Bologna criteria and the attribution of ECTS-based training, the teachers will undergo a specialised formation. They can obtain accordingly a certificate proving the ability to work with children with special needs. One other characteristic of the decree, is the important role that parents play within the decision procedure wether the child will be enrollen in a school for special needs or in a regular school with special help.

On the administrative side, a simplification has been operated in order to have less scales in the wages of teachers. Moreover, in order to encourage young people to make positive choices for their carreer as a teacher, the wages for teachers at the starting point are increased by 10 % from 2012 onwards.

It has been stated, that due to the increasing managing tasks that headmasters of secondary schools have to master, a special training has become necessary to qualify as a candidate for this job.


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Subsequent to the establishment by decree, in December 2002, of a roster of so-called subject-oriented key competences (Schlüsselkompetenzen) to be acquired by pupils in primary and the first stage of secondary school, working groups were engaged in a revision of some curricula. This work stopped when in 2006 and 2007 some fundamental thought was given to competence oriented teaching in general. In pedagogical working groups a new draft was prepared containing the formulation of essential skills (Kernkompetenzen), skills attainment targets (Kompetenzerwartungen) and curriculum guidelines (Rahmenpläne) for all compulsory subjects in primary education and in the first stage of secondary education and destined to replace the above-mentioned Schlüsselkompetenzen. On June 16, 2008, the Decree establishing essential skills and curriculum guidelines in education passed the PDG. After a probationary year in 2008-2009, the guidelines and skills attainment targets will be compulsory for all schools as minimum requirements.

After years of preparation, the decree covering the teaching and use of languages in the educational system was issued on the 19th April, 2004. This decree makes the integration of foreign language activity obligatory from Kindergarten age, introduces obligatory classes in the first foreign language (French) from first year primary and allows the schools to decide, within the context of their school project, that a proportion of other subjects (limited in primary schools to Physical Education, art and crafts) be given in the first foreign language, which proportion of subjects may, in secondary schools, be expanded up to 50%. It will be left for the coming years to ascertain whether all the requirements of this decree are being met and just how, and with what success, schools are managing to apply the concepts contained therein to real improvement in language competence and teaching.

On March 23 in 2009, a decree has been voted on the organisation of a part time art education system. It concerns mainly the music academy of the German-speaking Community. This academy organises in a decentralized way outside regular school time in many places courses in music, acting and declamation. Eventually, the teachers, who are occupied in this kind of school outside the regular school time, were attributed an personnel statute equivalent to the one applicated to teaching staff in the regular school system. In the meantime, it has become a tradition to vote yearly a decree on measures in the education field. It usually concerns small amendmends of existing regulations, but also introduces new initiatives. In the year 2009, the new function of "Schulmediothekar" (media librarian) has been introduced. The media librarian is usually an ordinary teacher who has completed a supplementary training consisting of 10 ECTS. His job is the direction of the media library and the advisory function for students of the school. His task is also to make students familiar with the proceedings of scientifical work and the promotion of reading literacy.

2.3. Fundamental Principles and Basic Legislation The basic principles emerging from the Schulpakt applicable on Education were inscribed in the Constitution (art. 24)

A R T . 2 4

§1 - Education shall be free; any restrictive measure shall be prohibited; the repression of offences shall only be settled by law or decree.

The Community shall guarantee free choice for parents.

The Community administers neutral education. Neutrality implies, in particular, respect for parents' and pupils' philosophical, ideological or religious opinions.

Schools run by public authorities shall offer, up to the end of compulsory school attendance, the choice of instruction in a recognised religion or in non-denominational ethics.

§2 - If a Community, acting in its capacity of organising authority , wishes to delegate its responsibilities to one or more independent bodies, it shall only be able to do so by decree passed by a two-thirds majority.


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§3 - Every individual shall have the right to an education respecting the basic freedom and rights. Education shall be free of charge until the end of compulsory school attendance period.

All pupils subject to school attendance shall have the right to moral or religious instruction provided by the Community.

§4 - All pupils or students, parents, staff members and education establishments shall be equal under law or decree. Laws and decrees shall address the objective differences, in particular the characteristics peculiar to each organising authority, which shall justify appropriate treatment.

§5 - The organisation, recognition or subsidy of education by the Community shall be regulated by law or decree.''

Therefore, the organisation and administration of education fall under the jurisdiction of the Communities (Gemeinschaften) which are empowered to develop their own education policy with complete independence.

Education may be organised, subsidized or simply recognised by the Community.

As the German-speaking Community (DG) was given full responsibility for education in 1989 and in order to assure continuation of the education system, the former national laws were still in force in the early nineties and were changed and adapted only occasionally to meet specific needs of the DG.

With the existing structures of their important administration, the Flemish and the French Communities were in good condition to start with the renewal of some important topics in the field of education. The German-speaking Community however needed a few years to build from scratch the relevant legislative and administrative structure in the field of education. So it was only on August 31, 1998 when the first important basic regulation, the Foundation Decree (Grundlagendekret) passed the PDG.

The Constitution of the Kingdom of Belgium

2.3.1. Pedagogical Freedom - School Networks

Freedom of Education is fixed within the Constitution. Organisation of education establishments may not be subjected to any restrictive measure. Hence it is possible to establish schools without being in any way connected to official authorities. However, all schools have to comply with the legal provisions if they wish to deliver official degrees and diplomas and to be subsidized by the Community (Gemeinschaft). All educational institutions in DG are either organised or subsidized by the DG Ministry.

In principle, freedom of education means that parents have the right to teach their children at home. If they choose that education at home (Hausunterricht) they have to comply to legal provisions and to the control by the Minister's Inspectorate however. In this form of education, leaving certificates can only be granted by the school external DG Central Examining Board (Prüfungsausschuss der Deutschsprachigen Gemeinschaft ).

Responsibility for the school is incumbent on an organising authority (Schulträger), which may be a public sector body or a private sector individual or collective person. Schools and organising authorities may work together in an educational or schools network (Unterrichtsnetz or Schulnetz or simply Netz).

Article 6 of the law of May 29, 1959 (the so-called Schulpakt) stipulates:

''Provided that a curriculum and schedule meet the legally established minimum requirements, each organising authority (Schulträger) shall have the freedom to set its schedules for its school system and even for each educational institution, and, subject to ministerial approval, to ensure the level of studies and develop its curricula. Each Schulträger is free to choose its own teaching methods.''

By the Law dated May 29, 1959 the Sate (and thus - since the revision of the Constitution in 1988 - the Gemeinschaften as legal successors) is bound to guarantee freedom of choice in education for parents or of


30

age pupils. By virtue of the principle of freedom of education, the organisation of education institutions may not be subjected to any restrictive measure. The choice may be made between denominational, non-denominational or even pluralistic schools. However the choice is in fact reduced to two possibilities as pluralistic education is not yet organised anywhere in Belgium.

Education is therefore structured as follows :

● Public Education, organised by public authorities : 1. Gemeinschaftsunterrichtswesen (GUW), (Schulnetz of neutral, non-denominational schools, grouping the former state schools; since 1989, the organising authority is the DG Government represented by the Minister of Education) 2. Offizielles Subventioniertes Unterrichtswesen (OSUW) (Schulnetz of schools organised by municipalities or by a public authority like the provinces; in DG only one institution for adult education and most of pre-primary and primary schools are organised by the 9 municipalities; there is one provincial Psycho-Medizinisch-Soziales (PMS) Centre in the service of OSUW pupils ; OSUW schools may be denominational or non-denominational).

● Freies Subventioniertes Unterrichtswesen (FSUW) (Schulnetz organised by private persons or bodies. In Belgium there are denominational and non-denominational FSUW networks; catholic schools are by far the most numerous. Those schools are organised by the dioceses, religious orders, parishes and Christian associations or private persons. In DG, all FSUW schools are catholic schools. In addition to the denominational catholic schools there has been in DG another free school, including a Waldorf-Kindergarten and a Waldorf primary school. This school closed its doors in 2000 (primary school) and 2002 (Kindergarten).

In particular respect for the philosophical, ideological and religious views of all parents, the public school networks (i.e. the GUW schools and the OSUW schools) must offer the choice between the instruction of one of the recognised religions (Catholic, Protestant, Anglican, Orthodox, Jewish and Islamic) and the instruction of non denominational ethics.

GUW schools (public schools organised by DG) must provide a neutral form of education (see text of the Constitution in 2.3.).

General secretariat of the catholic education network

Law amending some legal regulations in education

2.3.2. No Fees in Pre-primary, Primary and Secondary Schools

Education is free of charge during compulsory education. No school fees may be asked. The organising authorities (Schulträger) and the Ministry pay part of the cost of traditional teaching materials and school requirements.

There are special services however which are chargeable to parents. Some schools also offer a lunch to pupils which has to be paid for.

Financial help for travelling expenses is provided during the period of compulsory education for those pupils who attend by bus the nearest school of the Schulnetz of their choice when it is situated at a certain distance from their home.

In higher education, registration has to be paid for Since 2005-2006, there is in DG a new autonomous higher education institution (Autonome Hochschule), taking the place of the former three institutions, which closed their doors on June 30, 2005. The decree of June 27, 2005 states in article 3.8 that students have to pay a registration fee of 100 €uro and a tuition fee that may not exceed 370 €uro. For 2009-2010, the tuition fee amounts to 275 €uro. In total, the student has to pay 375 €uro.

Decree on the creation of an autonomous higher education institution


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2.3.3. Co-education

According to the General European Rule of February 7, 1976 each member state of the EU has been invited to institute provisions to ensure equal treatment of men and women as regards working conditions, access to employment, to vocational training and to professional promotion. After having specified those terms, the legislator took steps to ensure equal access of boys and girls to all education without the slightest discrimination. The application of these measures has accelerated the process of co-education as another step towards equal rights for women.

Today all education institutions in the German-speaking Community are co-educational or so-called mixed schools.

2.3.4. Aims and Objectives

On August 31, 1998 the Grundlagendekret defined the principles of education and training as follows: "Respect of Human Rights and Protection of Mother Tongue and Language, Promotion of Culture and Cultural Identity".

The decree treats in detail the values of education demanded by society, the mission society gives to all schools: "the personal development and self-realisation of pupils, equal opportunities and equality of rights, tolerance and solidarity, respect for fellow-men, regard for nature and environment, fundamentally democratic attitudes, the imparting of knowledge, skills and capacities and last but not least an open mindedness, multilingualism and promotion of the European dimension".

Finally the decree determines that every organising Schulträger has the task to define an own educational project for his schools within these requirements.

Grundlagendekret über das Regelschulwesen

Decree concerned with the responabilities entrusted to school providers and staff and with general provisions of an educational and organisational nature for pre-primary, primary and secondary mainstream education

2.3.4.1. Educational Project of Public Schools

The organising authority (Schulträger) of GUW -schools, i.e. the Government of the German-speaking Community, has adopted - on the proposal of the Minister of education - an educational project for his own schools. The organising authorities of OSUW - schools, i.e. the 9 municipalities in DG, also are concerned with the elaboration of an educational project for the schools they are responsible for.

A few general objectives can be mentioned :

● Education must first of all promote the personal development of each pupil by giving him an active role in his own educational and learning process, by strengthening his self-confidence and by respecting not only his own capacities, his own pace and his own methods, but also his social and cultural backgrounds.

● Education should encourage young people to take up an active and creative part in economic and social life, not only by helping them to increase their knowledge, but by developing skills and abilities, teaching methods of solving problems and attitudes especially in organising life and work processes.

● Education should encourage young people to be responsible citizens within a free and democratic society by awakening their interest in social, political, cultural and economic matters.

Governmental decree approving the educational project for schools organised by the Ministry of the German-speaking Community

Ganzheitsprogramm


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La Mission de l'Ecole Chrétienne


2.3.4.2. Educational Project of FSUW Schools

The General Council for Catholic Education defined the objectives of the Christian school in 1995. Christian schools exist to serve humankind and educate by teaching. They render this service in the light of the Holy Bible and evangelise whilst educating. The concept is the belief that the education of man and the Christian awakening to the faith form a single entity. This belief is the cornerstone of Christian humanism. Faith and culture are in constant interaction and mutual enrichment. Christian education invites all to share the values inspiring school in its work.

2.4. General Structure and Defining Moments in Educational Guidance

Organisation of the education system in the German-speaking Community of Belgium, 2009/10

HOCHSCHULUNTERRICHT DES 1 . ZYKLUS

TECHNISCHER BEFÄHIGUNGSUNTERRICHT

41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710

VORSCHULERZIEHUNG PRIMARUNTERRICHT ALLGEMEIN BILDENDER / TECHNISCHER ÜBERGANGSUNTERRICHT

BERUFSBILDENDERUNTERRICHT

ERGÄNZENDER BERUFSBILDENDER SEKUNDARUNTERRICHT

BE de2. Berufs-bildendesjahr

1.B-Klasse

1. Stufe 2. Stufe 3. Stufe

Pre-primary – ISCED 0

(for which the Ministry of Education is not responsible)

Pre-primary – ISCED 0 (for which the Ministry of Education is responsible)

Primary – ISCED 1 Single structure(no institutional distinction between ISCED 1 and 2)

Lower secondary general – ISCED 2 (including pre-vocational)

Lower secondary vocational – ISCED 2

Upper secondary general – ISCED 3 Upper secondary vocational – ISCED 3

Post-secondary non-tertiary – ISCED 4

Tertiary education – ISCED 5A Tertiary education – ISCED 5B

Allocation to the ISCED levels: ISCED 0 ISCED 1 ISCED 2

Compulsory full-time education Compulsory part-time education

Part-time or combined school and workplace courses Additional year

-/n/- Compulsory work experience + its duration Study abroad

Source: Eurydice.

Please see the following sub-sections.

2.4.1. General Structure

The full-time education system is composed of four levels corresponding to age-groups:

● Pre-Primary Education (generally called Kindergarten) for children aged 3 to 5 years (in some cases to 6 years) (refer to Chapter 3)


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● Primary Education for children aged 6 to 11 years (but some pupils have 1 or 2 years in arrears) (refer to Chapter 4)

Pre-primary and primary education form Basic Education (Grundschule)

● Secondary Education for young people aged 12 to 18 years (and beyond) (refer to Chapter 5). Secondary education is organised in 3 stages (Stufen) of two years each: Beobachtungsstufe (observation stage), Orientierungsstufe (orientation stage) and Bestimmungsstufe (destination stage); in the second and third stage the following education forms are offered : general education, technical education and vocational education. In vocational education the third stage may have a third year (instead of two). In each education form there are various fields of study determined by the optional subjects. The fields of study which are primarily destined to prepare to studies at the university or in a higher education institution may be (formally) grouped in the so-called Übergangsunterricht (transition stream); it's the case of all fields of study in general education and of only a few fields of study in technical education. Fields of study which primarily aim at preparing professional life may be (formally) grouped in so-called Befähigungsunterricht (qualification stream); it's the case of most fields of study in technical education and of all fields of study in vocational education and training. After the sixth year of secondary education or an admission exam, pupils of at least 18 years of age may choose a postsecondary (ISCED 4-level) complementary vocational training in nursing.

● The music academy, which was fundamentally reformed in 2009 fulfils an important mission for the cultural life in society. The education covers a wide range of artistic disciplines like music, oral expression and dancing performances. The courses of the music academy take place outside the compulsory school hours. The students of the music academy are for most of them actively involved in local and regional music orchestras. The music academy also offers training for conductors of chorals or instrumental groups. Courses are tought as well individually as well in a traditional class system.

● Tertiary (or higher) education (refer to Chapter 6): In the German-speaking Community (DG) there have been - up to 2004-2005 - three institutions for non-university higher education: two teacher training institutions (Pädagogische Hochschule) and one institution for hospital nurse education and training. Since July 1, 2005, these three institutions do not exist anymore : their organising authorities (Schulträger) agreed with a proposal of the DG Government to create - at the same date - a new autonomous higher education institution (Autonome Hochschule) with a public-right Schulträger.

Besides the ordinary full-time education there are several other forms of education:

● Teilzeitunterricht: Part time education and training for young people at the age of 15/16 (refer to 5.20.)

● Lehrvertrag : Dual vocational training through an apprenticeshipcontract organised by IAWM (refer to 7.10.).

● Special needs education for disabled or handicapped between 3 and 21 years (and beyond) comprising pre-primary, primary and secondary education and provided in special schools (refer to Chapter 10).

● Schulische Weiterbildung : Formal Adult education for young people and adults who have left school system and want to take a new qualification, a higher one they did not reach attending school or to update their knowledge or skill. Adult education is organised on secondary and – occasionally - higher education level and can also be attended by young people of 15/16 who have chosen part time education after their compulsory full-time education attendance period. (Refer to 7.10.)

● Musikadademie : By decree of March 23, 2009 on the organisation of part-time arts education, the music academy became consequently part of the edcuation system. It offers to all interested children, young people and adults an arts education in the field of music, oral expression, acting and dancing.


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Decree on the organisation of part-time arts education

2.4.2. Defining Moments in Educational Guidance

There are a few important moments at which decisions are made for the further school career (assessment).

On completion of basic education children having fulfilled all requirements are awarded a Primary Education Final Certificate (Abschlusszeugnis der Grundschule). Pupils having attended the sixth year of primary education without completing successfully and thus not getting the Final Certificate, may attend the first B-year (called Anpassungsklasse) or – by the advice of the Psycho-Medizinisch-Soziales (PMS) Centre and the agreement of the parents - the first A-year in secondary education. Pupils who have not attended the sixth class of primary education but who have reached the age of 12 at least, may attend secondary education in first B-year .

If the first stage in secondary education Beobachtungsstufe has been completed successfully, pupils have to make a choice between different options and education forms in school : general education, technical education and vocational education. But young people (from 15 or 16 onwards) may choose for a vocational training outside the classical school and sign an apprenticeship contract for instance (Lehrvertrag) (refer to 7.10.).

The choice at the end of Beobachtungsstufe is really important, as it determines the later studies as well as the professional orientation.

Young people may choose between:

● Übergangsunterricht (transition stream) preparing for higher education whilst leaving the option to enter working life instead. This choice is possible in the following education forms:

○ general education

○ technical education

● Befähigungsunterricht (qualification stream) for pupils who wish to enter a professional career after secondary education whilst allowing them the option however to continue their studies in higher education. This option is possible in the following education forms:

○ technical education

○ vocational education

Teilzeitunterricht (Part time education and training in a school centre) is organised for pupils aged 15/16 who don't want to attend full-time education any longer (refer to 5.20.).

In the second stage called Orientierungsstufe (more exactly at the end of the third and of the fourth year of secondary education) as well as at the beginning of the third stage (fifth year), pupils still have a possibility of reorienting their study course.

At the end of secondary education, pupils have the choice between access to a profession or to higher education.

Orientation to special needs education (refer to Chapter 10) is possible from pre-primary age onwards.

2.5. Compulsory Education Compulsory education is determined by law. Education is compulsory for minors from the age of six until their 18th birthday. Until the age of 15/16 the pupil has to attend full-time education, i.e. 6 (or at the most 7) years in primary education and at least the first two years in secondary education. He has to attend full-time


35

education until the age of sixteen only if he has not attended (even without success) the first two years of secondary education at the age of fifteen. Or in other words, compulsory full-time school attendance ends at the age of fifteen if the pupil has completed (even without success) the second year of secondary education. The upper age limit of full-time education never extends beyond the age of sixteen. A part time school attendance until the age of 18 must follow.

The requirements of part time school attendance can also be satisfied by continuing full-time education or by following either Teilzeitunterricht, a programme of part time education and training in a secondary school centre, or a recognised training course such as alternating or dual training offered by IAWM in form of an apprenticeship contract (Lehrvertrag) which fulfils compulsory school attendance rules.

Training courses have to provide 360 hours a year, if the minor attends the course before the end of the year of his 16th birthday. Between July 1st of the year of his 16th birthday and June 30th of the year of his 18th birthday the pupil must follow at least 240 hours a year. The training must provide education as well as prepare for professional practice.

In the German-speaking Community (DG) the Pädagogische Inspektion is in charge of the control of school attendance. In case of any offence he gives the public prosecutor notice of it. The prosecutor looks for means to cope with the situation together with the juvenile-court having jurisdiction.

Schulversagen Bestandsaufnahme

2.6. General Administration In the course of federalisation process in Belgium, responsibility for education has been transferred to the three Gemeinschaften.

2.6.1. General Administration at National Level

There is no more national administration of education, no more Ministry of National Education. Since January 1st, 1989, only three prerogatives, stated explicitly in the Constitution, are of federal responsibility, namely

● Determining beginning and end of compulsory education attendance in Belgium

● Minimum conditions for issuing certificates and diplomas

● Pension scheme for teaching staff

2.6.2. General Administration at Regional Level

Except the three prerogatives mentioned above 2.6.1., education matters are under the responsibility of the Gemeinschaften, not of the Regionen. Hence the notion "on regional level" must be understood as "on Community level".

Role of the DG Government

The DG DG Government is formed by four Ministers, one of them (the Minister of Education) being in charge of education, training and employment. In education matters, the Minister of Education, and the DG Ministry have a dual responsibility :

● The Minister is the organising authority (Schulträger) of the former State schools, i.e. the schools now organised and run by the Community, and as such he is responsible for the structures, curricula and methods in GUW schools. He manages and finances these schools and - in close cooperation with the school heads - takes any measures necessary to improve their functioning and efficiency.


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● As authority being in control, the Minister verifies - in accordance with constitutional and legal provisions – the application of all regulations, not only in the own Community schools, but also in all schools run by other organising authorities. So, he has to give his approbation to structure and curricula of OSUW and FSUW schools and subsidizes them in a substantial way according to legal provisions.

Ministry staff, some advisers in his personal cabinet and commissions assist the Minister with word and deed to cope with the various problems concerning education.

The Ministers' Cabinet

Every Minister has a cabinet at his side, composed by three or four personal advisers who help him to perform the tasks and duties he is entrusted with. At the end of a legislature the cabinet is dissolved and filled up anew when there is a new government.

Ministry of the German-speaking Community

As in every centralised administration the main task of the Ministry is to assist the Ministers in finding the adequate decisions and to carry out these decisions. The administration staff in the Ministry composes circulars concerning the decrees and provisions issuing from the legislative and executive bodies of the Community. In education matters, those circulars concerning education and training are sent to all the persons administrating the structures of education (in the Ministry or at school) and to all other persons concerned (parents' associations, unions, organising authorities). Furthermore, the Ministry is in charge of an important task in management and control.


2.6.3. General Administration at Local Level

The local administrations only bear the responsibility for their own schools, i.e. the schools run under the authority of the municipality as an organising authority (Schulträger), just as it is for the other two Schulträger which are the German-speaking Community herself (represented by the Minister of education) for GUW schools and a private, non public but highly subsidized organising authority for FSUW schools: at local level, they only are responsible for their own schools.

As an organising authority, the municipality - in fact the local Council on the proposal of the College of Mayor and Aldermen - may decide which curricula and teaching methods should be applied in their schools and is directly responsible for appointing teachers according to rules laid down in a regulatory framework (a decree voted in PDG on March 29, 2004); the same rules are to be applied in all schools run by any municipality (grouped within OSUW network). The local Council decides upon the building operations (subsidized to 80 % by DG budget) and the financial means to be allocated to each municipal school for the acquisition of pedagogical means and school furniture.

2.6.4. Educational Institutions, Administration, Management

Organisation of education was highly centralised until the end of the seventies. Since the early eighties steps have been taken to pave the way to decentralization or deregulation to a greater administrative autonomy as well in the public schools organised by DG (GUW schools) and the municipalities (OSUW schools) as in the schools of the "free" private Schulträger of FSUW. Hence on local level more responsibility and autonomy are entrusted to education establishments.

In 1984, the (then still) national ministry allocated to the schools a certain number of teaching periods (Stundenkapital) according to their number of pupils (in pre-primary and primary education, we speak - since 1999 - about Stellenkapital meaning a certain number of quarters of a job). This system determines the number of posts in a school. The grant of an eventual remainder may be used for a part-time job. This system


37

allows schools to develop their own structure and to meet the needs of their pupils (creating remedial courses, recurring to special teachers for sports or second language for instance, etc.).

In 1985, State schools (i.e. since 1989 GUW schools) turn into services with autonomous management.

Deregulation may be described as a process of simplifying, scaling down or eliminating regulations issued previously by the central authority. An example of deregulation is the abolition in secondary education of the standards for retaining options or splitting up classes so that the responsibility for deciding whether to divide classes and retain unpopular options is transferred to the director of the school after a discussion within the Pädagogischer Rat. Deregulation can, therefore, enhance the autonomy of schools.

2.6.4.1. Responsibilities of the Organising Authority

A school always is under the responsibility of an organising authority (Schulträger). Next to the Community, that in accordance to the Constitution has to be organising authority of public schools, other public institutions (as a province, a municipality, ) and also private persons or organisations can be the Schulträger of one or several school establishments. The German-speaking Community herself (DG), represented by the Minister of Education, is the organising authority of 7 basic schools (pre-primary and primary education), 4 secondary schools and 3 institutions for adult education. The 9 municipalities organise most of the schools for basic education and 1 institution for adult education. The province doesn't run any school in the German-speaking Community but actually a Psycho-Medizinisch-Soziales (PMS) Centre in charge of assistance of all pupils in OSUW schools. Education in Catholic FSUW schools comprises 2 basic schools, 5 secondary schools and 1 institution for adult education.

In accordance with legal statutory regulations, the organising authorities (Schulträger) have the responsibility for selecting, appointing and promoting staff: they are the employers of school heads, teachers, educators and secretariate and maintenance staff.

GUW schools are organised and financed by DG. The organising authorities in subsidized education (OSUW and FSUW schools) receive annual operating subsidies. The high level of subsidies depends on norms fixed in a decree and is based on the size of the school population. Personnel salaries are subsidized to 100% by the Community and directly paid by the DG-Ministry.

Each Schulträger is granted the autonomous right to determine the curricula as long as they respect some legal guidelines. The Schulträger is free in the choice of pedagogical methods too.

In the Grundlagendekret from August 31, 1998 concerning mainstream education the task of the organising authorities is fixed as to elaborating an own educational project and constituting a Pädagogischer Rat in each school which has not only the right to be informed and to be heard about any pedagogical or organisational problem but which has to work out a yearly plan for in-service training and to organise internal evaluation in school every three years.

Decree on the determination of the global number of lesson units for teachers in fulltime secondary education of type I

Decree for mainstream basic education

Royal decree concerning financial and general management of the offices with autonomous management system in state schools

Programme decree 1997


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2.6.4.2. Responsibilities of the School Head or Director

A school director of a GUW - school and – in subsidized school systems OSUW and FSUW – the organising authority or body is responsible for administration and management. On the one hand he causes changes autonomously, on the other hand he applies legislation and regulations.

A school may have different locations, but there is only one school head or school director (Direktor) leading all of them. One of these locations has to be notified as official address.

Each school has to comply with an accountancy plan and has to justify the use to which the funds have been put in. The liberty of action of each school director depends upon his Schulnetz or his Schulträger.

In cooperation with the Pädagogischer Rat of his school, the director has to elaborate a school project (Schulprojekt) according to the principles of the educational project (Erziehungsprojekt) laid down by his Schulträger.

The director decides on the assigning of classes, he has the right to attend classes, to give advice and to judge about the pedagogic capacities of teachers. In GUW -schools he is the representative of the Minister and bears a special responsibility with regard to the staff members who are public servants: Each year, he has to write reports about every member of teaching or management staff which eventually affect and even hamper the further career of the teacher. Since the voting of a decree on March 29, 2004 containing a regulatory framework for all personnel in OSUW - schools, such reports also are introduced in OSUW Schulnetz (reports at least every second year). In FSUW - schools they also have been introduced by art. 65 of the decree concerning urgent measures in education dated June 26, 2006. (See 8.2.9.)

Recruitment and appointment of staff members - which is subjected to precise rules laid down in the statutory framework - is not under the responsibility of the school director, but of the Schulträger.

He is a leader in internal communication, co-ordinates teaching staff and consults with the teachers for the conceiving and the evolution of the educational project of their school. He keeps up the contacts and relations with the parents and their associations, with other schools and school-external environment: the economic, cultural and social surroundings.

The school director has the role of a pedagogic leader: he has the task to bring methods into harmony in the school, to work out time-tables and to organise classes.

The director is responsible for the assessment of pupils' knowledge, that is the issuing of periodical reports and the Final Certificates (Abschlusszeugnis der Grundschule, Abschlusszeugnis der Unterstufe des Sekundarunterrichts and Abschlusszeugnis der Oberstufe des Sekundarunterrichts). (See 8.3.1. and 8.3.2. for further information).

By decree of June 25, 2007 coming into effect on June 1, 2009 the role of the headmaster of secondary school has been reformed. The Government aims at qualifying furthermore the heads of school who are nowadays called to direct big and complex institutions. So, candidates need to have completed/to follow a preparatory qualifying training.

2.6.4.3. Responsibilities of the Vice-Principal

In secondary schools with more than 550 pupils, the director is assisted by a vice-principal or sub-director (Unterdirektor or - in GUW - Provisor), being subordinate to the director. His duties are among others co-ordination of studies, organisation of supervision and care outside lessons, organisation and planning of informative trips, management of the school library, the co-ordination of masters on duty and educators etc. In any case the sub-director has to substitute the director being absent. (See 8.3.1. and 8.3.2. for further information) .


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In 2008, a pilot scheme has been started in the largest Secondary School on the initiative of the Minister of Education to test the introduction of a middle-management in secondary schools. The director is in his leadig and managing duties assisted by three teachers, half-time liberated from teaching tasks. The pilot scheme ends in 2010 and will eventually be of general application for all secondary schools after evaluation.

Decree on various measures in education 2006

2.6.4.4. Responsibilities of Administration Staff and Masters on Duty in School Management

In addition to management and teaching staff (specialised teachers included) there are the following categories of personnel in education:

● auxiliary educational staff: attendant-educator (day school - boarding school), secretary, librarian, personal assistant, educator-clerk, administrator;

● paramedical staff: nursery nurse, nurse, speech therapists, physiotherapist;

● administrative personnel: attendant, typist, correspondent-accountant;

● maintenance personnel: specialised and services personnel, caretaker, storekeeper, maintenance worker, cook, technical engineer.

The posts not being part of the teaching profession are determined on basis of the number of pupils and of the work coming up.

Beside this statutory personnel, Subsidized Employees under Contract (BVA - Bezuschusste Vertragsangestellte) may be placed at the disposal of schools within the scope of fighting unemployment.

(For Responsibilities of Administration Staff and Masters on Duty in School Management, refer to 8.6.)

2.7. Internal and External Consultation Please refer to the subdivisions for more details.

2.7.1. Internal Consultation

The Klassenrat, the Class Council

The Klassenrat (Klassenrat) is composed of the school head (or his substitute) and all members of staff responsible for teaching and education in a determined group of pupils.

The Klassenrat has the task to strike the balance of each pupils' intellectual, social and behavioural situation in regular intervals (four times a year in GUW schools), to draw the necessary pedagogic conclusions, to organise remedial courses when necessary and to propose orientation and reorientation of the pupil, to decide about a common attitude towards the pupil and to base the different opinions and the decision at the end of the year (in a near future : at the end of the stage) on the following elements:

● the pupils' past school career;

● the intermediary results from periods, assessments and examinations;

● the information issuing from the Psycho-Medizinisch-Soziales (PMS) Centre;

● the possible interviews with the pupil and the parents.

Parents and pupils are not represented in the Klassenrat.

The Klassenrat decisions are binding, unless they are challenged before a chamber of appeal, and not, as prior to 1999, before the juvenile court. However, such appeals are only indulged in serious cases, where


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either an expulsion from the school, a refusal of promotion into the next class up, or the denial of a school grade certificate is in dispute.

Pädagogischer Rat, The Pedagogical Council

This is a consultative body, called into being through the so-called Grundlagendekret of 31st August 1998 (Art. 48 - 54), and which is since obligatory in every school. The Pädagogischer Rat Pädagogischer Rat is composed of the school head (Direktor), a representative of the organising authority (Schulträger) and at least five members of staff, elected by secret ballot for a three year mandate. The Pedagogical Council has a right to be kept informed and to be consulted in all pedagogical and organisational questions. It should meet at least four times in each academic year. The Pedagogical Council consults on the educational work of the school and makes suggestions, particularly with regard to:

● the acquisition of didactic materials;

● drawing up the time-table;

● development and refinement of the school project;

● laying down school rules and codes of conduct;

● establishing school structures;

● elaboration of the teaching method;

● measures for the integration of pupils with special needs;

● accompanying measures for pupils with temporary learning difficulties;

● the organisation of a formative and normative evaluation of pupil performance;

● planning and structuring of pedagogical project activities;

● annual planning of further education measures for school staff;

● organising the work of class councils;

● organising the internal evaluation of the school;

● organisation of extra-curricular activities.

The suggestions of the Pädagogischer Rat are recorded in a ledger of minutes, which is open for consultation by the ministry and the Pedagogical Inspectorate. The school head adopts the suggestions of the Pedagogical Council. Should the school head decide not to adopt a suggestion, for reasons of staff availability, material or budget, this decision must be justified to the Pedagogical Council.

Student representatives

The pupils can have an influence on life and policy within their school through their student representatives. The school head is obliged to allow the election of student representatives from the upper secondary level onwards. These student representatives have a right to free flow of information and to be consulted. They decide themselves upon their working methods and the frequency of their meetings. These latter will often be laid down in the school project, which every school is required to draw up in writing since the Grundlagendekret of 31st August 1998, and in which requirements defining the role of the student representatives are included. These requirements should be worked out in cooperation with the student representatives within the Pädagogischer Rat, before being presented to the organising authority of the school for its approval.


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Basiskonzertierungsausschuss (BAKO) - The Basic Committee of Consultation

This consultative body exists within every public authority institution. In it, representatives of the public authority (which, in the case of GUW schools, is the DG ministry), representatives of the institution concerned and representatives of those officially recognised trades union organisations active in the sector of education (CSC, FGTB/CGSP und CGSLB) consult on those matters within which the law has created a right of expression for unions, these being: issues bearing on staff, working conditions, health and safety in the workplace,

Schulleiterkonferenz - Conference of School Heads

All school heads from the same school network (Schulnetz) meet regularly to discuss items relating to their network's educational project, the planning of a harmoniously integrated curriculum offer and other pedagogical subjects. In order to ensure the functioning of this internal coordination tool between the schools and school levels of the same Schulnetz, a so-called Netzkoordinator is made available from within each of the three networks active in DG. This person also is, simultaneously, the external affairs representative for that Schulnetz, both to the outside world in general and to the education department in the ministry in particular. However, the coordination service staff posts originally created in 1995 for GUW schools have, since 2000, not been occupied, with the result that GUW no longer has an own network coordinator.

Beratender Ausschuss des GUW – Consulting Committee of GUW

The members of this body are the school heads and their assistants of all GUW schools at pre-primary, primary and secondary level in mainstream and special needs education, of the institutions for adult education and the director of the Psycho-Medizinisch-Soziales (PMS) Centre in GUW and the administrators of the boarding-schools. The responsibilities of the Consultative Committee of GUW GUW, Consultative include:

● ongoing consultation between members;

● coordination of the curriculum offer in schools;

● the drawing up of reports for and suggestions to the DG ministry concerning, among other issues:

○ a) the elaboration and application of concrete pedagogical goals for everyday life in school;

○ b) in-service training within GUW and pedagogical care of personnel as well as the organisation of specialist subject teacher conferences;

○ c) improved use of all infrastructure and d) the coordination of evaluation systems and disciplinary norms;

● regular contact with the other education authorities;

● regular contact to social, economic and cultural circles, with a view to ensuring an open and civic school system;

● regular contact with parent-teacher associations and parent groups.

The Consultative Committee of GUW has a chairperson and a deputy chairperson, who are appointed by the Minister on the basis of members recommendations. The chairperson is appointed for a period of three years and is, furthermore, the GUW network representative. However, this last function is of no de facto bearing, since the organising authority of GUW schools being none other than the ministry itself is - through either the minister in person or a senior assistant - directly involved in the work of the Consultative Committee of GUW and thus a further network coordinator is deemed superfluous.



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Governmental decree on the organisation of the consultative committee for all schools whose organising authority is the Ministry of the German-speaking Community

2.7.2. Consultation Involving Players in Society at Large

Parent's Participation

Pupils' parents may form parents' associations or join already existing associations. They are informed about all legal regulations concerning their school. They have the right to vote in various advisory commissions of school and are to be informed by the school head of the use of the so-called Stundenkapital, i.e. the global number of teaching periods devoted to a school. The school project of each school which has to be worked out by the Pädagogischer Rat has to define - in a discussion with the parents themselves - the participation and consultation role of parents and parents' associations.

Cooperation between the Ministry and the Schulnetze

(Schulnetze)

This is considerably facilitated by the activity of the network coordinators (refer to 2.7.1.), a matter which in DG is of real importance, since there is no ''Senior Council'' in the general educational domain within which all Schulträger could consult and discuss educational policy, or within which the Minister could hold such consultations as are envisaged between the Ministry and the representatives of the organising authorities and school networks. Such consultation therefore only takes place informally, purely on the basis of demand and opportunity.

Consultation between Teacher Unions and the Ministry

Formal consultations between the Ministry and the representatives of the teacher unions (CSC, CGSP/FGTB, CGLSB) are prescribed by law and are to take place prior to the Government issuing any edict or draft decree which in any way may be deemed to have a bearing on either the work itself or the working conditions of teaching staff.



2.8. Methods of Financing Education Education in DG is financed (in GUW) or subsidized (in OSUW andFSUW) by the DG budget. The resources of this budget are composed mainly of an important grant allocated by the federal State, of financial resources transmitted by the Walloon Region in connection with the transfer of regional competences to the German-speaking Community (mainly the fields of employment and municipalities financing) and of the Radio - and Television-charges paid by DG population. It is worth mentioning that Luxembourg participates in DG education expenses, as a considerable number of pupils in special needs education come from Luxembourg.

The appropriation allocated by the federal State was adapted to the additional costs due to decentralisation of education matters in 1989. But in the following years the expenses for education had been rising tremendously because of a very unexpected increase of pupils within these years; the federal Government


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therefore decided in 2000 an important increase of the allocated appropriation in order to finance education in a more appropriate way.

In 2007 the DG receipts amounted to 173,028,000 EURO and the expenses to 174,155,000 Euro. In the budget for education, the cost for personnel attains 83 % of the expenses in this section.

About financing of adult education refer to 7.8.

2.8.1. Private Funds

Sources of financial support other than public funds from the DG budget, such as individual donations, income from the private sector, fund-raising activities and events etc. also play a part, but one of relatively minor importance that does not substantially affect the economic picture.

2.8.2. School Funding

Three main items have to be mentioned : staff, operating and capital costs, buildings.

All school heads, members of teaching, educational and paramedical staff, members of administrative personnel and staff members of the Psycho-Medizinisch-Soziale ( PMS ) Centres in all Schulnetze are paid for directly by the Community (DG), as long as they meet certain conditions or comply with certain regulations (professional qualification for example) and their appointments are in keeping with the subsidising standards.

Each Schulträger is responsible for the operating of his own schools. GUW schools are organised and financed by DG; they receive the financial means to meat the operating and capital costs. The other Schulträger are subsidized by DG for a large part of the operating costs.

In the same way each organising authority is responsible for the construction and the upkeep of his buildings. The German-speaking Community has made great efforts in the nineties especially in order to give facilitation to the Schulträger of FSUW to finance their new school-buildings. From then on, the organising authorities of the subsidized schools (OSUW as well as FSUW ) receive 80 % of the agreed building costs if the DG budget allows it.

Decree on the determination of the subvention amount for grant-aided schools

Decree on financial support for pedagogical purposes in education


Programme decree for infrastructure

2.8.3. Positive Discrimination

With regard to the salaries of school personnel, which, as previously observed, depend 100 % on the DG budget, it should be mentioned here that schools which take in immigrant children have the right, since 2001, to employ extra staff. When calculating this staff increase, only those children who have attended the school since February of the previous academic year and who do not speak, or require further help in, the language in which they are taught, may be taken into account (see the EURYDICE-publication on this subject with a description of the situation in DG, refer to 10.7 ). From 2009 on, this one-year period has been extended to two years.

L'intégration scolaire des enfants immigrants en Europe (avec descriptions nationales 2003/2004 sur cd)

Decree for the schooling of newly arrived (immigrant) pupils


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2.8.4. Funding Conditions

In order to get DG subsidies, a school has to comply with the standard provisions concerning the organisation of studies and with some specific conditions. So, the school must:

● adopt a structure approved by the Minister;

● follow a curriculum approved by the Minister of education;

● submit to supervision and inspection as organised in DG;

● be run by a natural or artificial person who assumes full liability;

● have the minimum number of pupils required;

● be established in buildings which comply with certain hygienic and sanitary standards;

● possess teaching aids and school facilities to meet pedagogical needs;

● form one teaching entity in a building or within a municipality;

● have staff who are not likely to endanger pupils' health;

● observe the holidays laid down by law.

Decree on the determination of the subvention amount for grant-aided schools


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2.9. Statistics

Extract from the DG budget

OB 30 - EDUCATION, VOCATIONAL EDUCATION, EMPLOYMENT

2000 2002 2004 2006 2007 2009

x 1000

€ x 1000

€ x 1000

€ x 1000 € x 1000 €

x 1000 €

00-Payment-bound expenditures 2934 2904 3092 2288 2220 2300

01-Salaries PMS Centres: 868 942 1000

02-Salaries basic education 20110 21881 23797

03-Salaries secondary education 24094 25389 27038

04-Salaries higher education 1435 11589 1807

05-Salaries special education 3313 3972 4280

06-Salaries ''Musikschule'' 1029 1101 1164

07-Salaries adult education 773 881 1031

08-Decisions to put on leave for a mission 1290 1543 1958

SALARIES - TOTAL EXPENSES 55847 60202 65167 67861 68554 83827

11-Common initiatives 769 718 721 760 735 975

12-School-Conveyance 704 739 788 1066 1144 1925

13-Operating cost PMS Centres: 150 149 152

14-Operating cost basic education 1842 2088 2119

15-Operating cost secondary education 2986 3269 3617 7135

16-Operating cost higher education 139 195 179

17-Operating cost special education 418 528 583

18-Operating cost adult education 4 75 78

7285 7618

19-Grants, scholarships 249 257 266 267 267 320

21-Operating cost ''Musikschule'' 32 30 28 30 34 41

22-Training and Re-training of the Middle classes (SME):

2065 2328 2580 2613 3058 3058

23-Employment, retraining 11438 11502 11742 - - -

24-School-buildings (general upkeep) 154 339 204 289 233 222

25-Equipment 93 52 - - - -

TOTAL OB 30 76891 82471 88224 83210 83532 100383

%-part, cost for Personnel without Pr. 23 (Employment,...)

85% 85 % 85% 83 % 82 %

Source : Official Budget Documents as published by PDG in 2009/2010


46

NUMBER OF PUPILS IN THE GERMAN-SPEAKING COMMUNITY PER LEVEL

School year 2009-2010 GUW OSUW FSUW TOTAL DG

Pre-primary education/Kindergarten 267 1914 188 2369

Primary education 692 4134 486 5312

Secondary education 2162 29 3161 5352

Part time education 12 0 19 31

Higher education 0 177 0 182

Special education 246 0 46 292

SUBTOTAL : 3379 6254 3900 13538

Adult education 794 371 138 1303

TOTAL : 4173 6625 4038 14841

Source : Ministry of the German-speaking Community - Statistisches Jahrbuch der DG – School year 2009/2010

Statistisches Jahrbuch der DG



47

3. PRE-PRIMARY EDUCATION




41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710





1.B-Klasse















Source: Eurydice.

The first level of basic education organised or subsidized by the German-speaking Community (DG) is called Kindergarten or Vorschule. It is an education level in itself, but is always connected with primary education under the common term of Grundschule which covers the ages from three to twelve.

3.1. Historical Overview In the beginning of the 19th century, the age of industrialisation changing all social, economic and family relationships, on the initiative of merciful ladies the first day-nurseries were founded where young children of working class were admitted. Hundreds of children were grouped in so-called asylum halls. The main tasks of these establishments were to prevent children hanging about the streets and to give them the basis for order, moral conduct and hygienics. Since 1842 the Belgian State subsidises these day-nurseries, called public cradles at that time.

The education concepts of F. Froebel influenced pre-school education rapidly. The pioneer idea of his teaching theory was the importance he attached to the mental development of young children as well as the stress he put on professionalism in teaching. In 1857 the first Frobelian Kindergarten was opened in Brussels. One year later training programmes for Froebelian teachers were organised with the aid of the Government.

Those education establishments were only slightly different from the day-nurseries of that time because of the poor premises and the lack of specialised teachers. In 1880 there were the first ministerial rules about the role of pre-school establishments. Those rules scheduled one month's compulsory course on Froebel's methods to provide the teaching staff with the elementary training. The inspectors of primary education


48

verified if these rules were translated into action. The first curriculum dated 1890 was clearly and deeply marked by Froebel's work.

In the course of the 20th century an important development has taken place in pre-school education. Kindergarten becomes a place of socialisation, of development of intelligence and personality. Several official curricula succeed one another, and in the curricula of the fifties the formative influence of M. Montessori and O. Decroly can clearly be felt.

Little by little children of all strata attended the so-called Verwahrschulen. From 1950 onwards nearly all children between the ages of 3 and 6 attend Kindergarten, as the institution was called from then on. Since 1965 children aged two and a half may attend pre-school. However in the German-speaking Community the minimum age is again three since 1995, respectively 2 years 8 months for children being registered in school at the beginning of the school year (September 1) and reaching the age of three at the latest on December 31 of the same year.

The fourth curriculum of Kindergarten education was approved in 1974 and emphasises which requirements have to be met before transition to primary education.

3.2. Ongoing Debates and Future Developments Subsequent to the establishment by a decree from 16 December 2002, of a roster development objectives for Kindergarten, the next task was the working on an activity plan for Kindergarten. Since 2006, the activity plan is ready.

3.3. Specific Legislative Framework In Belgium pre-primary education in Kindergarten is a completely integrated part of the education system. Most of the laws, decrees and regulations on pre-primary education are the same as for primary education. In most cases the rules are in force for Grundschule (basic school), that is Kindergarten and primary education altogether. Legal provisions have been re-formulated and laid down in the Decree dated April 26, 1999 on basic mainstream education. In this decree, norms concerning the founding, dissolution, re-opening, fusion, re-incorporation, calculation of the number of teaching posts, terms of admission, organisation of working time and statements on the instruction offer are laid down in a homogeneous and obligatory way for all schools.


3.4. General Objectives The general objectives are laid down globally for whole basic education (Grundschule), i.e. pre-primary and primary education, and may be summarised as follows:

● basic education (Grundschule) supports the individual development of each child and ensures the best possible completion of learning processes;

● basic education plays an important role in the acquisition of knowledge, skills and abilities by pupil-oriented education;

● basic education is part of socialisation of each child: the child learns the importance of being a citizen in society. School supports the integration of each child in society and develops behaviour patterns and abilities in order to play an active role in the society he lives in. The school takes care that the child's personality is respected;


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● pre-primary education ( Vorschule ) aims at promoting the maturity process, the independence and the sense of responsibility in young children, so as to enable them to start the fundamental learning processes at the beginning of primary education;

● pre-primary education is the first stage in learning social behaviour as independence, sense of responsibility and willingness to co-operation have to be developed.

These general objectives imply:

● socio-affective objectives: to help the child in the development of his personality: self-respect, self-awareness and self-knowledge (by motivating, pointing out limitations, emphasising achievements, showing the consequences of his deeds and actions);

● intellectual objectives: to help the child to get away from his syncretic perception by various experiences (observing, experimenting and trying, developing the language).

● psychomotor objectives: to help the child to get self-conscious and self-confident (by physical expressiveness and equilibrium);

● artistic objectives: to help the child to get aware of beauty, or develop his sense of art and aesthetics, to stimulate his creativity.

Catholic education in FSUW schools also have religious objectives within their educational project.

3.5. Geographical Accessibility In the Deutschsprachige Gemeinschaft (DG) all Vorschulen are attached to primary schools (Primarschulen), together forming the Grundschulen. School density is quite high. Each of the nine municipalities in DG is an organising authority of schools providing pre-primary and primary education in all the bigger villages, even if they count less than 12 children for Kindergarten and less than 20 for primary education. The number of pupils differs largely from one pre-primary section to another: in 2008-09 it starts with only just 6 pupils and goes up to 145 pupils in the biggest establishment.

From a geographic point of view there are no distance problems concerning free access to basic schools nor to one of the nine schools for secondary education : pupils conveyance is well organised.

In most cases these schools are autonomous entities; in the case of OSUW schools (i.e. basic education organised by the municipalities) Grundschulen often have sub-sections in small villages; the three GUW and the two FSUW Grundschulen are connected with a secondary school.

3.6. Admission Requirements and Choice of Institution Pre-school education is aimed at children aged between three and five. However children not yet aged three may attend Kindergarten from the beginning of the school year on 1st September if they have their 3rd birthday before December 31 of that year. So, the very youngest (those born on 1st September) are aged 2 years and 8 months.

There is no test of the maturity imposed as a condition for admission.

In all Kindergarten both young boys and young girls are admitted without distinction according to the principle of coeducation.

If a child of school-age (6 years old) has not yet the maturity to attend primary education, the Class Council (Klassenrat) and the Psycho-Medizinisch-Soziales (PMS) Centre draw up a report and may suggest the child to stay one year longer in pre-school education and so postponing the enrolment to the next school year. Finally, the parents make the decision.


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Free choice of education for all parents and children is a Constitutional right. The law distinguishes between denominational, non-denominational and pluralist education (not yet organised). On principle, GUW schools must accept all pupils where as OSUW schools only have to enrol children of the local municipality or of the adjacent municipality when the school attended is the nearest one for the child. FSUW schools may only refuse the enrolment, if the parents do not except the educational project of the school.

Actually however schools enrol all pupils, all the more because they are financed or subsidized according to the number of pupils.

3.7. Financial Support for Pupils' Families There is no public financial assistance for families whose children attend Kindergarten, inasmuch as kindergarten attendance is free and no schooling charge may be exacted.

In Belgium, families with children receive family allowances. There is also tax relief if the person being assessed has several family members (including children) to their charge. However, such family assistance and tax relief are independent of whether the children attend kindergarten or not.

A parents’ support is that children at kindergarten may use the school bus system free of charge.

3.8. Age Levels and Grouping of Children In most cases pre-school is organised in two or three groups or classes according to age category (horizontal grouping). But a mixed age or vertical grouping is frequent too. There are no legal prescriptions about grouping of children. Mainly in rural areas where there are not enough pupils to form two or three groups, children of different ages will be grouped in one family class, called composed class (vertical grouping). This organisational principle is applied more and more, even in bigger establishments of primary education.

Vertical grouping of children develops gradually, even in bigger classes of primary education. This model has a lot of pedagogic advantages and is recommended to reduce the number of school failures and to start off a global learning process. This structure allows pedagogic entities of two or more years and might bring up a new structure for basic education as a whole. The first Stufe in this new structure aims at children aged between 3 and 5, whereas the second Stufe may assemble 5 years to 8 years old children. This second Stufe ensures a smoother transition between pre-school and primary school, as it covers as well the end of pre-school education as the beginning of primary education. The individual learning process is backed: each child should acquire knowledge and behaviour patterns in his own and individual pace of learning and reach his own maturity stages.

The number of children in a group depends on the number of posts which is determined by a global number of teacher posts allocated to the school : 6 to 19 children = 1 full-time post; 20 to 25 = 1.5 posts; 26 to 32 = 2 posts; from 33 children onwards each supplementary group of 7, 6 or 5 children brings in a supplrmentary quarter of a post. Since September 2001, the number of posts conceded for a school year (which starts in September) is calculated on basis of the children having been enrolled in this kindergarten on the last school day in January of the previous school year and having attended pre-school education during at least five days in this month for a presence of half a day. The number of jobs fixed in this way may only change in the course of the year if on September 30 and on March 31 enough children have entered to organise another part time job. For this calculation are taken into account only the children having attended pre-school education during at least ten days in this month for a presence of half a day.

3.9. Organisation of Time Please see the following sub-sections.


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3.9.1. Organisation of the Year

The DG Government decides upon the beginning and the end of the school year as well as upon the legal holidays. In order to allow schools to organise in-service training and conferences for their staff the Schulträger have six free half days at their disposal to spread over the year.

In DG the school year officially begins on September 1 (factually the first week-day in September) and ends on June 30 (factually the last week-day in June) next year. Besides the two months of summer holidays (July 1 to August 31), there are two weeks of winter holidays (Christmas), two weeks of spring holidays (Easter) and twice (around November 1 and on Carnival, i.e. 7 weeks before Easter) one week to relax.

A school year lasts for a period between 180 and 184 schooldays distributed over 37 weeks.

The following days are considered as festive days (and holidays) in DG:

Monday of the Easter-week, Ascension-Day (Thursday), (Whitsunday and) Whit Monday, November 1, November 11, November 15 (DG festive day), May 1.

Governmental decree fixing the school calendar for the school years 2006-2007 to 2010-2011

3.9.2. Weekly and Daily Time-Table

Kindergarten activities are organised every week on five mornings (Monday till Friday) and on four afternoons (Monday, Tuesday, Thursday, Friday).

The beginning and the end of the school day lie between 8.00 a.m. and 4.00 p.m. and are fixed by the principal on the proposal of the Klassenrat of the Grundschule concerned: usually the morning lessons start around 8.20 a.m. and end at noon, in the afternoon they start at 1.30 p.m. and end at 3.30 p.m. The break at noon must last for 60 minutes at least.

As children in kindergarten are not of school age yet, their presence is not absolutely obligatory. Especially the youngest children often attend pre-school only in the morning.

The curriculum for kindergarten is called Aktivitätenplan and does not plan a strict time-table: the number of lessons for the various subjects is not fixed. Many teachers attach a lot of importance to the regular alternation of static and active exercises. The scheduling of one Kindergarten class differs largely from the scheduling of another class.

In pre-primary education (Vorschule) there is a lot of room allowed for free use. According to a study in the eighties, breaks and break time snack in the morning represent 23%, periods of organisation 11% and waiting period 11% of school time. Half the available time (54%) is used for education activities: artistic activities (27%), academic activities (21%), language activities (20%), psychomotor (7%) and music activities (5%).

3.10. Curriculum, Types of Activity, Number of Hours The general objectives of pre-primary education mentioned above (in 3.4.) are aimed at by curricula, called Aktivitätenpläne (plans of activities): Those curricula may be proposed by the Schulträger or the school networks (Schulnetze), but they become valid only by the Ministers' approval.

The decree of April 26, 1999 on basic mainstream education prescribes that each Aktivitätenplan has to include the following activities: 1. activities in the language of instruction and in the first foreign language, 2. psycho-motoric activities, 3. creative activities, 4. activities in the fields of mathematics and science and 5. activities to learn the necessaries of life and social behaviour.


52

In accordance with the prescriptions of the Foundation Decree (Grundlagendekret) of August 31, 1998 a working group of pre-primary teachers has written development objectives (Entwicklungsziele) for these fields. These development objectives have been made official by a decree of December 16, 2002 and are now to be aimed at imperatively by pre-primary education sections in all Grundschulen in the German-speaking Community.

Activities in Kindergarten have to be embedded in a functional frame. The different Schulträger introduce activities matching their respective education project.

Strictly speaking children are taught to read in the first year of primary school, that is at the age of six. However they are initiated into reading in kindergarten, actually not by premature and compulsory formal education, but by the acquisition of functional abilities through exploring the land of writing all around them and through supporting non-formal learning processes arising naturally from life, activity or game.

The initiation to the world of figures and numbers takes place the same way.

According to the basic mainstream education decree of April 26, 1999 foreign language activities in pre-primary education are compulsory. For a long time, nearly all kindergarten in DG offered children the possibility to have a playful enjoyable approach to the French language in between 20 and 90 minutes a week. Since there is the new decree on transmission and use of the languages in education (April 19, 2004), all kindergarten have to offer French activities in between 50 and 200 minutes a week, so that a daily foreign language activity in between 10 and 40 minutes is possible.


Decree fixing developmental goals for kindergarten and of key competences for primary education and the first stage in secondary education ...


3.11. Teaching Methods and Materials The methods aim at the forming of concepts rather than at the transfer of knowledge. The game forms the centre of pedagogic action.

In official texts reception and integration, careful observing as well as listening to the child are considered as being the pedagogic pillars of the balanced development of a young child. The individual rhythm of each child should be taken care of and the activities should be embedded in a functional frame.

The curriculum insists on a good co-operation between the members of teaching staff, on a co-operation with teaching staff of primary education aiming at continuity between pre-school and primary school and on links and interaction between school and family.

The children learn in purpose-equipped premises by playing. Common equipment and materials are tables to play on, toys, books, paint boxes and psychomotor materials. There is a playground outside too. Most establishments have video materials, recorders and computers as well.

Usually some rooms or premises are equipped and used for special purposes:

● affective room: in order to lull into security, consolidate ideas, allocate tasks in the group;

● creative room for games, drawing, physical expression with the aim of strengthening the own personality;

● cognitive room: possibilities for experiments (plants, animals), library, television


53

● psychomotor room: place meant to get rid of one's aggressions, to develop mental and reasonable equilibrium, affection and tenderness (stuffed animals, cushions).

The curriculum encourages projects which meet the children's areas of interest. A project allows the child to accept, to take part of his own free will and to act in order to reach the aims. The pupils are divided in teams working in different work-shops organised by the teacher: drawing, box of bricks, library, mathematics, suggestions, role plays, dolls, shops etc.).

A usual day is organised as follows:

● children's arrival and reception: songs, unrestrained oral expression;

● planning the day's activities = decision;

● activities organised in workshops.

Enquiries show that three years old children realise only one third of the activities. Whenever possible workshops are organised in classes of less than 15 pupils.

3.12. Evaluation of Children Assessment is mainly based on the observation of the child while carrying out activities and is an integrated part of the learning process and of the pedagogic action. Evaluation has three main objectives:

● on the one hand it helps to determine in advance if the degree of development and maturity reached by the child allows the transition to the next stage, especially to primary education (forecasting role);

● on the other hand it helps to estimate and assess what the child has acquired compared to his peers (measuring role);

● beyond that evaluation is a means of diagnosis about the reasons why the development has slowed down or the learning process is not completed (diagnostic role).

At the youngest age already pupils should get familiar with self-evaluation and self-assessment.

3.12.1. Evaluation by Teachers

Evaluation by teachers is mainly based on the observation of the children's behaviour patterns. In most cases the teacher gets conscious this way of the difficulties met by children in the daily activities. Afterwards the teacher can propose a remedy or support.

In some classes a sort of class board is applied: The teacher and the children talk about the days' activities (very seldom in the first class of Kindergarten when children are grouped in age groups), and symbols or drawings are used which can easily be understood by children. That is how children learn the role of evaluation (positive or negative assessment) and of their individual and personal development.

Thanks to regular analysis of the development of each child and thanks to evaluation, the teachers can inform the parents of the degree of development, the behaviour ... of their child.

3.12.2. Evaluation by Psycho-Medizinisch-Soziales Zentrum

In the year before enrolment into primary school, the Psycho-Medizinisch-Soziales Zentrum (PMS Centre) may make a kind of external evaluation by using aptitude tests. On the advice of PMS and of the principal or the pre-primary teacher, the parents may decide to prolong pre-primary education for their child for one more year or to have their child start primary school at the age of 5 years. The activities of a PMS Centre in schools are free of charge.


54

Difficulties, problems and obstructions discovered with a child can be treated with the help of qualified personnel (for instance speech therapist and kinetotherapist) practising special activities (on the authority of the parents). However this qualified personnel is not always at the disposal of all schools so that they have to turn to external qualified personnel whose interventions are not subsidized.

Free PMS-Centre

PMS-Centre of the German-speaking Community

PMS-Centre of the Province of Liège

Decree abrogating the law dated April 1, 1960 on PMS-Centres

Law on the organisation of PMS-Centres

3.13. Support Facilities Please see the following sub-sections.

3.13.1. The Psycho-Medizinisch-Soziales Zentrum (PMS-Centre)

The services of PMS staff are free of charge for Kindergarten and the children parents. In most cases, the PMS- Centres are located outside of the schools but are working in close co-operation with them. In pre-primary education PMS actions help finding the right diagnoses concerning the required maturity of children for admission in primary education. (refer to 3.12.2.)

For further information on PMS Centres : refer to 8.5.

3.13.2. Medical care

Medical inspection for all pupils and staff members in establishments of full-time education is obligatory by the law.

In GUW schools, medical inspection is carried out by the staff of the PMS organised by the DG. The pupils of the two subsidized Schulnetze are examined by a private health service.

The tasks include the whole area of prophylactic measures preventive to infectious diseases, of physical troubles, of mental, emotional, character disturbances or problems of the sense organs as well as the area of improvement of sanitary and hygienic conditions in schools and finally the drawing up of statistics about the state health and diseases of pupils.

Since school year 1980-81 some of the systematic periodical medical examinations in pre-primary education are replaced by preventive measures and special actions in the field of health education, such as the healthy breakfast action or the tooth-brush action.

3.14. Private Sector Provision Refer to 4.16.

3.15. Organisational Variations and Alternative Structures There are neither organisational variations nor alternative structures.


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3.16. Statistics

Number of Basic Schools (Pre-Primary and Primary Sections)

GUW OSUW FSUW

1998-99 12 53 2

2007-08 6 54 2

2009-10 3 51 2

Number of Pupils in Kindergarten

Year GUW: OSUW: FSUW: Total

1991-92 696 2,011 217 2,924

1993-94 724 2,315 192 3,231

1995-96 687 2,455 223 3,365

1997-98 594 2,175 204 2,973

1999-00 587 2,141 194 2,922

2001-02 513 2,126 189 2,828

2003-04 382 2,137 184 2,703

2005-06 343 1,995 176 2,514

2007-08 337 1,878 176 2,391

2008-09 246 1,954 186 2,386

2009-2010 267 1.914 188 2.369

Source : Ministry of the German-speaking Community - Statistisches Jahrbuch der DG – School year 2009-2010

Number of pupils, of teachers and teacher-pupil ratio

School Year Pupils Teachers Ratio

2007-2008 2,391 148.25 16.1

2008-2009 2,387 145.5 16.4

2009-2010 2.802 144 16,4

Source : Ministry of the German-speaking Community


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4. PRIMARY EDUCATION




41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710





1.B-Klasse















Source: Eurydice.

Primary schooling normally lasts six school years and is normally intended for children from 6 to 11 years of age inclusive. All primary schools are connected with a pre-school or Kindergarten ; together they form the basic school Grundschule. They are usually housed within the same building.

4.1. Historical Overview The evolution in legislation of primary education has been shown above (refer to2.1.).

The structure of primary education (six years of schooling, divided in three stages – Stufen) has been in place for some decades now, though the pedagogical methods of this education level have undergone several significant changes and innovations since the general plan of 1936.

The 1936 curriculum was based on the ideas of O. Decroly and stated that primary education includes a lot more than merely the basic skills of reading, writing and arithmetic. The Plan was focused on a global education meeting the children's areas of interest. Several initiatives were taken to introduce a greater degree of flexibility into education, to adapt education to the needs of the surrounding world and to respect as much as possible each child's pace of learning. Programmes were revised in order to stimulate the acquisition of instrumental knowledge (such as mastery of the mother-tongue and mathematics) rather than factual knowledge.

Reform initiatives began on experimental basis in a small number of schools from 1971 onwards. Since 1977 the different school networks (Schulnetze) have started concerted and experimental action on the


57

organisation of a stage for pupils between the ages of 8 and 12. The 5-8-Zyklus aims at smoothening the transition between pre-school and primary school level.

Besides the efforts towards the 5-8-Zyklus in the beginning of the seventies, efforts have been made since the middle of the eighties towards inter-age education in stages. As it has already been mentioned in chapter 3 on pre-primary education, the trend in the German-speaking Community of Belgium was marked by the reformers in pedagogy.

Until the beginning of the nineties those initiatives were taken mainly by individual principals and teachers, but meanwhile there are legislative initiatives too. A systematic introduction of mixed-age education in stages is planned in all DG primary schools.


4.2. Ongoing Debates and Future Developments Refer to 3.2.

4.3. Specific Legislative Framework Until 1999 the legal basics for primary education have been on the whole the co-ordinated legislation on primary education dated June 1957 as well as the Royal Decrees dated August 2 and August 30, 1984 on programming and rationalisation in primary education. Since April 26, 1999 the latter have been replaced by the decree on basic mainstream education (Dekret über das Regelgrundschulwesen).

In this decree, norms concerning founding, dissolution, re-opening, fusion, reorganisation of basic mainstream education, calculation of the number of teaching posts, terms of admission, organisation of working time and statements on the instruction offer are laid down in a homogeneous and compulsory way for all schools.


Coordinated laws on primary education

4.4. General Objectives In a first subdivision of the Grundlagendekret of August 31, 1998, the general educational goals which should be targeted by all schools are listed, so to speak as "DG missions for schools". A second subdivision deals with the educational objective of leading all pupils to a maximum of competences and to mastery of those key competences (Schlüsselkompetenzen) which have been laid down as minimum requirements in a decree dated from December 16, 2002. In 2006 and 2007 some fundamental thought was given to competence oriented teaching and learning in general. On behalf of the Ministry some teachers in pedagogical working groups prepared a new draft citing those essential skills (Kernkompetenzen), skills attainment targets (Kompetenzerwartungen) and curriculum guidelines (Rahmenpläne) for all compulsory subjects in primary education and in the first stage of secondary education. On June 16, 2008 the Decree establishing essential skills and Curriculum guidelines in education passed the PDG. A probationary phase may follow in 2008-2009. Skills attainment targets (Kompetenzerwartungen) and curriculum guidelines (Rahmenpläne) will become compulsory, partly in 2009-2010, partly in 2010-2011 and later on. They are destined to replace the above-mentioned Schlüsselkompetenzen.

Decree establishing core competences and framework plans in education


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4.4.1. DG Missions for Schools

In the so-called Grundlagendekret (Decree of 31st August 1998 concerned with the responsibilities entrusted to organising authorities and staff and with general provisions of an educational and organisational nature for primary and secondary mainstream education), we find a series of articles (5 to 15) concerning educational objectives which should be targeted by all schools in mainstream education in the framework of the mission the DG entrusted to them as a whole. Further to this, paragraph 2 of article 16 grants every organising authority the possibility, even the obligation, to develop their own educational project with their schools. Although this project should be in harmony with the DG mission, it nonetheless gives an organising authority the possibility to set a specific educational goal for their schools.

Here follow in extenso the above mentioned articles from chapter 2 of the Grundlagendekret of 31st August, 1998:

" C H A P T E R I I - M I S S I O N T H A T T H E C O M M U N I T Y E N T R U S T E D T O T H E O R G A N I S I N G A U T H O R I T I E S A N D S T A F F O F S C H O O L S I N M A I N S T R E A M E D U C A T I O N

S e c t i o n 1 - C o m m u n it y P r o j e ct

Article 5 - (General): Every school organised or financially supported (subsidized) by the German-speaking Community, includes a community mission within its educational functions. This mission involves the pursuit, in the context of all its educational and other pedagogical activities, of the general goals listed in the articles of this section.

The essential basis of any educational activity is :

● 1. The recognition and observance of Human Rights, as they are to be found articulated in a) the Universal Declaration of Human Rights as voted by the General Assembly of the United Nations on 10th December 1948, or b) the European Convention for the Protection of Human Rights and Basic Liberties of the 4th May 1950;

● 2. The protection and outward expression of the language and encouragement of the development of culture and identity.

Article 6 - (Personal Development) : The school encourages the maturing process of its pupils, inasmuch as it takes into account their personality and their need for self-development, strengthens their self-confidence and develops their capacity to act out their individual responsibilities. Schools will also care for all aspects of the cognitive, socio-affective, psycho-motoric and general physical health of their pupils.

The school takes into account the socio-cultural background of its pupils, thereby encouraging equality of opportunity.

The school educates its pupils in the understanding that all human beings have the same right to self-fulfilment and self-determination. Their relationships with one-another are to be constructed in accordance with the basic principles of justice, solidarity, tolerance and sexual equality.

Pupils should be empowered by this foundation to construct their interpersonal relationships, whether within the family, inside or outside school, in their work, or within the generality of society and the state, to assume their share of responsibilities and tasks.

Article 7 - (Respect for the Human and Natural Environment): The school teaches respect for one another and responsible behaviour toward the human and natural environment.

Article 8 - (Pupils in Society at Large): The school has a responsibility to develop a sense of community and basic democratic behaviour in its pupils, inasmuch as it awakens their interest in the interdependence of


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social, political, cultural and economic relations. School should prepare pupils to assume proactive roles in their social and working lives.

School as a space for living in creates possibilities which enable the entire school community to participate in those issues of school life which affect them.

Article 9 - (The Transfer of Knowledge, Abilities and Skills): A school must transmit wisdom and knowledge to its pupils, develop their abilities and skills. It inculcates in them an openness to cultural matters and sciences, while imparting respect for the religious convictions, world view or philosophy of their fellows.

Article 10 - (Cosmopolitanism): School imparts a cosmopolitan attitude, encourages the European Ideal and multi-lingualism.

Article 11 - (Developmental Goals): Education in Kindergarten pursues developmental goals and is designed primarily to advance a child's psycho-motoric, socio-affective and cognitive abilities. The mission of Kindergarten teachers is to make these developmental goals the cornerstone of their educational work, in such a way as to ensure that pre-school children receive an optimal preparation for primary school.

Article 12 (as amended on June 16, 2008) - (Competences): The educational goal of primary and secondary schools is the transmission of competences. A school's mission is to empower all its pupils to acquire a maximum of competences and to lead them to the assimilation of essential skills and skills attainment targets.

Article 13 (as amended on June 16, 2008) - (Inter-disciplinary Competences):

Inter-disciplinary competences are those competences that are developed in all subjects and aspects of school life. Inter-disciplinary competences are a basis for achieving general educational goals, as well as an important precondition for a pupil’s personal development. In addition they form a foundation for specific disciplinary competences.

Interdisciplinary competences stand in a close complementary relationship to one another:

● 1. Method competences: these include the flexible use of diverse leaning and working tools, including learning strategies that enable the pupil to master tasks and solve problems. The long-term goal is to develop self-reliant, goal-oriented, creative and responsible learning processes. Thus schools advance the information and media competence of their pupils, taking into account their relationship with information and communications technology in a form that is suitable to their age-group.

● 2. Social competences: these include the entirety of abilities and attitudes that direct the character of pupils away from an individualistic mode of expression towards more group oriented behavior. The pupils learn to bring their own aims into harmony with those of others.

● 3. Personal competences: these are targeted towards forming the abilities of the individual pupil to recognize and evaluate their chances, challenges and limits in all life situations. These include, among other things, the development of self-confidence and self-esteem, the recognition of their own strengths and weaknesses with the aim of enabling a critical sense of self-consciousness and the growth of discernment and a capacity to judge.

The learning process should be organised in such a way as to ensure the active participation of pupils in acquiring competences. Pupils should continually be awakened, through their own experience, to the truth that knowledge and abilities acquired have a purpose and an application in life. To this end schools should take care to give relevance to the learning situation, so that it can be integrated into their pupil's experience.

Self-depending and autonomous learning as well as encouragement to perform at capacity are such elements of the educational and training strategy of a school as may serve as vital prerequisites for life-long learning.


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Article 14 - (Equality of Value in Educational Branches): The various branches of study or formation are different, but equally valued pathways, to the realisation of the goals of this decree.

They are, without exception, open to both girls and boys.

Schools in mainstream education will work together with other training and formation providers whenever necessary to realise this social mission.

Article 15 - (Formational and Professional Advice): Together with the Psycho-Medizinisch-Soziale (PMS) Centres and other such specialised bodies, schools are expected to advise pupils, their parents or legal guardians on such higher education studies, training or other formation opportunities as are available to them and to help them in their choices.

S e c t i o n 2 - T h e S p ec i f i c M i s s i o n o f t he O r g a n i s i ng A u t h o r i t i e s

Article 16 - (Educational Project): Every organising authority should create its own educational project for its schools.

This educational project must be in accordance with the Community project.



Vers une école juste et efficace


4.4.2. Essential Skills, Skills Attainment Targets and Curriculum Guidelines

The Foundation Decree (Grundlagendekret) of August 31,1998 states that "development of competences is the educational goal of all primary and secondary education". By this decree, society has made it the school's mission to "provide all pupils with the opportunity to acquire a maximum of competences and to guide them towards the mastery of essential skills abd skills attainment targets."

Following the fundamental reflection carried out in 2006 and 2007 on competence-oriented learning, and in order to better ensure and augment educational quality, educational transparency, comparability of diplomas and a coherent, linear structure of skills abd competence attainment, it was decided, in order to further develop those key competences (Schlüsselkompetenzen) decreed in 2002, to incorporate them within newly developed curriculum guidelines into a formal orientation structure containing essential skills and skills attainment targets.

The Draft decree establishing essential skills and curriculum guidelines in education passed the PDG plenum on June 16, 2008. Therein, certain terminology has been redefined. Compulsory targets have also been reset, while still allowing the organising authorities and boards and individual schools sufficient freedom of content and pedagogical tolerance to decide their own path thereto. The new competence-oriented curriculum guidelines should replace the key competences originally established on 16th December, 2002.

According to the above mentioned draft decree, essential skills refer to those "significant goals within a subject or a subjects field, which represent the starting blocks for expressing skills attainment targets". Skills attainment targets are the "concrete learning results that a pupil can be expected to attain by a particular point in time, in order to successfully ensure his or her further educational progress; these are considered as minimum requirements, that must be achieved by every pupil." Curriculum guidelines are "compulsory frameworks that express both teaching and learning requirements in a school; these include, among other things, essential skills, skills attainment targets and skills attainment target ratios, which describe partial goals


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for the various stages in primary and secondary schooling, these stages being important steps in the development of competences and skills."



4.5. Geographical Accessibility The following organisational types can be found:

● Grundschulen (basic schools providing pre-primary and primary education) as autonomous entities with their own school grounds and their own headmaster or school Direktor.

● Grundschulen being attached to a secondary school (preparatory sections); there is a headmaster too, but the school grounds and buildings are administered by the Direktor of the secondary school.

● Übungschule : Grundschule serving as practical training school in initial teacher training.

In DG all primary schools are connected with pre-primary sections ( Kindergarten), together forming Grundschulen. School density is quite high. Each of the nine municipalities in DG is the organising authority of schools providing pre-primary and primary education in all the bigger villages, even if they count less than 12 children for Kindergarten (6 is the minimum number required) and less than 20 for primary education (12 is the minimum number required).

From a geographic point of view there are no distance problems concerning free access to basic schools nor to one of the nine schools for secondary education : pupils conveyance is well organised. In most cases these schools are autonomous entities; in the case of OSUW schools (basic education organised by the municipalities) Grundschulen often have sub-sections in small villages; the three GUW and the two FSUW basic schools are each connected with a secondary school.

Primary schools differ largely from each other in size. In 2008-2009 the smallest counts 15 pupils, the biggest 374 pupils.

4.6. Admission Requirements and Choice of School In primary education, the school year begins on 1st September and school attendance in the first class is compulsory for any child who at that moment is 6 years old or who will be 6 years old at the latest on 31st December of this current school year. So, normally, all children who are aged – on 1st September – between 5 years and 8 months and 6 years and 8 months start together their compulsory schooling.

However, on the basis of an assessment by the pre-primary teachers, the school head and a counsellor (an educational psychologist) of the involved Learning Guidance and Support Centre – PMS), a child may – with the agreement of the parents and depending on the case situation – either start primary school a year earlier or, despite being six years of age, stay an additional year in pre-primary education (Vorschule).

Normally, there are six school years in primary education but pupils may stay one or - exceptionally - two years longer in primary school.

Free choice of education for all parents and children is a Constitutional right. The law distinguishes between denominational, non-denominational and pluralist education (the latter being not yet organised).

On principle GUW schools must accept all pupils whereas OSUW schools only have to enrol children of their local municipality or of the adjacent municipality when the attended school is the nearest one for the child. FSUW schools only may refuse the enrolment, if the parents do not accept the school’s educational project.


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Actually schools however enrol all pupils as they are financed or subsidized according to the number of pupils.

Those persons who have the parental authority or care on/of a minor, are responsible first of all of the compulsory school attendance. Unless a case of education at home regulated by the law), they have to take care that the minor is enrolled and attends lessons regularly. Failing in this duty may lead to fines or imprisonment from one day on to a whole month.

In primary education parents have the right to oppose to their child repeating a year. But the parents have no right to object to the decision concerning the non-awarding of the Primary Education Final Certificate (Abschlusszeugnis der Grundschule) at the end of primary school.

Their child of school age being expelled off school, parents have the right to proceed legally against such a decision.

● The documents of administrative authorities can be object of a contestation. Public schools are considered as administrative authorities. In the legal procedure sometimes it lasts a long time until a decision is taken and meanwhile school attendance is still compulsory for the pupil so that transition regulations often are needed.

● A request for reintegration of an expelled pupil may be handed in under civil law.

● The Schulnetz of GUW schools has taken series of protective measures: list and degrees of punishments in the internal school regulations, a reasonable relation between punishment and infringement, right of the pupil - and in case of possible expelling measures - of parents to be heard, obligatory statement of the Klassenrat. The school Direktor imposes the punishment, but objection against the decision is possible, however.



4.7. Financial Support for Pupils' Families In Belgium, families with children receive family allowances. There is also tax relief if the person being assessed has several family members (including children) to their charge. However, such family allowances and tax relief are independent of whether the children attend a primary school or not.

No charge for schooling may be levied. The only public funded assistance for families whose children attend primary school is intended to finance transport to and from school.

Up to and including the school year 2007-2008, only that portion of school transport costs was carried by the Ministry which, for a given journey to the nearest school of choice (see 4.6. ) exceeded a fixed threshold. From the 1st September 2008, transport to and from school is free for all children under 12. Older children who are correctly registered in a recognized school within the DG are granted a 50 % reduction on their school bus season ticket. In addition, families with three or more children are granted a further 20 % reduction if their children attend the next available school of choice (see 4.6.). or an educational institution in the neighbouring country. Furthermore, for transport to the next available school of choice, the ministry refunds any sum in excess of a fixed threshold.

Exercise books and text books are provided by the school free of charge. Meals in the school canteen, visits to the swimming pool, the price of school or class outings are all paid by the parents, although sometimes part of the cost is born by the parent teacher association or the friends of the school association.


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Next to students' allowances for compulsory education, more and more people participate in a process of lifelong learning in higher education. Therefore the Ministry has decided to accept demands for students' allowances up to the age of 35.

4.8. Age Levels and Grouping of Pupils The number of pupils in a class depends on the number of classes that will be organised in this primary school. This number depends on the so-called Stellenkapital (global number of posts to be appointed in that school), depending himself on the number of pupils enrolled. Employment in primary schools for teachers in primary education and headmasters is determined as follows : 12 to 15 pupils = 1,25 full-time teacher jobs; 16 to 20 = 1,5 full-time jobs; 21 to 25 = 2 teachers; 26 to 30 = 2,25 full-time jobs; each group of five children (behind 30) is representing a quarter of a job for a teacher. For religion-teachers there is a separate calculation.

In primary education, the principle of coeducation is applied.

The headmaster is free of teaching duty if there are 180 (or more) regular pupils in his school (Kindergarten and primary school). With 110 children at least he has to teach 12 lessons and 18 lessons if there are 60 children (24 lessons being a full-time job).

A school with less than 60 children is not granted additional periods for freeing a headmaster from teaching.

In primary education each pupil has to attend either religious education (Catholic, Protestant, Anglican, Orthodox, Jewish or Islamic religion) or non-denominational moral education. As a rule, specialised teachers are in charge of this education for which two periods a week are provided per class.

The formation of classes is free: the principal decides with the Pädagogischer Rat upon the number of classes and the grouping of pupils. Most of the more important primary schools are organised in six years (with one or more classes for each year).

Particularly in rural areas where there are not enough pupils to organise six groups, children of different ages will be grouped in one class so that there are classes grouping two, three or even all primary age-groups. Depending on the Stellenkapital at the disposal of the school and the decision on the school structure, theses classes may be divided into two or three groups for some subjects, for instance mathematics or foreign language.

Pedagogical reasons gradually lead to an inter-age organisational type, vertical classes in schools of whatever size. The vertical class system grouping children of different ages encourages interactive and common learning.

So, in principle and in most cases, a primary school has six school years, formally divided in three Stufen of two years each; but pedagogical reasons can lead to an option of two stages of three years or even to stages of the following age-groups: the first stage for pupils 5 years to 8 years of age (called 5-8-Zyklus), including the most fittest children from Kindergarten); the second for pupils aged 8 to 10 and the third for pupils aged 10 to 12. One stage is considered as an absolute pedagogic entity.

The organisation in stages (Stufen) allows to try out different approaches and to extend learning processes over two (or three) years. Within a stage children are grouped according to their needs; the groups are composed gradually in connection with the proposed activities and the respect of the individual pace of learning allows to differentiate the learning processes. As to the organisation of Stufe, sometimes one teacher teaches his group for the whole length of the stage.

The ministerial circulars recommend co-operation of teachers in one stage as they have a common responsibility towards the children and work out a coherent pedagogical project in each stage.



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4.9. Organisation of School Time The DG Government decides upon the beginning and the end of the school year as well as upon legal holidays. The decree on basic mainstream education of 1999 states that there are 28 teaching periods of 50 minutes in the weekly time-table and that it is up to the school director in GUW schools and up to the organising authorities (Schulträger) in OSUW and FSUW schools to decide upon the daily distribution of these teaching periods (between 8 am and 4 pm) on a proposal of the Pädagogischer Rat and after consultation of the parents and personnel delegates.

4.9.1. Organisation of the School Year

A school year officially begins on September 1 (factually the first working-day in September) and ends on June 30 (factually the last working-day in June) next year. Besides the two months of summer holidays (July 1 to August 31), there are two weeks of winter holidays (Christmas), two weeks of spring holidays (Easter) and twice (around November 1 and on Carnival, i.e. 7 weeks before Easter) one week to relax. The following days are considered as festive days (and holidays) : Monday of the Easter-week, May 1, Ascension-Day (Thursday), (Whitsunday and) Whitmonday, November 1 , November 11, November 15 (DG Festive Day). In order to allow basic education schools to organise in-service training and conferences the organising authorities have six half days at their disposal to spread over the school year.

In a school year there must be between 180 and 184 school days distributed over 37 weeks.



In Belgian schools lessons are given every week on five mornings (Monday till Friday) and on four afternoons (Monday, Tuesday, Thursday, Friday). In DG, pupils are taught 6 lessons of 50 minutes on four days and 4 lessons on Wednesday : So, in primary school pupils have 28 lessons of 50 minutes each week (this means 1400 minutes a week). The daily average is 280 minutes of guided education.

The beginning and the end of the school day must be situated between 8.00 a.m. and 4.00 p.m. It is the principal - on the proposal of the Pädagogischer Rat and after consultation of parents' association - who takes the final decision. Usually the morning lessons start around 8.20 a.m. and end at noon, in the afternoon they start at 1.30 p.m. and end at 3.30 p.m. In the morning and in the afternoon there is a short break of 15 minutes maximum. The break at noon must last for 60 minutes at least. In town most pupils stay in school at noon under supervision of one or more teachers or other persons; a warm meal may be served in the school restaurant. That is not always the case in rural schools.

Due to the early arrival and late departure of some buses serving school routes, some pupils, particularly in secondary school, spend as much as 8 hours a day in school on four of the five weekdays. Homework monitors are not envisaged in schools. Nonetheless, in recent years some localities have organised an after-school monitoring service until 6 pm, but this is on a private initiative basis and for a small charge.


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5-day week system

LENGTH OF SCHOOL DAY, EACH DAY OF THE WEEK

Out-of-hours

provision (before lessons)

Lessons (starting and finishing time

in the morning) Lunch break*

Lessons (starting and finishing time in the afternoon)

Out-of-hours provision

(after lessons)

Monday

7.30-8.00 supervision only

8.10 / 8.30 -

11.45 / 12.05

12.00/12.20 - 12.35/12.55

13.15 / 13.30 -

15.15 / 15.30

Tuesday

7.30-8.00 only supervision

8.10 / 8.30 -

11.45 / 12.05

12.00/12.20 - 12.35/12.55

13.15 / 13.30 -

15.15 / 15.30

Wednesday


8.10 / 8.30 -

11.45 / 12.05

Thursday


8.10 / 8.30 -

11.45 / 12.05

12.00/12.20 - 12.35/12.55

13.15 / 13.30 -

15.15 / 15.30

Friday


8.10 / 8.30 -

11.45 / 12.05

12.00/12.20 - 12.35/12.55

13.15 / 13.30 -

15.15 / 15.30

Saturday

*Real lunch time : about 30 minutes


4.10. Curriculum, Subjects, Number of Hours ''The pupils schedule for the week comprises 28 lessons.'' (Art. 22, §3 of the decree from April 26, 1999 on basic mainstream education). Each of these lessons lasts for 50 minutes. In these lessons the subjects are taught according to a curriculum approved by the Minister of education.

For some years now, primary schools have been granted flexibility in drawing up their timetables. The exact number of hours to be taught is only compulsory for a few subjects: for the 1st foreign language (2 or 3 fifty minute periods per week in 1st and 2nd year, 3 or 4 in 3rd and 4th year and 5 in 5th and 6th year) and for religion or civics 2 periods per week are compulsory in public authority run schools.

Despite this permitted leeway in timetabling, many schools organize their schedules according to a detailed period plan, as was once compulsory for the obligatory subjects. Please find below, by way of information, the timetable whose use was once compulsory in primary schools of the GUW.

School year (Grade) Theoretical Age A B C D E F G H

1 6 y. 8 5 1 3,5 2 2 4,5 2

2 7 y. 8 5 1 3,5 2 2 4,5 2

3 8 y. 7 5 1 4,5 3 2 3,5 2

4 9 y. 7 5 2 4 3 2 3 2

5 10 y. 5 5 2 4 5 2 3 2

6 11 y. 5 5 2 4 5 2 3 2


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A = Mother tongue B = Mathematics C = Natural sciences

D = Human sciences E = Foreign language F = Physical educ./Sports

G = Art and craft H = Religion or non-denominational ethics

The decree of April 26, 1999 on basic mainstream education states in Art. 17:

"Primary education offers necessarily :

● 1. the following statutory subjects :

○ a) language of instruction,

○ b) sport,

○ c) music and arts

○ d) mathematics,

○ e) natural science and technology

○ f) first foreign language,

○ g) religion or non-denominational ethics,

○ h) history and geography

● 2. promotion and furtherance of the inter-disciplinary competences dealt with in art. 13 of the Grundlagendekret of August 31, 1998" (amended in June 2008) (refer to 4.4.1.)

Because of the freedom of education and of methods (compare 2.3.1.) each Schulträger is entitled to submit an own curriculum to the Minister's approval. If the Schulträger has no curriculum of its own, the official one for GUW schools is supposed to be applied. The curriculum officially in use in GUW schools have been worked out by curriculum-committees (teachers and inspectors) and approved by the Minister of education. This curriculum dates from 1985 and had been worked out under the auspices of the late Ministry of National Education; it of course remained still in force in 1989, when – in the course of Belgian State reform - the German-speaking Community got responsibility for education in the schools of the German-language region.

This curriculum includes the above-mentioned schedule of the week, which at present is no longer compulsory. Meanwhile the curriculum has been worked over in working groups by teachers in cooperation with the inspectorate (2004-2006). For some subjects provisional curricula were ready when there came a stop because a fundamental thought was given to competence oriented teaching and learning in generaI and because the drafting of new competence oriented framework plans was given a priority. It is planned that new curricula for all subjects should be binding and come into force in 2010-2011.

TheGrundlagendekretof August 31, 1998 states that in future curricula should take into account the competence-oriented framework plans laid down by PDG. So, working on the curricula is on the schedule.





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4.10.1. Foreign Language

Legal provisions : A decree from April 21, 2008 concerned with the revalorisation of the teaching profession created the position of first foreign language teacher in primary schools, thus enabling a more focussed appointment of qualified teachers for this subject.

Since September 2004, the previous law from 1963 on the use of languages in education has been overhauled by the provisions of the decree of 19 April 2004 concerning the teaching and the use of languages in education.

Learning a second language (1st foreign language) is compulsory for all pupils since early primary education. In DG this first foreign language is French ; it is German in the 6 school sections in which French-speaking pupils may have their instruction in French.

For basic schooling the new decree envisages the following:

● In the context of their activity plan, all Kindergarten must feature foreign language activities for at least 50 and not more than 200 minutes per week (in other words between 10 and 40 minutes per day);

● In primary schools the first foreign language is now also a compulsory subject in form 1 and form 2 (at any rate, the optional provision of the 1963 law was de facto in the majority of schools);

Primary schools may, in addition, deliver the compulsory subjects or subject groups Sport, Music/Arts and Technology in the first foreign language, if this has been clearly specified in their school project. Indeed, the school project must, in accordance with article 46, include a detailed concept for the improvement of language teaching and language competence.



Erlernen der Zweitsprache : Französisch (Grundschulwesen)

Französisch als Zweitsprache - Entwicklung von Sprachkompetenzen (Arbeitsdokument)

Matières et programmes de l'enseignement primaire


Decree concerned with the revalorisation of the teaching profession


4.10.2. Religion and Non-denominational Ethics

In Belgium, all public-sector schools (i.e. schools organised by the three Communities – the former State schools – or by the provinces or the municipalities) are legally bound to offer the choice between a religion course and a course in non-denominational ethics. Religion means the instruction of and induction in one of the officially recognised religions (Catholic, Protestant, Orthodox, Anglican, Judaic or Islamic) and in the inherent ethics. The word Moral is used for the non-denominational ethic education course. The choice between one of these courses is compulsory until the end of compulsory school attendance period (up to the age of 18 years). The choice made at the moment of school enrolment may be changed by the pupil’s parents or by him/herself if he/she is 18) at the beginning of a new school year.

Grant-aided private schools (highly subsidized by the Community budget) are not bound to the obligation of offering this choice. In the German-speaking Community of Belgium, all so-called free schools are Catholic schools, in which Catholic religion is the only course offered, with the exception of one school, in which, nevertheless, Protestant religion has been taught occasionally.


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The time-tables in primary education (as well as in secondary education) include two lessons a week (of 50 minutes each) in religion and in non-denominational ethics. In grant-aided private catholic schools there may be three lessons per week in religion.


4.10.3. Sports

Within the efforts towards a school of success it has been planned to attach a greater importance to sports and physical education and to improve the balance between the different school activities on the one hand and the physical and sports education on the other hand within the scope of global and integrated education. School has to offer a certain spectrum of activities and each child rightly has his individual and different physical abilities.

The time-table mostly includes two lessons a week for physical education and sports. Roughly speaking one third of the lessons is spent on swimming exercises.

4.11. Teaching Methods and Materials Freedom of education is a Constitutional right. So, every Schulträger has the free choice of pedagogical methods. Within the context of, and with due respect for, any methodological guidelines that may have been given by the school authority (Schulträger), every teacher is free to make use of the methods they deem to be most appropriate for their lessons.

In the new curriculum, and specifically in the new curriculum for primary education in GUW schools (and in the schools of other Schulnetze in the case that they decide to apply the GUW curriculum - what is very likely as the curriculum-committees and working groups are composed with teachers of different Schulnetze) it is intended to place particular emphasis on global development and on the principle of cross-subjects education. A new vision is taken for granted, being centred on the pupil who plays an active role in his own development. As a result any form of lexical teaching is banished from daily work in school. The contents are spread over the period of the whole Stufe in order to show the pupils different approaches and to respect their individual learning paces by differentiated learning processes.

The curriculum still in force recommends:

● differentiation and change, variety and many-sidedness of methods, the choice between concrete or abstract means according to personal nature and way of learning;

● a supporting and remedial pedagogy;

● functional pedagogy encouraging participation.

A school has to:

● give motivation and incentive through premises, surroundings and organisation of school activities;

● create an atmosphere to support an unproblematic integration in school life;

● attach the necessary importance to physical and health education;

● develop a school project and common assessment criteria for all teachers.

Finally the curriculum underlines the methods leading the pupil to a true independence and educating him to a member of society and upright citizen.


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Among pedagogic means some of the important ones are group-work, independent work and self-instruction, working with index cards, reading-games and (more and more frequently) with computer programmes.

Particularly group-work has become more and more important and is used as a method in activities aiming at arousing pupils' interest (for instance in natural sciences).

Despite full-day schooling, homework is nonetheless normal practise. On this issue there is no legal ruling. There are, however, guidelines recommending that the homework time-load be kept to a minimum.

Text books are still valued pedagogical aids in all schools, and one that is not to be underestimated for language education. Here too there are two main requirements: the teachers themselves decide freely, often as a team with the school head, upon the purchase, on the free market, of such books and of their use in different classes. All school text books are made available to pupils free of charge.

Naturally audio-visual media are considered as a help in most schools too: the technical means are the normal ones to be found in the Belgian society: television, video recorder (for shorts), a tape recorder, a slide projector, more and more some computers and photographic equipment. A record player and a radio transmitter may be found too, but they are less in use than before. Since 2001 all primary schools in DG have been equipped with a digital camera, modern computers and printers. An ability to interact with current information and communication technology (ICT) in a manner appropriate to a pupil's age has become, for some years now, one of those inter-disciplinary competences whose acquiring and practise by pupils is considered a most effective learning tool in the service of all other subjects.


4.12. Pupil Assessment Teachers should evaluate their pupils with reference to the projected goals and content of their classes. This evaluation should take place after each study unit, or after a group of study units. A school report is issued - in general four times a year - giving the parents or legal guardians information covering the performance and results attained by, as well as the progress, attitude and personal development of their child or charge.

Here follow the Articles of the Grundlagendekret (August 31, 1998) concerning the evaluation of a pupil's performance and the school report:

' ' S e c t i o n 1 - L e s s o n C o n t e n t

Article 75 -§1. Kindergarten pursues developmental goals. Primary and secondary schooling accompanies the pupil in the acquiring of subject-related and inter-disciplinary competences.

§2. The competences described in the framework plans are of particular importance in the yearly decisions to move to the next class and in awarding a stage certificate or Final Certificates.

§3. Framework plans describe competences set for the entire primary school curriculum and for the secondary school curriculum per subject or subject group, stage and education form, with the exception of religious instruction and non-denominational ethics.

§4. The PDG decides on the developmental goals and framework plans on the basis of suggestions from the Government.

S e c t i o n 2 - E v a l u a t i o n

Article 76 - Evaluation is a major component of the teaching and learning process. It enables the developmental and performance status of any pupil to be ascertained.

Article 77 - The evaluation results will be noted down and commented at regular intervals.


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Article 78 -: The report gives the pupil, as well as the parent or guardian, a regularly updated evaluation per subject or subject group. A pupil's ''daybook'' may also contain additional information about a pupil's performance status.

Article 79 - Pupils are subject to formative evaluation in all subjects and other activities of a pedagogical nature throughout their period of school attendance. Formative evaluation is undertaken continually, in all subjects, subject groups and pedagogical projects. Its purpose is to give ongoing assessment of a pupil's development on the way to acquiring competences. This development is not measured according to particular norms, but rather on the basis of the pupil's individual potential for development.

Article 80 - §1. Formative evaluation pursues educational goals and bears upon subject-related and interdisciplinary competences.

§2. Formative evaluation gives a pupil important indications on how to improve his or her attitude to learning and schoolwork. It gives the teacher the opportunity to evaluate his or her teaching method and make changes where necessary. It gives the class council (Klassenrat) important indications for the organisation of accompanying measures for a particular pupil and informs them of the ways in which that pupil can be best and most effectively supported.

Article 81 - The purpose of normative evaluation is to inform pupils, their parents or guardians and the class council of the degree to which the pupil has acquired the necessary competences. It takes place according to norms which are the same for all pupils and of which they have been previously informed.

Article 83 - On the basis of the suggestions of the Pedagogical Council (Pädagogischer Rat), a school head may decide in which rhythm the reports of the normative and formative evaluation of pupils should be drawn up. This should occur at least twice within each academic year. The report will include an accompanying commentary on the pupil's progress over the given period."



4.13. Progression of Pupils The Klassenrat decides whether to move a pupil up or award the Basic Education Final Certificate at the end of primary education. In primary school the Klassenrat consists of the teacher responsible for that class, who holds the main role in the evaluation of pupil performance, the school head and the other teachers whose lessons that child has attended.

Chapter II of the Decree of 26th April 1999 on schools for basic mainstream education includes a ''Section 4 - Length of primary school attendance'' which contains the following:

''Article 11 -A pupil attends primary school for a period of six years.'' This is mitigated by: ''Article 12 -In waiver of Article 11, the class council can decide that a pupil may, at some time during his or her school attendance, remain for an additional year in one or other class. In the event of a change of school, this decision is binding for all schools with the same structure. A pupil's parents or the child's guardian may, on the basis of a suggestion from the Class Council and an assessment by the Psycho-Medizinisch-Soziales Zentrum ( PMS Centre), decide to let their child stay in primary school for an eighth year.

Article 13 - In waiver of Article 11, the parents or guardians may decide, on the basis of a positive assessment by the Class Council, that their child may shorten his or her time in primary school by one year.''



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4.14. Certification In the Decree dated 26th April 1999 on Schools for Basic Mainstream Education, Article 18 reads as follows: ''Primary school attendance ends with the Primary Education Final Certificate ( Abschlusszeugnis der Grundschule ). Regular pupils and pupils with special needs as defined in Article 60, paragraph 2, who have acquired the skills attainment targets to a sufficient degree in the language of instruction, sports, music/arts, mathematics, first foreign language and history/geography may receive their Primary Education Final Certificate. When awarding this certificate, particular weight will be accorded to the following subjects: language of instruction, first foreign language and mathematics.''

The Grundlagendekret of 31 August 1998 has also accorded several articles to the issuing of the Primary Education Final Certificate (Chapter VIII) :

'' (...) Article 82 - When deciding whether to award a Primary Education Final Certificate, the following subjects: language of instruction, first foreign language, mathematics, sports, music/arts, natural science.technology and history/geography will be taken into account, whereby particular attention will be paid to language of instruction, first foreign language and mathematics.

When deciding on promotion to the next class or the awarding of a Grade Certificate (Stufenzeugnis) or Secondary Education Final Certificate, the subjects and subject groups both of a pupil's basic education and of his or her chosen study field will be taken into account.

On the basis of a suggestion from the Pädagogischer Rat , the organising authority or - in GUW schools - the school head will decide whether additional subjects should be taken into account in the promotion or awarding of certificates just mentioned above.''

The decision whether to award a Primary Education Final Certificate lies within the aegis of the Klassenrat (see 4.13. first paragraph)

' ' S e c t i o n 4 - G r a d e a n d F i n a l C e r t i f i c a t e s

Article 87 - §1 - Stage and final certificates are the official recognition of a pupil having acquired those competences set in the framework plans, considered a minimum requirement for primary and secondary schools, to a sufficient degree in those subjects which have been chosen as decisive for the issuing of stage and final certificates.

§2 - Consultation within the Klassenrat regarding promotion or awarding of stage and final certificates take place on the basis of the formative and normative assessment in all those subjects envisaged under article 82. The decision of the Klassenrat will be justified in writing.

Article 88 - Primary school attendance ends with the awarding of the Primary Education Final Certificate.

Article 89 - A pupil who, by the end of his or her period of primary school attendance, fails to be awarded a final certificate has the right to receive, in writing from the school head, an explanation of the competences he or she has in fact acquired and the number of years they have attended primary school.

Article 90 - The Primary Education Final Certificate may also be applied for externally. To this end an examination committee is available.'' So, pupils can receive the Primary Education Final Certificate (Abschlusszeugnis der Grundschule) either from the primary school they attended or by passing the exam set by the external examination board provisionally established by the Governmental Decree from 13th July 2000.

It should further be noted that, for the last three decades, the possession of a Primary Education Final Certificate has no longer been considered a compelling prerequisite for the induction of a child into secondary school. Such a Final Certificate may still be awarded after the first year in secondary education.


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Governmental decree regulating the school external awarding of Primary Education Final Certificates

4.15. Educational Guidance In Belgium education assistance was founded in 1936 by the law concerning organisation of Psycho-Medizinisch-Soziale Zentren (PMS Centres) to assist pupils in their development, give advice in matters of educational and professional possibilities and to guarantee medical and social care of pupils in pre-primary, primary and secondary education.

Among other charges the PMS Centres give advice to pupils with social and psychological school problems and there is assistance for schools with foreign pupils or children of underprivileged social classes. They provide information to pupils and parents about guidance problems.

For further information about PMS Centres : refer to 8.5.

Since the termination of primary school calls for no major decision to be made regarding the direction of further studies, the specialists of the PMS, one of whose fields of expertise is guidance in such decisions, are seldom needed at this level, although they are occasionally asked into the larger primary schools to share more general information about the working world and the academic or skill profiles required for various jobs and professions. The PMS also play an important advising role for instance in the case of a pupil in form 6 (last form in primary education) who was awarded – notwithstanding considerable failings in basic skills - the Primary Education Final Certificate and who is to be oriented towards the 1st B-form in secondary education (Anpassungsklasse ) or - on the contrary – in the case of a pupil who wasn’t awarded at the end of the year in form 6 the Primary Education Certificate and who is to be oriented towards the 1st A-form in secondary education.

In primary school, pupil-related consultations mainly use the channels of the Klassenrat , or the class teacher and the school head.

Medical inspection for all pupils and staff-members in establishments of full-time education is obligatory by law. For further information : refer to 3.13.1. and 3.13.2.

Other services

In some schools qualified jobless personnel has been engaged on a contractual basis as complementary staff members. This way schools may have a speech therapeutic help or a remedial teacher who has the task to help pupils with momentary learning difficulties by particular and individual activities.

Pupils in special education (Type 4, 6 and 7) (refer to 10.6.) may sometimes be admitted in mainstream basic education schools (Grundschule).

The IAWM training centres each year offer the opportunity of a short experience in SME's, handicraft and trade professions.

Free PMS-Centre





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4.16. Private Education In the German-speaking Community there is no exclusively private sector education, entirely financed by persons or private law associations.

The following information is also valid for the sub-sections 3.14., 5.19., 6.17. and 10.6.12.

Private education in DG solely exists in the form of the Schulnetz of catholic schools, the so-called free subsidized schools (grouped in FSUW ), which respond to the conditions of recognition and subsidizing by the Community laid down by the law or the decree. The free schools are private only because of the private nature of their organising authority (Schulträger) and the sort of relations between this Schulträger and the personnel he engaged by means of a contract of employment with private character. For FSUW, organisation and legislative framework are the same as for public sector institutions. They are subject to a certain form of state (= Community) control. They comply with the criteria that determine eligibility for financial support. (Refer to 2.3.1. and 2.8.4.)

For a lot of items, all establishments subsidized by DG have to meet the same legal requirements as the public schools of GUW. That is why the same regulations about equipment, sanitary facilities, salaries, qualification level of teachers, assistance personnel and school calendar are applied in all establishments.

Salary of FSUW staff is subsidized up to 100 % by the DG Ministry. Besides the salary subsidies paid on account of the same posts calculation as in GUW, the subsidized FSUW schools receive functioning subsidies per pupil. They are supposed to cover around 75 % of the functioning costs. The rates of these subsidies are fixed by the Decree on the calculation of functioning subsidies in subsidized education dated April 18, 1994 and they rise each year on account of the increase of the index.

4.17. Organisational Variations and Alternative Structures There are neither organisational variations nor alternative structures.

4.18. Statistics

Number of Primary Schools per Schulnetz

GUW OSUW FSUW

1998-1999 12 53 2

2008-2009 3 51 2


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Number of Pupils in Primary Education per Schulnetz

School Year GUW OSUW FSUW Total

1991-92 1,300 2,990 661 4,951

1993-94 1,314 3,192 572 5,078

1995-96 1,331 3,598 533 5,462

1997-98 1,426 3,877 517 5,820

1999-00 1,401 4,106 492 5,999

2001-02 1,379 4,221 483 6,083

2003-04 1,032 4,456 531 6,019

2005-06 939 4,415 538 5,892

2007-08 860 4,281 526 5,667

2008-09 704 4,277 506 5,487

2009-10 692 4.134 486 5.312


Number of Pupils, Teacher Posts, Teacher-Pupil-Ratio :

Pupils in primary Education Teacher Posts Teacher-Pupil-Ratio

2006-2007 5,815 391 15

2007-2008 5,667 393 14,5

2009-2010 5,312

Source : Ministry of the German-speaking Community


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5. SECONDARY AND POST-SECONDARY NON-TERTIARY EDUCATION




41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710





1.B-Klasse















Source: Eurydice.

The structures of full-time secondary education have been fixed in the Grundlagendekret dated August 31, 1998. All secondary schools in the German-speaking Community are composed of three Stufen (stages) of two years each:

● 1st stage :Beobachtungsstufe (observation stage) (1st and 2nd year in secondary education)

● 2nd stage: Orientierungsstufe (orientation stage) (3rd and 4th year)

● 3rd stage :Bestimmungsstufe (destination stage) (5th and 6th year)

and are organised in three distinct education forms beginning with the 2nd stage :

● allgemein bildender Unterricht (general education)

● technischer Unterricht (technical education)

● berufsbildender Unterricht (vocational education)

At the end of the third stage in vocational education form, a seventh year in secondary education (i.e. a third year in this third stage) can be added freely and so making it possible for the students in this form of education to also be awarded the Secondary Education Final Certificate Abschlusszeugnis der Oberstufe des Sekundarunterrichts, which opens the way to subsequent studies in higher education. In contrast to the two


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other education forms, this certificate is not awarded at the end of the sixth year in vocational education form.

Transition from one section to another is possible at determined moments on certain conditions.

Today the former division of secondary school in lower (first three years) and upper (last three or four years) secondary education is irrelevant for the school structure, but is still of influence in some fields (salary questions, working field for teachers,.) until the envisaged modification of older regulations takes place. Today, waiting for new regulations in secondary education, Secondary Education Final Certificates are still delivered to those pupils who successfully ended the 3rd year in general secondary education or the 4th year in vocational secondary education.

School-based part-time education (Teilzeitunterricht) only exists in two secondary schools which mainly offer education in technical and vocational form.

Pupils may complete the whole of secondary schooling in a single institution, unless they want to have an educational program (combination of optional subjects or of specialised sections in technical or vocational education) which their institution is unable to present.



Royal decree concerned with the organisation of secondary education

5.1. Historical Overview Since the creation of the Belgian State (1830) a secondary education system was organised both in Catholic and in public institutions. Initially the schools concentrated almost exclusively on the Classic education form.

Gradually the schools introduced next disciplines and subjects, options and orientations to meet the needs of citizens and training requests of the many sectors of economic and industrial life.

In 1887 a law defined the structure of secondary education (then called Middle School), which was maintained until the end of World War II.

In addition to the Classic education form (Latin and Greek or Latin and mathematics or sciences), a Modern education form appeared (scientific, commercial and industrial sections).

In the course of the 19th century, a technical education form was developed. This type of education was independent from Middle School and was oriented towards agriculture, horticulture, industry and trade, providing evening and Sunday classes in addition to the regular classes on weekdays.

Technical education developed but never had an own statute in its development and was divided in 4 classification forms for technical schools in 1933:

● A1, A2 for full-time courses;

● B1, B2 for evening courses;

● C1, C2 for girls' schools,

● D for teacher training colleges.

In the inter-war, it had been tried to establish an equivalence of Classic education form and Modern education form by reducing the number of hours spent on Latin and Greek. At the same time, some circles had the


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intention to establish contacts or interferences between Middle Schools (general education) and Technical Schools.

After World War II a lot of Mittelschulen (but without upper secondary education level) were created. The leaving certificates of these (lower) Mittelschulen were the entry-keys for a lot of jobs in public administration. In April 1957 the co-ordinated laws regulate education in Mittelschulen (in the sense of general secondary education) and education in technical schools creating by the way possibilities of transition between both those education forms. At the same time technical education sections were opened in athenaeums (= schools with lower and upper secondary general education). Transitions proved to be difficult except the transition from allgemein bildender Unterricht to technischer Unterricht or berufsbildender Unterricht. Transition from technical to general education form usually means that the pupil has to repeat one year, which makes the possibility unpopular and unlikely.

In 1964 the law of equivalence of certificates, the so-called Omnivalence Law was passed and accessibility to higher education was changed : a maturity examination was introduced. Access to university was possible for all pupils with a Secondary Education Final Certificate and a Maturity Certificate.

Secondary Education Reform

On July 19, 1971 a very important innovation in education was passed by the law. In secondary education a new structure, the renewed secondary education (Renovierter Unterricht) aimed at postponing the decision of orientation (that is the choice of basic optional courses) to the age of 14/15. From then onwards, secondary education is always structured in three stages (Stufen) : Beobachtungsstufe (observation stage), Orientierungsstufe (orientation stage) and Bestimmungsstufe (destination stage). In the second and third stages there are three education forms : allgemein bildender Unterricht (general education), technischer Unterricht (technical education) and berufsbildender Unterricht (vocational education).

To make transition from primary education to secondary education easier for some pupils, a Differenzierte 1. Stufe with a 1st-B-class Anpassungsklasse and a 2nd-B-class is created.

Active methods and pupil-oriented education are main characteristics of renewed secondary education (Renovierter Unterricht). Pupils are offered a large spectrum of options or syllabuses. Some of those options were chosen only by a very small number of pupils, but at the same time the costs jerked into height.

In 1982 a first rationalisation and programming plan was passed by the law in order to ensure a better and thus more efficient organisation of education. In 1983 another law on compulsory school attendance was passed, extending the education and/or training period to the age of 18 and allowing part-time education from the age of 15 onwards (or 16, if the pupil has not yet passed through the first and the second school year of secondary education). The legal requirements for part-time compulsory education are met when there is an education (general or technical) of at least 360 hours a year at the age of 15 to 16, and at least 240 hours for the older (16 up to 18). Part-time compulsory education is possible either in a school environment in Teilzeitunterricht (refer to 5.20. 2) or in a specialised training centre such as the two IAWM Centres for Training and Continuing Training of the small and middle sized enterprises (SME). (For more information on the IAWM contractual apprenticeship system : refer to 7.7. 2).

In the early eighties efforts were taken to change the curricula in vocational education as this form was considered as way-down form. In 1984 a Royal Decree determined transition possibilities from a school year in vocational education to the same school year in technical or general education. Thus pupils in vocational education were entitled to the same certificates of secondary education as their schoolmates in other education forms. By opening a seventh year in vocational education they were even given the opportunity of being awarded the Secondary Education Final Certificate Abschlusszeugnis der Oberstufe des Sekundarunterrichts giving access to higher education.



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Le système de formation professionnelle en Belgique


Studie über die technische und berufliche Aus- und Weiterbildung in der Deutschsprachigen Gemeinschaft

Weiterbildungshandbuch 2008-2009


Coordinated laws on secondary education

Coordinated laws on technical education form


5.2. Ongoing Debates and Future Developments Since the Grundlagendekret of 31 August 1998 and the decree from April 26, 1999 on basic mainstream education passed the PDG, a basic decree for secondary education is on the schedule. It is planned to structure the 1st level of secondary school as really being education in a two years unit, in which an assessment of the type formative evaluation will take place and a normative evaluation - aiming at skills attainment targets - only at the end of the first stage, that is after two school years in secondary education. By making use - as soon as possible - of pedagogic remedial means, it should be possible to lead almost all pupils to a satisfactory mastery of the skills attainment targets set for the first stage, so that they all may be promoted (possibly with an advice of orientation) to the second stage, the Orientierungsstufe, without having to stay a third year in lower secondary education (i.e. the 1st stage).

Efforts will be made simultaneously to transfer this reform onto the upper secondary education level (2nd and 3rd stages; grades 9 to 12) within the next years.

A revision of upper secondary school structures as well as the different possibilities of combining optional subjects are on the schedule too.

A new system for calculating the global number of lesson units a school is allowed to dispose of (Stundenkapital) for organising his study offer and for engaging its teaching personnel will be developed.

Subsequent to the establishment - in a Decree of June 16, 2008 - of curriculum guidelines and skills attainment targets to be acquired by pupils in primary education and in lower secondary education, the next task will be a revision of the curricula for these school levels.

Furthermore and at the same time, the drafting of curriculum guidelines and skills attainment targets for all branches and subjects in upper secondary education must be significantly advanced and after that the curricula of 2nd and 3rd stage subjects (in each of the three education forms : general, technical and vocational education) have to be overhauled or rewritten to bring them into accordance with the new legal provisions.

5.3. Specific Legislative Framework Full-time secondary education (Vollzeitunterricht) is organised according to different laws. Next to the decree dated June 29, 1984 on the organisation of secondary education, there is a decree dated June 5, 1990 on the system to calculate the number of lesson units for teachers (Stundenkapital) according to the school population. This capital of lesson units (or periods) is of fundamental importance because it allows schools to define their offer, to calculate vacancies and to recruit teachers. This means in fact that every pupil is representing a certain coefficient, and the product of the multiplication ''Number of pupils x coefficient''


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divided by an appropriate administrative divisor results in the number of full-time jobs at the disposal of the school for an appointed school year.

The coefficient and the administrative divisor mentioned above vary according to the secondary education form and to the Stufe concerned. The administrative divisor (f.i. for general education subjects in lower secondary education: 22 and in upper secondary education: 20) is equivalent to the minimum number of periods (of 50 minutes each) a full-time teacher is required to teach.

Decree on the determination of the global number of lesson units for teachers in fulltime secondary education of type I


5.4. General Objectives For more details on the foundation of education work in DG as described in the Grundlagendekret of August 31, 1998 : refer to 2.3.4.

For more details on general goals of education : refer to 4.4.1.

For more details on essential skills, skills attainment targets and curriculum guidelines and framework plans and inter-disciplinary competences : refer to 4.4.2.

Please refer to the subdivisions for more details on special objectives of the three Stufen and the different education forms and streams in secondary education.

5.4.1. First stage (Beobachtungsstufe)

The objective of the first stage, called Beobachtungsstufe (observation stage), is to provide a general basic education to all pupils during the first two years in secondary education. This stage allows the teachers to observe pupils in order to discover their main aptitudes. It shall lead to the best possible orientation of the pupil in the second stage, the Orientierungsstufe (orientation stage). Some pupils having encountered difficulties in primary education or not having completed this education level successfully or in time, it seems more suitable to receive them in a Differenzierte 1. Stufe, where it is much more easier to adapt teaching to the real needs of every individual pupil. So we distinguish in the first stage on the one side the 1st A-year and the 2nd common year and on the other side the differentiated first stage with the 1st B-year Anpassungsklasse and the 2nd B-year.


5.4.1.1. The 1st A-Year and the 2nd Common Year

The main objective in this first stage is to lead within two years all pupils to a sufficient mastery of those skills attainment targets as are required for this grade and made mandatory and binding upon all schools by the PDG decree enshrining them as minimum requirements (Decree of June 16, 2008).

Another educational goal to be strived for, particularly in the first stage, alongside the work acquiring competences abd skills, is that of acquiring inter-disciplinary or transversal competences and skills. Article 13 of the Grundlagendekret has the following to say: "Self-depending and autonomous learning as well as encouragement to perform at capacity are such elements of the educational and training strategy of a school as may serve as vital prerequisites for life-long learning."

5.4.1.2. Differentiated First Stage : 1st B-Year 2nd B-Year

Pupils in 1st B-class, called Anpassungsklasse, and 2nd B-class in general show important deficits, often come from an environment that may be qualified as socially disadvantaged and up to now have experienced


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school as something negative, even depressing. For these reasons it is important to develop these two B-classes into a Differenzierte 1. Stufe, in which other pedagogical working methods prevail, making it possible for the pupils to reconcile themselves again with school, to experience a measure of positive feedback, to improve their capacities in the basic skills of reading, writing, speaking and arithmetic, to develop a sense of teamwork, to be motivated to make efforts through tasks that are really interesting.

This different pedagogical approach should lead the pupils within two years to the imperative requirements needed for entering the second stage Orientierungsstufe a course of study in technical or vocational education.

5.4.2. Second Stage (Orientierungsstufe) Third Stage (Bestimmungsstufe)

At the end of the first stage, i.e. at the beginning of the third year in secondary education, the pupil is free to decide upon one out of several possible orientations, at least if there is no restriction formulated in the Orientierungsbescheinigung which is delivered when leaving Beobachtungsstufe. The pupil has the choice between one of the three following education forms : general education, technical education and vocational education.

In all of these three education forms, the second stage Orientierungsstufe includes the third and fourth year in secondary education and the third stage includes the fifth and sixth year of secondary education; in vocational education, the third stage may have an additional year (7th year in secondary education), by means of which the students in vocational education may also be awarded the Secondary Education Final Certificate giving access to all forms of higher education.

The different pathways in the three education forms may be formally grouped according to another criterion, the final destination, and then we distinguish two education streams :

● Übergangsunterricht (transition stream), covering all possible optional pathways in general education and a few sections in technical education, and

● Befähigungsunterricht (qualification stream), covering all sections in vocational education and most sections in technical education.

The various pathways and sections in transition stream mainly aim at preparing pupils to higher education whilst leaving them the choice to enter a professional career immediately.

The main aim of the qualification stream sections is to prepare pupils during four school years for entry into a professional career well-prepared by granting them a Befähigungsnachweis (qualification certificate) at the end of the sixth year in secondary school. However they are allowed ongoing studies in higher education, but in vocational education, this is only possible after a 7th year.


5.5. Types of Institution In the German-speaking Community of Belgium (DG - a small territory of 854 km² with 74,169 inhabitants in January 2008 - there are 9 secondary schools : 4 in the GUW and 5 in FSUW school network (Schulnetz). As legal provisions for secondary schooling are the same for all of them, there are almost no differences between them what concerns school structures in general. They all organise the three Stufen.

A Differenzierte 1. Stufe exists in one GUW school and in two FSUW schools. In school year 2009-2010, almost 10 % of all pupils in the first stage are registered in this differentiated first stage.

In the 2nd and 3rd stage all 9 secondary schools offer options or sections in 1, in 2 or in all 3 educational forms (general, technical and/or vocational).


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Five of the nine secondary schools offer exclusively or almost exclusively possibilities in general education. Two Technische Schulen (one GUW school and one FSUW school) offer general education only in the first stage; in the 2nd and 3rd stage they offer sections in technical and in vocational education only. In the two remaining secondary schools (in FSUW) all three educational forms are present.

Additionally there is one specific option for hospital attendants and nurses qualified as complementary vocational secondary education (an appellation in use in former structures of secondary education) which is not organised in one of the nine secondary schools, but in a training institution for nurses on higher education level. At present (2009-2010) there are 29 students registered (minimum age = 18).


5.6. Geographical Accessibility The territory of the German-speaking Community of Belgium ( DG consists of two distinct parts) :

● In the North of the High Fens there is the Eupener Land (less than 20 km in diameter; 44,780 inhabitants on January 1, 2009). In Kelmis (10,581 inhabitants; 13 km afar from Eupen) there is a secondary GUW school (almost exclusive) for general education with 313 pupils and in Eupen (18,483 inhabitants) there are three secondary schools : one technical GUW school (728 pupils) and two (almost exclusively) general education schools : one FSUW school (1,212 pupils) and one GUW school (777 pupils).

● South of the plateau of the High Fens we have the Belgian Eifel (N-S: 40-50 km; E-W: 10-20 km; on January 1, 2009 29,768 inhabitants in a lot of very small villages) around the little town of Sankt Vith (3,273 inhabitants). In St. Vith there are 4 secondary schools : 3 FSUW schools (403 + 47045 + 767 pupils) and 1 GUW school (344 pupils); there is one more FSUW secondary school in Büllingen (309 pupils). (The figures concern school year 2009-2010).

For all pupils who live in the small villages school transport facilities are organised : pupils arrive in time; after school time they are brought at home in up to 50 minutes for some pupils.


5.7. Admission Requirements and Choice of School Please refer to the subdivisions for more details.

5.7.1. Admission Requirements in Lower Secondary Education (1st Stage)

The pupil who has been awarded at the end of primary education the certificate Abschlusszeugnis der Grundschule, is admitted automatically in the first stage (1.A-year) in secondary education (Beobachtungsstufe). The pupil who has not been awarded the certificate, but has attended the sixth year of primary education, can nevertheless be admitted in secondary school (1.A-year) on condition of positive advices of an admission committee (Zulassungsrat) and of the PMS Centre and on the parents' agreement; without positive advice he is admitted in the 1.B-year, called Anpassungsklasse.

The pupil who has not yet attended the sixth year of primary education, but is already 12 years of age can also be admitted in secondary education without being awarded the Abschlusszeugnis der Grundschule , but only in 1.B-year Anpassungsklasse. He may be granted this certificate at the end of a successful first year in secondary education.


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5.7.2. Admission Requirements in Upper Secondary Education (2nd and 3rd Stage)

At the beginning of the 2nd stage (Orientierungsstufe) the pupil has to make his choice for one of the school paths within three distinct education forms : general education, technical education and vocational education. Formally we can range the different school paths offered from the 3rd year onward into two major study streams or channels:

● Transition stream Übergangsunterricht for general education and part of technical education;

● Qualification stream Befähigungsunterricht for the main part of technical education and for vocational education.

1. Admission requirements for the 2nd stage in Übergangsunterricht

● For admission in the 2nd stage (Orientierungsstufe) in a pathway of transition stream Übergangsunterricht, the pupil for the present still must have completed the 2nd common year of the 1st stage (Beobachtungsstufe) successfully. Skills attainment targets and curriculum guidelines for the 1st stage of secondary education having been established by a decree dating from June 16, 2008, and the curricula for this school level being consequently overhauled in the next year, we may expect - in a near future - a (new) certificate attesting successful completion of the 1st stage. This certificate then will be the normal admission requirement for access to the 2nd stage in a pathway of transition stream (Übergangsunterricht). This should be confirmed in a new decree on secondary education which, however, is still in the planning stage.

● The pupil who has completed the 3rd year in vocational education (= Befähigungsunterricht) successfully, may be admitted in the 2nd stage of transition stream (Übergangsunterricht) and start (in the 3rd

year) in a new pathway provided that the admission committee (Zulassungsrat) gives a positive advice.

2. Admission requirements for the 2nd stage in Befähigungsunterricht

● The pupil who has completed in the 1st stage the 2nd common year successfully is admissible in the 2nd stage not only a pathway of transition stream (Übergangsunterricht : general education and some pathways in technical education), but also in all pathways of qualification stream (Befähigungsunterricht : technical and vocational education).

● The pupil who has completed within the Differenzierte 1. Stufe the 2nd B-class successfully, attends - in the 2nd stage - a pathway (or section) in vocational education.

● Is also admissible in this 3rd year in secondary education (1st year of the 2nd stage in vocational education) the pupil who has attended regularly a 2nd year in full-time secondary education (even without ending it successfully), if he/she has reached the age of 15 and if the admission committee (Zulassungsrat) gives a positive advice.

● Each pupil aged 16 is entitled to part-time education Teilzeitunterricht (refer to 5.20.) whatever his school career might have been. (Structurally, Teilzeitunterricht is related to upper vocational education.) There are initiatives for integrating some special education pupils into part-time education.

● A pupil having completed his 3rd secondary school year in vocational education successfully (the 1st year of the 2nd stage) may continue and attend his 4th secondary school year in the same education form or change the education form and attend another pathway in technical education (within Befähigungsunterricht) where he must start in the 1st year of the 2nd stage.

3. Admission requirements for the 3rd stage in Übergangsunterricht

The pupil who has completed his 4th secondary school year in general or technical education in transition stream (Übergangsunterricht) successfully (in a near future : The pupil, who is awarded the Certificate of the


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2nd Stage in general education or in technical education of Übergangsunterricht) moves to the 3rd stage (at present : to the 5thyear) in the same education form.

4. Admission requirements for the 3rd stage in Befähigungsunterricht

To be admitted in the 3rd stage of technical education in the qualifying stream (Befähigungsunterricht), each pupil must complete the 4th year of this education form successfully (in a near future : has to be awarded the Certificate of the 2nd Stage in the same education form). A change of pathway or in the choice of basic options after the 4th year (i.e. 2nd stage) really is exceptional, but possible yet.

The same is true for the admission to the 3rd stage of vocational education.

5.7.3. Choice of School

Free choice of education for all parents and children is a Constitutional right. The law distinguishes between denominational, non-denominational and pluralist education (not yet organised).

On principle GUW schools must accept all pupils, FSUW schools only may refuse a pupil’s enrolment, if the parents do not accept the educational project of the school.

Rights and obligations of pupils and parents : refer to 4.6.

5.8. Registration and/or Tuition Fees Education is free of charge during compulsory education. No registration or tuition fees may be asked. The organising authorities (Schulträger) and the Ministry pay part of the cost of traditional teaching materials and school requirements.

5.9. Financial Support for Pupils In Belgium, families with children receive family allowances. There are also tax reductions if the person being assessed has several family members (including children) to their charge. However, such family allowances or tax reductions are independent of whether the children attend a secondary school or not.

From the 1st September 2008, transport to and from school is free for all children under 12. Children and students between 12 and 24 who are correctly registered in a recognized school within the DG or in the neighbouring country are granted a 50 % reduction on their school bus season ticket. In addition, families with three or more children are granted a further 20 % reduction if their children attent the next available school of choice (see 4.6.). Furthermore and as hitherto, for transport to the next available school of choice, the ministry refunds any sum in excess of a fixed threshold.

Families with limited income (depending on the number of persons to their charge) are entitled to an education aid allowance per family member attending secondary school. This lies between 52 € and 134 € for lower secondary, and 96 € and 244 € for upper secondary, depending on income. Should a child have to attend a boarding facility, the aid allowance is increased to between 155 € and 395 € for lower secondary, or between 286 € and 730 € for upper secondary pupils (valid October 2008). Beginning with the academic year 2008-2009, the scope of entitlement to an education aid allowance has been extended through indexing and raising the income threshold by 6.5%. The actual allowance sum available has been increased by 13 %. The following income levels per household are valid:


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Aid allowances in secondary education Upper limits of houshold income

(Fiscal year 2008 - Income 2007)

Number of persons assessed 0 1 2 3 4 5 6 and more

9.810,16 €16.181,28 €22.425,32 €27.679,95 €32.585,04 €37.140,60 €

+ 4.435,16 €/Person

There are special services however which are chargeable to parents. Paper books and pencils are to be bought by the parents, school books mostly are lent out by the school for a small contribution (10 to 25 €uro per year). Some schools also offer a lunch to pupils which has to be paid for (around 2 €uro). Admission to the swimming hall and costs for school outings or class trips extra muros also have to be paid for; sometimes, these costs are partially born by the parents association or a Circle of the Friends of the School.

5.10. Age Levels and Grouping of Pupils

At lower secondary level (1st stage or Beobachtungsstufe) all schools build on the foundations laid by the undifferentiated primary schools and provide an extensive general education. This lower level covers grades 7 and 8. Pupils aged 12 to 14 are taught by about 8 to 10 subject teachers in classes made up of children of the same age group. The teachers are specialised in one, two or three subjects according to their qualification and teach in other classes of the same age group and/or in classes of different grades. They often accompany the pupils during a couple of years.

In upper secondary education, which addresses pupils aged 14 to 18 (though a lot of them are older as most of their class-fellows) there is a similar situation: we have two stages and curricula formulated for each of them, but lessons are taught in age group classes. The evaluation of a given pupil's performance is spread evenly over the school year and includes two examinations in all subjects. Whether or not to promote the pupils to the next school grade is decided at the end of each school year by the Klassenrat. An evaluation over the whole stage period of two years is not yet current.

There are no official recommendations or norms regarding the maximum and/or minimum number of pupils in a class or group of pupils : the principal and the Pädagogischer Rat are free to decide upon it in the frame of the so-called Stundenkapital, which determines the number of teachers to be appointed. The Stundenkapital itself depends on the number of pupils enrolled. They may freely use the total number of available teaching periods (= Stundenkapital). In general there are about 22 to 30 pupils in the class-room when subjects of the common education part are taught; for some optional subjects in upper secondary education these numbers are decreasing under 10.

5.11. Specialisation of Studies

In lower secondary education (1st sage or Beobachtungsstufe ) all pupils have the same education (a common syllabus of 24/25 lessons a week and complementary activities or project activities for 8/7 periods a week) which is predominantly of a general nature and intended to lay the foundations on which all courses of education in upper secondary education are built on. Only exception is the Differenzierte 1. Stufe , in which 12 (or more) years old primary pupils without Primary Education Final Certificate may be enrolled first in an Anpassungsklasse or "1.B-class"). There, through working on their social competences and by applying an adapted syllabus and new methods, the main aim is to improve their capacities in the basic skills of speaking, reading, writing and arithmetic, to develop a sense of teamwork, to be motivated to make efforts


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through tasks that are really interesting, and to prepare under optimum conditions - in a 2nd B-year - the transition to upper secondary education in one of the sections in vocational education.

In upper secondary education (2nd and 3rd stage, covering grades 9 to 12/13) there are three education forms : general education, technical education and vocational education. They diverge in terms of the subjects offered, the requirements with regard to individual specialisation and the qualifications being aimed at. Formally we can range the different options from 3rd year onward (grade 9) into two major study streams or channels:

● Übergangsunterricht (Transition stream) with general education and a few sections in technical education, aiming mainly at the pupils being prepared to higher education whilst leaving them the option of entering working life immediately;

● Befähigungsunterricht (Qualification stream) with most options in technical education and all options in vocational education, aiming mainly at the pupils being equipped with general and specialised theoretical and practical knowledge and skills as a good preparation for an occupation. But technical education options may also lead to a higher education entrance qualification. In vocational education this also is possible by adding one more year of instruction.

Two secondary schools out of the nine in DG offer only general education, three more schools offer general education plus one or two sections in technical education, two Technische Schulen are specialised in technical and vocational education and do not offer general education in the 2nd and 3rd stage and two secondary schools offer a limited choice in all three education forms.

● In Übergangsunterricht (transition stream) pupils choose in addition to compulsory subjects (totalling between 23 and 31 lessons a week, among them mathematics and science which are divided up into two or three levels of ability) from a range of subjects which may slightly differ from what another secondary school offers (see list in 5.13.2.). Subjects may be combined differently according to the pupils' personal inclinations and abilities, so that there are no closed sections in general education form. Most pupils choose the subject fields Economics and Languages, Sciences and Mathematics or Modern Languages (German + three foreign languages). The choice in technical education options within transition stream is very restricted in DG: three FSUW schools only offered one or two grouped options fields of this type in 2007-2008 : Electro-mechanics, applied economics, socio- pedagogics, sports (tennis) with 8 to 10 lessons a week for each of them and the pupils choosing one of them.

● In Befähigungsunterricht (qualification stream) pupils choose in addition to compulsory subjects (totalling 13 to 16 lessons a week in 2nd stage and 9 to 11 lessons in 3rd stage of technical education and 11 lessons a week in vocational education) a package of grouped basic options (totalling 17 to 21 lessons a week in 2nd stage and 23 to 25 lessons in 3rd stage of technical education and 23 lessons a week in vocational education) from a range of packages each of them belonging to a specific career-oriented sector :

○ Agriculture (Agriculture, Forestry),

○ Industry (Electro-Mechanics, Microtechnics, Electronics, Mechanics, Mechanics of Engines),

○ Construction (Constructional Engineering and Public Work, Carpentry, Cabinet-Maker, Timber Industry

○ Hotel Business and Management and Catering

○ Clothing,

○ Applied Arts (Audio-Visual Education: Publicity and Advertising, Arts, Graphic Arts, Printing),


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○ Services Sector : (Social Techniques, Family and Health Assistance, Hair-care and -dressing, Nursery)

○ Applied Sciences (Applied Chemistry, Biotechnology, Physical Education)

○ Economics (Accountancy and Informatics in Administration, Secretariat, Modern Languages and Communication, Tourism).

All these sectors (but not all branches) are possible as well in technical as in vocational education, excepted the sector Applied Sciences which is not present in vocational education. In vocational education, the time spent on professional working in a craft room or workshop is more important than in technical education.

At the beginning of grade 10 and 11 it is possible but not frequent that a pupil freely or on the advice of the Klassenrat abandons a subject or changes from an intensified course to a basic course (on condition that he still takes enough intensified courses : a total of at least 12 lessons a week is legally required). Switching from a basic course to an intensified course or from one specific career-oriented section to another or entering into a course that he hadn't yet chosen at the beginning of upper secondary education (grade 9) is a very rare case and needs special authorisation.


5.12. Organisation of School Time The DG Government decides upon the beginning and the end of the school year as well as upon legal holidays. The Grundlagendekret of 1998 states that there must be between 28 and 36 teaching periods of 50 minutes in the weekly time-table in secondary education. It is up to the school Direktor and the Pädagogischer Rat to decide upon the daily distribution of these teaching periods (between 8 a.m. and 5 p.m.) after consultation of the parents and personnel delegates.



School year officially begins on September 1 (factually the first working-day in September) and ends on June 30 (factually the last working-day in June) next year. Besides the two months of summer holidays (July 1 to August 31), there are two weeks of winter holidays (Christmas), two weeks of spring holidays (Easter) and twice (around November 1 and on Carnival, i.e. 7 weeks before Easter) one week to relax. The following days are considered as festive days (and holidays) in DG : Monday of the Easter-week, May 1, Ascension-Day (Thursday), (Whitsunday and) Whitmonday, November 1 , November 11, November 15 (DG festive Day).

In a school year there must be between 180 and 184 school days distributed over 37 weeks.

For administrative and organisational reasons, school in fact stays open for the first week of July, as well as the last two weeks of August. Apart from the school director and the administrative staff, who are still officially in service, one may also encounter certain teaching staff members who, despite being on holiday, are still actively involved in administrative tasks, parent counselling, pupil registration and preparing the coming academic year: the drawing-up of the teaching schedule, the disposition of classrooms and facilities, etc. and – since a decree has been voted in 2005 – passing examinations in the last week in August to pupils who failed in June.



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The school week has five days. In primary and secondary schools lessons are given every week on five mornings (Monday till Friday) and on four afternoons (Monday, Tuesday, Thursday, Friday). Pupils are taught up to five lessons of 50 minutes in the morning and three lessons in the afternoon. That leads to a weekly time-table of 37 lessons. In lower secondary education (1st stage), pupils take 33 lessons a week on an average; in upper secondary education this average may be 34 in general education and 36 in technical and vocational education.

The beginning and the end of the school day are situated between 8 a.m. and 5 p.m. It is the school Direktor - on the proposal of the Pädagogischer Rat and after consultation of parents' association - who takes the final decision. In most cases the morning lessons start around 8.15 a.m. and end at 12.35, in the afternoon lessons start at 1.30 p.m. and end at 4.00 p.m. In the morning there is a short break of 10 minutes after the second or third lesson. The break at noon lasts for 60 minutes. Most pupils stay in school at noon under supervision; a warm meal may be served in the school restaurant.

Due to the early arrival and late departure of some buses serving school routes, some pupils spend as much as 8 hours a day in school on four of the five weekdays. School bus pupils arriving early in the morning at about 7.30 a.m. are under supervision. Homework monitors are not envisaged in school programmes. During some free hours in the weekly time-table pupils may already begin their homework at school. Since a few years, there have been some private initiatives in three or four municipalities (simple supervision of pupils between 4 and 6 p.m.).

5-day week system

LENGTH OF SCHOOL DAY, EACH DAY OF THE WEEK

Out-of-hours

provision (before lessons)

Lessons (starting and finishing times in the

morning)

Lunch break *

Lessons (starting and finishing times

in the afternoon)

Out-of-hours provision (after

lessons)

Monday 7.30-8.00 simple

supervision 8.10 / 8.30

12.30 / 12.50 12.30/12.50 13.30/13.50

13.30 / 13.50 16.00 / 16.20

Tuesday 7.30-8.00 simple


12.30 / 12.50 12.30/12.50 13.30/13.50

13.30 / 13.50 16.00 / 16.20

Wednesday 7.30-8.00 simple


12.30 / 12.50

Thursday 7.30-8.00 simple


12.30 / 12.50 12.30/12.50 13.30/13.50

13.30 / 13.50 16.00 / 16.20

Friday 7.30-8.00 simple


12.30 / 12.50 12.30/12.50 13.30/13.50

13.30 / 13.50 16.00 / 16.20

Saturday

* Real lunch time : about 30 minutes

5.13. Curriculum, Subjects, Number of Hours

Curriculum

Freedom of education is fixed within the Constitution (see 2.3.1.) and allows all Schulträger to present their own curricula to the Minister’s agreement or curricula which have been written by an umbrella organisation, f.i. the so-called Schulnetze, where the concerned organising body is a member of. So, the four secondary


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schools in GUW apply curricula for each subject which may differ from the curricula in use in the five catholic secondary schools grouped within FSUW network. Partly, they date from before 1989, in a time when these curricula still were written on a central, national level by the Ministry for National Education, respectively by the National Board of Catholic Schools. Since then, the Ministry of the French Community modified some of these curricula and published new ones for their own schools, and so did the French section of the Board of Catholic Schools. It's quite common practice to present these modified or new curricula to the approval of the Minister of Education in the German-speaking Community so that they may be applied in secondary schools in this Community, where it is planned for the near future to take upon oneself responsibility for adapting, changing or rewriting curricula for the different subjects, all the more because the Grundlagendekret of August 31, 1998 states that the curricula have to embody visibly the competence and skills attainment targets which in the meantime (since a decree from June 16, 2008) have been described in curriculum guidelines and endorsed by the PDG , at least for primary education and the 1st stage of secondary education.

Curricula for GUW schools are revised or drawn up in inter-disciplinary working groups of teachers for the subjects and school levels concerned, under the direction of the pedagogical inspectors and counsellors.

Number of weekly lessons

A school year (182 days on an average) comprises 37 weeks. The minimum lessons legally required for a pupil to attend weekly is 28, but in Übergangsunterricht all pupils attend between 32 and 36 lessons of 50 minutes each. In Befähigungsunterricht (in technical as well as in vocational education) nearly all pupils attend between 34 and 37 lessons a week.

Information about some subjects

F o r e i g n L a n g u a g e s

Since September 2004, the previous law of 1963 has been overhauled by the provisions of the Decree of 19 April 2004 Concerning the Teaching and Use of Languages in the Educational System.

In DG, learning a second language (1st foreign language) is compulsory for all pupils since early primary education. In secondary education French is always 1st foreign language. In general education a minimum of 4 lessons a week and in Befähigungsuntericht (technical and vocational education) a minimum of 2 lessons a week are legally required.

In addition to the compulsory subject French (1st Foreign Language) all pupils in upper secondary education (Übergangsunterricht) choose – if they didn’t already so in the first stage (grade 8) – a second foreign language in grade 9. Generally this language is English, but it also may be Dutch. Depending on his motivation, but also on the remaining possibilities after his choices in other optional subjects, the number of lessons a week is 4 or 2 (from grade 9 to 12). In grade 10 these pupils may start with a third foreign language, in most cases Dutch. The number of lessons per week is 4 or 2, in FSUW schools it also may be 3.

In Befähigungsunterricht (in technical as well as in vocational education) some pupils may choose a second and a third foreign language. It depends on the chosen technical or vocational field of grouped subjects. The second foreign language generally is English, the third is Dutch, in some rare cases Spanish. Depending on the optional field of grouped subjects, there are 0, 2, 3 or 4 lessons a week on the schedule, from grade 3 to 6 (in vocational education : to grade 7).

Secondary schools may, in addition, deliver at most 50 % of the subject lessons (language lessons excluded) in the first foreign language French (a CLIL provision), if this has been clearly specified in their school project. Indeed, the school project must include a detailed concept for the improvement of language teaching and language competence. In lower secondary education, however, this percentage may rise up to 65 % on the condition that there is class with less than 50 % in French. (This special 65%-provision is in favour of the French-speaking pupils coming from the French primary schools or sections and of whom the legislator


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supposes that they do not master the German language sufficiently and would not be able to undergo an instruction successfully if the major portion of it is done in German in the two first years of secondary education.)

R e l i g i o n a n d N o n D e n o m i n a t i o n a l E t h i c s

In Belgium, all public-sector schools (i.e. schools organised by the Communities – the former State schools – or by the provinces or the municipalities) are legally bound to offer the choice between a religion course and a course in non-denominational ethics. Religion means the instruction of and induction in one of the officially recognised religions (Catholic, Protestant, Orthodox, Anglican, Judaic or Islamic) and in the inherent ethics. The term Moral is used for the non-denominational ethic education course. The choice between one of these courses is compulsory until the end of compulsory school attendance period (up to the age of 18 years). The choice made at the moment of school enrolment may be changed by the pupil’s parents or by him/herself if he/she is 18) at the beginning of a new school year.

Grant-aided private schools (highly subsidised by the Community budget) are not bound to the obligation of offering this choice. In the German-speaking Community of Belgium for instance, all so-called free schools are Catholic schools, in which Catholic religion is the only course offered, with the exception of one school, in which, never the less, Protestant religion has been taught occasionally.

The time-tables in secondary education include two lessons a week (of 50 minutes each) in religion or in non-denominational ethics.

Appointments of religion teachers always go back to proposals of the board responsible for the religion concerned.

R e m e d i a l c o u r s e s

The pupils who have occasionally learning problems are offered specific remedial courses in order to structure the acquired knowledge and to make up for the backlag. Up to two hours a week are foreseen for it.




5.13.1. Subjects and Number of Hours per Week in Lower Secondary Education (1st Stage)

We make the following subdivisions :

● General First Stage (with 1st A-year and 2nd Common Year)

● Differenzierte 1. Stufe (with 1st B-year (Anpassungsklasse ) and 2nd B-Year)

Justification for the differentiation made within 1st stage : refer to 5.11.

The class schedules shown are those of the public-right GUW-schools. The schedules applied in private-right grant-aided FSUW-schools may be marginally different.


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1. General First Stage (with 1st A-year and 2nd Common Year)

A weekly time-table includes the following subjects :

1st A- year 2nd common year

A. Common syllabus (24 / 25 lessons a week) Number of hours per week

1. German 5 5

2. Mathematic 4 5

3. Scientific and Technology Education 2 2

4. Human Sciences (History and Geography) 4 4

5. French (1st Foreign Language) 5 5

6. Sport 2 2

7. Religion or Non Denominational Ethics 2 2

B. Complementary subjects or Project Activities * 8 7

C. Remedial Courses 0 - 2 0 - 2

* Complementary Subjects or Project Activities. That is : Subjects and/or complementary activities, that the pupil chooses in an offer that the school is free to present. May for instance be on offer : Latin, ICT, theatre, activities in the field of foreign languages, of arts, of craft, of technical skills, of sport. An alternative option in GUW–schools since 2000-2001 : school may propose project activities in connection with the school project.

2. Differenzierte 1. Stufe with 1st B-year (Anpassungsklasse) and 2nd B-year)

(Differenzierte 1. Stufe)

1st B - year

2nd B - year

A. Common Syllabus Number of

hours per week

1. Human education (German, History, Social Life) 7 6

2. Scientific Education (Mathematics, Geography, Sciences) 7 5


4. Technical Education 5

5. Artistic Education 2

6. Physical Education and Sports 3 3


28 18

B. Basic Technical Options (These options are not determined exactly. It is recommended to introduce pupils to at least two areas of technical activities (vocational fields) whenever possible, even if those two areas are linked together.)

12

C. Pedagogic Support (individual Guidance, Learning Methods, Working Methods, Remedial Courses)

4 2

TOTAL 32 32


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5.13.2. Subjects and Number of Hours per Week in Upper Secondary Education (2nd and 3rd Stages)

We make the following subdivisions :

● 1. General Education and Technical Education (within Transition Stream)

● 2. Technical Education (within Qualification Stream)

● 3. Vocational Education (Qualification Stream)

1. Subjects and Number of Hours per Week in General Education and in Technical Education (within Transition Stream)

General Education and Technical Education (within Transition Stream)

2nd Stage (Grade 3 and 4)

3rd Stage (Grade 5 and 6)

A. Compulsory Subjects : 17 hours per week


2. German 5 5


4. History 2 2

5. Geography 1 1

6. Sports 3 3

B. Compulsory Optional Subjects : 7, 9 or 11 hours per

week 6, 8, 10, 12 o. 14 hours per

week

7. Mathematics 4 or 6 3, 5 or 7

8. Natural Science (Physics, Chemistry, Biology : each 1 or 3 hours/w.)

3 or 5 3, 5 or 7

C. Single Basic Options (4 hours/w.) and Additional Options (1 or 2 h./w.) *

Latin 4 or 2 4 or 2

Greek 4 or 2 4 or 2

English (2nd Foreign Language) (100 % of the pupils) 4 or 2 4 or 2

Dutch (3rd Foreign Language) 4 or 2 4 or 2

Economics 4 or 2 4 or 2

Social Sciences 4 or 2 4 or 2


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General Education and Technical Education (within Transition Stream)



Human Sciences 2 or 1 2 or 1

Technical and Technology Education 4 or 2 4 or 2

Introduction to Arts 2 2

Additional Course in German 2 2

Applied Economics 2 2

Laboratory Exercises 2 2

Typewriting / Wordprocessing / ICT 2 2

Technical Drawing 1 or 2 1 or 2

Scientific Drawing 1 or 2 1 or 2

D. Optional Field of Grouped Subjects (**) 8 to 10 6 to 11

Electro-Mechanics x x

Social and Family Services x

Trade Techniques x x

Human Sciences x

Sport - Tennis x

E. Remedial Courses 0 bis 2 0 bis 2

(*) The single basic options (mostly 4 hours per week) and the additional options (1 or 2 h) are optional subjects, the pupil chooses out of an offer the school is free to present, provided the Schulträger has a curriculum agreed by the Minister for each subject. A field of study with such optional subjects is part of general education.

(**) Instead of the above mentioned single basic options and additional options, pupils may choose an optional field of grouped subjects for a whole of 6 to 11 hours per week. Formally, this field of study is part of technical education within transition stream.

2. Subjects and Number of Hours per Week in Technical Education (within Qualification Stream)

Technical Education (within Qualification Stream)



A. Compulsory Subjects


2. German 4 3

3. French (First Foreign Language) * 2 2

4. Mathematics 3 or 4

5. History 1 1

6. Geography 1 1

7. Sports 2 2

B. Optional Field of Grouped Subjects 17 to 21 23 to 25

C. Additional Options (each with 1 or 2 hours/week) 0 to 4

D. Remedial Courses 0, 1 or 2 0, 1 or 2


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(*) If not included in the optional field of grouped subjects.

3. Number of Lessons in Vocational Education (within Qualification Stream)

Vocational Education (Qualification Stream)





2. German 3 3

3. French (First Foreign Language) * 2 2

4. Mathematics 0 or 2 0 or 2

5. History 1 1

6. Geography 1 1

7. Sports 2 2

B. Optional Field of Grouped Subjects 23 23

C. Additional Option : Mathematics 0 or 2

D. Remedial Courses 0, 1 or 2 0, 1 or 2

(*) If not included in the optional field of grouped subjects.

In the 3rd stage of vocational education a supplementary seventh year in secondary education (grade 13) may be added. It offers pupils the opportunity to obtain a higher education entrance qualification. The weekly time-table in this special class (grade 13) includes the following subjects :

7th Secondary Year in the 3rd Stage of Vocational Education


1. Religion or Non Denominational Ethics 2

2. German 4

3. Sports 2

B. Compulsory Optional Subjects (at least 3 of the 4 following)

4. Mathematics 4

5. Foreign Language 4

6. Sciences 4

7. Basics in Economy and Sociology 4

C. Vocational Training (May cover several sectors) 8, 12 or 16

5.14. Teaching Methods and Materials Freedom of education is a Constitutional right. So, every Schulträger has the free choice of pedagogical methods. Within the context of, and with due respect for, any methodological guidelines that may have been given by the Schulträger, every teacher is free to make use of the methods they deem to be most appropriate for their lessons.

As an example, some methods recommended in the GUW schools organised by the German-speaking Community are mentioned:

● updating of education in order to ensure a strong link between syllabus and personal experiences of pupils, their everyday surroundings, their own project as to professional, social and emotional life;


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● cross-subjects education and teacher-teams;

● documentation, information centres in all secondary schools and means to foster personal research work as well for pupils as for teachers;

● more intensive use of technology and technical resources (ICT) for the pedagogic aim of giving the initiative of the learning process to the pupil;

● maximum use of the surroundings by opening the school to external sources of information;

● Group-work is recommended too, as it allows the development of co-operation and mutual aid;

● Working by projects, in preference with a cross-subjects approach;

● Fostering of a European and international dimension in education by starting an exchange of views and experiences (imparting the results of their work; visits,…) with other schools in Belgium and abroad.

The reform of the first Stufe recommends real differentiated pedagogics ensuring the best possible development of each pupil by respecting his own pace of learning and by objectives tailored to the individual. In the Differenzierte 1. Stufe , the following pedagogical methods prevail : organising a cross-subjects education with a restricted number of members of teaching staff; project-oriented education, class as workshop; changes within time scheduling (learning paces and learning-methods of pupils are taken into consideration); development of the gearing of training and employment.

In upper secondary education (2nd and 3rd stages; grades 9 to 12/13) schools gradually organise activities in co-operation with local employment, especially in study courses of. technical and vocational education in which the obligatory practical part of education consists - next to workshops activities in school - in two to six weeks of industrial training spread over the year.

In addition to industrial training this co-operation can also consist in a concerted initiative of schools and employment for the purchase of equipment.

Despite full-day schooling, homework is nonetheless normal practise. On this issue there is no legal ruling. There are, however, guidelines recommending that the homework time-load be kept to a minimum.

Text books are still valued pedagogical aids in all schools, and one that is not to be underestimated for language education. Here too there are two main requirements: the teachers themselves decide freely, often as a team with the school director, upon the purchase, on the free market, of such books and of their use in different classes. Almost all textbooks for secondary schools are made available for a nominal rental charge through the school's own book-lending facility, which is often organised by the school's Friendship Circle.

Naturally audio-visual media are considered as a help in most schools too: the technical means are the normal ones to be found in the Belgian society: television, video recorder (for shorts), a tape recorder, a slide projector, more and more some computers and photographic equipment. Since 1999/2000 all secondary schools in DG have been equipped with Cyber-Media-Centres : Depending on the size of the school (whether less or more than 500 pupils) either one or two classrooms with internet access are equipped with 9 computer terminals, a teacher's terminal (all networked) and one or more printers. In addition, a classroom with internet access is equipped for video-conferencing with a video projector and camera.

An ability to interact with current information and communication technology (ICT) in a manner appropriate to a pupil's age has become one of those inter-disciplinary competences whose acquiring and practise by pupils is considered a most effective learning tool in the service of all other subjects.


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5.15. Pupil Assessment The Constitutional freedom of education also includes that every Schulträger is free to decide upon the methods and modalities concerning the evaluation of the pupils' performances in their schools. For instance: should all subjects or only some of them be evaluated, should there be - and at what intervals - an examination period, should the exams be in writing or (partially) oral ? Every Schulträger might decide in a different way for each school, each Stufe, each education form and each study course. But schools are recommended concerted action to avoid too much difference.

In all secondary schools it is recommended that teachers should evaluate their pupils with reference to the projected goals and content of their classes in lower (1st stage) as well as in upper secondary education (2nd and 3rd stages) and in all branches. This evaluation should take place after each study unit, or after a group of study units so that there is a continuous evaluation.

The 1998 Grundlagendekret stressed in articles 79 and 80 the importance of an ongoing formative evaluation in all subjects, cross-subject fields and educational projects : ''Ongoing formative evaluation is designed to give continuous feedback on the development of a pupil in the acquiring of competences. it gives a pupil important indications on how to improve his or her attitude to learning and schoolwork. It gives the teacher the opportunity to evaluate his or her teaching method and make changes where necessary. It gives the Class Council (Klassenrat) important indications for the organisation of accompanying measures for a particular pupil and informs them of the ways in which that pupil can be best and most effectively supported.'' The basis of the evaluation is no longer the comparison of the classmates' level, but the individual development of each pupil. This is proof of pedagogic sciences oriented towards success.

Teams of teachers assisted by the Autonome Hochschule and by university experts intend to work out new means for evaluation (tests, questionnaires, referential exams) which should be made available for teachers.

In addition to the formative Evaluation, the end of a learning process has to be marked by a normative evaluation. ''The purpose of normative evaluation is to inform pupils, their parents or guardians and the class council of the degree to which the pupil has acquired the necessary competences. It takes place according to norms which are the same for all pupils and of which they have been previously informed.'' (Art. 81)

Normative evaluation mostly takes place in regular intervals (+/- 6 weeks); the December and end-of-year-exams in (mostly) all subjects are a part of it. The assessment at the end of the year by the exams of June mainly aim at finding out if a pupils masters sufficiently the competences considered as minimum requirements allowing a successful continuation in the following study year. A student having at the end of the year after the exams of June still major gaps in a few disciplines may be given an opportunity to pass re-exams of the last chance in the last week of August at the end of the summer holidays (since 2005; in former times: first days of September). If he passes, he completes the school year successfully and is promoted into the following study year or awarded a Final Certificate.

A school report is issued - in general four times a year - giving the parents or legal guardians information covering the performance and results attained by, as well as the progress, attitude and personal development of their child or charge.

Over the role of the Klassenrat : refer to 2.7.1.

In upper secondary education synthetic (global) examinations in the course of the school year are recommended for the various branches in Befähigungsunterricht (technical and vocational education). These exams help in co-ordinating theoretical and practical courses and - a few years ago - prepared pupils to enter for a first qualifying examination at the end of the 2nd stage (grade 10). This first Qualifying Certificate Befähigungsnachweis has lost prestige because of the continuously growing requirements of the employment world so that there is no qualifying examination and no issuing of a Qualifying Certificate anymore at this level. A sufficient vocational qualification needs two more years of schooling and training (in


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other words six years in secondary education altogether, whereof four years of technical education and training).

In technical and vocational education a close contact exists between school and the world of employment and enterprises. In addition to the in-house training mentioned above, this contact shows in the qualification examinations at the end of the sixth secondary year (grade 12) by the presence of external members of the examination board. This board usually has a task to fulfil all year long: pupil 's work and practical training are not only observed and assessed by the teachers, but also by the world of employment.

Each year one or two examinations are organised. The exam in June mainly controls if the pupil has acquired the skills attainment targets so as to be allowed to continue his education. A pupil who fails in June, has to take re-exams in the last week of August .

There has to be a continuity between the learning process in school and in employment. The industrial or in-house training has to meet precise criteria and the teacher in charge guarantees that the assessment is well prepared and well looked after. He works together with a member of staff in the firm who is responsible for the pupil during the in-house training.

The training is evaluated continuously (formative evaluation) and at the end of the training there is a balance (normative evaluation).


5.16. Progression of Pupils Notwithstanding the Grundlagendekret from August 31, 1998 which states that secondary education is organised in three Stufen of two years each (the third stage of vocational education may have a third year) and notwithstanding that the existing curricula are formulated accordingly to these stages, schools still continue to decide as usual and according to the old tradition on pupils promotion to the next class each single year. It is incumbent on the Klassenrat to take these decisions. They take into account pupil's work throughout this school year and mainly his results in two examinations checking for all subjects the acquisition of the skills attainment targets. A pupil having been deferred in June has to pass re-exams in the last week of August. So, theoretically it's possible to repeat each single year. According to the Grundlagendekret from August 31, 1998 decisions on pupils' promotion to the next stage have to be taken at the end of 1st stage (grade 8) and at the end of 2nd stage (grade 10).

Presently, at the end of each of the first five school years (in a near future: at the end of the first and second stage), the school issues - besides a report – an Orientierungsbescheinigung. The pupil is awarded one of the following three orientation certificates:

● Orientierungsbescheinigung A certifying a successful completion of the school year (in a near future: the stage). It opens access to the next year (in a near future : to the next stage) without any restriction. Ideally, the Orientierungsbescheinigung A will be accompanied of an advice mentioning the education forms, the sections and options recommended to the pupil and eventually also those advised against.

● Orientierungsbescheinigung B also certifying a successful completion of the school year (or the stage), but only allowing a restricted admission to the next year. This binding restriction may concern one or even two education forms, some sections or single options, which than remain closed to the pupil. The Klassenrat and/or a PMS adviser try to help the pupil in choosing the subjects he or she is most interested in and most qualified for. Presently it is under discussion whether an Orientierungsbescheinigung B delivered at the end of the first stage, the Beobachtungsstufe, should still have a binding character or whether it should


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be a recommendation. It probably will be decided within the decree on secondary education which is in the planning stage.

● Orientierungsbescheinigung C mentioning that the pupil has not completed the school year (in a near future : the stage) successfully and can not be moved up to the next class. It is based on grave deficiencies and it is accompanied by advice in order to help in the further school career either in full-time education or in one of the part-time ways of learning : Teilzeitunterricht (part-time education at school) or Lehrvertrag (apprenticeship contract concerning alternating or dual vocational training in a IAWM Centre for Initial and Continuing Training in the SME sector and in a firm). Presently, it is under discussion whether an Orientierungsbescheinigung C should still be delivered or not at the end of the first stage, the Beobachtungsstufe.

Some particularities concerning pupils' promotion

a ) I n l o w e r s e c o n d a r y e d u c a t i o n ( 1 s t s t a g e )

Since June 16, 2008, a decree establihing essential skills and curriculum guidelines in primary education and in the first stage of secondary education has passed the PDG, replacing by this way the so-called Schlüsselkompetenzen which had been set by a decree dated December 16, 2002. Now it may be envisaged to really organise this first stage (Beobachtungsstufe) as a cross-age cycle, so that it should not be allowed anymore to repeat the first year because pupils are given a cycle of two years to attain the objectives laid down for the whole stage. Within this stage, pupils will move from the first to the second class automatically. Those with learning difficulties have to be taken care of as soon as possible with the appropriate means and aid-programmes (remedial teaching, modular courses,.), so that they too can be led until the end of the first stage at least to the skills attainment targets in the understanding of minimum requirements. This fundamental change needs an adaptation phase naturally, as the repeating of any year is a deeply rooted structure in Belgian education tradition and culture.

After one year of really successful working in Anpassungsklasse in the Differenzierte 1. Stufe , a pupil may change into 1st A-class. In most cases however he continues in 2nd B-year of this Differenzierte 1. Stufe and having completed it successfully he is promoted to the second stage called Orientierungsstufe , but exclusively to one of the sections offered in vocational education. With a positive advice of the Zulassungsrat (admission committee) he also may be admitted in the 2nd A-class (2nd year of common education). A pupil who attended regularly a second year in secondary education - if he or she has reached the age of 15 without completing the first stage successfully - is allowed to move to part-time education or to the 2nd stage but exclusively into a section of vocational education (berufsbildender Unterricht ). Is he/she 16, he/she may - whatever his/her past school career might have been - attend part-time education or - with a positive advice of the Zulassungsrat - the 2nd stage, but exclusively in a section of vocational education. The schooling period in the 1st stage (Beobachtungsstufe) may not exceed three years, particular cases being exceptional (e.g. disease).

b ) I n u p p e r s e c o n d a r y e d u c a t i o n ( 2 n d a n d 3 r d s t a g e )

Most pupils having attended successfully the first year in upper secondary education (grade 9 or 3rd year in secondary education) in a section of vocational education are moved to the 4th year of secondary education in the same education form (4. Berufliche); some of them however would prefer changing the section or even the education form; with a positive advice of the Zulassungsrat they may - under condition of repeating grade 9 - change into general education (3. Allgemeine) or into a section of technical education (3. Technische) which provides a more extended general and in-depth subject-related theoretical education and will enable pupils to pursue a course in higher education.

In the same way changing at the end of a successful 4th secondary year in vocational education (4. Berufliche) into 4. Allgemeine or 4. Technische is still possible. Changing from general education and technical education


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into a section of vocational education is possible without repeating a grade (if there is a positive advice of the Zulassungsrat, even at the beginning of the 3rd stage (grade 11).

At the end of grade 11 (5th year of secondary education in general, technical or vocational education form) changing an optional subject or a study section is not possible anymore. The pupils who have completed successfully this 5th year in technical education within qualification stream (Befähigungsunterricht) normally move to the 6th year in the same education form. A theoretically possible transition to the 6th year in vocational education only takes place exceptionally; this is possible because at the end of 6. Berufliche another year would be necessary to be awarded the Secondary Education Final Certificate ( Abschlusszeugnis der Oberstufe des Sekundarunterrichts ); this is not the case at the end of 6. Technische.

Pupils who have completed the 5th secondary year in vocational education (5. Berufliche) may go on to the 6. Berufliche. Having attended successfully this final year and being awarded the vocational Qualification Certificate Befähigungsnachweis, they are free to take the opportunity to attend a 7th secondary year in vocational education (7. Berufliche) in which special attention is given to general education subjects aiming at the award of the Secondary Education Final Certificate (Abschlusszeugnis der Oberstufe des Sekundarunterrichts).

It's only when competence and skills attainment targets for the 2nd and 3rd stages in the three education forms (general, technical and vocational education) will have been endorsed by the PDG (for the for primary education and for Beobachtungsstufe (1st stage in secondary education), so-called Schlüsselkompetenzen had already been established by a decree from December 16, 2002 but have recently been replaced by skills attaint targets set in the decree dated from June 16, 2008) that a certain number of articles of the Foundation Decree of August 31, 1998 (Grundlagendekret) will come into force : then, decisions on pupils' promotion will only be possible at the end of the 2nd stage (4thyear in secondary education; grade 10). At the end of the 3rd stage decisions on awarding a Secondary Education Final Certificate (with higher education entrance qualification) and/or a Befähigungsnachweis (Qualification Certificate) attesting vocational competences and skills (in technical and vocational education form) will be taken as before.

5.17. Certification The Grundlagendekret from August 31, 1998 states :

''Section 4 - Stage and Final Certificates

Article 87 - §1 - Stage and Final Certificates are the official recognition of a pupil having acquired those competences set in the framework plans, considered a minimum requirement for primary and secondary schools, to a sufficient degree in those subjects which have been chosen as decisive for the issuing of Stage and Final Certificates.

§2 - Consultation within the class council regarding promotion or awarding of stage and final certificates take place on the basis of the formative and normative assessment in all those subjects envisaged under article 82.

The decision of the class council will be justified in writing.

(...) Art. 91 - There will be a Stage Certificate at the end of each of the two first stages in secondary education.

Art. 92 - At the end of secondary education Secondary School Final Certificate can be awarded.''

As soon as the competence and skills attainment targets for the 2nd and 3rd stage in the three education forms (general, technical and vocational education) will have been endorsed by a vote in PDG, these Articles of the 1998 Grundlagendekret will come into force.


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Pending the vote of these skills attainment targets, the previous system of certification still remains in force and is as follows:

Pupils who have not been awarded the Abschlusszeugnis der Grundschule at the end of primary education can get it at the end of the 1st year in secondary education; is this not the case, those who have - in the Differenzierte 1. Stufe - completed the 2nd B-year successfully, may receive a Certificate of the second year in secondary education, being equivalent to the Certificate mentioned above.

At the end of the third year in secondary education, pupils may be awarded the Abschlusszeugnis der Unterstufe des Sekundarunterrichts. This certificate is a survival of the old secondary school structure : there was a lower level and an upper level each of three years and the lower level could exist as independent Mittelschule, the Final Certificate of which was an important requirement for access to some careers as civil servant or employee in administration and private industry. Today it has lost its importance and is doomed to disappear and to be replaced by two stage certificates (at the end of 1st and 2nd stage) in the reform of secondary education, which is in the planning stage. This certificate is still issued to all regular pupils having completed the second common year and the third year of general education or technical education successfully. It is also awarded to the pupils having completed successfully the third and the fourth year of secondary education in vocational education form. The Klassenrat decides upon the awarding of this Final Certificate of Lower Secondary Education, therefore basing the decision on the pupil's work, progress and attainments in the course of the third year (fourth year in vocational education form), especially on the results in the two (school internal) examinations passed in all subjects before Christmas and in June.

The pupil who has successfully completed the last two years (grades 11 and 12) of general or technical secondary education in the same education stream (Übergangsunterricht or Befähigungsunterricht ), the same education form (general, technical or vocational education) and the same study course (determined by the optional subjects) is awarded the Secondary Education Final Certificate ( Abschlusszeugnis der Oberstufe des Sekundarunterrichts ). This certificate is a higher education entrance qualification.

Until 1998, this certificate was submitted to a homologation board (Beglaubigungsausschuss) which was charged to control if all regulations and provisions had been respected and if the official or approved curricula had been used and applied. Meanwhile the Ministry of Education has taken over this control. At this level too, the decision over whether to grant the school certificate (diploma) is reached within the Klassenrat, taking into account the pupil's performance during the entire fifth and sixth years of secondary schooling in all subjects, whereby the results of the school's internal examinations (in December and June) are given particular consideration and importance. The examinations are half oral and half written. Other teaching colleagues and/or external observers take part in the oral examinations.

Since 1987/88 the pupils in berufsbildender Unterricht are entitled to that certificate after having completed successfully an additional seventh year of vocational secondary education in which special attention is given to general education subjects.

Next to this certificate, successful pupils in qualification stream (technical or vocational education) may be granted a Qualifying Certificate (Befähigungsnachweis des sechsten Jahres) after having passed the qualification examination (concerning specialised theoretical and practical knowledge and skills) successfully at the end of the sixth secondary year (grade 12) in presence of an examination board with school external members coming from the professional sector concerned.



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5.18. Educational/Vocational Guidance, Education/Employment Links Please refer to the subdivisions for more details.

Ausbildung für Schüler und Jugendliche in der Deutschsprachigen Gemeinschaft Belgiens




Free PMS-Centre

Institute for training and continuing training in the middle classes and and in SME's





5.18.1. Educational/Vocational Guidance

School counselling is among the legally binding responsibilities of both the school and the PMS Centres as well as the DG Arbeitsamt, insofar as vocational guidance is called for:

● ''Schools are obliged, together with the Psycho-medical-social (PMS) Centres and other such specialised bodies, to advise pupils, their parents or legal guardians on such higher educational studies, training or other formation opportunities as are available to them and to help them in their choices.'' (Art. 15 of the Foundation Decree (Grundlagendekret) from August 31, 1998)

● The PMS responsibilities have been laid down in the - since then frequently extended - Royal Decree of 13th August 1962. Among their diverse tasks we may find, among others, in Article 3, §1, 2, the following: ''to inform and counsel the pupils, their parents or guardians, their school authority and all those concerned with their education and training, in all questions regarding choice of school, choice of studies, professional and vocational choices, with regard to finding the ideal path for each individual case.''

● Since the transfer of responsibility for employment matters to the DG and the resultant creation of the DG's own Office of employment Arbeitsamt (per Decree from 17th January 2000), the field of vocational counselling falls explicitly within the aegis of the Office of Employment, as laid down in Article 2, §3: ''within the context of employment and vocational training, the Office of Employment is further expected to provide for: 1. professional orientation, vocational guidance and the issue of suitability for a given occupation;''

Next to the teachers it is mainly up to the advisers in PMS Centres to be confronted with pupils questions about possibilities in study, training and professional life .

The schools and their assigned PMS Centre work closely together in the field of school counselling. During the 6 or 7 years of secondary schooling there are certain junctions, at which important decisions are to be made. As, for example, at the end of lower secondary, when pupils decide within which educational model or form they envisage continuing their school career in upper secondary (2nd and 3rd stages): in general education, technical education or vocational education. If a pupil chooses general curriculum, the question remains as to which priorities to set (which preference subjects, whether basic or performance course, …). Should a decision be made in favour of technical training or vocational education, it must then be decided


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which professional sector this vocational training should target. This is also an issue with regard to the actual employment opportunities that are available in this region to someone with a particular kind of training. For all such questions the guidance of teachers and/or PMS advisers is of considerable importance in many cases. Professional guidance is also necessary in the upper secondary when the question arises as to whether a change of curriculum direction is either possible or advisable, whether a changeover into part-time schooling or in a technical training centre of IAWM, in tandem with an apprenticeship, whether to go directly into the employment market or to take up further studies, Above all in the 3rd stage (school years 11, 12 and, in vocational education, 13) study and vocational guidance are of prime importance. At this point the PMS and Arbeitsamt professionals are available upon demand, during the final year, principally for individual consultation.

For more information about PMS and PMS activities, as for example health supervision in schools, refer to 3.13. and 8.5.

Activities are included in all schools designed to help pupils in their choice of studies, of vocational training or profession:

● distribution of information source material as an aid to study, vocational training or career choices;

● career-oriented speaking events, at which first hand accounts from the career world and various reports from factories and workplaces are shared with the pupils. This kind of event is organised and offered either by the schools themselves, their parent-teacher associations, former pupils, the PMS Centres or by local branches of Service Clubs;

● Study choice consultation and information: this comes from universities, colleges and technical high schools (who invite to their own open days and information events, but are also prepared to visit schools) as well as from the pupils themselves, the PMS Centres and from Youth Information Centres;

● Parent events: the Office of Employment annually organises, together with the schools, the PMS Centres and the Middle class Association IAWM, so-called "BIZ Parent Evenings'';

● Career information centres: these offer the possibility for individual or group information with the help of diverse media. They offer a global overview of the working and professional world and, though primarily designed to help young people faced with career choices, are also an aid to parents and teachers. In DG, such career information is delivered direct to target through the medium of the BIZ-Mobile, a multi-media, computer-equipped bus, offering information on the various career fields, which visits Eupen and St. Vith once a year for 1 to 2 weeks and is under the responsibility of the BIZ Centre in Eupen and the ''InfoShop" (Info-Laden) in St. Vith.

5.18.2. Education/Employment Links

Having passed successfully the 1st stage in secondary education (two years), usually pupils go on studying at the same school; sometimes they have to change secondary school because of their choice of study course or education form at the beginning of the 2nd stage (grade 9). However, they may - if they are 15 years old and if they attended the 2nd class in secondary education - opt for a part-time education form at school (Teilzeitunterricht or an apprenticeship contract organised by IAWM, both types responding to the requirements of part-time compulsory education up to the age of 18, the latter being by far the most frequent form of education and training after full-time education. If they didn't attend yet a 2nd class in secondary education, a change to part-time education only is possible at the age of 16.

In all schools, mainly in those offering study courses in technical and vocational education there are a lot of measures intended to ensure a smooth transition from school to professional life and to foster the links and contacts between vocational in-school training and the world of work, employment and professional life.


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● Individual job trials and on site experience: these are organised by schools in the context of training programmes and aim to give young people a genuine feel for the professional and working world and the experience of their everyday life;

● ''Schnupperwochen'' : Each year, the two Centres of IAWM organise in-company placements offering pupils the opportunity during the Easter holidays to go into enterprises, in order to get to know something new about different jobs, trades, crafts or professions, hoping in this way to convince the one or the other that apprenticeship may be a good path for preparing professional life. At present, there is a shortage of apprentices.

● Cooperation in writing curricula and training programmes : The various curricula for the grouped options fields (or ''sections'') in vocational and technical education are constantly brought up to date in co-operation with the world of employment. The aim is to integrate the job profiles, the profiles of the required qualifications and the profiles of the appropriate training into the curricula, these profiles having been developed together with delegates from industry, trade and craft.

● The organisation of out of school work experience: these teaching plans envisage that, through the initiative of the school and in consultation with businesses in the region, out of school work experience is organised and carried through for pupils of the 2nd, but in particular for those in the 3rd Stage of secondary schooling. Such work experience may take the form of one day a week for an extended period, or a block practical work placement of between two to six weeks per school year;

● Local employers as members of examination boards : The Qualifying Certificate Befähigungsnachweis awarded at the end of technical and vocational education (6th year of secondary education; grade 12) is a first attestation of professional qualification and allows entry into active professional life. As members of the Examination Boards local employers are involved in all exams leading to certification.

● Career choice seminars (above all on the initiative of the PMS Centres or the Office of employment Arbeitsamt ): the participants take part in practical exercises and role-play simulating diverse problems and situations concerned with career choices and job-seeking;

● Especially for those pupils aiming at access to the labour market the Arbeitsamt has worked out a special programme called ''SAVE'' to prepare pupils to meet all requirements of profession and employment and to make access to professional life easier.

● The use of career choice tests (BWT ''Berufswahltests''): as support for the career guidance of 14 to 16 year-olds, the Arbeitsamt is currently planning the introduction of a standardised test, such as has existed under the name of career choice tests (BWT) in Germany since 1992;

● The youth-oriented brochure ''JOB Start - Application Info'': the DG Ministry has published an information brochure for secondary pupils and apprentices, which is intended to midwife the seamless transition from school or training into the working world. This brochure, which is distributed since 2004 in all secondary schools and in IAWM vocational training Centres, deals with the subjects of school diploma, career choice, the search for a working place or a trainee position, job application strategy, how to apply for a job, the job interview, apprentice or trainee contracts and employment contracts.

5.19. Private Education Refer to 4.16.



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5.20. Organisational Variations and Alternative Structures

1. Traditional "Typ II" Secondary Education

Besides the so-called reformed secondary education (erneuerter Unterricht Typ I), which is described in this chapter 5, there is still one section in vocational education which is officially organised in traditional Typ II form of secondary education but which is de facto a post-secondary education form, all the more so because one of the admission requirements is the age of at least 18. This section, which is not organised by a secondary school but by the Health and Nursing Sciences Department of the new Autonome Hochschule, the only higher education institution in DG, offers an education and training programme for nurse-attendants.

Usually students attend this three years' vocational training programme after a successfully completed sixth year in secondary education or after an entrance examination (following or not a preparatory year).

A successful completion of the complete training programme leads to the final certificate Brevet in Krankenpflege (nursing) which is approved by the federal Ministry of Health.

2. Teilzeitunterricht, Part-Time Secondary Education and Training

After more or less ten years of experimentation, a decree organising part-time education has passed the PDG in June 1996. Part-time education is one of the possibilities allowing the pupil who is no longer bound to attend full-time schooling to meet the school attendance regulations (until the age of 18) and at the same time to make some experience of working life in an enterprise.

Teilzeitunterricht is organised in the two schools for technical and vocational education in the German-speaking Community. This type of education allows pupils from the age of 15 (if they have attended the first and second class in secondary education) or 16 (in the other cases) to attend school for half the weekly time of full-time education ( Vollzeitunterricht ). The other half is spent on training in firms, business or in particular and special projects.

This type of education allows pupil until the age of 25 to have a rather practical education in order to come up against growing school stress and tiredness.

3. Remote Education or Correspondence Courses

This type of education does not exist in DG. Some pupils however can take advantage of this type of education in the French Community or in neighbouring countries.

4. The IAWM apprenticeship contract (Lehrvertrag)

Since the Royal Decree from 1984 the training on the base of an apprenticeship contract (Lehrvertrag) meets the requirements of part time compulsory education provided for by the Law dated June 29, 1983. It is an alternating or dual education scheme (on-the-job and schooling in IAWM centres) (IAWM) and is directed at young people aged 15/16 and at adults. The 15 years old youngsters must be awarded the Primary Education Final Certificate (Abschlusszeugnis der Grundschule) and have successfully completed a second year in secondary education to be admitted to this apprenticeship (Lehrvertrag). If these conditions are not met, an examination will be organised in order to admit pupils aged 16 in this type of education. The Lehrvertrag includes a double task: taking part in the production process under guidance of a trainer, usually a master craftsman for about thirty hours a week and attending the training and instruction in a recognised training centre (ZAWM).

In most cases, for two or three years the apprentice is being prepared to a qualification certificate, the so-called apprenticeship diploma (Gesellenzeugnis).

Compare 7.5.


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5. Adult Education

The institutions for formal adult education (Schulische Weiterbildung) are charged with further training of young people out of age and adults.

Their offer can be divided into three fields:

● general education, essentially language courses of any type;

● extended vocational training as well in business, trade as in services sector;

● social advancement, in the main skills in housekeeping and household.

It’s usually possible to acquire after one, two or more years school-leaving qualifications at formal adult education institutions, which in most cases are organised in evening classes. It generally concerns single subjects such as foreign languages, ICT or accountancy, for which the institutions certify – after a successful final examination – a ISCED-3-level (in technical lower or upper secondary education). Schulische Weiterbildung also prepares adults in a two- to four-year period for the acquisition of the (lower or) Upper Secondary Education Final Certificate.

As knowledge is growing constantly, this type of education will get more and more important within the next years, and that is why reforms and innovations are inevitable (compare 7.5.).

6. The Examining Boards

The system of central Examining Boards (Prüfungsausschüsse) organised by the DG Ministry is an alternative possibility of examination and of granting a certificate outside traditional education or school system.

These exams are meant therefore for self-taught persons (autodidacts) or other persons who have left the educational system. As the candidate has to look after himself, he needs to prepare himself seriously and on his own to the exams. However, there are possibilities to prepare oneself by attending schools or in remote education.

The organisation and working method of these Examining Boards and the organisation of the exams are ruled by law on the one hand and by governmental decrees on the other hand.

On secondary education level, the following certificates can be granted by these Examining Boards :

● Abschlusszeugnis der Unterstufe des Sekundarunterrichts in general, technical or vocational education

● Abschlusszeugnis der Oberstufe des Sekundarunterrichts in general, technical or vocational education.

● In addition to the certificates mentioned above, there is an Examining Board which can grant admission to the school for nurse-attendants or nurses. This is meant for those candidates who are not entitled to the admission because they have not got the necessary certificates at school.


Decree on the organisation of a schoolish part time education in the frame of vocational upper secondary education


5.21. Statistics See sections below for more details


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5.21.1. Number of Secondary Schools

GUW OSUW FSUW

2009-2010 4 (1)* 5

* The post-secondary Brevet training in nursing is not offered in a secondary school but in the Autonome Hochschule (OSUW).


5.21.2. Number of Pupils in Secondary Education

School Year GUW OSUW FSUW Total

1991-92 1,507 227 2,007 3,741

1993-94 1,988 0 2,079 4,067

1995-96 2,176 0 2,182 4,358

1997-98 2,145 0 2,323 4,466

1999-00 2,092 0 2,423 4,515

2001-02 2,164 0 2,623 4,787

2003-04 2,237 0 2,818 5,055

2005-06 2,260 51* 2,895 5,206

2007-08 2,231 51* 3,083 5,365

2008-09 2,168 46* 3,133 5,347

2009-10 2.162 29* 3.61 5.352

* Students in post-secondary education (nursing section)


5.21.3. Number of Pupils per Education Form

School Year

General Education (1st ,2nd and 3rd Stage)

Technical Education (2nd and 3rd Stage)

Vocational Education (2nd and 3rd Stage)

Total

2002-03 3,591 872 451 4,914

2004-05 3,704 863 541 5,108

2006-07 3,846 894 519 5,259

2008-09 3,857 904 540+46(*) 5,347

2009-10 3,836 938 549+29(*) 5,352

* Students in post-secondary education (nursing section)

Source : Ministry of the German-speaking Community – Statistisches Jahrbuch der DG – School year 2009-2010

5.21.4. Number of Certificates

See sections below for more details.


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5.21.4.1. Lower Secondary Education Certificate

(at the end of the third year in secondary general and technical education form and at the end of the fourth year in secondary vocational education form)

School Year Number of Candidates Number of Certificates Rate of Success

2001-2002 825 695 84 %

2003-2004 889 758 85 %

2005-2006 965 837 87 %

2006-2007 945 670 71 %

2007-2008 924 787 85 %

2008-2009 969 825 85 %

Distribution per Education Form 2008-2009 (2005-06)

Candidates General

Education 582

Technical Education

237

Vocational Education 150

Registered Total

969 (965)

Lower Secondary Education Certificates

517 188 120 825 (837)

Rate of Success 89 % (90 %) 79 % (87%) 80 % (74%) 85 % (87 %)

Source : Ministry of the German-speaking Community – Statistisches Jahrbuch der DG – School year 2008-2009

5.21.4.2. Upper Secondary Education Final Certificate

(at the end of the sixth year in secondary general and technical education form and at the end of the seventh year in secondary vocational education form)

School Year Number of Candidates

Number of Certificates

Rate of Success

2002-2003 529 497 94 %

2005-2006 564 537 95 %

2006-2007 610 493 81 %

2007-2008 601 574 95 %

2008-2009 667 640 96 %


Candidates General Education

412

Technical Education

210

Vocational Education

45

Registered Total 667 (564)

Upper Secondary Education Certificates

395 205 40 640 (537)

Rate of Success 96 % (95,5 %) 98 % (95%) 88 % (93%) 96 % (95 %)


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5.21.4.3. Qualifying Certificates (at the end of the 6th year in technical and vocational education)

School Year Number of Candidates Number of Certificates Rate of Success

2002-2003 172 140 81 %

2005-2006 190 165 87 %

2006-2007 207 128 62 %

2007-2008 208 157 75 %

2008-2009 236 197 83 %


Candidates Technical Education

165 Vocational Education

71 Registered Total

236 (190)

Number of Qualification Certificates 138 59 197 (165)

Rate of Success 81% (83,4 %) 83 % (94,7 %) 85 % (86,8 %)

Source : Ministry of the German-speaking Community - Statistisches Jahrbuch der DG – School year 2009-2010 (2006-2007)


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6. TERTIARY EDUCATION




41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710





1.B-Klasse















Source: Eurydice.

Because of the demographic and economic situation, there are no universities and no cycle 2 higher education institutions in the German-speaking Community of Belgium. Traditionally most of DG students have completed and still complete their studies in universities and other higher education institutions in the French Community of Belgium; in the last 20 years the number of those who study in neighbouring Germany is on the rise.

Up to 2005, three small non-university higher education institutions had been in existence in DG : two teacher training institutions and a nurse training institution. The decree of June 27, 2005 created a new higher education institution (Autonome Hochschule) and integrated the three existing institutions.

More detailed information about Belgian tertiary education system and universities may be found in EURYBASE contributions provided by the French Community (BE fr) and the Flemish Community (BE nl).


Special decree on the creation of an autonomous higher education institution

6.1. Historical Overview Over the decades, a concern for political and philosophical balance on the one hand, economic necessity, geographic and demographic situation on the other hand have shaped the present landscape of higher education in Belgium.


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Up to 1988 legislative power in higher education matters was located in national Parliament and from 1989 on it is a prerogative of the Parliaments of the Gemeinschaften. In the German-speaking Community there is no university nor a higher education institution for long term studies. Short term studies (of three years each) have been organised since the sixties in the 20th century and up to June 2005 in two teacher training institutions (one in GUW and one in FSUW) and in a nurse training institution (within FSUW). Since July 2005, there is only one Autonome Hochschule left, fusing the three former institutions into two departments : one for teacher initial and in-service training (for teachers in pre-primary and in primary education) and one for nurse initial and in-service training.

The development of higher education in the German-speaking Community is not an important one.

A historical overview of higher education in DG, which after all begins not earlier than 1962, can best be shown with the development of the only public GUW institution on higher education level, the Pädagogische Hochschule der Deutschsprachigen Gemeinschaft, which existed till June 2005 when the new Autonome Hochschule was created. In the following website text of self-presentation (2004) the most important reforms in Belgian teacher training system, concerning, for example, structure, admission, length of studies, raising the level of studies are mentioned.

''The founding of the Pädagogische Hochschule der Deutschsprachigen Gemeinschaft is strongly connected with the political events in the East-Belgian border region. Shortly after World War I the two cantons of Eupen and Sankt Vith became a part of Belgium. Seeing that the population there was German-speaking it was necessary to provide for teachers mastering this language. Therefore a German section was opened at the State College for Teacher Training (Ecole normale) in Verviers.

Once World War II finished, this German section was closed. The German-speaking candidates for a teaching job had to undergo complete instruction in French.

More than 15 years later, in a time when it was imminent that German should be recognised officially as third State language in Belgium, the State opened in Eupen in 1962 an Experimentalklasse for German-speaking students as a subsection of the Ecole Normale de Verviers. Pupils with a Secondary Education Final Certificate could be enrolled and had the opportunity to be awarded a Teacher Diploma after a one year teacher course.

(…) In 1970, another step followed : the training of German-speaking teachers in Kindergarten also moved from Verviers to Eupen. The study time for a candidate teacher in primary education was prolonged with one more year. A short time later the teacher training sector in Eupen was separated from the Ecole Normale de Verviers and became an autonomous entity as Staatliche Normalschule Eupen. The founding date was September 24, 1971.

The year 1974 brought about a raising of the level of study and training for teachers in Kindergarten: the study of pre-primary education pedagogy now needed the same study period as the study of primary education pedagogy : two years of study after Secondary Education Final Certificate. The new diploma was called ''Diploma of a Pre-primary Education Teacher''.

In 1983 the name of the higher education institution was changed into Staatliche Pädagogische Hochschule and in 1984, compulsory three-year courses were introduced. (…)''

Source : Website of the Pädagogischen Hochschule der Deutschsprachigen Gemeinschaft (2004)

A decree dated June 27, 2005 paved the way for the creation of a new higher education institution in DG. Since July 2005, this Autonome Hochschule replaces the two small teacher training institutions (one in GUW , the other in FSUW ) operating in DG since the sixties, and the small nurse training institution (in FSUW ).


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6.2. Ongoing Debates The transition to a new Autonome Hochschule and the structural reformation involved, under consideration of the so-called Bologna norms, has been a particular challenge in 2006 and in 2007. New projects in the fields of in-service training, continuing education and research are new challenges in 2008 and 2009. In the process of Bologna, the AHS is still contributing to the elaboration of the national qualification framework, the organisation of supplementary trainings such as teaching certificate, training for media-librarian and modules for special needs education. Continuing training for teachers and the realisation of quality insurance systems within the education field are further challenges.

Decree on measures in education and training 2009



6.3. Specific Legislative Framework A Law dated 1933 protects the titles in higher education. The Law dated July 7, 1970 on General Structure of Higher Education grouped and classified all post-secondary forms of educational types according to organisation of studies and to objectives.

The most important legal basics for higher education in the German-speaking Community are the Royal Decree dated November 3, 1987 on the General Organisation of Full-Time Higher Education for Short-Term Studies (Kurzer Studiendauer) and the Royal Decree dated November 6, 1987 on the Notion of Regular Student and of Student being taken into Consideration for Financing in Full-Time Higher Education except in Universities and the two Decrees from February 21, 2005 (a special decree) and from June 27, 2005 Creating an Autonomous Higher Education Institution in the German-speaking Community and holding some regulations which implicitly repeal or modify some regulations of the above mentioned Royal Decrees.

The Governmental Decree dated June 6, 1997 Fixing the Conditions of Awarding the Diploma of Graduate in Nursing, amended by a decree dated June 30, 2003 is important for the only offer in the German-speaking Community in the field of paramedical higher education.


Decree on registration and schools fees

Governmental decree fixing regulations for internships that must be completed in the course of the studies leading to a "Brevet in sick-nursing"

Governmental decree fixing regulations for internships that must be completed in the course of the studies leading to a "Graduat" in sick-nursing

Governmental decree fixing the conditions for the awarding of a "Brevet" in sick-nursing

Governmental decree fixing the conditions for awarding the diploma of a "Graduate" in sick-nursing

Law on the general structure of higher education

Royal decree on general provisions for short term higher education institutions

6.4. General Objectives Curricula in higher education for short-term studies (corresponding to cycle 1 studies, bachelor) aim at a technical training and a professional qualification in a specific field or sector. This education type and training


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is very concrete and career-oriented. The main aim is the acquisition of scientific knowledge and its application in the different professions. In the German-speaking Community of Belgium it concerns those qualifications, that lead to the profession of a teacher in pre-primary education or in primary education and to the profession of a hospital nurse or a specialised hospital nurse, all study programmes being of ISCED 5B level.

6.5. Types of Institution Belgian higher education includes university education and non-university education. In non-university education Belgian legislation distinguishes short term studies (2 or 3 years, ISCED 5B) and long term studies (at least 4 years, ISCED 5A). Type and level of higher education for long term studies are rather similar to university or academic education.

In the German-speaking Community of Belgium there is only one higher education institution, the Autonome Hochschule. At this time, only three programmes of cycle 1 non-university higher education kurzer Studiendauer (ISCED 5B) are provided : one in the department Health and Nursing Sciences (initial and further training of graduated nurses and of specialised graduated nurses) and two in the department Educational Sciences (initial and further training of teachers in pre-primary education and of teachers in primary education).

For other cycle 1 programmes and for all study programmes in cycles 2 and 3, students coming from DG matriculate in establishments of the French or the Flemish Community or in Germany. The students majority (about 70 to 80 % of them) choose to study in the French Community and about 15 to 20 % to study in Germany.


6.6. Admission Requirements To be admitted in higher education, Belgian students must have been awarded the Secondary Education Final Certificate (Abschlusszeugnis der Oberstufe des Sekundarunterrichts).

A student who has got a final certificate of upper secondary education in a foreign or international educational system, needs an equivalence of his certificate with the Belgian certificate to be admitted to higher education in Belgium - and so in DG too. The applications are examined by the Ministry of the German-speaking Community.

Since 1971 the requirements for an equivalence have been regulated. Since the sixties there have been bilateral conventions about the equivalence of diplomas with the following countries : Federal Republic of Germany, Spain, France, Luxemburg, Italy, the Netherlands and Morocco. Those conventions have to be updated as to the development in the educational systems of these countries. That is why these conventions are not applied systematically anymore.

A school external central Examining Board of the German-speaking Community may organise an entrance examination for those students who do not satisfy entrance requirements and who want to be admitted in an education course in nurse sector (Brevet). A doctor's certificate confirming the candidate's physical condition as being sufficient to practise within the nursing profession is also required.

Since the federal Government has, in recent years, introduced wide-ranging legislation concerning staff qualification for certain hospital wards (such as emergency and psychiatric), the DG decree of 30th June 2003 introduces the possibility for the Nursing Department at the Autonome Hochschule to offer such specialisations in the future. In particular, the decree lays down the curriculum for intensive care and medical emergency, as well as the qualification requirements: those persons in possession of a graduate diploma in nursing are qualified to study for the graduate diploma in specialised nursing. The decree also provides for


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an exceptional form of the graduate nursing course which is open to those in possession of a nursing licence (Brevet in Krankenpflege) who have at least five years of professional experience. Their curriculum includes at least the number of periods contained in two (instead of three) years of full-time study, or the equivalent of at least one year of full-time study in the case of those who can prove a minimum of ten years of practical nursing experience. This curriculum can take the form of full-time, part-time, modular or staggered course periods. The curriculum must be approved by the Minister responsible for education and the appropriate health Minister of the federal Government.

The student who has already begun studying in another country, can get a partial equivalence for these studies by means of general or particular measures.

There is no national requirement on the language of education. In DG foreign students however must master the German language sufficiently to attend the courses. A language examination might be an additional term of admission.


6.7. Registration and/or Tuition Fees The Decree dated June 27, 2005 states that each student has to pay yearly a registration fee of 100 €. The Autonome Hochschule is in the obligation to transfer the total amount of the registration fees on the income account of the German-speaking Community (Ministry).

Beside this, the higher education institution demands a tuition fee which does not exceed the prescribed maximum threshold of 370 €. For 2009-10, tuition fee amounts to 275 €. So, all in all, the student pays 375 €.



6.8. Financial Support for Students In Belgium, families with children receive family allowances, up to the age of 25 inclusively, if these children are studying. There are also tax reductions if the person being assessed has several family members (including major children) to their charge; the income of these members of course is added to the general household income.

Belgian students are entitled to a non-refundable student grant from the Community, if they are under 30 years of age and attend a secondary school or a higher education institution in DG or - if they (or even non-Belgians) are resident in DG - are studying abroad, so long as their income and/or the income of those providing for them (taking into account the number of persons to their charge), does not exceed a prescribed maximum threshold. Beginning with the academic year 2008-2009, the scope of entitlement to an education aid allowance has been extended through indexing and raising the income threshold by 6.5%. The actual allowance sum available has been increased by 13 %. The following income levels per household are valid:


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For student grants in higher education and at the university 2008-2009 Upper limits of houshold income (Fiscal year 2008 - Income 2007)

Number of persons assessed 0 1 2 3 4 5 6 and more

11.438,40 €18.586,31 €24.304,06 €29.666,44 €34.667,66 €39.313,51 €

+ 4.648,76 €/Person.

If there are more than one members of the family studying, each student counts for two persons assessed, except for the requester.

STUDENT GRANTS - CALCULATION TABLE Studies in higher education institutions and universities 2008-2009

Number of persons assessed

I Iibis IIIbis Ivbis Vbis

0 11.144,25 9.494,90 7.121,18 4.747,45 2.373,73

1 18.108,35 15.428,31 11.571,24 7.712,16 3.857,08

2 23.679,06 20.174,56 15.130,92 10.087,286 5.043,64

3 28.903,54 24.625,82 18.469,36 12.312,91 6.156,45

4 33.776,15 28.777,28 21.582,96 14.388,64 7.194,32

5 38.302,53 32.633,76 24.475,32 16.316,88 8.158,44

6 42.831,74 36.492,64 27.369,48 18.246,38 9.123,16

7 47.360,95 40.351,5 30.263,65 20.175,761 10.087,88

8 51.890,16 44.210,42 33.157,81 22.105,21 11.052,60

9 56.419,37 48.069,30 36.051,98 24.034,65 12.017,33

10 60.948,58 51.928,19 38.946,14 25.964,10 12.982,05

A F 320 542 723 964 1.205

K 426 663 903 1.205 1.145

B F 426 663 903 1. 144 1.385

K 533 783 1.084 1.385 1.626

C F 693 1.084 1.385 2.108 2.409

K 853 1.385 1.626 2.469 2.710

A = the student lives at the place of study


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B = the student betakes himself every day to the higher education institution or university, situated at another place

C = the student rents a room

F = with child allowances

K = without child allowances

The possibility of a refundable student grant is not provided by DG, though available at provincial level. For particular courses of further education, either inland or abroad, grants (between 750 and 1250 €) may be provided by DG to Belgian university students or students in other higher education institutions whose home or workplace is in DG. Under the same conditions, such a grant may also be provided for scientific research projects undertaken by persons in possession of a university or college cycle 2 diploma, or by those in their last year at either institution.

Decree on the provision of grants and scholarships for further education courses and studies and for scientifical research projects

Decree on the granting of financial study supports

Governmental decree on the entitlement to a student grant and on its amount

Governmental decree on the conditions for granting a special public financial study support

Governmental decree concerned with the granting of public financial study supports to students studying abroad

6.9. Organisation of the Academic Year The Government decides upon the beginning and the ending date of the academic year; the beginning has to be between 1st and 15th of September and the end at the latest on the first Friday in July.

There are two weeks of Christmas holidays and two weeks of Easter holidays. There is a week to relax around November 1 and in the second half of the academic year. The Government decides upon the beginning and ending dates of holidays and leaves with the exception of the leave in the second half of the academic year for which the beginning and ending dates are fixed by the higher education institution at the beginning of the academic year.

There are no teaching activities on the following days : all Saturdays and Sundays; November 1 , November 11, November 15 (DG festive Day); December 24, 25 and 26; January 1; Monday of the Easter-week, May 1, Ascension-Day (Thursday), Whitmonday.

The Government may grant special leave days. Teaching periods dropped through these leave days must be recovered.

Notwithstanding these provisions, practical exercises (on-job training) may take place on teaching-free days and training activities in the frame of a complementary training programme or a training project as well as in-service training on Saturdays.


6.10. Branches of Study, Specialisation In the German-speaking Community of Belgium only non-university higher education cycle 1 programmes are provided by the Autonome Hochschule in two departments :


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● Department of Health and Nursing Sciences: Initial and further training of hospital nurses (diploma: graduate nurse or specialised graduate nurse) (three years of study)

● Department of Educational Sciences:

○ Initial (and further) teacher training for pre-primary education (three years of study)

○ Initial (and further) teacher training for primary education (three years of study)

For all other branches of study in higher education DG students have to matriculate in one of the other Belgian Gemeinschaften (though in French or in Dutch only) or abroad (mainly in Germany).

The Decree dating from June 30, 2003 to Implement Urgently Required Measures in Education (in Articles 23 to 32) seeks to supplement paramedical training in higher education by introducing further one-year training for the qualification of specialist graduate nurse (spezialisierter graduierter Krankenpfleger). The decree also proposes a special form of course (Brückenstudium) leading to the qualification of graduate nurse (graduierter Krankenpfleger) for those who have a nursing licence called Brevet in Krankenpflege (ISCED 4) and at least five years of professional experience.


Decree on urgent measures in education 2003





6.11. Curriculum In Belgium, each organising authority (Schulträger) has the rightful freedom of working out and defining its own curricula with regard to the pedagogical project of the establishment, to the local circumstances, the actual economic and employment situation. There is no minimum common curriculum for higher education study programmes. Institutions have a significant degree of academic freedom and autonomy, as a result of which they themselves largely determine the nature of their educational curricula and courses within a structural frame imposed by the DG Decree dated June 27, 2005 Creating an Autonomous Higher Education Institution. Nevertheless there are national prescriptions of the federal health Ministry to be met in the sector of health and nursing education and training programmes.

The curricula have to be submitted to the Minister's approval.

In 1984, the length of short-term studies for teachers in pre-primary and primary education was extended from two to three years in order to widen the offer in theoretical courses and to extend the practical on-job training.

Curricula at the new (since 2005-2006) Autonome Hochschule in DG :

Teacher Training

It is a mergence of the two curricula, which have been applied in the two former teacher training institutions : Pädagogische Hochschule der DG (GUW) on the one side and Pädagogische Hochschule Pater Damian (FSUW) on the other side (refer to 8.1.6.).


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Hospital Nurse Training

For curricula in the health and nursing sector there are some conditions from the federal health ministry to be observed. Training programmes in the nursing sector are regulated by Governmental Orders of the Gemeinschaften. In DG , the Autonome Hochschule offers two training programmes for hospital nurses: the first one leads to the conferring of a nursing licence called Brevet in Krankenpflege and the other to a.diploma called Diplom eines graduierten Krankenpflegers.

N u r s i n g l i c e n c e B r e v e t i n K r a n k e n p f l e g e

These studies (formally classified as complementary vocational secondary education), at the end of which a Brevet in hospital nursing is granted, normally take three years. In fact, they are not considered as being a part of higher education system, but of post-secondary education (level ISCED 4). A term for admission is the presentation of a Secondary Education Final Certificate or a Certificate of the 6th year of vocational full-time secondary education or – if this is not possible - an attestation that a specific examination had been passed. This examination may also be passed at the end of a preparatory year of study, which is organised by the Autonome Hochschule. Further information is to be found in the Governmental Decree of the German-speaking Community dated June 13, 1997 on the conditions for issuing the Brevet in nursing (Moniteur Belge: 22/10/1997) and in the Governmental Decree of the German-speaking Community dated July 10, 1997 on regulations concerning on-job training as a constituent part of the studies leading to the awarding of the Brevet in nursing.

D i p l o m e i n e s g r a d u i e r t e n K r a n k e n p f l e g e r s ( G r a d u a t e N u r s e D i p l o m a )

The study for a graduate nurse takes minimum three years and the curriculum embraces at least the following subjects which are grouped in two sections :

A . T h e or y a nd T e c hn i q u es :

a ) H e a l t h C a r e S c ie n c e s

● Vocational guidance and ethics

● General health principles and nursing

● Nursing principles in :

○ general and specialised medicine

○ general and specialised surgery

○ infant welfare and podiatry

○ hygiene and care of the mother and the new-born child

○ mental health and psychiatry

○ care of elderly persons and geriatry.

b ) B a s i c S c i en c e s

● anatomy und physiology

● pathology

● bacteriology, virology and parasitology

● biophysics, biochemistry und radiology

● dietetics


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● hygiene :

○ prophylaxis

○ health education

○ pharmacology

c ) S o c i a l s c i en c e s

● sociology

● psychology

● basic notions in administration

● basic notions in pedagogy and health education

● social and health legislation

● judicial aspects of the profession

B . C l i n i c a l L ec t u r e s

Nursing in :

● general and specialised medicine

● general and specialised surgery

● infant welfare and podiatry

● hygiene and care of the mother and the new-born child

● mental health and psychiatry

● care of elderly persons and geriatry

● home care.

The Curriculum embraces at least 1,440 periods of theoretical classes and 1,800 Clinical Lectures (practical periods) in the following distribution :

1st Year 2nd Year 3rd Year

THEORETICAL CLASSES (Subjects groups) : Health Care Biomedicine Social and life sciences At free disposal of the school

240210120150

150 180

90 60

60606060

CLINICAL LECTURES (Practical Periods) 280 550 970

Sources : DG Governmental Decree of 6th June, 1997 Establishing the Requirements for a Graduate Diploma in Nursing (Moniteur Belge : 13/09/1997) and DG Governmental Decree of 9th July, 1997 on Regulations Concerning On-job Training as a Constituent Part of the Studies Leading to the Issuing of the Graduate Diploma in Nursing.


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D i p l o m e i n e s s p e z i a l i s i e r t e n g r a d u i e r t e n K r a n k e n p f l e g e r s i n I n t e n s i v p f l e g e u n d m e d i z i n i s c h e r N o t f a l l h i l f e ( S p e c i a l i s e d G r a d u a t e N u r s e D i p l o m a i n I n t e n s i v e a n d E m e r g e n c y C a r e ) :

''The curriculum for a specialist graduate nurse in intensive and emergency care includes

● at least 540 periods of theoretical classes in the fields of :

○ Biomedical sciences,

○ Health care sciences,

○ Applied methodological research in the fields of intensive and medical emergency care,

○ Equipment and materials for intensive care and medical emergency care

○ Social and life sciences;

● at least 540 practical periods, of which at least 240 must be absolved in a recognised intensive care unit and 240 in a recognised emergency unit.''

Source : Article 15 ter of the DG Governmental Decree of 6th June, 1997 Establishing the Requirements for a Graduate Diploma in Nursing (as added by Article 30 of the Decree of 30th June 2003 on Urgent Measures in the Field of Education.







6.12. Teaching Methods Because freedom of education is a constitutional right, there are no major methodological guidelines specific to higher education level. Each Schulträger has the free choice of methods and unless such methodological guidelines teachers are free to choose their own teaching methods.

The educational activities include theoretical courses, application phases, practical works, laboratory, academic paper and practical training in professional life.

As on-job training periods bring a lot of pedagogical advantages, a stronger co-operation between school and employment world and a more active participation of the student are aimed at.

The whole training being based on the idea of connecting theoretical and practical training, teacher training does not only provide students with the clever tricks of the trade, but makes them experts in the theoretical approach of professional life.

Methodology is imparted during the three training years by describing and working out probationary lessons or nursing sessions, practical exercises in team work or individual work and by on-job training in the schools or hospitals. The number of on-job training periods (probationary periods) increases progressively.


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The Autonome Hochschule decides on its own on the distribution over the year of educational courses and on-job training. It organises its own education form and its own projects (in teacher training for example visit of historic sites, museums, landscapes, international exchange programmes, language-learning stay).

6.13. Student Assessment Each single teacher evaluates his students according to criteria he fixes himself for his subject. In general, it is a normative, summative evaluation. The on-job training is as well evaluated by the teacher as by the on-job trainers. In addition to the assessment of students' work during the academic year (practical training included), two comprehensive examination periods are organised: the first one in January and in June and the second one in June and in August. There are written, oral and practical examinations. Oral examinations are public except in examinations for coming graduate nurses if the exam is taken in presence of patients or clients. The marks granted in the course of the year may be counted with the examination results. Students have to be informed about it in the inner school regulations.

To complete the year successfully, a student has to pass each single exam with 50% of the possible marks at least, and the final and total result of all examinations as well as the final essay must exceed 60% so as to be entitled to move on to the next year or to be awarded the diploma. Every examination will be evaluated on a basis of 20 points. For the final score, the examination marks of all courses and activities are multiplied by a ponderance coefficient equivalent to the weekly number of course or activities periods for that particular subject.

Each student has the right to two examination periods per year. There is an examining board for each study year and each session; every teacher of the Autonome Hochschule concerned with the students' educational and training process is obligatory a full member of this board. The organising authority is free to propose school external persons as members of the board in an advisory capacity. The director is in chair of the final examination board.

At the end of the third year students have to present a final essay or paper.

Next to this final essay and the examination results practical performance (probationary lessons and on-job training) are of great importance for final normative evaluation. When calculating the mark of an examination, the marks of student's works in the course of the year may be taken into account within the limits laid down in the inner school regulations.

Meanwhile the use of formative evaluation is coming up. It helps teachers and students themselves to have a better mutual information over the student's individual progress. For example in teacher training, formative evaluation is applied to the important aspect of mastery of the languages, German as well as French : only the progress made until the end of the year is taken into account.



6.14. Progression of Students At the end of each academic year the student has to pass examinations in order to move on to the next year. The examinations are regulated by a series of compulsory administrative and organisational measures. Here are the most important ones:

● two examination periods must be organised per year;

● no student is allowed to take the same exams with an examining board of the more than twice within one academic year;


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● a student has to take all exams in the first examination period, except in circumstances outside of his control;

● the examination board promotes the student who has reached at least 50% of the possible marks in each single exam and 60% at least in the final result, all exams added;

● if a student passed all examinations but failed in some of them, he may be exempted by the examination board in the second examination period from those exams he passed successfully with at least 60 %;

● the examination board may allow a student who did not complete the year successfully and who repeats the year in the same establishment to take over in the new academic year the results of the exams he passed successfully with 60 % at least; the student then is exempted from these subject lessons or activities and from the exams;

● the examination board may even allow a student to attend courses of lectures or activities in the study year following the one he is enrolled in and to pass the exams.

● the principal (Direktor) is always in the chair of the board of examiners.



6.15. Certification The student who passed successfully the final examination is granted a diploma. Next to the exams in all subjects the evaluation of a final study paper or project is a full part of this final examination. The subject of this paper must be related to the objectives of the studies and has to be approved by the Direktor. The diploma is signed by the president, the secretary and three of the members of the examination board who signed the minutes of the final deliberation. It only may be issued to the student when it is signed by the representative of the minister and when it bears the seal of the ministry. This seal gives official State recognition, even in both other Gemeinschaften, to this diploma. The title of the diploma is mentioned.

In the German-speaking Community, the following diplomas are granted in higher education :

● the diploma of graduate nurse (graduierter Krankenpfleger)

● the diploma of specialist graduate nurse in intensive and emergency care (spezialisierter graduierter Krankenpfleger in Intensivpflege und medizinischer Notfallhilfe) (occasionally, not a permanent offer)

● the diploma of pre-school teacher (Vorschullehrer or Kindergärtner)

● the diploma of primary school teacher (Primarschullehrer)

Another three years study leads to the Brevet in nursing (Brevet in Krankenpflege) but is not considered as a study at tertiary education level; it is a study at post-secondary education level (ISCED 4).

6.16. Educational/Vocational Guidance, Education/Employment Links There is no special guidance provision at higher education level assisting students in selecting subjects or providing general career guidance. But the PMS Centres as well as the Arbeitsamt provide the same services for students in higher education as for pupils in secondary education.


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In the last years there have been - so far as DG was concerned - too much teachers for pre-primary education on the market and not enough teachers for primary education, so that we find a lot of teachers for Kindergarten in primary education, mainly in the first and/or second school year. Since 1996-97, the number of children in Kindergarten however is moving down strongly; in primary school this is the case since 2002-03.

There is an interesting employment offer abroad for Belgian graduates.

Some young teachers from the German-speaking Community move abroad, for example to Luxembourg; one reason among others is obviously the much better payment.

The same is true for the young nurses : as soon as they leave the nurse training institution, they are offered jobs in Germany and Luxembourg where they are much better paid than in Belgium. Therefore, the requirements for nurses in the two hospitals left in the German-speaking Community are not covered.

6.17. Private Education Refer to 4.16.

In DG, the catholic education network (FSUW) run two higher education institutions (ISCED 5B level) until the end of 2004-2005 : the teacher training institution Pädagogische Hochschule Pater Damian in Eupen, providing initial training for teachers in primary education, and the nurse training institution Krankenpflegeschule in Eupen, in which nurse-assistants, graduate nurses and – occasionally - specialist graduate nurses in intensive and emergency care are trained (Curricula : refer to 6.11.). Both institutions closed their doors in June 2005. Initial training of teachers and nurses has been taken over by the Autonome Hochschule, which was opened as a new public higher education institution in July 2005.

6.18. Organisational Variations, Alternative Structures In the German-speaking Community there is no distance learning provision, nor are there expensive private schools, nor international schools.

A few years ago and for the first time a higher education level course has been offered in formal adult education (Schulische Weiterbildung) for nurse-assistants (with a post-secondary education certificate ‘Brevet') and graduate nurses (with a higher education diploma) : they attended a two years' training course with the aim to become ward- or head-nurse in hospital.

6.19. Statistics See sections below for more details.



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6.19.1. Number of Students

Number of Students School Year

A B C Tot.

1993-1994 116 22 174

1997-1998 83 38 160

2001-2002 80 37 30 147

2004-2005 73 44 51 168

2005-2006 108 52 160

2006-2007 116 56 172

2007-2008 92 59 151

2008-2009 96 47 143

2009-2010 98 84 182

A = Pädagogische Hochschule der Deutschsprachigen Gemeinschaft (Teachers' Training Institution)

B = Pädagogische Hochschule Pater Damian (Teachers' Training Institution)

C = Krankenpflegeschule (Graduate Nurse Training Institution)

Since 2005-2006: One single higher education institution left :Autonome Hochschule with two Departments : Department of Pedagogical Sciences and Department of Health and Nursing Sciences.

Source : Ministry of the German-speaking Community - Statistisches Jahrbuch der DG – Study year 2009-2010

6.19.2. Number of Students per Study Programme and Year of Study

Education and training for Autonome Hochschule 2009 – 2010

(182 Students) teachers in pre-primary

education teachers in primary

education graduate hospital

nurses

1st year 2nd year 3rd year

12 7

11

22 21 25

49 18 17

TOTAL : 30 86 84

Source : Ministry of the German-speaking Community - Statistisches Jahrbuch der DG – Study year 2009-2010

6.19.3. Teacher/Student Ratios

Education and training for Autonome Hochschule 2009 – 2010

(182 Students) teachers in pre-primary

education teachers in primary

education graduate hospital

nurses

Number of Students 30 68 84

Equivalent full-time posts for teachers

20,5 10,5

Source : Ministry of the German-speaking Community (Oct. 2009)


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7. CONTINUING EDUCATION AND TRAINING FOR YOUNG SCHOOL LEAVERS AND ADULTS

In this chapter the most important institutions which are active in the field of adult education and which enjoy either an endowment from, or are subsidized by DG are presented. These may also be aimed at young people who, under the attendance law are still obliged to attend school, but have left full-time education prematurely. For them, and for adults without a secondary school certificate, these institutions often serve as institutions of the so-called ''second education path'' (zweiter Bildungsweg).

Some institutions for adult education are oriented towards people in work as well as job seekers, others offer special curricula in order to enable job seekers, both young and old, as well as those who have special difficulty finding work, to become better prepared for the job market. Others offer targeted vocational training or re-training programmes in specialised fields.




Council for adult education



7.1. Historical Overview Since 1840 adult education establishments or Sunday schools offered citizens the opportunity of getting through primary education. Gradually this structure was abolished by the establishment of compulsory school attendance.

In 1959 a system of remote education was established besides the institutions for adult education (Schulische Weiterbildung) on national level. However, remote education was and is not organised in German especially for pupils living in DG : they can fall back upon the opportunities offered as well by remote education in neighbouring Germany as in the French or Flemish Community.

7.2. Ongoing Debates and Future Developments Up to now, non-vocational formal adult education (Schulische Weiterbildung ) is not yet regulated by a genuine decree, specially aiming at the needs of DG population. Important changes in the legislation however are to be expected soon, when all aspects of non-formal adult education provided by private organisations, which now (2008) are examined by the government, will have been considered.

Concerning non-vocational non-formal adult education, provided by private organisations, the government – according to its political programme for 2004-2009 – wants to create synergies between the offers of all organisations active in adult education. For this purpose, the government wants to create a coordination platform for continuous learning, which should work with and for all organisations outside scholar education and properly so called vocational education and which might possibly become a corner point in quality assurance in adult education. The main concern of such a coordination platform should be Life Long Learning in all its aspects. By bringing together resources, that platform may possibly accompany or realize bigger European or Euregional projects.


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7.3. Specific Legislative Framework

1. Training and continuing training provided by Arbeitsamt

For the period until 1999 FOREM worked on the level of the Walloon Region which includes the municipalities of the German-speaking Community. The Decree dated February 17, 1992 ruled the co-operation between the Walloon Region and DG.

In application of the Decree dated May 10th, 1999 and the Decree dated January 17th, 2000 on the creation of an office of employment in DG, the Government and the Parliament (PDG) of the German-speaking Community have to deal with all employment-related matters since January 1st, 2000. So, Arbeitsamt is in charge of realising programmes for reemployment of unemployed persons and - in the field of vocational training - promotes further training of employed and jobless persons and organises retraining programmes.

2. Training and continuing training provided by IAWM

Legal base for IAWM training, continuing training and retraining is the Decree dated December 16, 1991 concerned with Training and Continuing Training in the Middle Class and the SME (small and medium-sized enterprises).

3. Adult education

For lack of a genuine basic decree in DG, Schulische Weiterbildung is still regulated by the old national co-ordinate laws on technical education and the respective implementation decrees and orders. Important changes in the legislation are to be expected soon. (Refer to 7.2.)

4. Training and continuing training in agriculture

By the Decree dated February 29, 1988 on Vocational Training and Continuing Training for Persons Working in the Field of Agriculture and on Order dated May 27, 1993, the Government is free to recognise non-profit Centres, Associations and Federations and to subsidize their activities concerning training and continuing training.

5. Organisations for non-vocational and non-formal education

They are associations of persons with or without status of body corporate, created and managed by private persons. Legal basis are :

A Decree from 18 January 1993 Concerning the Approbation and Subsidization of Organisations for Adult Education,

A Governmental Decree from 7 May 1993 Concerning the Approbation and Subsidization of Organisations for Adult Education (as modified on 3 June 1996),

6. Paid Bildungsurlaub(education-at-leave)

Workers having a full-time job in the private sector are entitled to education-at-leave in order to improve their general or vocational training. They keep their salary on condition that they attend one or several educational courses stated by law. There must not necessarily be a link between their profession and the chosen field of continuing education.

Workers in the public sector, in provinces, municipalities, Gemeinschaften and Regionen, the unemployed, the self-employed, workers in Lehrvertrag system and members of teaching staff are not entitled to Bildungsurlaub.

There are no restrictive conditions on age or nationality for the allowance of this type of education-at-leave.


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From the first year on, the length of the Bildungsurlaub depends upon the number of courses of the chosen training. The education must last for at least 32 hours a year; the annual maximum limit however is 180 hours a year.

Here are the different limits :

● If the education doesn't take place during working time :

○ 120 hours for vocational training courses

○ 80 hours for general education courses

○ 120 hours for vocational courses and one general education course within the same year

○ 80 hours for one or more language courses

○ 120 hours for one or more language courses and a vocational course.

● If the education takes place during working time :

○ 180 hours for vocational training courses

○ 120 hours for general education courses

○ 180 hours for vocational and general education courses within the same year.

The leave may be taken before the final examination or per month or week or partly during the year and partly before the exams. It may be taken in days or in hours.

The worker attending Bildungsurlaub gets his normal wage at the usual dates. The gross amount of this index-linked wage, with a limit that may not exceed 1,900 € a month, is repayed to the employer by the federal ministry of employment.

● A worker is not entitled to education-at-leave anymore

○ if he drops out of or stops his education

○ if he skips more than 10% of the training periods

○ if he pursues lucrative occupations during the leave

○ if he flanks the training twice in succession.

Decree on the creation of an employment office in the German-speaking Community

Decree concerning promotion of institutions for adult education subsidization of organisations for adult education

Decree concerned with training and continuing training in the middle-class and the SME (small and medium-sized enterprises)

Governmental decree concerning the approbation and subsidization of organisations for adult education

7.4. General Objectives


"In the context of vocational training, the Arbeitsamt has the responsibility for the organisation and advancement of measures for the training and vocational education, as well as the re-training of job-seekers,


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as well as their re-training, with the exception of the training offered by the middle class and SME and professional training for those engaged in agriculture.'' (Art. 2, §2 of the Decree dated January 17, 2000 on the Creation of an Arbeitsamt in the German-speaking Community).

Arbeitsamt offers the opportunity of updating one's knowledge and skills, filling the gap in one's knowledge and acquiring a qualification.

The unemployed who do not have the required qualification must be entitled to acquire the lacking knowledge in order to become integrated in the world of employment. The Arbeitsamt has created observation, guidance and socio-professional training centres for the less qualified job-seekers in order to impart the basic knowledge required by the world of employment.


The Centres organised by IAWM deal with training and continuing training in small and middle-sized companies, especially with basic instruction and training (apprenticeship and manager training), extended training and re-training courses for fellow-workmen, masters and staff of business firms, exercising a trade or profession determined by the Higher Council of Middle Classes or additionally by the DG Government.

The training provided by IAWM aims at the acquisition of general and professional knowledge and of the skills required to carry out an independent trade or some other professions. These independent trades and professions are determined by the Higher Council of Middle Classes and include as well skilled trades, craftsmanship as retail trade and various professions in the services sector. The target of the training is to prepare the participants to the technical, commercial, financial and administrative management of a trade or small company. In some training forms a certificate is granted which allows access to profession.

3. Adult education

The main objectives of Schulische Weiterbildung are on the one hand to help with the personal development by improving the professional, social, cultural and educational integration and on the other hand to meet the training requirements and demands of trades and business, administrations, formal education and of the whole socio-economic and cultural world. The training opportunities are tailored to individual and collective needs in general education, updating of knowledge, professional qualification, improvement, retraining and specialisation.


The training centres particularly aim at provision and improvement of professional knowledge and skills in agriculture, to make farming in East-Belgium more flexible and more competitive and to pave the way for young farmers to create their own farming business.

5. Organisations for non-vocational and non-formal education

Their objective is to provide – mainly to adults – activities that

● contribute in further development of intellectual faculties

● aim at interesting and useful leisure time activities

● principally foster self-knowledge and the capacity of decision making, responsibility and participation in social and cultural life.


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7.5. Types of Institution

1. Training and continuing training provided by Arbeidsamt

Since January 2000, there the German-speaking Community has its own Arbeitsamt and all the tasks of the former FOREM fall into the responsibility of this office. In DG, Arbeitsamt administers four training centres and there is a good cooperation with some companies, in which some training and re-training projects may be organised.


Until the end of 1991, the IAWM (Institute of Training and Continuing Training of the Middle Classes) was a non-profit organisation and charged with the training policy. On January 1, 1992 the Decree on Training and Continuing Training in Middle Classes and in Small and Medium-sized Enterprises dated December 16, 1991 has transformed the Institute in an organisation "of type B" controlled by DG , working as a public service, but with a management committee (confirmed by governmental order) in which representatives of the most important vocational sectors, but also of the trades unions as well as a government’s commissioner are working together.

The training organised by IAWM promotes the acquiring of general and professional knowledge necessary for the exercising of not only such freelance occupations as might be represented within the High Council of the Middle Classes (that is to say, mainly small to medium-sized businesses or manufacturing companies) but also – if a real need in the region has been shown – some other occupations for example in the service sector or bank sector. IAWM co-ordinates the activities of two training centres (one in Eupen and one in St.Vith).

3. Adult education

In DG, there are five Institute für Schulische Weiterbildung. They represent a major part of adult education besides many small-sized private institutions for adult education. As all other formal education types, the institutions of Schulische Weiterbildung are organised by the various Schulnetze and Schulträger. Usually, this type of education is provided in the premises of secondary schools, but on certain conditions it may be provided on the job or at any other place where trainees meet. Two institutions entertain a branch in a neighbouring municipality.


Training initiatives in agriculture are taken by private or professional organisations or associations grant-aided by the Ministry of the German-speaking Community. Alongside the classic management course (a three year basic course organised in a modular system), courses are also offered in the training of interns, as well as the organisation of study days, study meetings, guided tours, contact days, vocational training, seminars, practical training and study holidays. Since the holding of such seminars only makes sense inasmuch as they conform to international norms and practice, these are held by experts from both inland and abroad.

5. Other organisations

● A lot of organisations or private institutions provide various educational courses for adults to promote social, cultural and personal development of the individual. A private organisation for instance provides literacy courses in the German-speaking Community. In DG all these organisations are grouped and have a representative in a General Council for Adult Education, the Rat für Volks- und Erwachsenenbildung (RVE) whose mission it is to express – of its own will or at the Government’s request - its opinion or adopt a position regarding matters of adult education, such as for example demands of approbation, conditions and terms of subsidization.


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● The ministry regularly provides training courses for its own staff. This training is seen as a factor to (re)motivate staff within civil service, particularly at the lower levels.




Decree on the creation of an employment office in the German-speaking Community

Decree concerning promotion of institutions for adult education subsidization of organisations for adult education

Decree concerned with training and continuing training in the middle-class and the SME (small and medium-sized enterprises)

Decree on the organisation of a schoolish part time education in the frame of vocational upper secondary education

Governmental decree concerning the approbation and subsidization of organisations for adult education

7.6. Geographical Accessibility There is no problem concerning geographical distribution of institutions offering continuing adult education and training.

The Arbeitsamt for instance now has four own centres and good cooperation with some companies, in which some training and re-training projects may be organised.

The IAWM (Institute for Training and Continuing Training in Small and Medium-sized Enterprises) co-ordinates the activities of two training centres (one in Eupen and one in St.Vith).

The five institutions for adult education (Schulische Weiterbildung) are located in the three most important municipalities; two of them entertain a branch in a neighbouring municipality, so that there is a good geographical distribution.

The centres for training and continuing training in agriculture are very flexible and not bound so much to one or two places.

The private organisations providing non-vocational non-formal adult education are very flexible in choosing a location for their activities. They follow the demand.

7.7. Admission Requirements


The terms of admission depend upon the objectives of the chosen training and of the profile required of the participants. Arbeitsamt training aims at all job-seekers and workers. Basic training and complementary training of Arbeitsamt are intended for job-seekers and for workers attending a training outside the working hours or for workers who are asked by their employer to attend an in-service training or a re-training.


Since the Royal Decree dated 1984 the training on the basis of an apprenticeship contract Lehrvertrag meets the requirement of part time compulsory school attendance (Teilzeitunterricht), ruled by the law on compulsory school attendance. It is one form of alternierend education for young people aged 15 and more and for adults.


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The fifteen-year-old must have a Primary Education Final Certificate (Abschlusszeugnis der Grundschule) and must have completed two years of secondary education. If he does not meet one of these two conditions, he has to go to school until the age of sixteen. He than may start an apprenticeship contract (Lehrvertrag) after taking an examination organised by IAWM

The youth keeps the status of apprentice for the whole period of the apprenticeship. He receives a apprentice allowance, growing in the course of the training. Since 1 January 2007, the amounts are 194 €, 237 €, 345 € or 441 €.

3. Adult education

No regular pupil being subject to compulsory school attendance may attend Schulische Weiterbildung. Admission to particular education degrees is only allowed to trainees who can provide evidence of the required previous knowledge and who have the eventually required certificates. A board of admission (Zulassungsrat) decides whether someone is admitted or not; abilities acquired in other education or training types can be taken into account as well as professional experience. A Royal Decree dated 17 September 1986 established registration fee in Schulische Weiterbildung for the first time.

Participants in courses in Schulische Weiterbildung are:

● either unemployed or working people already possessing a professional qualification who are looking for further training or retraining courses in order to update or specialize their knowledge;

● or people qualified for a particular trade but who want to attend retraining for another job or business;

● or qualified or non-qualified people who want to acquire knowledge and skills for their own personal development;

● or people who want to acquire the knowledge and skills required for the training in a particular job or business;

● or no-longer-employed people who want to keep their professional qualification and/or their individual competences.


“Article 7 – agricultural vocational and further training is available for those working in agriculture. Understood as persons employed in agriculture are farm managers, family members in the employ of farmers, and farm workers or those employed in other positions within the agricultural sector. In addition to these, any person wishing to work in the agricultural sector who applies, enclosing a letter of motivation, will also be permitted to undergo vocational training only. Those who choose to may be qualified to attend the following further education activities: lectures (student meetings), guided visits and study days.”

“Article 8 - §1. In order to qualify for agricultural vocational and further training, one may not be of obligatory school age.

§2. In order to access the training programme, a student must hold a Secondary Education Final Certificate or hold a certificate as a manager of an agricultural business, delivered in accordance with article 3 of the above mentioned decree, or be able to prove at least three years working experience in that sector.

§3. In order to be admitted to the apprentice trainer education programme, the student must hold a Secondary Education Final Certificate in agriculture or a Vocational Education Final Certificate in agriculture or a higher education diploma in agriculture or, in conformity with article 3 of the above mentioned decree, a certificate as a manager of an agricultural business.


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On the basis of an application, including a letter of motivation, the Minister may grant an exception for agriculturalists, whose main employ is farming, and who carry out a technical economical bookkeeping.


7.8. Registration and/or Tuition Fees

1. Training and continuing training provided by Arbeitsamt and


Access to continuing education and training programmes provided by both public-sector institutions Arbeitsamt and IAWM is free. However, in the case of seminars and vocational training courses, the companies concerned are expected to carry a share of the costs.

3. Adult education

In all institutions for adult education (Schulische Weiterbildung) learners – since 1986 - have to pay registration fees, the amount of which depends on the kind and volume of training or course and on the trainees status.

Since school year 2007-2008 the following fees are payable in institutions for adult education :

Classification of the courses Duration Fee Reduced fee20 hours 25 € 5 €

40 hours 50 € 10 €

60 hours 75 € 15 €

80 hours 100 € 20 €

Group of short courses

100 hours 125 € 25 €

100 to 200 hours per school year 100 € 15 € Formal scholar courses

more than 200 hours per school year

150 € 25 €

100 to 200 hours per school year 150 € 30 € Socio-professional and socio-cultural course or training more than 200 hours per school

year 200 € 45 €

They only have to pay a reduced registration fee:

● unemployed registered job applicants or persons with replacement income for whom an adequate education programme has been outlined;

● asylum seekers;

● persons with refugee status.

Under age pupils being subject to compulsory part-time school attendance do not have to pay a registration fee.

Registration fee is to pay each year (in September/October) at the beginning of the course or training in the institutions for adult education, and is transferred by the institutions to the Ministry of the German-speaking Community.

(Legislation : Decree dated July 17, 1995 on Registration and Tuition Fees in Education; a Governmental Decree dated December 20, 1995 and one dated October 7, 1998)


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4. Training and continuing training in agriculture and

5. Other organisations

Concerning initiatives of professional associations and non-vocational and non-formal adult education provided by private organisations, the participants pay a registration fee, which mainly serves to pay the course leader. The working and personnel costs of approbated private organisations for adult education are subsidized by the DG Ministry on the basis of criteria laid down in a decree.

(Legislation : Decree dated 18 January 1993 Concerning the Approbation and Subsidization of Organisations for Adult Education, and Governmental Decree dated 7 May 1993 Concerning the Approbation and Subsidization of Organisations for Adult Education)


7.9. Financial Support for Learners In Schulische Weiterbildung : Refer to 7.8. (reduced registration fees in institutions for adult education)

Refer to 7.3. : 6. Paid education-at-leave (Bezahlter Bildungsurlaub)

7.10. Main Areas of Specialisation


In the context of its main responsibilities by Arbeitsamt organises - either in its own training centres or in concert with external institutions - numerous and highly diverse training, vocational training or retraining measures in the field of job qualification and integration. Areas of activity for the total of 725 vocational training measures is 2003 were: management and accountancy (157), transport (148), (para)-medicine and veterinary medicine (113), construction (82), industry and technology (70), sales and languages (57), information and communications technology (46), social sciences (19).

In the following sectors teaching is structured by modules : building, metal manufacturing, wood, hotel business, transport, informatics, administration, new technologies etc. The courses are of different length. A training for improvement of administrative knowledge (Secretariat) lasts thirty weeks (five days a week) from 8.00 a.m. to 4.30 p.m. for instance. Unemployed sometimes attend courses in institutions for adult education, Schulische Weiterbildung. Some participants having special needs in specialisation, improvement, polyvalence, perfection or introduction to new technologies attend appropriate short-term courses or crash-courses.

Technological development has brought a change in technology naturally: new tools, instruments and machines, new applications of electronics, new training types and new forms of co-operation between different industry sectors require a continuous and continuing training and re-training of personnel and labour force. The following training fields in new technologies are offered: electronics and automation, power-supply industry and new heating engineering, computer-aided design and computer-aided manufacturing, robotics, micro-electronics, data systems technology and office automation. Courses in other high tech (in graphics and commercial art for instance) are offered too.


On the one hand it is concerned with the organisation of its own courses, examinations, vocational training events: apprentice training, master classes, and on the job training, all of which are aimed primarily at small and medium-sized businesses and, on the other, it deals also with external vocational training measures which are organised by guilds and associations.


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IAWM training is organised as follows:

I. Basic training, imparting the skills required to carry out an independent trade. This training is subdivided in:

a) Lehrvertrag : contract signed by the apprentice and the works manager providing the training. It includes:

● the practical on-job-training within the company for 28 hours a week in the first year and for 32 hours a week in the second and third year of apprenticeship,

● a complementary theoretical training providing general and vocational education for 360 hours (240 hours of general education and 120 hours of vocational education) in the first year and 256 hours (128 hours of general and 128 hours of vocational education) in the second and the third year. This training is provided by a recognised training centre. In some cases the apprentice attends courses in an Institution for Adult Education ( Schulische Weiterbildung ).

Curricula are different according to training types. The length of the apprenticeship depends upon the chosen profession and it lasts one year at least and at the most three years.

b) Management-training prepares participants for the general, technical, commercial, financial and administrative management of a small or medium-sized business or enterprise. This training usually takes two years and consists of 128 hours of economic training (business management) and 128 hours of technical training (vocational skills) a year.

II. Extended training, that is:

a) perfecting courses, the main aim of which is to give information about the new problems occurring in a trade or business at regular intervals,

b) continuing training courses providing in-depth training in new and complex technologies or updating the knowledge of those who have already a wide experience in the world of employment.

III. Re-training courses allowing the works or trades manager - if ever necessary - to acquire the knowledge and skills needed to carry out another independent business by means of an appropriate training.

IV. Complementary pedagogical training or further training courses to improve the pedagogical qualities of works managers who train apprentices.

3. Adult education

The five institutions for adult education (Schulische Weiterbildung) in DG offer a diversified and wide-spread programme from housekeeping and languages up to automation and computer-aided-design. Compared to formal full-time education, Schulische Weiterbildung is based on reduced timetables. The already existing courses are replaced gradually by training modules consisting of one or several capitalisable units in a credit system. Those modules usually correspond to occupational profiles.

The establishments or institutions are allowed very flexible organisational forms: as well the length of the courses as the weekly workload might be very different. The courses are offered in the evening (sometimes also during the day) in secondary schools or other premises belonging to the organising body of the school and are provided by the institutions themselves or in cooperation with Arbeitsamt, professional associations or initial or continuing training centres in the SME sector (ZAWM). The courses mostly take two to six hours a week for 40 weeks a year. A lot of courses are overlapping the school year and may cover up to 120 training-weeks. Eight trainees per year are needed at least to organise a course. The institutions have a determined stock of lesson-units ( Stundenkapital) which they may use either for the splitting-up of courses with a great number of participants or else for new courses.


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The training offered includes everything from short-term training modules to units which earn training credits that can be used to acquire a secondary school leaving certificate. The range of courses offered extends from languages and computer science, basic skills and special technologies in the fields of domestic and nutritional science to highly qualified specialisations, for instance as head nurse on a ward.

Courses preparing participants for examinations leading to Secondary Education Final Certificates play a special role here as they last for several years, include all the examination subjects and prepare participants for an external examination by an independent examination board.

The courses otherwise usually lead to examinations that involve the lower and upper levels of technical or vocational secondary education, to qualification certificates relating to the specific knowledge and modules involved or at least to attendance certificates. Some of these certificates can exert significant influence on the candidates' opportunities for professional advancement.

4. Training and continuing training in AGRICUCULTURE

These are private organisations or associations grant-aided by the Ministry of the German-speaking Community. Alongside the classic management course (a three year basic course organised in a modular system), courses are also offered in the training of interns, as well as the organisation of study days, study meetings, guided tours, contact days, vocational training, seminars, practical training and study holidays. Since the holding of such seminars only makes sense inasmuch as they conform to international norms and practice, these are held by experts from both inland and abroad.

This training is mainly intended for independent farmers and people who work in the agricultural sector (paid workers, farmlands and stable boys) and who want to expand their vocational knowledge and skills and to acquire new qualifications.



7.11. Teaching Methods

1. Training and continuing training provided by Arbeitsamt.

The pedagogic methods are based on treating practical cases and on theoretical courses taught by teachers coming out of occupational world with an experience of at least three years. On-job trainings allow direct links to the chosen profession.


The training methods are based on the actual on-the-job work and on theoretical courses. The teachers in IAWM teaching general subjects are for the most important part teachers in the formal education system; those covering vocational training are directly connected to the world of employment.

3. ADULT EDUCATION

Schulische Weiterbildung uses a method based on the following cornerstones:

● adaptation to previous knowledge and experience of participants,

● encouragement to participation by evaluation of each individual contribution,

● concrete action, for instance role-plays,

● attempt to guarantee success by successive learning processes,

● functionalism by co-ordinating the taught and applied techniques.


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7.12. Trainers By far, most trainers in programmes offered by Arbeitsamt, IAWM and Centres for agricultural Training and continuing training come out of the world of employment. Their experience and practical abilities in the field of communication and teaching are the determining employment factors.

Institutions for adult education (Schulische Weiterbildung) have at their disposal a certain stock of periods per year for the organisation of courses. They recruit almost all their teachers and trainers out of formal secondary education establishments. However experienced workers, craftsmen or other qualified persons of the relevant professions increasingly become trainers in institutions of adult education, especially in specific job-linked courses such in the field of ITC.

The Institutes for Adult Education were formerly independent bodies with their own school directorate. Since 2007-08 these have been structurally integrated within those secondary schools into whose facilities they have been incorporated. Teachers therein with only partial timetables can complete their quota in the related secondary school.

7.13. Learner Assessment/ Progression In training and re-training programmes provided by Arbeitsamt, evaluation is done, according to the chosen courses, on basis of examinations or/and works and papers.

In training and continuing training of IAWM, in addition to continuous evaluation, the apprentice has to pass an exam at the end of his apprenticeship (Lehre). Evaluation in master courses and in continuing training is based on exams and/or works and papers according to training type.

Evaluation in adult education (Schulische Weiterbildung) is normativ and is based - in addition to continuous evaluation - on examinations at the end of the education or training period. The evaluation system in basic education and training for apprentices has been simplified in 2008.

7.14. Certification


According to the chosen course, the participant is awarded a diploma or a certificate. In some cases there is no certificate at all.


According to the chosen course the participant who passed successfully an exam is awarded a diploma or a certificate (Gesellenzeugnis, Meisterbrief). Those certificates are really important as they often meet the terms of admission to a determined profession or employment sector.

3. ADULT EDUCATION

A sort Class Council ( Klassenrat ) decides on the completion of courses and on the awarding of an official certificate or diploma at the completion of a formal course which may last in some cases for several years. In the following four cases, the certificates and diplomas granted in Schulische Weiterbildung may be considered as equivalent to the certificates of formal full-time secondary education ( Vollzeitunterricht ), but only for the subject concerned:

● diploma of courses in lower technical secondary education (ISCED 2)

● diploma of courses in upper technical secondary education (ISCED 3)

● Brevet of courses in lower vocational secondary education (ISCED 2)


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● Brevet of courses in upper vocational secondary education (ISCED 3)

For the single years leading to the final diploma or Brevet and for the short courses, the institutions for Schulische Weiterbildung additionally may issue :

● a certification of successful completion of an intermediate study year

● a certification of successful completion of a short course

● a school attendance confirmation

4. Agricultural vocational training and further education

Students who have passed a final exam at the end of their training for agricultural management, receive a certificate, of a type laid down by the Minister, to which the minister appends his seal. The same applies to students who have passed an examination of competence upon completing the course to become agricultural apprenticeship trainers.

Participants who have passed the final examination for one of the further education courses, that is to say, with a minimum of 50% of the available points in every subject, receive a certificate of a type laid down by the Minister, to which the minister appends his seal.

7.15. Education/Employment Links With the exception of Arbeitsamt, to whose responsibilities career guidance specifically belongs, there are no information offices which are specially designed for adults in search of education or vocational training.

7.16. Private Education Alongside the five institutions for Schulische Weiterbildung (one in FSUW), Arbeitsamt and IAWM, there are a lot of private organisations and associations which also are proposing offers in non-vocational and non-formal adult education. Most of them are members of the General Council for Adult Education (RVE, Rat für Volks- und Erwachsenenbildung). These organisations or associations generally receive a flat-rate running-cost subsidy from DG budget. Some organisations also receive contracts from the public service sector and/or within the context of European aid programmes.


7.17. Statistics

1. Training and continuing training provided by IAWM:


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a ) A p p r e n t i c e s h i p a n d n u m b e r o f j o u r n e y m a n c e r t i f i c a t e s

TRAINING YEARS

Number of persons with new apprentice contracts

Number of apprentices in the

whole

Number of granted journeyman certificates (Gesellenzeugnisse)

2003-2004 321 647 197

2004-2005 270 .663 190

2005-2006 269 721 190

2006-2007 339 745 207

2007-2008 296 (326 new contracts) 747 268

2008-2009 316 (342 new contracts) 751 /

2009-2010 346 763 /

Source : Website of IAWM (http://www.iawm.be) + personal contact (March 2010)

Since 2004, the number of newly contracted apprenticeships has been increased by 30 %.

For the repartition between male and female, the part of male apprentices accounts for 73,50 % and female apprentices account for 26,5 %.

The average age at the beginning of the apprenticeship is 18,32 years (16,6 years in 2003)

b ) M a s t e r c o u r s e s , n u m b e r o f m a s t e r c e r t i f i c a t e s , c o n t i n u i n g t r a i n i n g s e m i n a r s

TRAINING YEARS

Number of participants in master courses

Number of granted master certificates (Meisterbriefe)

Number of participants in continuing training activities

2003-2004 206 67 2,848

2004-2005 184 .61 2,616

2005-2006 184 66 2,601

2006-2007 231 53 2,842

2007-2008 166 62 /

Source : Website of IAWM (http://www.iawm.be) + personal contact (February 2008)

2. Vocational training and continuing training in agriculture:

2006-2007 Number of Activities

Number of Hours Number of

Participants

Study meetings 104 284 1,192

Study days 1 5 43

Guided visits 27 63 327

Study voyages 5 7 days 141

Contact days 1 3 51

Courses continuing training 1 21 124

Courses for trainers in management and for probationers

3 247 35

TOTAL 142 623 h. + 7 days 1,802

Source : DG Ministry – October 2008

http://www.iawm.be/�

http://www.iawm.be/�


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3. Institutions for adult education (Schulische Weiterbildung) :

Number of institutions per Schulnetz

GUW OSUW FSUW A total of

2008-2009 3 1 1 5

Number of participants in the 5 Institutions for Adult Education :

SCHOOL YEAR GUW OSUW FSUW TOTAL

1989-1990 912 901 208 2021

1991-1992 1231 502 201 1934

1993-1994 1041 533 214 1788

1995-1996 1045 397 174 1616

1997-1998 1004 357 224 1586

1999-2000 1071 298 208 1577

2001-2002 1055 318 190 1563

2003-2004 993 315 170 1478

2005-2006 1005 303 186 1494

2007-2008 626 361 145 1132

2008-2009 652 356 141 1249

2009-2010 794 371 138 1303

Source : Ministry of the German-speaking Community - Statistisches Jahrbuch der DG– School year 2009-2010


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8. TEACHERS AND EDUCATION STAFF Please refer to the subdivisions for more details.

8.1. Initial Training of Teachers In Belgium, initial teacher training is provided in Pädagogische Hochschulen and in universities.

The Pädagogische Hochschulen (formerly called Normalschulen) are higher education institutions of ISCED 5B level and train teachers for pre-primary education in Kindergarten, for primary education in primary schools and for the first three years of secondary education (formerly called Unterstufe - lower secondary education). They also train the auxiliary educational staff. Initial training of teachers in the last three years of secondary education (formerly called Oberstufe - upper secondary education) and in higher education institutions is provided in universities and in some other higher education institutions. Arts teachers are trained in teacher training institutions or in academies or art colleges. Teachers who work with pupils with special educational needs (those described in Chapter 10.) only had little specific training during their initial training. This kind of training consists in a probationary on-the-job training period in schools that has to be done by each trainee in primary teacher training. A part of this on-the-job training has to be done in schools for special education. There is a Ministerial Order dated May 10, 1924 regulating the creation and recognition of the curricula for obtaining a certificate of aptitude for teaching children in special education. But up to the present day it is not compulsory though to possess such a certificate in order to teach in special schools. There are specific in-service training programmes for teachers working in schools for special needs education. Such a training is organised for instance as a supplementary basic training in close co-operation with the French Community in Belgium and is accessible to all teachers working in schools for special needs education or in schools for mainstream education taking part in integration projects. For other in-service training activities German and Swiss experts have been invited. From this academic year on, special training will bei offered by the Autonome Hochschule in the DG. In the future, teachers will have to undergo a certified training to teach in schools with special needs. A close cooperation takes place with Germany, but also with th canton Schaffhausen in Switzerland.

In DG only initial training for teachers in pre-primary education and for teachers in primary education is provided. Most teachers in secondary and higher education have been trained in inner Belgium, mostly in institutions of the French Community. There, students coming from the German-speaking Community are not taught in German but in French, their first foreign language. This is for some of them a supplementary difficulty, but also an enriching experience; it may be a handicap (for example as far as terminology is concerned) when they begin their career as young teachers in DG secondary schools, where German is the language of instruction.

In this section only initial training of teachers in pre-primary education and of teachers in primary education will be dealt with. For all questions concerning initial training of teachers in secondary and higher education, we refer to the paper of the French Community.

8.1.1. Historical Overview

Since the foundation of the Belgian State in 1830, any adult could work as a Schoolmaster. The Government of the new Belgian State soon limited the conditions of opening a school and the terms of admission to the teaching profession.

The law of 1842 stated that a diploma of a State teacher training institution or of a recognised private school was required to be appointed in schools organised by municipalities. In 1911 only 13% of the primary teachers were not qualified. After World War I various innovation projects were started, as the training of primary school teachers was unsatisfactory.


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In the fifties the curriculum for teacher training instutions (which - at that time - were organised at upper secondary or ISCED 3 level) was rather similar to the curriculum of the last three years of classical grammar school, the lessons of Latin being replaced by psychology, pedagogics and profession-oriented subjects.

As a consequence of the new language law in Belgium (1963), German for the first time was considered as an official State language and two teacher training institutions (one from the State and one private grant-aided catholic) have been opened in the German-speaking Community in the sixties and seventies, so that initial teacher training for pre-primary and primary education could be provided in the German mother tongue. These two institutions fused in 2005 into one Department of the newly created Autonome Hochschule.

In the second half of the 20th century, the length of initial training changed several times: 4 years after Mittelschule (or intermediary school, ISCED 2), then first one, then two and finally three years of higher education (since school year 1984-85) at ISCED 5B level. For several years now, working teams have been exploring opportunities of bilateral co-operation between universities and teacher training institutions (Refer to 6.2.).

8.1.2. Ongoing Debates and Future Developments

A decree dated June 27, 2005 paved the way for the creation of a new institution for higher education in DG. Since 2005, this Autonome Hochschule replaces the two small teacher training institutions (one in GUW, the other in FSUW ) operating in DG since the sixties, and the small nurse training institution (in FSUW). The structural reformation involved, under consideration of the so-called Bologna norms, is a particular challenge of this transition in 2006 and 2007 and continue to be so for the continuing process. In the meantime, the AHS also offers supplementary trainings linked to the initial trainigs in higer education and certificated as such.

8.1.3. Specific Legislative Framework

In many aspects teacher training in DG is still organised according to the regulations of the laws on teacher training coordinated by Royal Decree on April 30, 1957 and of some other Royal Decrees of the seventies and eighties. However, these Royal Decrees in the meantime have been adapted by the DG Government in the nineties in order to meet the special circumstances of the two (then still) existing teacher training institutions in DG.

The important Decree dated June 27, 2005 Creating an Autonome Hochschule in DG, which – since 2005-2006 - takes the place of the two teacher training institutions and the nurse training institution, lays a new foundation for higher education in DG.


Law on the general structure of higher education



8.1.4. Institutions, Level and Models of Training

Teacher training for secondary education is not provided within DG. Traditionaly teachers in secondary education have been trained initially in the the French Community. Teachers in upper secondary education have studied at a university some special subject(s) (Master; ISCED 5A) and added – frequently during the last terms and/or during one or more years after having been awarded the diploma – a specific teacher training for this (these) subject(s). Initial training of teachers in lower secondary education is provided in three years at the 'Hautes Écoles' of the French Community on an ISCED 5B level (Bachelor).


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In DG, only teacher training for pre-primary and primary education is provided. It is a training on non-university higher education level (Bachelor; ISCED 5B). It lasts three years and is in accordance with the concurrent model. In terms of its content, the initial training of teachers has two main components :

● General training is devoted to general courses and mastery of future activities and subjects that trainees will teach when qualified. The purpose of these courses, therefore, is to provide trainees with a thorough knowledge of specific activities in Kindergarten and of all subjects in primary education and good general knowledge.

● Professional training corresponds to the theoretical and practical part of training devoted to teaching in Kindergarten or primary school as such. In addition to courses on school-related legislation, the history and sociology of education, psychology and teaching methods and methodology, it includes short and - in the third year of study - longer unremunerated in-class placements. These placements are supervised by the teacher in charge of the class concerned and are periodically assessed by teachers at the training institution. This professional training provides prospective teachers with both theoretical and practical insight into their future profession. The proportional share of professional training within teacher training as a whole is around 72 % (130 ECTS points out of 180).

● Further training: The AHS offers a training for the certification of pedagogic aptitude for teaching. It adresses to all those who have vocational knowledges and wanting to teach them without having a teaching certificate, to those who are activce in the profession without having the pedagogic knowledge. The complete training lasts 180 hours and consists of three consecutive modules. The next step will be to offer pedagogic certification in cooperation with the University of Liège for those who followed university studies in Germany. The AHS also offers a one year course for pre-primary teachers to get the authorization to teach in primary school. Further trainings concern optional subjects such as teaching French as a foreingn language (10 ECTS), catholic religion (6 ECTS), moral ethics (6 ECTS) and education for special needs (4 ECTS being enlarged to 10 ECTS in 2010) and media-library-training (10 ECTS). The optional subjects will all develop to a system of 10 ECTS and can be followed by teachers with a teaching degree. They are entitled to teach these branches in primary school or to be in charge with the media-library.

Until June 2005, initial teacher training in the German-speaking Community was provided in two small teacher training institutions.

On June 30, 2005 – these two Pädagogische Hochschulen and a hospital nurse training institution closed their doors and – since 1 July 2005 - have been fused in a new public higher education institution : the Autonome Hochschule (Decree dated June 27, 2005). In two departments, the new Autonome Hochschule provides initial training for teachers – pre-primary and primary education only - and for hospital nurses, in this way continuing within one structure the work of the three former higher education institutions.



8.1.5. Admission Requirements

Students with a Secondary Education Final Certificate (Abschlusszeugnis der Oberstufe des Sekundarunterrichts) or an equivalent foreign diploma are admitted to teacher training in DG.

8.1.6. Curriculum, Special Skills, Specialisation

Since the academic year 2006-2007, the new Autonome Hochschule applies new subject and time tables (with ECTS information) for initial teacher programmes, one for teachers in pre-primary education and one for teachers in primary education.


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Teacher training consists in general academic subjects (German, French as 1st foreign language, mathematics, fine arts and musical education, physical education, history, geography) for all students (trainees for pre-primary and for primary education), in scientific profession-oriented subjects (educational sciences, psychology, methodology, didactic practice, use of audio-visual means and ITC, oral expression) oriented towards the chosen section (pre-primary or primary education), in subjects allowing a general insight in socio-family, cultural and economic aspects (first aid, hygienics and road-safety education) and in a profession-oriented part consisting mainly of probationary periods and on-job-training in Kindergarten or/and in primary school.

The general subjects aim at consolidation of basic knowledge and mastery and deepening of expertise in the subjects which the teacher will have to teach later (great importance is attached to the mother tongue and to mathematics), at the development of logic, at an acquisition of solid knowledge about the institutions in Belgium and in the European Union, about the working of Society and Economy and at an introduction to various events of cultural life, to audio-visual media and to information technology.

The profession-oriented part, tailored to the chosen section, allows an insight in other study levels and education forms (among others special education and secondary education).

The detailed subject and time tables can be found on the website (in German) of the Autonome Hochschule :

● for trainees in pre-primary education :

○ http://www.ahs-dg.be/PortalData/13/Resources//Studienangebot_LK.xls

● for trainees in primary education :

○ http://www.ahs-dg.be/PortalData/13/Resources//Studienangebot_LP.xls

8.1.7. Evaluation, Certificates

Each single teacher evaluates his students according to criteria he fixes himself for his subject. In general, it is a normative, summative evaluation. The on-job training is as well evaluated by the teacher as by the on-job trainers. In addition to the assessment of students' work during the academic year (practical training included), two comprehensive examination sessions are organised: the first one in January and in June and the second one in June and in August. There are written, oral and practical examinations. Oral examinations are public except in examinations for coming graduate nurses if the exam is taken in presence of patients or clients. The marks granted in the course of the year may be counted with the examination results. Students have to be informed about it in the inner school regulations.

To complete the year successfully, a student has to pass each single exam with 50% of the possible marks at least, and the final and total result of all examinations as well as the final essay must exceed 60% so as to be entitled to move on to the next year or to be awarded the diploma. Every examination will be evaluated on a basis of 20 points. For the final score, the examination marks of all courses and activities are multiplied by a ponderance coefficient equivalent to the weekly number of course or activities periods for that particular subject.

Each student has the right to two examination periods per year. There is an examining board for each study year and each session; every teacher of the Autonome Hochschule concerned with the students' educational and training process is obligatory a full member of this board. The organising authority is free to propose school external persons as members of the board in an advisory capacity. The director is in chair of the final examination board.

At the end of the third year students have to present a final essay or paper.

Next to this final essay and the examination results practical performance (probationary lessons and on-job training) are of great importance for final normative evaluation. When calculating the mark of an


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examination, the marks of student's works in the course of the year may be taken into account within the limits laid down in the inner school regulations.

Meanwhile the use of Formative Evaluation is coming up. It helps teachers and students themselves to have a better mutual information over the student's individual progress. For example in teacher training, formative evaluation is applied to the important aspect of mastery of the languages, German as well as French : only the progress made until the end of the year is taken into account.

At the end of each academic year the student has to pass examinations in order to move on to the next year. The examinations are regulated by a series of compulsory administrative and organisational measures. Here are the most important ones:

● two examination periods must be organised per year;

● no student is allowed to take the same exams with an examining board of the more than twice within one academic year;

● a student has to take all exams in the first examination period, except in circumstances outside of his control;

● the examination board promotes the student who has reached at least 50% of the possible marks in each single exam and 60% at least in the final result, all exams added;

● if a student passed all examinations but failed in some of them, he may be exempted by the examination board in the second examination period from those exams he passed successfully with at least 60 %;

● the examination board may allow a student who did not complete the year successfully and who repeats the year in the same establishment to take over in the new academic year the results of the exams he passed successfully with 60 % at least; the student then is exempted from these subject lessons or activities and from the exams;

● the examination board may even allow a student to attend courses of lectures or activities in the study year following the one he is enrolled in and to pass the exams.

The principal (Direktor) is always in the chair of the board of examiners.

The student who passed successfully the final examination is granted a diploma. Next to the exams in all subjects the evaluation of a final study paper or project is a full part of this final examination. The subject of this paper must be related to the objectives of the studies and has to be approved by the Direktor. The diploma is signed by the president, the secretary and three of the members of the examination board who signed the minutes of the final deliberation. It only may be issued to the student when it is signed by the representative of the minister and when it bears the seal of the ministry. This seal gives official State recognition, even in both other Communities ( Gemeinschaften ), to this diploma. The title of the diploma is mentioned. In teacher training in DG, the following diplomas are granted by the Autonome Hochschule:

● the diploma of pre-school teacher (Vorschullehrer or Kindergärtner)

● the diploma of primary school teacher (Primarschullehrer)

For the obtention of the teaching license, an exam is taken at the end of the three modules training. The last exam consists in giving a public lesson, which is assessed by a jury. The training starts in the last week of August and ends in April/May.

8.1.8. Alternative Training Pathways

There are no alternative training pathways in the German-speaking Community of Belgium.


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8.2. Conditions of Service of Teachers With the exception of the pension system, which remains under the control of the federal state, the Parliament (PDG) and the Government of the German-speaking Community are responsible for all employment terms and conditions applying to teachers.

8.2.1. Historical Overview

Since the responsibility for educational matters has been in the hands of the Communities (Gemeinschaften) (since 1989), as to the social status of teachers there have been no problems worth mentioning in the German-speaking Community of Belgium.

This is certainly due to an agreement between the government and union officials in 1990 which stated a progressive wage increase in pre-primary and primary education and a relative guarantee of employment until 1994. This wage increase up to the levels paid in lower secondary education finally was decided in 1995, but couldn't be implemented before 2000.

Since 1994 however, the social tension and strain have grown, as the number of pupils has been increasing considerably and thus created a lot of new jobs and lead to a higher financial burden for DG in - financially - difficult times. As a result, the Government decided to make significant savings from 1995 to 1998 by changing the system of calculating the number of posts. Nonetheless, alongside these cost-cutting measures an accompanying social plan was also voted which, by providing privileged conditions over a period of three years to encourage older teachers to consider early retirement from the profession at 55, thereby ensuring that, despite staff reductions, hardly any younger teachers in search of a position would find themselves un-provided for.

This upward tendency of school population, going hand in hand with a growing population on the whole, globally was present till 2003-04, especially in secondary education where the population is still growing moderately in 2007-08. But nevertheless, a clear inversion of this tendency is observed since 1996-97 in pre-school population, since 2002-03 in primary school population and in secondary education since 2008-2009.


8.2.2. Ongoing Debates and Future Developments

After the issuing, in 1998, of a foundation decree on the responsibilities of school authorities and staff and the general pedagogical and organisational requirements for regular schools, and after the 1999 decree on regular primary schools, work has be done in 2004 and 2005 for a decree paving the way for the creation of a new higher education institution in DG by fusing the three existing institutions. The decree dates June 27, 2005 and an important chapter in it deals with the statutory rules for the personnel of the new Autonome Hochschule and with transitory measures maintaining – for a four years period – the total number of posts in the three institutions.

A decree covering special needs education has been voted by Parliament on May 11, 2009. An increased importance was given to the controversial and much-discussed issue of how to improve the integration of pupils with disabilities or particular educational needs in the regular school environment. It certainly will affect teachers’ working conditions. Classes with integrated pupils may reckon with part time additional staff. In-service training programmes in this field will be offered.

Since May 2007 a reform of the selection and promotion system for the posts of secondary school heads is in working. Instead of appointing definitely a school head in his post (which still remains possible if the school head is older than 50 years), the organising authority delivers a time-unlimited mandate. Because of the growing challenges in school life, a successful participation in a special training in school management now is a preliminary condition for postulating candidates in all Schulnetze. School heads in function who don’t


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participate successfully in it within a limit of five years, should not be in the conditions to prolong his school head mandate, if they are not yet nominated definitively. If they are, they will be excluded from a substantial increase of salary which is connected with the new system.



The fundamental basis for working conditions of all members of teaching staff are the Service rules (statutes) of staff members in education, specific to each Schulnetz.

There is such a binding statutory regulation :

● for staff of the former State schools, i.e. the schools now organised by the German-speaking Community (GUW) : Royal Decree dated March 22, 1969 as it has been modified since; a few more modifications have been endorsed in 2006, 2007 and 2008;

● for staff of all FSUW schools and PMS Centre : Decree dated December 14, 1998, also modified in 2006, 2007 and 2008;

● for staff of all OSUW schools (i.e. schools of the municipalities covering almost 75 % of DG pupils in pre-primary and primary education) and for their PMS Centre : Decree dated March 29, 2004 as modified in 2006, 2007 and 2008;

● for staff of the Autonome Hochschule, the new autonomous higher education institution in DG which - since 2005-2006 - replaces the three former higher education institutions: Decree dated June 27, 2005 creating an Autonome Hochschule.

Working conditions are not only determined by these statutory regulations and the connected Government ordinances, but also

● by the so-called Grundlagendekret (Foundation Decree) dated August 31, 1998 concerned with the responsibilities entrusted to school providers and staff and with general provisions of an educational and organisational nature for mainstream basic and secondary education, and

● by the Decree dated April 26, 1999 on mainstream pre-primary and primary education

A Decree on special education was voted in May 2009, a Decree on Secondary Education is in preparation and the Decree on adult education was also completed in 2009.


Decree on the statute for all staff members of grant-aided public educational institutions and PMS-Centres

Decree on the statute for subsidized staff members of grant-aided private-right educational institutions and PMS-Centres


Royal decree fixing the personnel statute for staff in non-university state schools, in annexed boarding schools and in the school inspectorate

8.2.4. Planning Policy

The phenomenon of an acute lack of teachers has only surface, albeit sporadically, in recent years. This is the reason why there exists, up till now, no systematically developed plan of supply and demand which, for example, - per school level and subject area - would outline the age structure of the teaching staff in five or


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ten year segments, or analyse and quantify more exactly the expertise drain among younger teachers, either moving into other fields of employment or into positions in neighbouring countries.

8.2.5. Entry to the Profession

In matters of personnel planning and appointment, it's up to the Schulträger to make the decision on a central level.

● In GUW schools, organised by the Ministry of the German-speaking Community, the Minister and his ministry are the decision-makers;

● In FSUW schools (catholic schools), these matters are decided on a central level as well, not in the DG Ministry but by the organising authority concerned, i.e. a private association having the legal status of a non-profit organisation (VoG, Vereinigung ohne Gewinnerzielungsabsicht) and acting as an employer; employer and employee are bound by a private law contract.

● In OSUW schools the employers are the nine municipalities within the German-speaking Community; so recruitment and appointment are incumbent upon the local Councils.

In all three Schulnetze, teachers begin their career in temporary employment, that is to say - in the case of an open or new position being made available - up to the 30th June at the latest, the last school day before the summer break, or for the duration of a replacement measure, also terminating at the latest on the 30th June.

Until 2007, if a teacher without civil servant status wished to be employed for the following school year, he or she had to present his or her candidacy to the relevant organising school authority every year in spring. Candidate lists are drawn up. The form of such candidacies and the choice of candidate finally made by the appropriate organising school authority are subject to rules which are laid down in the personnel statutes.

It was not unusual that a teacher only could be recruited in temporary employment jobs for a period of ten years or even more, every year up to the 30th June and hoping every year that his renewed candidacy would be honoured for the coming school year from September 1st on. After three years he normally fulfils the requirements of service time to be appointed definitively (with a quasi civil servant status), but this is conditioned by the vacancy of a position. If somebody has been nominated definitively, he is the titular; his position is not vacant anymore, even if he is absent for years, for instance because he is on leave. So his position only can be occupied temporarily until the titular comes back, hands in his resignation or becomes a pensioner so that his position is declared vacant again. Another possibility to declare the vacancy of a position is the fact that the titular omits to take his place again at the date of expiry that exist in some forms of leave (2, 5 or 10 years), which is considered as a demission. A new regulation from 2007-2008 makes it possible that temporary employed teachers who can prove more than 720 days of teaching service are classified in priority lists and so do not any longer have to introduce their candidacy every year anew. Another advantage: they may benefit from some forms of leave, that up to now were reserved to teachers with a permanent appointment, with quasi a civil servant status.

A Royal Decree dated 1968 determines and classifies the various types of positions in GUW education by level : within each level there are recruitment-, selection- and promotion-grade positions. These types of positions are valid for the subsidized schools of OSUW and of FSUW education as well.

Royal Orders and Ministerial Orders dated 1969 and 1970 lay down for the different positions in education the qualifications and - sometimes - specific qualifications required for an appointment as a teacher in State schools (since 1989, State schools became GUW schools in DG ). The qualifications needed in subsidized schools are based on this classification too. At present, efforts are made to clear out some still existing differences between the Unterrichtsnetze

Recruitment and appointment procedures are more or less equivalent in the three Schulnetze. They respect the rules laid down in decrees containing the service rules or personnel statutes, one for each school network


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(refer to 8.2.3.). In the last years, these decrees have been amended several times in order to bring them more and more in line with each other.

Recruitment-grade position are :

● In pre-primary education: pre-school teacher (or kindergarten teacher);

● In primary education: primary school teacher, teacher for religion, teacher for non-denominational ethics and teacher for special subjects (Physical Education and Sports, First Foreign Language);

● In lower and upper secondary schools: general subjects teacher, teacher for classical languages, teacher for special subjects (Physical Education and Sports, Music, Art), teacher for religion, teacher for non-denominational ethics, teacher for technical courses, teacher for practical job training, as well as teacher for both of the latter together;

● In higher education institution: teacher for general subjects, teacher for psychology, pedagogy and methodology, teacher for special subjects, teacher for technical courses, teacher for practical job training, as well as teacher for both of the latter together, teacher for religion, teacher for non-denominational ethics and teacher for art subjects.

The Government is considering, for the future, a somewhat more flexible arrangement for the necessary proof or demonstration of competence.

Staff members whose proof of competence was not acquired in the German language, and whose secondary school certification was not acquired in German either, must take an exam to demonstrate a thorough knowledge of the German language before they may be definitively designated for a position. For teachers of foreign languages, however, such knowledge need only be demonstrated as being sufficient.




8.2.6. Professional Status

Job Security

In Belgium, teachers in GUW schools, (i.e. State schools prior to 1989) enjoy the status of civil servants. Although this is not the case for teachers in subsidized schools, as salaried employees they nonetheless enjoy a comparable status, that grants them equal guarantees. This applies in the DG as much for those teachers engaged by the subsidized public local authority schools, as to those engaged by the subsidized private authority free catholic schools on a contractual basis.

Employment security (see also 8.2.5.) for a definitively designated or - in FSUW - contractually definitively engaged teacher is relatively sound, even in a situation when falling pupil registrations may lead to a reduction of the school's global number of allocated teaching periods and – linked to this - teaching posts. In most schools, the contingent of teachers with only a fixed-term appointment or contract, i.e. without civil servant status, is rather important and the loss of single teaching periods or even complete teacher posts affects them in the first line.

Personnel Statutes

The Royal Decree dated March 22, 1969 laid down the statute of staff members in State schools (since 1989 schools organised by the three Belgian Communities (Gemeinschaften).


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Based on the same principles, a statute for staff members in FSUW schools and PMS Centre was worked out and passed the Parliament of the German-speaking Community (PDG) on December 14, 1998 and a decree on personnel statutes for staff members in OSUW schools and PMS Centre passed the PDG on March 29, 2004.

The personnel statutes establish those qualifications and requirements to accede to the recruitment-, selection- or promotion-grade positions, as well as the requirements which must be fulfilled if a person is to be either temporarily or permanently appointed to a position. They include statutes bearing on fundamental obligations, serious incompatibilities, retirement from office, temporary preventative removal from office and disciplinary procedures. They also envisage the setting up of an appeals chamber and - in OSUW and FSUW - a parity commission, as well as defining their functions.

The duties mentioned in the three statutes are almost the same:

● Members of staff must always back and look after the interest of the Schulnetz they work in. In the education network organised by the Community (GUW) they are civil servants and must defend the State's and the Community's interest.

● Teachers in all education networks have to bear the responsibility placed on their shoulders and to fulfil the duties stated by laws, regulations and statutory service rules.

● They are bound to flawless conduct as well in their official service relations as in their relations to parents of pupils and in public.

● Members of staff are responsible for the well-functioning of their school.

● Members of staff may not publish secret facts which they happen to know because of their function and position.

● Members of staff help one another as far as it is in the interest of the institution and they avoid everything that damages the honour or dignity of the function or brings it into discredit.

● Members of staff in GUW education must keep to the principles of neutrality of education.

● Members of staff may not use the pupils for political, commercial and - in public schools - religious, philosophical or ideological propaganda, nor expose them to it.

Breach or neglect of duty are punishable.






8.2.7. Replacement Measures

In the event of a teacher being absent, the provision of a replacement teacher, financed by the Community (DG) , from the first day of absence, is only permitted in the case of sick leave that is certified for a period of at least 6 working days (since 1 September 2003; before that date: 10 working days), or if the absence is the result of a justifiable, applied for and approved period of leave, whereby such periods of leave for personal reasons that only give rise to a brief absence of a few days do not qualify for an ersatz. The choice of a


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replacement is subject to the statutory rules of seniority. In the subsidized schools this ruling only applies for absences longer than 15 weeks.

In kindergarten and primary schools with only one single class, a teacher has a right to be replaced even for an absence of only one day.

If the length of the period of sick leave is less than 6 days, no replacement teacher may be designated or employed. In such cases an internal solution must be found by the school head, one that guarantees as far as is possible the continuity of teaching. Among such internal solutions are the following :

● A re-disposition of the various subject/hours concerned among the existing staff members (an option seldom used, due to the work it would involve);

● The designation of several colleagues to fill the breach with unpaid extra hours, as far as possible within the subjects covered by the missing teacher;

● Combining classes, inasmuch as space permits; e.g. two colleagues in the same subject each adopt half of the absent teacher's students;

● Replace with monitored study periods.

In this context, teachers who choose to do overtime may be designated to do so, but only a limited amount (at the most 1/3 of a full teaching timetable) and for a very low rate per hour.

A decree of June 25th, 2001 contains some special measures which make it possible, in the event of a clearly evident lack of personnel, that the number of possible overtime hours be no longer, as is normally the case, limited to 1/3 of a full timetable, that such hours will be paid according to the normal tariff due to that particular teacher (rather than at a severely reduced rate) and that both teachers on leave and pre-retired staff under 65 may voluntarily be recruited as replacement staff.

A decree of June 22nd, 1993 offers the possibility, within GUW, of creating a personnel pool in which teachers, who have for several years only served in temporary or replacement posts may be definitively designated, without the existence of a vacant post.

Decree on the creation of a pool of substitute teachers for the public schools organised by the German-speaking Community

Decree concerning special measures in connection with the teaching posts system and an adjustment of the salary statute


Governmental decree implementing the decree of 5 February 1996 concerned with control measures in case of sick-leave ...

8.2.8. Supporting Measures for Teachers

For a long time, no particular support measures for young teachers were envisaged in the regulations, such as a reduced timetable at the start of their career, or the collegial accompaniment by a more experienced teacher. However, this last possibility is given since a decree dated from June 6th, 2005 created a new pre-retirement measure, called Pädagogischer Viertel-Vorruhestand, for 55 years old teachers (or older). With a salary reduced to 75 %, the teaching time is reduced to 50 % and in addition – for 25 % of the time - the teacher is at the school’s disposal for administrative and/or pedagogical tasks, such as remedial courses or mentoring of young teachers.

Not only young teachers, but indeed any teacher may encounter various kinds of difficulties in the exercise of their profession, problems which can only be solved by the provision of special support measures.


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In primary and secondary schools there is always the possibility to consult with and be aided by professionals.

● If personal problems arise due to stress - including problems with pupils - that are sufficient to cause psychological concern, a teacher may approach the director. If the latter cannot help, or if a specific psychological intervention seems to be required, he or she may recommend the services of the psychologists of the PMS Centre; these will endeavour, with the help of the teacher (and, if needed, the director) to find ways to improve the situation: advice, participation in the class council and, for a clearer analysis of the problem, individual or group discussions with the pupils or class association, contact with parents, such PMS Centre interventions are part of their normal work description within the schools. They are - like their consultations with teachers - free of charge.

● If primary or secondary school teachers experience conflict situations with their pupils, the usual support partners are the educational assistants, the director or, in bigger schools, the sub-director. The position of Mediator for schools does not yet exist in DG. Problems are generally solved internally, often with the help of colleagues in the class council, in which the problem is analysed and discussed. The PMS team may also be called upon for advice and contact made with the parents of particularly difficult children.

● If problems of a pedagogical nature arise, teachers often try to cover up, suppress or ignore them, a tactic which only worsens the situation and causes them more unease. In such cases conflict situations with dissatisfied pupils, parents or director are pre-programmed. To avoid such conflicts developing, it is better to turn as early as possible to trustworthy and experienced colleagues or to the director for assistance. However, special persons of trust are not envisaged in the regulatory structure.

● If the pedagogical problem persists, then the best solution is for the school to request a visit from one of the pedagogical inspectors and consultants, whom the Ministry has given the function, since 1995, by freeing them from teaching by means of a leave granted for a particular task in the interest of the education system. The pedagogical inspector and consultant will advise the teacher to the best of his ability and free of charge. But if the problem, and this is more often the case in secondary schools, is a question of the actual lesson content or the curriculum and is above all specific to one subject, then it would be more appropriate to ask for the assistance of a subject inspector. Due to the small number of secondary schools (9) in DG, the ministry has no subject inspector service of its own, but does have a cooperative arrangement with the appropriate ministry of the French Community, under which their subject inspectors may be called upon by GUW schools and, with the approval of the ministry, carry out subject inspections and serve as consultants to teachers.


8.2.9. Evaluation of Teachers

In GUW schools teachers and other staff members have always been subject to a personal internal evaluation. Through a 2006 modification in the decree dated March 29, 2004 on the personnel statutes of OSUW staff and in the decree dated December 14,1998 on the personnel statutes of FSUW staff, an internal teacher evaluation by the school head has also been introduced for teachers in schools administered by the municipalities and in the private grant-aided catholic schools.

A distinction is made between temporarily designated teachers and those who are definitively nominated.

a) For every temporarily designated teacher:

● the school head draws up – at the latest on the 30th of April of each school year (or second school year in the case of teachers with already several years of teaching) - an evaluation report on the way in which the teacher has fulfilled his or her mission. The report concludes with one of the following five remarks: unsatisfactory, deficient, sufficient, good or very good.


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● If the school head's evaluation report closes with the remark unsatisfactory, and until a better report result is attained, the temporarily designated teacher may be temporarily designated again, but may not be admitted to definitive nomination and looses priority among the candidates for a new designation for the next school year.

● Every evaluation report from the school head is submitted to the teacher’s signature and then included in their personal dossier. A temporarily designated teacher may be dismissed with 15 days notice following a reasoned recommendation from the school head. In such case, teachers have the possibility to appeal and the right to defend themselves before an appeals chamber.

b) Evaluation of definitively nominated teachers with quasi civil servant status is also the school head’s responsibility.

● The school head may draw up an evaluation report bearing one of the five remarks unsatisfactory, deficient, sufficient, good or very good. In the event of the remark being unsatisfactory, a thorough critical assessment must be appended as justification. In this case the school head must draw up a further evaluation report in the following year. If the remark unsatisfactory is recorded for a total of three years in a row, this is considered sufficient proof of professional incompetence to result in definitive removal from office. The evaluation report is signed by the teacher concerned. The teacher has the possibility to record his or her disagreement with the evaluation remark and to give reasons for their dissent. In such events, the school head decides whether to maintain or to upgrade the evaluation remark, as well as whether to let the critical analysis stand as written or to alter it. If the teacher is not in accord with the decision, he or she may appeal. An appeals chamber will give it's verdict after hearing the arguments and, in the final instance the responsible school authority (the Minister in the case of GUW-schools) may decide the appropriate evaluation result.

● With regard to the drawing up of evaluation reports, the school head in GUW creates a staff dossier for every staff member who is definitively nominated, in which a short analysis report of both favourable and unfavourable events are recorded immediately subsequent to their occurrence. The teacher concerned signs and dates every entry and has the possibility to include a written complaint against any entry.



Decree on the installation and determination of the tasks of the Pedagogical Inspectorate and Counsel for education in the German-speaking Community in Belgium




8.2.10. In-service Training

In-service training of teachers is a prescription in Schulpakt of 1959. One of the main items at that moment was the pedagogical freedom of all school networks (Schulnetze) which had to be kept to absolutely. Naturally in-service training was a very important part of that pedagogical freedom and it seemed to be perfectly obvious that this continuing training was organised only for the teachers of the own Schulnetz.

At the end of the seventies a law was passed that breathed new life into the regulations of the Schulpakt about the pedagogical freedom of the Schulnetze. From that moment on they were allowed to release a certain number of teachers from service in order to work out curricula and organise in-service training etc.


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In the German-speaking Community of Belgium (DG) there was a different approach since the middle of the eighties: a Pedagogical Working Team (Pädagogische Arbeitsgruppe) was founded in order to offer in-service training regardless of the Schulnetz the teachers were belonging to.

In 1984 a ministerial circular entitled primary school teachers to a maximum of 10 days participation in further education conferences per school year. Participation in such further education measures is not compulsory, but voluntary in nature. Initially, the cost of these measures had to be partially born by the participants themselves. Participation in conferences and in-service training often involves organisational problems in schools: replacements must be found and classes rescheduled or combined. Such conferences have, in the meantime, also been organised for secondary school staff by special subject inspectors, or initiated by either the national education ministry or, since 1989, the DG Ministry.

In OSUW it has been common, since 1957, to organise, under the aegis of the responsible cantonal inspector, pedagogical conferences in primary schools, of up to three days in length. Pupils are released from class on these days; the presence of all the teachers is, however, compulsory. This ruling has been extended, by the DG Parliament in the Decree dated 25 June 1996, on the Holding of Pedagogical Conference Days, to all schools administered or subsidized by DG. ''In the context of the pedagogical freedom of the school authorities, the educational institutions themselves are responsible for drawing up the agenda, targets and content of these conferences.'' (Art. 5)

In opposition to the traditional in-service training in Belgium, the Pädagogische Arbeitsgruppe attached great importance to the fact that their offers and organisations, conferences and meetings were accessible to all teachers from all (Schulnetze). Besides the organisation of in-service training the Pädagogische Arbeitsgruppe was charged with the setting-up of a library specialised in pedagogics and teaching aids.

Further education within the different Schulnetze, as well as in-service training centrally offered to teachers from all Schulnetze are paid from DG budgeted funds. Currently about 60% of these sums goes to inter-network measures and the remaining 40% to the internal measures of each Schulnetz. Certain teachers are made available for the planning and organisation of inter- Schulnetz further education; they are now integrated in the Department of Education and are called "Fachbereich Pädagogik".

The work of those two pillars, at the best complementary, focuses on the working out of school projects and school organisation development plans as well as on the subject-oriented in-service training, for instance in languages, in environment-related subjects, in technical subjects.

Schools may address applications for further education events, either individually or collectively, to the Ministerial Service for Pedagogics (Fachbereich Pädagogik) or the Minister may take the initiative to organise such events. The Pedagogical Council (Pädagogischer Rat) of each school, in which the organising authority (Schulträger) is also represented, draws up an annual plan for further education, one that is principally targeted at the teaching staff, whether new or experienced, whether temporary or definitive. In recent years such conferences have also been organised specifically for school directors, although they are also open to other staff members interested in filling such an office or seeking to prepare themselves to assume that responsibility.

Since the Foundation Decree on mainstream education from August 31, 1998 (Grundlagendekret), in-service training has become compulsory for all staff members. The Inspectorate elaborates a project for continuing and in-service training and the government charges experts with the planning and organisation of it. To what extend school teachers fulfil this obligation to inscribe regularly to such in-service training activities probably will be known when internal school evaluations (which should occur every three years) or at the latest when external school evaluations (every five years) have been carried out.

In the last few years, most sessions of continuing training have focused on the application of the new legislative regulations concerning the curricula and intern evaluation. The Government/Ministry have given instruments to the schools to proceed to a self-evaluation. Schools are obliged to proceed to an internal


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evaluation every three years - either the whole school community or parts of it. The instruments they use are of application in the Länder in Germany, the so-called SEIS.

Also a conference has taken place on the effects of internal and external evaluation as a global process for the development of an autonomous and self-responsible school.

Decree on the holding of pedagogical conference days

8.2.11. Salaries

The monthly salaries of all staff members of all schools in any Schulnetz are directly paid by The DG Ministry. Salaries are calculated in all Schulnetze according to the same criteria.

Salaries depend on various factors: the position held, the statutory situation (temporary/definitive), the position of being in service or in an out of service leave, qualifications, the type and scope of work involved, family situation and, above all, seniority in years of service. Salary tables are divided into 14 or 15 levels: there are three annual salary increases (of around 3,2% each) at the outset followed by 12 salary increases every two years (initially of 5% and later of 3%), until the highest salary level is reached. For teachers in upper secondary education and in higher education, there are 11 bi-annual increases instead of 12.

The following is taken into account when calculating the salary:

● all services performed in the education structure, regardless in which Schulnetz;

● all services performed in the public sector;

● a maximum of 3 or 6 years job experience outside the education sector (only valid for particular posts in technical and vocational education);

● the extent of the weekly work load;

● since September 1st ,2003: are also taken into account services rendered in associations without any profit-making motive aiming at tasks and services somehow related directly to the education system or being directly useful to it. Recognition of those services is not an automatic one but has to be asked for by the staff member; the Minister for education takes the decision.

After 27 years of service (or 25 years in the case of teachers in upper secondary education or in higher education) the highest possible salary level is reached and held until retirement.

The level of salary depends on both the position in the salary table as well as the average health index, to the evolution of which public sector salaries are connected: if a fixed threshold value of the average health index (on a four months period) is reached or exceeded, then a salary increase of 2 % will follow tn the 2nd month after.

Teachers receive a net income, after various deductions from the gross sum, such as the widows and dependents fund (7,5 %), health insurance (3,55 %), taxes (between 25 and 35 % for teachers in Kindergarten , primary and lower secondary schools, or between 30 and 40 % for teachers in upper secondary schools and in the Autonome Hochschule, the only higher education institution in DG.

For temporary staff 13,07 % of income is withheld for social security, instead of 11,05 % for those with definitive employment.

In addition to their salary, all staff members receive a holiday gratification in May or June and an end of the year bonus in December.

A new system of calculating the holiday gratification has recently been introduced : since 2007 the holiday gratification is equivalent to a percentage of the March salary of the current year due to a teacher who is


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working full-time. The percentage (85 %, 80 % or 75 %) varies according to the rank in which the teacher is placed because of his diploma. The holiday gratification is calculated proportionately to the volume and duration of services accomplished during the preceding calendar year. However, important deductions are made at source for social security (13,07%) and for income tax (between 36 and 42 % at the outset and between 47 and 54 % at the end of the career (depending on the salary level).

The end of the year premium consists of a fixed sum of 311,96 € (in December 2007) plus a variable addition of 2,5 % of the indexed gross year salary, for which the calculation basis is the month of October as a basis. The following deductions for social security are made at source: 3,85 % for definitively nominated teachers and 13,07 % for temporary staff. Deductions for income tax are between 40 and 47 % at the beginning of the career and between 51 and 54 % at the end of the career (depending on salary level).

For teacher and school head salaries in 2007-2008 (pre-tax and before deduction of social charges): see tables under 8.7.

The Decree of April 21, 2008, concerned with revalorisation of the teaching profession designs, among others, a profound reform of the salary scales in the field of education starting in January 2009 and a 10 % increase of the entry-level salaries in three phases: 3% in September 2009, 3% in September 2010 and 4% in September 2011. This only is valid for personnel in recruitment-grade positions, not for personnel in selection-grade or pomotion-grade positions. Furthermore, the decree again provides for an increase of the holiday gratification for all staff members in education: those without a higher education qualification see their holiday gratification increasing in 2009, up to 92 % of a month's salary; from 2012, those with a higher education qualification of ISCED level 5B (Bachelor) will get a holiday gratification making 85 % of a month's salary and those with a higher education qualification of ISCED level 5A (Master) a holiday gratification making 80 % of their month's salary.


Governmental decree amending some regulations in the legal educational provisions concerning salary scales

Governmental decree on holiday-pay for staff members in public and grant-aided schools

8.2.12. Working Time and Holidays

Every lesson lasts 50 minutes. Every week, lessons are taught over nine half days. The school year consists of 37 weeks weeks and counts between 180 and 184 school days.

Chapter IX of the so-called Grundlagendekret (GLD) deals with the mission devolved on teachers in primary and secondary mainstream education either organised or subsidized by the German-speaking Community :

''Article 94 - The mission devolved on staff members include all services necessary to the demands of the post concerned as well as further tasks toward the realization of the school project.''

''Article 95 - After consulting with the staff concerned, the organising authority or the school director defines the tasks and assigns them in writing in an equitable manner. Performance of their mission is expected to call upon their full professional competence.''

In articles 96 to 98 follows the list of the most important tasks of the school director, the teaching staff and the educational assistants.

a) Working Time in Primary Education

The weekly working time of staff in a primary school is laid down in the decree of April 26th, 1999 on pre-primary and primary mainstream education:


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''Article 72 - The school director carries out his office, both during school hours as well as during the time he spends on the school project.''

''Article 73 - The working time of the accountant is 36 hours at 60 minutes.''

''Article 74 - The services of the teaching staff include all those tasks laid down in Article 97 of the decree of August 31, 1998 concerned with the responsibilities entrusted to organising authorities and staff and with general provisions of an educational and organisational nature for mainstream pre-primary, primary and secondary education.

The services performed by teaching staff in the course of their work in school may not exceed 26 hours of 60 minutes and include:

● the subject material to be taught in the context of each school lesson hour;

● supervision duties, which a staff member is assigned by the organising authority and which involves their presence, mornings and afternoons, for a quarter of an hour before the beginning of classes and a further quarter of an hour at the end of each school day;

● supervision duties which the staff member performs voluntarily, in consultation with the staff representatives, outside the periods previously mentioned in point 2;

● supervision duties, beyond those mentioned in point 2, which the staff member performs in the lunch break on a voluntary basis, unless financial support for this service as envisaged under article 30 is granted;

● further services, which the staff member performs in accordance with article 97 of the Grundlagendekret of August 31, 1998.''

''Article 75 – Kindergarten teachers give 24 to 28 hours of class.''

''Article 76 - Primary teachers give between 24 and 26 hours of class. A Physical Education teacher or a teacher of religion or non-denominational Ethics gives between 24 and 28 hours of class.''

b) Working Time in Secondary Education

● teachers for general educational subjects, specialised subjects, technical subjects, religion, Ethics in lower secondary school: 22-24 hours;

● teachers for general educational subjects, specialised subjects, technical subjects, religion, Ethics in upper secondary school: 20-22 hours;

● teachers for technical courses and vocational training: 25-27;

● teachers for vocational training in work shops: 30

c) Working Time in Higher Education

In the Autonome Hochschule, the only higher education institution in DG, the full-time work load of the director, of the heads of department, of the administrative and educational staff and of the teachers amounts on an average to 38 hours of 60 minutes per week. The average is calculated within a four months reference period. Those 38 hours per week include for the teacher in higher education 16 teaching units of 60 minutes each in addition to some more tasks which are fixed in the decree dated June 27th, 2005, creating the Autonome Hochschule and which in principle are carried out at the institution unless the Schulträger takes another decision.


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Forms of leave of absence

Holiday periods and periods of leave of absence are considered equal to periods of active service. In these periods a full salary or a partial salary may be paid. Such periods are then taken into account when calculating duration of service. Certain types of leave are not available to temporary personnel.

There are many types of holiday leave and ''out of service leave''. A staff member can, among others, claim from the following types:

● Circumstantial leave (a death in the family, house moving, marriage, birth of a child, …): up to 8 days per calendar year;

● Exceptional leave for reasons of higher intervention (illness or accident to a person living in the same domestic unit): maximum 4 days per calendar year;

● Pregnancy leave (birth or preparation therefore): maximum 15 weeks, or 17 weeks in the case of multiple birth;

● Parental leave (maximum 3 months): unpaid, but taken into account when calculating duration of service;

● Leave for reasons of adoption or guardianship: maximum 4 weeks (6 weeks if the child is younger than 3 years);

● Diminished service leave for personal reasons: in periods of a year, this form of leave can only be claimed ten times during an entire career;

● Diminished service leave for social or family reasons. In periods of a year, this form of leave may be taken for a maximum of five years (cumulative with the following leave);

● Diminished service leave from the age of 50, or if at least 2 children under 14 are dependents; maximum five years (cumulative with the previous leave);

● Diminished service leave for reasons of illness or handicap; maximum three times 30 days per 10 service years;

● Leave for urgent family reasons (e.g. seriously ill family member at home); maximum one month per school year, without pay;

● Leave granted for a particular task in the interest of the education authority;

● Sick leave: complete salary paid for a number of months exactly equal to the number of years served; if the sickness is of longer duration, the teacher changes into the type ''out of service leave'' (see penultimate point);

● ''Out of service leave'' for personal reasons; maximum 5 years without pay;

● ''Out of service leave'' for personal reasons prior to retirement; from the age of 58 to the pension age of 60, given a minimum of 20 years service; retainment salary of +/- 60 to 70 % of plain salary (depending on the number of years of service);

● Partial (10 to 50 %) ''out of service leave'' for personal reasons prior to retirement; from the age of 58 to the pension age of 60, given a minimum of 20 years service; retainment salary;

● ''Out of service leave'' (25 %) for pedagogical reasons prior to retirement, called 'Pedagogical quarter pre-retirment leave'; from the age of 55 to the pension age of 60, given a minimum of 20 years service;since 2005; 50 % normal teaching + 25 % pedagogical services in school (mentoring young teachers, ITC services, remedial courses,…); 80 % of regular salary:


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● ''Out of service leave'' for health reasons; once sick leave has been completely used up and service cannot be resumed; up to the age of 60; salary: between 50 and 75 %;

● Prolonged absence for family reasons (education of the children, adoption or guardianship); maximum: 4 years per child under 5; if the child is handicapped, this can be extended to 6 years until the child reaches the age of 8; unpaid.

Decree concerned with career-end and a leave for reduced services for staff members in schools and PMS-Centres ...







Governmental decree regulating career breaks in schools and PMS-Centres


8.2.13. Promotion, Advancement

The teaching profession does not offer many possibilities for promotion: there are selection-grade positions and promotion-grade positions.

a) Selection-grade positions

To the selection-grade positions belong certain teaching positions at the primary school which was attached as training ground to the former Teacher Training Institution in GUW which became – since the creation in 2005 of the Autonome Hochschule - the independent Autonome Übungsgrundschule der DG. This school has been fused in September 2008 with the municipal basis school of Eupen-Unterstadt. In addition, there is the position of sub-director or vice-principal (Unterdirektor) at those secondary schools with more than 550 pupils (refer to 2.6.4.4.) and the position of head of machine- and workshop for a technical teacher at a technical and vocational secondary school.

Requirements for appointment : refer to 8.3.1. b)

Conditions of service : refer to 8.3.2.8.3.1. b)

b) Promotion-grade positions

Promotion-grade positions are the following :

● primary school head or director (formerly known as Hauptlehrer, head-teacher),

● secondary school head or director (Direktor or Studienpräfekt (in GUW schools)


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● director of the Autonome Hochschule (higher education institution).

● senior head of machine- and workshop in a major technical and vocational secondary school,

● 4 to 6 posts as Pädagogischer Inspektor-Berater (pedagogical inspector and counsellor), a position created by decree on March 24th, 2003. (Refer to 8.4.)

Requirements for appointment : refer to 8.3.1. a)

Conditions of service : refer to 8.3.2. a)

8.2.14. Transfers

Posts to be definitively filled are made known though a publicised call to the potential applicants to apply for a transfer and for definitive appointment within a school year. Such a publication contains information on the positions to be assigned, the qualifications required from the applicants as well as the deadline for the receipt of applications.

● In GUW, staff members who are definitively nominated in a recruitment-grade or selection-grade position are still legitimate to apply to transfer to another post of the same type if and when one becomes available, but since September 2007 transfer will not be a right anymore with priority over those candidates applying for definitive assignment but whose current position in such a post is temporary. From now on a transfer depends on the decision taken by the Schulträger who will – more than it was possible in the past – take into account the school’s interest as a whole and pedagogical continuity as well as the candidates’ merits, when two of them postulate for a same position available by transfer. In the case of a promotion-grade position, transfer is also possible, though it has by no means been a right in the past. Transfer in this case depends on the agreement of the Minister for Education , who will evaluate the appropriateness of such a transfer.

● In OSUW, which in DG comprises only schools organised by municipalities, the staff are definitively nominated in a municipality, rather than in a particular school as it is in GUW, and their transfer from one school to another of the same municipality therefore is always possible, though not regulated by a specific clause, not even in the new OSUW personnel statutes (decree dated March 29, 2004). This is a question of the distribution of personnel across several available posts in different schools of the same municipality and therefore an internal question for the organising authority of the school (i.e. the mayor and counsellors of the municipality concerned, whose decision then has to be confirmed by the common council within three months). The new OSUW personnel statutes do however deal with the question of transfer within the OSUW Schulnetz from one organising authority to another, in other words from one municipality to another. Such a transfer can be made for any position. It is however not a right, not even to a position open for recruitment or by selection, as is still the case in GUW, but only till end of August 2007. The other organising authority (i.e. the other municipality) may accept a transfer application, but only if no definitive appointment of an own temporary staff member with priority is possible.

● Through a modification in June 2006 of the FSUW personnel statutes, the general rules for transfer in FSUW will be – from September 2007 onwards – in principle the same as in the two other Schulnetze (GUW and OSUW), although objective selection criteria which are to be considered in GUW and OSUW (as they are public organising authorities) and therefore are mentioned in the respective decrees (statutes), are not enumerated in FSUW personnel statute, because Schulträger in FSUW are private right bodies and therefore must be more free to put selection criteria of their own.

● Another modification in June 2006 in some articles of the three personnel statutes for GUW, OSUW and FSUW made it possible from the school year 2007-08 onwards to operate a transfer from a school in one Schulnetz to a school in another Schulnetz, what in the Belgian school system still was considered impossible a few years ago.


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8.2.15. Dismissal

The personnel statutes list the conditions for dismissal of a staff member, the termination of a temporary or permanent appointment (in GUW and OSUW) or the termination of a work contract (in FSUW).

The termination of a temporary appointment or a temporary contractual termination takes place by virtue of one's office :

● at the end of a period of deputisation, when the one replaced returns to duty;

● when a post is granted either partially or completely to another staff member:

○ applying the provisions for freeing from service due to insufficient work and recall to service,

○ as the result of a transfer,

○ as the result of a definitive appointment (GUW, OSUW), or employment (FSUW);

● when the position occupied by the temporary staff member can, at the discretion of the organising authority, no longer be fully or partially subsidized;

● at the latest on the last day of the school year in which the appointment has taken place;

● upon receipt of an official report from the State Socio-medical Office, in which the temporary staff member is declared definitively unsuitable.

Equally by virtue of one's office and without notice, the termination of a temporary designation or definitive appointment (GUW and OSUW ) and the temporary or definitive termination of a contract (FSUW ), follows when the staff member:

● fails to fulfil one of the following requirements:

○ to be a Belgian or EU citizen, or to be in possession of an exception granted by the government;

○ to possess full civil and political rights;

○ to have satisfied the requirements of military service;

● fails to return to duty after a prolonged absence without a satisfactory reason, and remain absent for an uninterrupted period of more that ten days;

● leaves duty without giving a satisfactory reason and remains absent for an uninterrupted period of more than 10 days;

● is found to be in a situation in which the application of criminal law must result in expulsion from service;

● is found to be in a situation that, by reason of a condition recognised by law or ordinance as rendering a person definitively unfit for service, means that the staff member is unable to fulfil all the requirements of the position;

● upon being recalled to service, refuses to take up the position allotted by the organising authority (Schulträger) without offering a satisfactory reason;

● after using up all appeals procedures available, fails to bring an incompatibility to an end (in FSUW this is valid only for definitive employment);


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● is shown to have been designated or appointed ( in GUW and OSUW) or contractually hired (FSUW) in contravention of the correct procedure, whereby this contravention was founded upon a deception on the part of the staff member of such gravity as to render the appointment, designation or contractual relationship null and void (valid in FSUW only for definitive employment).

A definitive nomination (in GUW and OSUW) or a contract drawn up with a definitively employed staff member (In FSUW ), ends also by virtue of one's office:

● when the staff member resigns from the post of their own accord (notice: 15 days);

● upon reaching retirement age (65 years);

● upon being dismissed from service by virtue of one's office (GUW and OSUW) or as the result of serious misconduct (FSUW);

● if the staff member's evaluation reports close for two subsequent years with the remark unsatisfactory.

The termination by the Schulträger of a temporary designation or contract can take place for reasons of justified premature dismissal at the suggestion of the school director. Notice is set at 15 days. Avenues of appeal are available.

The personnel statutes also envisage the possibility of dismissal without notice of a temporarily designated or contractually employed staff member due to grave misconduct. Under grave misconduct may be understood any conduct which renders professional collaboration between the staff member concerned and the organising authority immediately and definitively impossible. A hearing must take place prior to such a dismissal. The dismissal must list all those elements of misconduct which have been considered as grave by the organising authority.

A temporarily designated or contractually employed staff member can unilaterally terminate the designation or contract under observance of an 8 day notice period.

In addition to the possibility of giving up their service, staff members may also apply for a career break. Such a career pause can also be made use of when the subject is seeking to build another career in an entirely different field.




8.2.16. Retirement and Pensions

The rules governing retirement remain under national jurisdiction. In public service this dates from the period directly following the frequently updated and altered law of July 21st, 1844 and was initially reserved only for civil servants working in the various ministries; later this was gradually extended to embrace the personnel of other authorities, including the education authorities. The so-called ''unified law'' from February 14th, 1961 introduced a single organic pensions structure for all those who began service on or after the first of January 1961.

The right to a state pension is normally acquired at the age of 65, although in the meantime 60 year olds may be considered. A great majority of 60 year old teachers take their pensions, even if it means that they will not receive the highest amount. At 65 every teacher is formally retired.


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A pre-retirement ruling makes it possible for a 58 year old with at least 20 years of service, who could not otherwise draw on the State for a pension, to definitively resign from service in the education system up to their pensionable age of 60. Until 2005, this was true for the 55 year olds. They receive a retainment salary of x/55 of their last month's pay check, whereby x equals the number of years they have really served; this retainment salary is paid by the Gemeinschaften) up to the pensionable age of 60. Pre-retirement years count as normal service years when the pension is calculated.

Next to this complete retirement from the active profession, there also exist half-time and part-time pre-retirement formula. Furthermore there has been introduced in 2005 a special pre-retirement leave for 55 year olds (or older teachers) called the pedagogical quarter pre-retirement leave. In this situation the teacher, with a 80 % salary, has to teach 50 % of a full-time job and is for another 25 % at the disposal of the school for complementary activities (administrative or pedagogical services, short replacements up to 5 days, remedial courses, accompaniment of young teachers (mentoring).

The pension sum is calculated according to the average salary earned during the last five years of service. This average is then multiplied by a fraction whose numerator represents the recognised number of service years and whose denominator is a legally defined value that depends on the post in which the person has served, but which in the education system is generally 55. Since the pension cannot exceed 75% of the last five years' average salary, one may calculate how many recognised years of service are necessary to attain the maximum pension: x/55 = 75/100. Therefore x equals 41,25. Thus 41 years and 3 months are required, whereby one should note that a person's studies (2, 3 or 4 years) as well as the years of their military service (expressed in 60ths) are also included in their effective recognised career time.

8.3. School Administrative and/or Management Staff The school directors are responsible for administering and managing schools, as well as for staff (refer to 2.6.4.2.).

● Director of a Grundschule (a school for pre-primary and primary education),

● Director of a secondary school (called Studienpräfekt in GUW schools),

● Director of the Autonome Hochschule, the only institution for higher education in DG.

In secondary schools with more than 550 pupils, the school head (Direktor or – in GUW - Studienpräfekt) is assisted by a vice-principal (Unterdirektor or - in GUW - Provisor), being subordinate to the Direktor (refer to 2.6.4.3.)

8.3.1. Requirements for Appointment as a School Head

a) Promotion-grade position : School Director (Direktor)

When a promotion post becomes available, this is made public according to the rules laid down in the personnel statutes. Teachers who are interested may introduce their candidacy. If they fulfil the requirements laid down in the personnel statutes (i.e. occupy a permanent appointment (definitive nomination) and have served a minimum of 10 years (in GUW) or 6 years (in OSUWand FSUW) in the profession, feature good evaluation reports as well as having taken part in one of the special training courses organised or recognised by the DG Ministry - this is valid in GUW and since 1st January 2007 in OSUW - then they may be considered for the position available. In GUW, only those candidates may be considered who have previously successfully undergone examination by an examining commission and are thereby in possession of a promotion certificate for the position of school director or senior head of machine- and workshop. This examination is designed, through test-case examples, to measure their knowledge and ability with regard to the appropriate legal texts and regulations, as well as in such key areas as the organisational structure of the teaching profession and the material and financial administration of schools. Furthermore, they must


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demonstrate their pedagogical ability by submitting two hours of their teaching to evaluation. Their previous career experience, together with their personal file and evaluation reports, will be as much taken into consideration by the examining commission as the candidates own assessment of how they envisage their role in the position of school director and the projects they would like to accomplish therein. The appointment in GUW then takes place via the Government, upon the recommendation of the Minister for Education, taking into account the order of candidates after classification. In OSUW , i.e. the municipal primary schools, candidates must also feature good evaluation reports; in FSUW, the free catholic schools, the candidates are considered for appointment according to criteria laid down solely by the schools organising authorities or bodies.

In May 2007, a reform of the selection system for school heads in secondary education came into force. Because of the growing challenges in school life, instead of an examination as described above for GUW-schools, a successful participation in a special training in school management now is a preliminary condition for postulating candidates in all Schulnetze. School heads in function who don’t participate successfully in this special training within a limit of five years, should not be in the conditions to prolong his school head mandate, if they are not yet in a definitive civil servant position.If they are, they will be excluded from a substantial increase of salary which is connected with the new system. . Instead of immediately appointing a school head definitively in a civil servant position (which still remains possible for the school head when he is at least 50 years of age), the organising authority delivers a time-unlimited engagement or appointment as a mandate, which is assessed after five years and which is renewable for five year periods again. This evaluation also takes into account the advisory opinion formulated in a deliberative assembly of school personnel.

b) Selection-grade position : Vice-Principal (Unterdirektor)

Once a selection post is available, this is made public according to the rules laid down in the personnel statutes. Teachers who are interested enter their candidacy. If they fulfil the requirements laid down in the personnel statutes (i.e. occupy a permanent appointment, have served a minimum of six years in the profession, feature good evaluation reports - this is valid for teachers in GUW and – since 1st January 2007 - in OSUW schools) they may be considered by the organising authority (Schulträger) for the appointment. In GUW , the Government chooses on the basis of a proposal from the Minister of Education, who makes his choice from those placed on account of their merits on a list of proposed candidates drawn up by an examining commission in accordance with the rules laid down in the personnel statutes.

c) Restriction and outlook for 2007-08.

Actually, teachers may only apply for positions in the same school level and the same Schulnetz. This means that, for example, a primary school teacher in an OSUW school may not apply for a directorial position in a primary school in GUW. Neither may a teacher from a GUW secondary school apply, as the primary school position concerns another school level.

However, through a modification in June 2006 of some articles in the three personnel statutes (GUW, OSUW, FSUW), it will be possible from the school year 2007-08 onwards and for the first time to postulate for positions in schools of another Schulnetz than the one the candidate is appointed in.






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8.3.2. Conditions of Service

a) School Director (Direktor): A school director’s responsibilities may vary according to the Schulnetz his school is belonging to Schools in GUW have, since 1985, been considered as services with autonomous economic management, and a school director in GUW is - also before the court of accounts - responsible for its financial and material management. To this end he or she is supported by the services of an administrator or accountant. The school director is also responsible for the administrative and personnel organisation of the school. The coordination and management of both teachers' and educational assistants' work falls to the director. He or she is expected to evaluate the work of the staff and draw up annual reports thereon. The director is also responsible for the school's external relations.

In OSUW schools , as well as in the private catholic FSUW schools, some of these responsibilities, particularly with regard to financial and material management and tasks of evaluation, lie not with the school director but directly with the organising authority or body (Schulträger).

School directors are no longer required to teach, except in those schools for basic education (Grundschulen ) (= schools for pre-primary + primary education) with less than 180 pupils (or 141 if the school counts three or more different locations), where they have to teach part-time (or even full-time in very small schools). Sometimes they have to replace an absent teacher having no substitute (this is no obligation).

In accordance with the personnel statutes, no evaluation of the work of a person in a promotion-grade position is envisaged, except for school heads of secondary schools, who have been engaged or appointed according to the new selection criteria dealt with in the Decree from June 25, 2008, on measures in education 2007. For them, and per periods of five years, the organising authority draws up an evaluation report. This report concludes with one of the following five remarks: unsatisfactory, deficient, sufficient, good or very good. If the final remark is unsatisfactory the mandate will not be prolonged.

b) The Sub-Director or Vice-Principal (Unterdirektor) is the close colleague of the school director. This post may be filled when a school has more than 550 pupils. The sub-director is responsible for the organisation of the weekly lesson plan of all teachers, temporary replacements, etc., for the monitoring of the pupils outside lesson times, for questions of discipline. The sub-director coordinates the organisation of school outings and trips, the library, the work and task distribution among the educational assistants as well as representing the school director in the absence of the latter.

A sub-director is no longer required to teach.

The other aspects of conditions of working (personnel statutes, salary evolution, transfers, retirement and pensions,) may be found under 8.2.


8.4. Staff involved in Monitoring Educational Quality The particular task of school inspection is to verify the pedagogical value and the level of education. Inspectors may test pupils during the lessons and inspect pupils' working papers. They give advice to teachers.

We distinguish the following inspectors acting in DG :

● the members of the Pädagogische Inspektion und Beratung of the German-speaking Community (Pedagogical Inspectorate and Counsel),

● subject inspectors coming from the other Gemeinschaften mainly from the French Community,

● inspectors for religion,


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● Schulnetz internal inspectors of the catholic schools in FSUW.

a) Pädagogische Inspektion und Beratung in DG

(see also Chapter 9)

In opposition to both the other Gemeinschaften in Belgium, the smallness of the German-speaking Community (DG) doesn't allow to create whole an inspectorate with a complete staff of inspectors for each subject. A decree from 2003 created a small-sized inspectorate with four to six inspectors : Pädagogische Inspektion und Beratung, with a mainly advisory mission in schools. Partially, the pedagogical inspectors and counsellors act at the request of schools and often are part of innovative projects in schools.

Main tasks of the pedagogical inspectors and counsellors in DG :

● Evaluation of schools (accordance with the legal and statutory conditions) and of compulsory school attendance (in close cooperation with the ministry staff),

● Pedagogical advice to teachers,

● Develop long-term concepts for in-service training for all school networks (Schulnetze),

● Coordinate working groups charged with amending or rewriting curricula on each education level,

● Advising schools in designing their school project and in their implementation of the societal mission devolved to them by the Grundlagendekret,

● Develop new pedagogic concepts,

● Prepare external evaluation of schools (each school every five years),

● Take part on final exams as member of board in the Autonome Hochschule (the only higher education institution in DG ).

b) Subject or Specialist Inspectorate

There is no subject or specialist inspectorate in DG for the different subjects because DG is too small and has not enough pupils and schools to appoint personnel to this area. If necessary, this kind of (subject) inspection in secondary education is exercised in close co-operation with the specialist inspectorate of the French Community. Within the Agreement on Co-operation between the French Community and DG this form of assistance is explicitly mentioned : If needed, directors of secondary GUW schools or members of the Pädagogische Inspektion may ask for the assistance of a subject or specialist inspector of the French Community; it may be helpful, the more most subject curricula are yet agreed in both Communities.

c) Inspectors for Religion

For each religion officially recognised by the State, an inspector is designated on the proposal of the responsible board for the religion concerned and recognised by the Minister of Education. In GUW schools religion teachers have an own personnel statute (Royal Decree dated October 25, 1971), which is comparable with the other personnel statutes.

d) Inspectors of the FSUW Schulnetz

On behalf of freedom of education FSUW has his own non-subsidized inspectors, mainly responsible for the development of own curricula and teaching methods.



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8.4.1. Requirements for Appointment as an Inspector

a) Pedagogical Inspectorate and Counsel

On March 24, 2003 a decree on the installation and determination of the tasks of the Pädagogische Inspektion und Beratung (Pedagogical Inspectorate and Counsel) had passed the PDG. It states that the actual inspectors, who have been recruited in an open procedure with an advertisement published in the schools of all Schulnetze and all education levels, will continue to be charged provisionally with a mission of inspection by granting them a leave of absence in their school post, pending the vote of another decree providing for a form of mandate for the position of school inspector.

b) Subject or Specialist Inspectorate

School directors or pedagogical inspectors who are asking for assistance by a subject inspector introduce a request via the DG Ministry to the general Inspectorate of the French Community (or possibly of the Flemish Community or another country), which then allows the service lending.

c) Inspectors for religion

A religion inspector is designated on the proposal of the responsible board for the religion concerned. In GUW schools religion teachers have an own personnel statute (Royal Decree dated October 25, 1971), which is comparable with the other personnel statutes.

d) Inspectors of the FSUW Schulnetz.

Private right recruitment.


8.4.2. Conditions of Service

Presently the pedagogical inspectors have no permanent tenure, but are charged yearly and provisionally with a mission of inspection by granting them a leave of absence in their school post. Therefore officially and provisionally their conditions of service remain the same as before, but are adapted to the new situation however (for example, they now have to work the first week of July and the two last weeks in August; they still have a teacher salary, but get the difference to an inspector salary paid as an extra). The decree providing for a new time-limited mandate for the post of a pedagogical inspector and counsellor is being worked out.


8.5. Educational Staff responsible for Support and Guidance In Belgium education assistance was founded in 1936 : Besides the education institutions the law organises Psycho-Medical-Social Centres, called PMS Centres, to assist pupils in their development and give advice in matters of educational and study possibilities. The PMS staff guarantee psychological, medical and social care of pupils in pre-primary, primary and secondary education. They give information (to pupils and parents) and assistance in the choice of optional subjects. In Kindergarten, PMS work is very important in determining children’s school maturity. (Refer to 3.12.2.)

In order to give best possible advice, the PMS Centres keep in touch with all levels of education establishments, companies and enterprises, (national) federal and regional public offices which are supposed to make information and records available. This information is treated and adopted for young people by the PMS staff. PMS Centres are connected with the various sub-systems of society: the Arbeitsamt (office of


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employment), the professional bodies, the regional offices for training employment in the country and abroad and with other offices for professional integration.

In most cases, PMS Centres are located outside of the schools but are working in close co-operation with them. Their service is free of charge for the schools and the pupils.

In DG there are three PMS Centres : one in each Schulnetz. Each PMS mainly works with schools of the Schulnetz it depends on. OSUW schools are covered by a PMS that is run by the Province of Liège. The intention of DG Government is to come to a single PMS working for all schools regardless of whatever Schulnetz they are from.

Each PMS Centre is composed of:

● a director: a university-trained psychologist

● one or several advisors in educational psychology: university trained psychologists or educational psychologists

● one or several social workers: higher education training

● one or several members of paramedical staff: graduated hospital nurses (higher education)

● eventually one or several auxiliaries in educational psychology: qualified assistants in career guidance or psychology

● (in PMS for GUW schools) : one or several members of medical staff (contractual): doctors

Staff members are recruited according to legal provisions (the same in all Schulnetze) based on the number of pupils covered by the PMS Centre. The salaries are paid or subsidized to 100 % by the DG budget.

For more information on medical care : refer to 3.13.

a) Director of a PMS Centre

For appointment to this post in the PMS Centre responsible for GUW schools, applicants must hold the position of counsellor (Berater) in a PMS Centre with permanent tenure and have completed at least 10 years of service. In the case of the PMS Centres for grant-aided schools (in OSUW and FSUW), they must have completed at least 6 years of service, two of them with permanent tenure.

The director is responsible for managing the PMS Centre and its staff members, for school counselling and guidance, as well as for vocational guidance, and for advising pupils, parents and teachers. They are recruited in accordance with an open procedure and appointed by the organising authority of the PMS Centre (in the case of the PMS working for GUW schools, the post-holder is selected by the Minister from the first three recommended applicants on a list submitted by an advisory committee). With permanent tenure he has civil servant status, whereas those with a fully tenured position in the grant-aided PMS Centres are employed on permanent contracts with contract worker status which, in practice, is comparable to the status of the head of the PMS Centre working with GUW schools. These staff are not subject to an evaluation procedure.

b) Counsellor in a PMS Centre

The counsellor in a PMS Centre is an educational psychologist; he is responsible for advising pupils, parents and teachers, providing school counselling and guidance and, where necessary, vocational guidance. These counsellors conduct a variety of school tests and determine the specialised teaching requirements of pupils with special educational needs or those with learning difficulties. A university degree in psychology and/or education, or in the field of vocational guidance and recruitment (involving 5 years of study) is required for appointment to these posts for which recruitment is based on an open procedure. In the PMS Centre working for GUW schools, the counsellor is appointed by the Minister after completing a temporary period of


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employment and a year-long placement; in the provincial PMS Centre, which is responsible for OSUW schools (administered by the municipalities), the counsellor is appointed by the permanent delegation of the Liège provincial Council and, in the PMS Centre working for the FSUW schools, the prospective post-holder is initially employed on a temporary contract and then - assuming a position is vacant - on a permanent contract signed by the representative of the organising authority (here : the president of a private association). The permanent contracts of staff in all grant-aided PMS Centres are approved by the Ministry of the German-speaking Community. Counsellors and other staff members in PMS Centres are assessed by the PMS Director according to statutory rules.






8.6. Other Educational Staff or Staff working with Schools The three personnel statutes decrees (refer to 8.2.6.) not only apply to management and teaching staff, but also are applicable to auxiliary educational staff, paramedical and psychological staff, social welfare personnel working in full time education schools, to auxiliary educational staff in Teilzeitunterricht and in institutions for adult education (Schulische Weiterbildung). They are not applicable to administrative, services and maintenance personnel though (except in GUW schools, where there still are some older staff with civil servant status to which a specific Royal Decree from 1966 containing their personnel statutes, is applicable).

In basic schools (Grundschulen) which are not attached to and (at least partially) administered by a secondary school, the principal is assisted by a Korrespondent-Buchhalter for the secretarial work and the book-keeping, doing either a full time or a part time job (the latter in case of a school population of less than 250 pupils.). This job does not exist in Grundschulen run by the municipalities, because they are directly administered by the school office within the municipal administration.

In each secondary school there is a Erzieher-Kontorist (an educator-economist) charged with the book-keeping of the education establishment and with the stock-taking of the equipment. He has to accomplish deskwork and other material management tasks (for instance in connection with the school-restaurant and the work plans of the service-staff). He is subordinate to the administrator (if there is one); otherwise he is subordinated to the school head.

Only if the school is connected with a boarding-house there is an Administrator being subordinate to the school head. He is responsible for the functioning of the boarding-house, but is also in charge of the material management of whole the institution (school and boarding-house), of the work plans of the caretaker, the service-staff. He's assisted by the educator-economist.

To accomplish deskwork and some school management tasks, the Direktor of a secondary school is assisted by a secretary and - in bigger schools - by a second one. Moreover, school management tasks are also devolved to the educator-supervisors, who are in general 2 to 5 of them in secondary schools (depending on the school population) : they stand by the pupils and students seeking advice not only during supervision time when there is a lesson free period, but they also work under the instruction of the Direktor on the school


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documents of students or on school structure documents or - up to a certain degree - on staff management documents. They also are concerned with public relation actions.

Subsidized Employees under Contract (BVA - Bezuschusste Vertragsangestellte)

For some twenty years now various projects have been developed which are realised with the help of subsidized employees under contract who are placed at the disposal of schools within the scope of fighting unemployment. This supplementary personnel can be brought into play as the person being in charge of, helping with or looking after various projects:

● pedagogic pilot projects

● learning a foreign language (French)

● reform projects in school(s)

● Organisation of in-service training

● projects for integration of handicapped or disabled pupils in ordinary education.

In some cases these employees may even replace teachers in their classes, though this may not lead to a supplementary class, as the subsidized employees under contract may only fulfil pedagogic tasks if they have no influence on the school structure.

8.7. Statistics

NUMBER OF PERSONNEL IN THE EDUCATION SYSTEM MAY 2009

Number of occupied staff members Male Female (%)

2.04727 % 73 %

DISTRIBUTION ON EDUCATION LEVELS 2007-2008

PRE-PRIMARY AND PRIMARY SCHOOLS 38 %

SECUNDARY SCHOOLS 40 %

HIGHER EDUCATION 3%

SCHOOLS FOR SPECIAL NEEDS EDUCATION 10 %

ADULT EDUCATION (FORMAL) 4 %

MUSIC ACADEMY 3 %

PMS-CENTERS 2 %

Source: Bildungsserver of the German-speaking Community (2010)

Teachers’ Gross Salary (pre-tax and before deduction of social charges, incl. holiday

gratifications) March 2010

Basic School (Teachers in Pre-Primary and in Primary Education)

27.934 € to 47.757 €

Secondary School : - Teachers in Lower Secondary Education - Teachers in Upper Secondary Education

27.934 € to 47.757 €34.977 € to 60.567 €


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School Director's Gross Salary (pre-tax and before deduction of social charges, incl. holiday

gratifications)

March 2010

Director of a Basic School : - up to 71 pupils : - 72 to 140 pupils : - 141 pupils and more :

31.143 € to 51.848 € 32.441 € to 53.199 € 36.800 € to 60.796 €

Director of a Secondary School *: 65.989 € to 72.539 €

The school director's starting salary is calculated on the basis of the fifth step on the director's salary scale (the starting 0-years-step included) because 6 years of service is a prerequisite for a nomination in the post of a school director.

* In September 2007new procedures for selecting school heads of secondary schools became operative. Instead of an immediate appointment with a definitive civil servant status, the position is conferred by a time-unlimited engagement or appointment as a mandate, which is assessed after five years and which is renewable for five year periods again, under the condition that the evaluation report does not conclude with the remark unsatisfactory. A definitive civil servant status only remains possible, when the school head is at least fifty years of age.The starting salary is the one that is calculated on the basis of the twelfth step on the director's salary scale (the starting 0-years-step included), corresponding to 19 years of service (unless he or she has a higher age of service implying a higher salary scale). In addition there is a monthly bonus of 424 or 636 €, depending on the school size: less or more than 600 students.

Source : Ministry of the German-speaking Community – Gouvernment orders (February 2008)



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9. EVALUATION OF EDUCATIONAL INSTITUTIONS AND THE EDUCATION SYSTEM

To understand the way the education systems in the three Gemeinschaften of Belgium are organised, it's crucial to know that they are subjected to a key principle laid down in the Belgian Constitution : the principle of Freedom of Education. This principle consists of two pillars : free choice of school and freedom of education, the latter implying the right to organise education in an autonomous manner, without being subjected to any restrictive measure. That means that each organising body is free in determining its own programmes, curricula, teaching methods, assessment of pupils and school organisation.

However, if schools want to grant officially recognised diplomas and certificates and obtain subsidies from the Communities, they must comply with legal and statutory provisions such as teachers' qualification, school equipment, safety and hygiene, study and education level (curricula agreed by the ministry), school structure and organisation,

The German-speaking Community as a public authority runs and finances her own schools (GUW schools) and subsidizes at a high degree the schools run by the nine municipalities (OSUW schools) and the schools run by private associations of individuals grouped within FSUW (network of catholic schools).

9.1. Historical Overview Like many other industrialised countries, Belgium is coming to the end of a phase of quantitative expansion within its education system, a period characterised by the generalisation of secondary schooling.

The new challenge to be taken up, following the idea of a school for all has thus today become a better school for all : reducing the number of failures in the system, adapting the curricula, ensuring a real grasp of the skills taught, arming the next generation of teachers to take up the challenge with a sure professionalism, providing the whole institution with the confidence of all its partners.

The tasks of a more self-governed school, evaluation and guidance, quality development and top-achievement, these are some of the problems the new school is confronted with. These topics are relative new and therefore it is not possible to give a historical overview.


Emile ou l'école retrouvée




Schulversagen Bestandsaufnahme

Vers une école juste et efficace

9.2. Ongoing Debates and Future Developments Articles 68 to 74 in the Grundlagendekret of August 31, 1998 deal with internal and external school evaluation and school monitoring. Notwithstanding some schools practise internal evaluation voluntarily, these articles officially will only come into force on decision of the Government.

Before putting these articles on internal and external evaluation into force, development goals for pre-primary education and key-competences for the various school levels have to be laid down and the curricula


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have to be adapted or rewritten consequently. Development goals for pre-primary education and key-competences (Schlüsselkompetenzen) for primary education and the first stage in secondary education have already been fixed (Decree of December 16, 2002); the activity programme for pre-primary education has completely been worked over again and the curriculum for primary education was in a stage of overhauling in 2006 when there came a stop because in the meantime new fundamental thought was given to competence oriented teaching and learning in general. This led to the drafting of essential skills (Kernkompetenzen), skills attainment targets (Kompetenzerwartungen) and to curriculum guidelines in education (Rahmenpläne) for all subjects or subject groups in primary education and in the first stage of secondary education. On June 16, 2008 a Decree establishing essential skills and curriculum guidelines in education passed the PDG and thus declared them as binding and compulsory for all schools. The decree replaces this part of the above-mentioned decree of December 16, 2002, that dealt with the so-called Schlüsselkompetenzen. The essential skills, skills attainment targets and curriculum guidelines for the second and third stages in secondary education (in the three education forms) have still to be worked out in working-groups and afterwards endorsed by the Parliament of the German-speaking Community. It's only from then on that it will be possible to evaluate if all secondary schools manage to lead all pupils to mastery of the skills and competences described in the curriculum guidelines. (Refer to 4.4.2.)

It's quite likely that Articles 68 to 74 of the Grundlagendekret, dealing with evaluation of schools as entities, will be put into force very soon, in a first step for pre-primary and primary primary schools and for the first stage of secondary schools.

Anyway, from January till May 2007 external school evaluation started in an experimental phase in three Grundschulen which were voluntarily. A concept of external evaluation has been tested. In September 2007, external evaluation has been introduced in all Grundschulen.

In analogy to this, the testing phase in secondary schools should start in school year 2008-2009.




9.3. Administrative and Legislative Framework Evaluation of the educational institutions and the education system is dealt with in Chapter VII of the so called Grundlagendekret of August 31, 1998 concerned with the responsibilities entrusted to school providers and staff and with general provisions of an educational and organisational nature for pre-primary, primary and secondary mainstream education. In Chapter VII (School evaluation and monitoring) there are three sections : ''Section 1 - Internal Evaluation'' (Articles 68 and 69), ''Section 2 - External Evaluation'' (Articles 70 to 73) and ''Section 3 - School monitoring'' (Article 74).

Of course, the Pedagogical Inspectorate and Counsel within the Ministry of the German-speaking Community (Pädagogische Inspektion und Beratung) plays an important role in school evaluation and school monitoring. That's why another decree is to be mentioned: Decree dated March 24, 2003 on the Installation and Determination of the Tasks of the Pedagogical Inspectorate and Counsel for Education in the German-Speaking Community. That decree lists the tasks that the Pedagogical Inspectors and Counsellors have to accomplish in the fields of school inspection and pedagogical counselling in all schools and institutions for adult education.


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9.4. Evaluation of Schools/Institutions Considering the very important part in the DG - budget that is invested in education every year again, the politicians in the German-speaking Community consider it as an absolute necessity to make sure that everything is done to guarantee quality of education, to mend the ways if they are wrong and to improve shortcomings as soon as possible.

A consequence of the principle of educational freedom is that the schools themselves and their organising bodies bear the first responsibility of the quality of their education. So, an internal evaluation becomes a quite evident and natural thing. Since the Grundlagendekret from 31 August 1998, it is imposed to all school organising authorities.

But an external evaluation is quite as important because society has a right to know whether the important financial means invested in education have been well used and brought to a successful issue in form of an optimal education of the young people and as a response to the adults needs. This external evaluation concerns both educational and administrative tasks both in schools and in institutions for adult education.

The politicians therefore provided these two instruments within Grundlagendekret of August 31, 1998 : internal evaluation (refer to 9.4.1.) and external evaluation (refer to 9.4.2.). They both are very important means to assess and improve quality of daily work in schools and of the education system. But until now, the articles concerned are not yet in force (see explanation in 9.2.).

As far as the institutions for adult education are concerned, it may be said that Pädagogische Inspektion und Beratung there has the same mission of control and counselling as in ordinary schools.



9.4.1. Internal Evaluation

Since the Grundlagendekret dated August 31, 1998, each Grundschule and each secondary school in mainstream education is required to have an own school plan (Schulprojekt) in writing. This school plan defines the aggregate educational choices and specific concrete actions that the school's teaching team intends to implement in cooperation with all its players and partners to fulfil the educational project (Erziehungsprojekt) of their organising authority. But a school is not always equipped to deal with mistakes. Internal Evaluation is the instrument which enables schools to call themselves critically into question and to assess, to what degree the results of a schools work is in accordance with its project goals. It should render it possible, at the internal level, to process suggestions aimed at improving the quality and results of teaching. This should give the school community a greater autonomy and increasingly empower it to take more responsibility for steering developments within the school. The evaluation of school staff on an individual basis by their school heads in GUW schools and - since September 2007 - in municipal OSUW schools and private grant-aided catholic schools may also be considered as an aspect of internal school evaluation.

Internal evaluation of schools as entities has no tradition in DG ; it is regulated in Articles 68 and 69 of the Grundlagendekret.This decree places the responsibility for internal control of methods and results in schools


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on the Schulträger. An internal evaluation of schools should be conducted every three years and organised by the Pädagogischer Rat in every school.

The German-speaking Community has given evaluation instruments to the schools. The method is called SEIS (self evaluation in schools) and of application in the Länder in Germany. It contributes to the answering of major questions within the school, that are:

- how good/performant is our school?

- what are the major strengths of our school?

- are there areas within the school that need urgent improvement?

- how can solutions be found and translated successfully into practice?

- have all members of school similar views or rather different perceptions?

- what should be the conclusions?

The internal evaluation through the SEIS system consists in a standardises, scientific evaluation instrument based on questionnaires that can be evaluated within a full automatic internet-integrated software.


9.4.2. External Evaluation

External evaluation of the school's functioning and educational work is carried out on behalf of the government.

In the past, external evaluation was concerned essentially with individual teachers (in GUW schools mainly) and the attained level of study in the various subjects, but also with supervision to ensure compliance with the regulations and monitoring the sound use of financial grants awarded by the Ministry. Aspects of pedagogical evaluation were the responsibility of the (subject) inspectors and for the administrative aspects inspections were and still are carried out by specific civil servants of the Ministry.

At present the idea prevails that the individual teachers' assessment should be within the normal tasks of the school director (an aspect of internal evaluation); only in case of bigger problems a school external pedagogical inspectorate and/or a subject inspector should intervene.

This is the reason why in the German-speaking Community no subject or specialist inspectorate has been set up, but rather a small Pädagogische Inspektion und Beratung, which has a mission of supervision and inspection, but which should mainly be active as a team of counsellors. In case of need, a pedagogical inspector-counsellor conducts a subject inspection and therefore may ask for assistance by or even delegate the inspection to a subject or specialist inspector of the French Community. (Refer to 8.4.). This form of assistance is explicitly mentioned in the Agreement on Co-operation signed by the Governments of the French Community and the German-speaking Community.

The external evaluation is dealt with in Articles 70 to 73 of the Grundlagendekret dated August 31, 1998. They lay down that the external evaluation of schools as entities should occur every five years. Given the small number of schools concerned , responsibility for evaluating them will be entrusted to working groups consisting in each case of one representative from the Ministry, the Pädagogische Inspektion und Beratung and the Schulträger , respectively, as well as two experts of higher education and/or university institutions. External evaluation can be best understood as an extension of the process of internal evaluation. It enables the school to gauge how far the school project, the class work and the results of these are in accordance with


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its social role as defined in the Grundlagendekret : to what degree is the school fulfilling the expectations of society ?

External evaluation will bring to light coherencies and incoherencies, successes and failures; the school, as an organic system, is back-lit through the analysis of an external team. In this way mistakes can be avoided or corrected and misunderstandings cleared up. The introduction of measures suggested by the evaluators to improve the atmosphere and work of the school is the logical result of external evaluation.

External evaluation is being operated schoolwide since January 2009.

9.5. Evaluation of the Education System According to the Grundlagendekret, not only schools as entities but also the education system itself should be a subject of external evaluation. The working group entrusted with the evaluation of the school system is comparable with the one evaluating schools as entities except that there is no representative of the Schulträger. It's possible to add as a member of the working group a representative of the cultural, economic and social environment.

The articles of the Grundlagendekret concerning external evaluation have not yet come into force (for further explanation refer to 9.2.). The Grundlagendekret sets that a report on evaluation of the school system should be presented to the PDG, the Parliament of the German-speaking Community.

The German-speaking Community takes part in international comparative studies like PISA, PIMS en DELF.

It has found out that the countries that score best in international comparative studies are those that practice both systems of internal and external evaluation. Therefore, the German-speaking Community has given instruments to the schools for the development of these instruments and regulated the rhythm of evaluation (external every 5 years, internal every 3 years).

9.6. Research into Education linked to the Evaluation of the Education System Because of the smallness of its size and number of population and consequently because of lack of human resources, the German-speaking Community of Belgium on itself is certainly not easily able to design standardised tests or to undertake large-scale research for education and teaching methods. That is why co-operation with the two other Belgian Communities (Gemeinschaften), with universities, but also with partners in neighbouring countries is an absolute necessity.

So for instance Belgian and German experts repeatedly are heard in the Ministry and in the PDG Commission for Education on subjects of high topicality. Occasionally, research assignments are commissionned externally. After a first start-up phase since the creation in 2005 of the Autonome Hochschule in der Deutschsprachigen Gemeinschaft, the new higher education institution will start according to Bologna pedagogic research, mostly in cooperation with other Scientific Institutes, like it has been done with the University of Dortmund for reading literacy.

An example of international cooperation: with the help of the European Commission, the Minister of Education has charged higher education and research institutions in France with the assessment of the command of the French language in primary education and in the first stage of secondary education. The experts and scientists have worked out standardised tests together with the teachers subsequently.

The German-speaking Community has, in cooperation with the University of Dortmund, taken part in the PIMS study in the year 2008. This study was very important concerning the recommondations and the implementation of these is still ongoing.


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9.7. Statistics The PIMS study has revealed that the pupils of fourth class in primary school have an average score compared to EU and OCDE results. Compared to other countries, there are no significant differences between the pupils.


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10. SPECIAL NEEDS EDUCATION There is a well-developed special needs school system in DG. Since the new decree from May 11, 2009 there has been a fusion in the sector: with the creation of a Center for special needs pedagogics, with one kindergarden, two primary schools and one secondary school. Next to the new center, there is one single primary school left over in the catholic education system.A total of about 2.57 % of all primary and secondary school children attend special needs schools and another slightly higer percentage of children with special needs are in mainstream education, so that little more thean 5 % have support for special needs. Particular efforts have been made since 1998 in regular schools to offer better support than was previously given to these so-called integration pupils and their teachers. Now, this support is framed in a legal text.

One of the main characteristics of the new decree is the increased participation of the parents in the decision process wether the child attends mainstream education or a scool for special needs. Moreover, the systematic review of the individual project to meet the specific needs.

10.1. Historical Overview In the period between 1820 and 1840 several institutes for the deaf and the blind were created. In 1853, on the initiative of the psychiatrist J. Guislain, the Order of the Brothers of Charity started education for the mentally disabled. Practically from the outset on, this form of education adopted a differentiated approach for the slightly and severely mentally disabled.

It was not until 1892 that this initiative was followed by others.

At the beginning of the past century, i.e. with the introduction of the law on compulsory school attendance (in 1914), more attention was paid to children with a minor mental disability. These children were taught in separate classes created in mainstream education since 1914. In the thirties a new development took place which in particular provided education for the partially sighted and the hearing impaired. After World War II, education for physically handicapped and emotionally disturbed or psycho-neurotic children was also developed and was initially associated to boarding schools.

Special education in Belgium acquired its definitive structure with the Law of 1970 which did no longer consider special education as a part of mainstream education. Different types of education were defined and special schools were created and were accessible for children with specific language and/or learning problems in addition to the physically disabled children. Besides, special secondary education acquired an own legal status too.

However, the law specifies that, whenever possible, temporary or permanent integration of handicapped pupils in an ordinary school environment or transition towards the most independent lifestyle possible must be aimed at. Such integrated education strives to promote adaptation and training and makes it possible to earn a school leaving or qualification certificate of mainstream education.

10.2. Ongoing Debates and Future Developments At present (2008-2009) a legal foundation for shaping a best possible integration of pupils who need furtherance measures in all schools has been voted on May 11th, 2009. It also has been stated, that the prevailing regulations were more than 40 years old and needed revision.

The controversial and much-discussed issue of how to improve the integration of pupils with disabilities or particular educational needs in the regular school environment could be discussed and finalized in a legal text.

The main messages can be summarized as follows:


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Learning difficulties are to be diagnosed earlier than this was the case before. Therefore, the diagnostic capacities need to be enhanced by the teacher staff and specialized institutions. Therefore supplementary training and further specialisation are to be installed. Moreover, the link between mainstream education schools and special needs education schools has to be improved. With the new decree, financial possibilities habe been enlarged to ensure better working conditions within the school. A structural change is called to improve the learning and working conditions with the "Center for special needs pedagogics". This center englobes two primary schools at different locations and one secondary school. To the opinion of the leading politics, the image of these schools needs improvement, therefore the infrastructure is undergoing renovation and modernization.

10.3. Definition and Diagnosis of the Target Group(s) Special needs education takes place in mainstream and in special needs education schools. In order to guarantee that the individual educational needs of handicapped pupils are met in an adapted way, an individual project is established. It no longer is defined according to the eight types of special education. A new procedure has been defined. The parents are given advice by the school. They can address a demand to the PMS-center or another center of their choice for diagnosis. The demand for an adapted plan of individual support needs to be address before Febraury 1st. The PMS center makes an expertise with a diagnoses and a proposal of an individual supportive measure plan before April 1st. The proposal of the PMS must be justified. Accordingly, the parents can demand the inscription in an adequately to the needs corresponding school. Further discussions can be held in a "special needs conference". Within this conference, parents, the directorate of the school and a teacher of mainstream education as well as the directorate of the special needs education center under the presidencey of the mainstream education direcorate exchange their views and come to a conclusive decision before April 30. The objectives of the supportive measures are fixed, the individual plan as well as the place where the programme is put into practice. In case of disagreement within the conference, the director of mainstream education hands over the demand to a special commision, which takes the ultimate decision.

A demand for special needs education exists, when an officially recognised centre of examination, such as a PMS Centre, reaches the conclusion, after thorough evaluation through multi-disciplinary tests, that a particular pupil is not able either to participate successfully in normal lessons at a regular school for mainstream education, or in some way significantly hinders or disturbs such lessons, or when a specialist doctor (agreed for this purpose by the health ministry) examined sick children, visually impaired and blind pupils and hearing impaired or deaf pupils and attested that one of the education types in a special school is best suited to them. This demand for special needs education is then officially confirmed through a Special Needs Education Certificate, which will also indicate which one of the 8 types of education provided by the special schools is required.

Pupils in need of heightened encouragement : Since May 2004, a ''pupil who is registered in a regular school and whose case has been submitted and accepted by the DG Government for a special heightened support project is considered to be a pupil with heightened support needs.'



Royal decree concerned with the determination of the different education types and the organisation of schools for special needs education, and fixing the requirements for admission and stay in the different levels of schools for special needs education.


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10.4. Financial Support for Pupils' Families Refer to 3.7., 4.7. and 5.9.

A decree of 16th December 2003 makes it possible, since 1st January 2004, for the family of a child or youth with a disability to recover all costs, whether therapeutic, therapeutic-technical, for any special-needs pedagogical aids or for medical operations undertaken, as are recognised necessary to that child's effective educational integration.

10.5. Special Provision within Mainstream Education According to the UN-resolution from December 13, 2006 concerning the rights of people with a handicap, the place where education takes place should be in general mainstream education. Exception to this is when the special needs conference states, that it should be otherwise by explicite declaration. The school which is called to meet the special needs of the individual holds a portfolio.

The decree contains a variety of options to give support to the pupils with special needs, either in mainstream or special needs education systems. To give the adequate support to pupils with learning difficulties for the coming next six years (2009-2015), a number of supplementary hours are given to the schools. These hours can be attributed by the school as well for specialised training (reading literacy, sciences, communication) and from the academic year 2014/15 on for the enrolment of qualified staff in special needs education. The staff can follow specialised training sessions which account for a minimum to 10 ECTS. The staff can follow the courses during working time and they are replaced in school while they are taking part in the training.

The decree of May 11, 2009 has fundamentally changed special needs education. Special needs education in mainstream schools is being regulated in the articles 16 to 19.

Decree concerning the center for special needs pedagogics in regular and special needs education as well as the fostering of pupils with special needs


Special provision within mainstream education is dealt with in articles 30 and 31 of the Grundlagendekret dated August 31, 1998. It presupposes the existence of a support project in writing (Article 30), its approval by the Government and following up by the Pädagogische Inspektion und Beratung (Pedagogical Inspectorate and Counsel) (Article 31).



10.5.2. General Objectives

Objective of the new decree is the early detection of learning difficulties as well as the improvement of the interface between mainstream and special needs education for pupils who are in need of special support.

Article 5bis of the Law dated July 6, 1970 on Special Education and Integrated Education deals with integrated education; the educational and training objectives of special provision within mainstream education are quoted as follows :


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''To foster social advancement and training or to allow a pupil with special education needs as defined in Article 1 of the present Law to be granted a Final Certificate or a Qualifying Certificate within mainstream education, a partial or full-time ''Integrated Education'' may be organised."


10.5.3. Specific Support Measures

The specific support measures are formally contained in the individual plan. After the diagnosis on the basis of internationally fixed criteria by the WHO, most attention is given to fix the objectives of the indivudual support and to install the means and instruments to reach this objective. The appointment of further member of teaching and supporting staff has been foreseen.


Decree on measures in education, in training and in the field of school infrastructure

10.6. Special needs education schools Special education is organised in schools providing Vollzeitunterricht. In order to guarantee that the individual educational needs of handicapped pupils are met in an adapted way, a diagnoses is established by the PMS taking into consideration the international classification of the WHO.

In the North of the German-speaking Community, visually impaired or blind pupils and pupils with hearing impairness and deaf pupils follow education in specialised institutions in Aachen (Germany), whereas in the South of the German-spekaing Community, some teachers even visit the schools for special needs education and give individual assistance. This is due to the fact, that the distances are longer from the South of the Community to the neighbouring institution in Germany.

Just as in mainstream education there are three school levels in special needs education :

● pre-primary school for special education (Fördergindergarten) (is attached to a the Center for special needs education)

● primary school for special needs education (as an autonomous entity or attached to a secondary school for special education;

● secondary school for special education Fördersekundarschule.

In DG, two Schulnetze provide schools for special needs education: GUW (one Center for special needs education with pre-primary and primary school level in three locations and one school for special needs education on secondary school level) and the FSUW (one school for special needs education on primary school level).



Different laws and decrees rule special education.

● The Law of July 6, 1970 on Special Education and Integrated Education;


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● The Royal Decree of June 28, 1978 on the Determination of the Different Education Types and the Organisation of Schools for Special Education as well as on the Requirements for Admission and Stay in the Different Levels of Schools for Special Education;

● The PDG Decree of June 27, 1990 Fixing the Way of Distribution of the Posts in Schools for Special Education.

A new decree has been voted in may 2009


Decree on the modality of fixing the positions allocated to special needs education

Governmental decree on the composition and functioning of the consultative committee for special needs education



10.6.2. General Objectives

A school for special education is an education and training establishment for handicapped pupils, which is considered as being the best suited to them because of their educational needs and capacities - a consideration which is the conclusion of a thorough evaluation through multi-disciplinary tests by an officially recognised centre of examination, such as a PMS Centre.

Special needs schooling provides pupils with training and education:

● inasmuch as it guarantees the development of their physical and mental abilities as well as their social integration according to the legislation of August 31, 1998.

● in as much as it prepares them for:

○ life within a family or family-like structure;

○ the practice of a job, skill or profession, suited to the possibilities and limitations of their handicap or,

○ an occupation within a designated protected workshop.

The educational project of special education in GUW schools determines the three pivotal points in the training of disabled pupils:

● providing knowledge and skills

● social and civic education

● promotion of personal development and acquisition of a proper way of life.

The educational project defines the objectives guiding the pedagogic steps organised in teamwork in order to:

● help each pupil on the road to the best possible success by a high-quality upgrading education to social and professional integration,


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● develop the pupil's independence gradually,

● develop his social sense and consciousness (respect for others, living in society, accept differences).

Special education has the following general objectives:

● strive for a better correspondence between pedagogics and the individual pupil as to his pace of learning and his motivation, his skills and his disability,

● define distinct and precise objectives and determine the minimum requirements especially,

● use the abilities and possibilities of the educational team the best possible way.

Special schools make efforts to develop a special and particular relationship to pupil's parents or other responsible persons. Considerable means are provided for the equipment and the adequate teaching materials and aids in special schools.

Individual education programmes and projects are based on:

● objective and continuous observation in order to get to know the pupil,

● development of short-term and medium-term objectives,

● defining the role of each member of educational staff in the educational process: teacher, head of on-the-job-training, speech therapist, physiotherapist etc.

● formative assessment of the objectives (partial success, total success, failure),

● proceeding from this assessment, adaptation of the initial project, either by changing the learning methods and techniques or by defining new objectives.

10.6.3. Geographical Accessibility

The territory of the German-speaking Community in Belgium consists of two distinct parts :

● In the North of the High Fens: the Eupener Land (less than 20 km in diameter; about 44,000 inhabitants). In Eupen (18,300 inhabitants), there are two schools for special education : one public with a section for pre-primary and primary education (33 pupils in 2008-09) and a section for secondary education (137 pupils), and one grant-aided private school for pre-primary and primary education (48 pupils).

● South of the plateau of the High Fens: the Sankt Vither Land or Belgian Eifel (N-S: 40-50 km; E-W: 10-20 km; 29,500 inhabitants in a lot of very small villages around the little town of Sankt Vith (3,500 inhabitants). There is one public school for special education (69 pupils) with two locations, one in St. Vith (41 pupils) and one in Elsenborn (28 ), for pre-primary and primary education.

For all pupils school transport facilities are organised : pupils arrive in time; after school time they are brought at home in less than 30 minutes. In Eupen the public school for special education is also a boarding school. There are 48 children registered in 2008-2009.


10.6.4. Admission Requirements and Choice of School

At present, it is no longer possible to attend a special needs education school without a specific demand beforehand. It needs to be introduced before February 1 by mainstream education, which asks the PMS center for an expertise. There are - in addition to some age requirements - some other terms of admission in a school for pupils with special educational needs. The new procedure has been defined. The parents are given advice by the school. They can address a demand to the PMS-center or another center of their choice


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for diagnosis. The demand for an adapted plan of individual support needs to be address before Febraury 1st. The PMS center makes an expertise with a diagnoses and a proposal of an individual supportive measure plan before April 1st. The proposal of the PMS must be justified. Accordingly, the parents can demand the inscription in an adequately to the needs corresponding school. Further discussions can be held in a "special needs conference". Within this conference, parents, the directorate of the school and a teacher of mainstream education as well as the directorate of the special needs education center under the presidencey of the mainstream education direcorate exchange their views and come to a conclusive decision before April 30. The objectives of the supportive measures are fixed, the individual plan as well as the place where the programme is put into practice. In case of disagreement within the conference, the director of mainstream education hands over the demand to a special commision, which takes the ultimate decision.

Mentally or physically handicapped children may join pre-primary education in a school for special education at the age of three; primary education is possible from the age of 6 years onwards and entrance in secondary education generally lies between the age of 12 and 14. They may stay up to the age of 21, notwithstanding a special dispensation given by ministerial decision.

10.6.5. Age Levels and Grouping of Pupils

Special pre-primary education is organised for all types of disability except for children with a slight mental disability or with learning difficulties.

In special primary education the orientation of pupils is made in classes according to the type of education, taking into account their educational level and their degree of maturity. (Compare 10.6.)

Organisation of special secondary education is on the whole subject to the same regulations as in mainstream education (berufsbildend and technischer Unterricht secondary education).

In the German-speaking Community (DG) there is only one single, small-sized public secondary school for special education for boys and girls, organised within GUW. Calculation of posts underlies decretal provisions (Decree dated June 27, 1990). In special secondary education, three forms of education are organised which can bring together pupils from different types most of the time. The admission report which has oriented the pupil towards special secondary education, indicates not only the type of education (refer to 10.6.) but also the corresponding educational form.

Educational form 1

The special secondary school for social adaptation (form 1) will help and prepare the disabled to live as independently as possible in a protected environment. This educational form will encourage the pupils to integrate into society in the realms of their possibilities and to get in touch with other people. A lot of importance is attached to the observation and the rehabilitation of pupils. The length and contents of these activities are adapted individually taking into account the concrete life conditions of each pupil. The Klassenrat decides individually on the length of education, the minimum period being four years.

Educational form 2

The special secondary school for social and professional adaptation (form 2) aims at providing the pupils a general, social and vocational training that allows them working and living in a protected environment. This educational form consists of two phases, each comprising two study years the length and contents of which are determined for each pupil by the Klassenrat supported by the advisors of the PMS Centre. The first phase places the emphasis on the general and social training, the second phase on the professional adaptation in close connection with general subjects as a differentiated preparation to a future activity in a protected working place.


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Educational form 3

The vocational special secondary school (form 3) has the aim to enable pupils to integration into a normal life and working environment by providing them an adequate general, social and vocational training. An observation phase of one year maximum will familiarise pupils with various techniques and skills in order to discover their abilities and their fields of interest so as to chose a convenient vocational training. The training phase lasts four years.

The first two years are aimed at occupational activities in a determined area but do not lead to a real specialisation yet. At this stage the pupils are divided in sections. The vocational specialisation takes place in the last two years, when the sections are split up into the different training targets or objectives. Since 1992 there has been the possibility to organise a sixth perfection year accessible to the really motivated pupils who have been granted the Befähigungsnachweis at the end of the fifth year.

Decree on the modality of fixing the positions allocated to special needs education


In general, the information on how time is organised is the same as in the case of mainstream education. Refer to 5.12.1. and 5.12.2.

10.6.7. Curriculum, Subjects

The curricula are principally the same for mainstream education and special needs education. For some subjects in special education have been worked out, as well for mathematics and mother-tongue as for certain specific subjects (musical education, contemporary topics, geography, history and sciences, family education and plastic arts). Moreover, technical-vocational training in mechanics, social services or building sector is particularly adapted to special schools.

● Basic subjects

○ Provisional curriculum for mother-tongue in secondary school

○ Curriculum for mathematics, secondary education - form 2

● Special subjects in secondary education

○ Musical education, forms 1 and 2

○ Contemporary topics, geography, history and sciences, form 3

○ Family education, form 3

○ Art education, form 3

● Technical and vocational courses for various orientations

○ Mechanics and construction

○ Social services, orientation ''many-sided social aid''

○ Building sector

These curricula were worked out by school directors and teachers on the responsibility of the inspectors for special education in the French Community and - within the context of cooperation agreement between the French and the German-speaking Community - have been officialised and made applicable by the Minister of Education in the German-speaking Community. These curricula are meant to be manuals to determine


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guidelines of basic learning processes. The temporary curricula are used on experimental basis and the definitive drafts will be submitted to the Minister's approval.

10.6.8. Teaching Methods and Materials

According to pedagogic freedom guaranteed by the Belgian Constitution, the Schulnetze are free to determine their own methods. Methods and teaching practice shall encourage the pupils to take in hand their own life getting more and more independent. All activities leading the pupil towards learning to learn are having priority. Methods are more important than contents.

The texts recommend:

● a pedagogic contract explaining rights and duties of every party to pupils, parents and other responsible persons: high-quality education, respect of personality, punctuality and diligence, regular work, positive behaviour and attitudes;

● individual organisation of tasks taking into account the different learning paces and learning ways of pupils;

● the personal experience of each pupil are a richness and resource of action which should be used by every member of educational staff in all activities;

● cross-subjects work,

● providing documents, teaching and working materials for pupils

● use of new technologies at the service of a pedagogic work where the pupil takes the initiative for his own learning process (modular education, television, computer);

● maximum output from environment by opening the school to external sources of information and by establishing links with economic, social and cultural world;

● organising education in subjects and modules according to individual objectives and class objectives.

For primary education, short-term activities are recommended: not longer than 25 minutes for activities requiring high concentration powers. The activities must be spread equally over the whole week, especially physical education.

For secondary education, it is recommended to organise activities in mother-tongue and in mathematics in the morning. Vocational practice education has to take place in units of at least three teaching periods of 55 minutes.

In special education, form 3 aims at making socio-professional integration easier by fighting school-failure and by taking into consideration individual learning paces. Different means help with this work ( Formative Evaluation, success-oriented pedagogics, cross-subjects education, cross-subjects competences and abilities).

10.6.9. Progression of Pupils

Promotion, Educational Guidance

a ) B a s i c E d u c a t i o n ( P r e - p r i m a r y a n d P r i m a r y E d u c a t i o n )

The Klassenrat and the PMS Centre take the decision on promotion to the next class and on the orientation within special education or towards mainstream education. The parents have with the new decree a determining role in the decision of the enrolment of their child.


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b ) S e c o n d a r y E d u c a t i o n

The procedures in the new decree facilitate transition of a pupil from one education form to another in special schools for secondary education proves to be desirable, an expert opinion is required from the Klassenrat and the assistance institution (PMS Centre). The parents participate in the decision.

As consequence of a positive opinion given by the PMS in co-operation with the special school for secondary education, a pupil who has been attending special education may continue his educational career in mainstream education.

Integrated education is possible too: pupils enrolled in special education may attend lessons partially or completely in mainstream education with the assistance of a mixed team (teachers of mainstream education and educational staff of special education schools) defining an integration project. This form of integrating special education pupils in mainstream education has been encouraged especially in the last years. A frequent case used to be in the past, that parents refuse an enrolment of their child in a school for special education, although special needs are obviously. Now the conference composed of the different stakeholders, as defined before, decides on the best place to favor the success of an individual support plan.

Evaluation

In special education, Formative Evaluation is considered as being the best way to assess the pupil's development in the course of the learning process, to observe how the pupil applies the acquired skills and knowledge, how he analyses and solves an exercise and a problem.

Formative Evaluation makes it possible to adapt individual or collective interventions and to evaluate their effectiveness and helps to teach pupils that it is necessary for them to change their behaviour and attitude, to learn learning, to tackle problems and to work out solutions. As the educational team informs the pupil on objectives and evaluation criteria, they make a contract with the pupil and start a dialogue about the achievements. That is how co-evaluation leads progressively to self-assessment as part of the own independence.

On reason of their care and attendance function, the personnel of PMS Centre can supply many information by means of which the formative Evaluation will be refined and support and advancement programmes can be worked out.

The school itself must take into account the socio-affective problems too.

If the Klassenrat of special school for basic education (Grundschule) thinks the pupil is able to be granted the Abschlusszeugnis der Grundschule, evaluation is normative.

The Klassenrat of special school for secondary education acts the same way with young people attending form 3 of this education.

10.6.10. Educational/ Vocational Guidance, Education/Employment Links

School counselling and vocational guidance are among the legally binding responsibilities of both the school and the PMS centres. Next to the teachers it is mainly up to the advisers of PMS Centres to be confronted with pupils questions about possibilities in training and professional life. With regard to finding the ideal path for each individual case, the special school for secondary education and the PMS Centre work closely together in the field of school counselling and vocational guidance. Since the new decree, new opportunities have been developed to have trainings within firms in the private sector. The Office for People with a Handicap gives support to schools to find more ins-service training spots.

The modes of pupils orientation are the same in primary and in secondary special education. During the school year the Klassenrat of the school for special education decides upon the pupils orientation. Are members of the class council : the school director and all teachers of the class concerned, the medical,


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paramedical, psychological and social staff working with this class. The director or his substitute is in the chair of the council. The tasks of the Klassenrat are :

● Organisation of the different classes and the pedagogical units;

● Draw up individual orthopedagogical plans;

● Assessment of the pupils progress and appraisal of the pedagogical means involved;

● Recommendations for the pupils further development;

● Motivated decisions concerning the school and studies development of each pupil.

The Klassenrat is assisted by the PMS Centre which is in charge of psychological, medical and social assistance of all pupils. The PMS Centre will take good care of each pupil, once he is enrolled in a school for special need education and as long as he stays there. This care consists of :

● A detailed analysis and - if necessary - information and data completing the data available in the entrance report, in order to lay down educational targets for each pupil in accordance with educational staff and the parents;

● Drawing up regularly a report or an opinion concerning school or vocational orientation or reorientation according to the findings of the "Förderkonferenz";

● A careful observation of the pupils' first steps into social and professional integration.

For further information on PMS activities : refer to 8.5.

Education form 3 in special secondary education allows integration into professional world and didactics aim at an improved socio-professional integration by fighting school failure and by taking into account the pupil's individual pace of learning. Different means support this target: success-oriented education, differentiated teaching methods, cross-subjects teaching and inter-disciplinary competences. Pupils attending form 2 in special secondary education make probationary periods in protected working places. If they succeed in doing their probationary work, they can eventually find a job in protected environment.

Free PMS-Centre



10.6.11. Certification

a) Special School for Basic Education (Grundschule für Sonderunterricht)

Pupils who can be integrated in mainstream education or who aim at vocational training in a special school for secondary education because of their abilities, can be awarded the Abschlusszeugnis der Grundschule.

b) Special School for Secondary Education

Pupils who have completed the education form 1 or 2 in special secondary education are granted a certificate of school attendance.

Pupils who have completed the fourth and the fifth year of education form 3 successfully may present a vocational examination and be awarded a Befähigungsnachweis similar to the former Befähigungsnachweis of the second stage of vocational education form in mainstream education.


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10.6.12. Private Education

Refer to 4.16.

In the German-speaking Community (DG) there is only one private, but subsidized school for special needs education on primary level (ISCED 1). It is a co-educational school in FSUW

Besides the salary subsidies (100%) paid on account of the same posts calculation as in GUW, the FSUW.


10.7. Special Measures for the Benefit of Immigrant Children/Pupils and those from Ethnic Minorities Any non-native children are entitled to education, whether they are refugees, the children of asylum seekers, the children of irregular immigrants, or children of immigrant origin whose parents or grandparents have settled in the country. Among those categories of children, only so-called ''neuankommende Schüler'' (recently arrived pupils) new to the education system in the German-speaking Community have been subject to special support measures as part of their education. The term ''neuankommende Schüler'' refers to pupils who satisfy all the following conditions (established in the Decree of 17 December 2001 concerning the education of pupils in this category). These pupils must:

● have been enrolled for the first time in a school in the German-speaking Community no earlier than the 1 February of the preceding school year. A first draft of a new decree stipulates that from 2009 forward this short time period should be extended for one more year.

● be aged between 3 and 18, with little or no knowledge of the language of instruction.

● satisfy one of the following conditions:

○ they must have applied for official refugee status or been granted this status, in accordance with the law of the 15 December 1980 on access to Belgian territory, residence in Belgium, and the settlement and repatriation of foreigners, or accompany a person who satisfies this condition;

○ they must have applied for official recognition as a stateless person, or have been granted this recognition;

○ they must be citizens of either a country regarded as a developing country as specified in Article 2, 3°, of the Law of May 25, 1999 concerning Belgian international cooperation, or a country in transition, which is officially supported by the OECD Development Assistance Committee; the Government may add other countries to this list, when these countries are experiencing a period of serious crisis.

Towards the end of the 1990s, the number of refugees, asylum seekers, applicants for recognition as stateless persons and irregular immigrants from Africa, Asia and, above all, eastern Europe rose sharply; yet this number has never exceeded 1 % of the total population in the German-speaking Community of Belgium. In the summer of 2001, the number of new immigrant arrivals with children was such that it appeared timely to implement special measures for support on a firmer legal basis, namely the decree of 17 December 2001.

So that schools can offer the ‘recently arrived pupils’ a more personalised service, the Decree of 17 December 2001 states that they should receive special support from additional teaching staff whose main responsibility will be to provide them with a grounding in German, while also helping them at a very practical level with their day-to-day problems.


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a) Provision of Transitional Classes

In primary education, an Übergangsklasse (transitional class) for ‘recently arrived pupils’ is organised and financially supported in Manderfeld (in an OSUW school), where the Red Cross of Belgium runs a reception centre for asylum seekers since October 2001. The municipal school may now use the German-speaking Community budget to recruit two extra teachers, the first engaged in full-time work with the transitional class and the second for part-time work, all or some of which may be with that same class or in the pre-primary school class.

In secondary education, two more transitional classes have been organised, one in a technical school in Sankt Vith (within FSUW) and one in a technical school in Eupen (within GUW). The supporting measure involves increasing the Stundenkapital of each of the two schools concerned by 30 units) to invest in the transitional class. This Stundenkapital is used as a basis for recruiting staff in 1 ½ posts.

In schools with transitional (reception) classes, a council for integration has been set up to achieve optimal integration of the ''recently arrived pupils''.

b) Support in Ordinary Classes

The decree also provides special support for those schools that may not organise transitional classes; it consists of an additional Stundenkapital (in secondary education) or Stellenkapital (in pre-primary and primary education) :

● For a group of 4-6 immigrant pupils in pre-primary classes or a group of 3-5 pupils in primary classes, a quarter of the normal working time of one pre-primary or primary teacher is allocated to this school, and supplemented by a further quarter of normal working time for every additional group of three pupils.

● In secondary education, schools are allocated 3.5 teaching units for each pupil who is a ''recently arrived pupil'' and not enrolled in a transition class. The resultant figure is added to the school’s Stundenkapital and provides a basis for making teachers at the school - or one or two newly-recruited teachers - responsible for work in particular with immigrant pupils who - in general - are integrated in an ordinary class and to whom they may, for example, offer intensive tuition in the language of instruction or remedial tuition, for each of them individually or in groups. This is regarded as essential if they are to be rapidly integrated into mainstream educational provision.

L'intégration scolaire des enfants immigrants en Europe (avec descriptions nationales 2003/2004 sur cd)

Decree for the schooling of newly arrived (immigrant) pupils

10.8. Statistics Number of Schools per Schulnetz:

2009-2010 GUW OSUW FSUW

Special needs education (schools for pre-primary and primary education) (school for primary education)

2 0 1

Special needs education (Schools for secondary education) 1 0 0


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Number of Pupils :

School year GUW OSUW FSUW Total number of pupils

1989-1990 204 30 25 259

1991-1992 204 31 23 258

1993-1994 219 38 36 292

1995-1996 262 0 35 297

1997-1998 253 0 49 302

1999-2000 252 0 54 306

2001-2002 289 0 65 354

2003-2004 323 0 78 401

2005-2006 232 0 45 277

2007-2008 223 0 44 267

2008-2009 238 0 48 286

2009-2010 246 0 46 292



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11. THE EUROPEAN AND INTERNATIONAL DIMENSION IN EDUCATION


11.1. Historical Overview History and geographic situation of the German-speaking Community of Belgium (DG) are a sufficient explanation for the great importance the European dimension is already considered in this region for a long time, especially in educational matters.

The situation right in the centre of the Euregio Maas-Rhine makes that DG is the meeting point of four European states and of four languages. It's evident that in such a border zone the European idea is very alive and has been - politically - very present since the early efforts of unification, even if there were no specific legislative instructions in that field.

Since the sixties of the last century the European dimension has been very present in our schools. That is testified by numerous class study trips or excursions in the neighbouring countries and the frequent participation in European writing or drawing contests open to school children, in trans-border exchange programmes for pupils and teachers, in conferences and sports events, …

The early contact with the first foreign language French at pre-primary level, the learning of it since the age of six and sometimes the use of this first foreign language as language of instruction at secondary level as well as the learning of one or two more foreign languages make that in general, the youth in DG is since decades well-prepared to become - if they are interested - good multilingual European citizens capable to move easily at home and abroad, in one's own and in a foreign linguistic and cultural environment.

In most Belgian curricula of the second half of the past century, a close attention was paid to the international and European dimension of the learning context. (Refer to 11.5.)

In the late nineties the DG Ministry opened an Agency for European Education Programmes, in order to go to school's and person's administrative assistance to start with or to develop international contacts and relationship. Since September 2006, the Agency is an independent non-profit organisation (NPO).

11.2. Ongoing Debates and Future Developments Nothing special to be mentioned.

11.3. National Policy Guidelines/Specific Legislative Framework According to articles 127-133 of the Belgian Constitution, only the Communities themselves (Gemeinschaften) are empowered to take any decision in all matters assigned to them by the law, including the corresponding international relations and the power to conclude agreements. This opening on to the European chessboard is for the German-speaking Community (DG) not only a necessity for practical considerations, but also a central element of her constitutional autonomy and her identity.

Especially since the nineties, the DG Government considers its international relations as an important field of action. Convinced that the European regional movement is showing a good way for development, the Government reinforced its efforts to get into and to develop relations with neighbouring Communities and Regions and with foreign countries in order to exchange experiences of good practice and - among others thanks to the European programmes - to develop common action programmes.


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It's evident that the possibilities for the small-sized German-speaking Community (DG) to participate in international organisations and European programmes and initiatives are very limited because of the limits of its financial means and means of human resources. Nevertheless it's true that the DG is very present in many fields, so that in 2002 the ministry felt it necessary to create a service for foreign affairs.

There is no legislative framework in DG dealing specifically with the European dimension in education. Nevertheless the Grundlagendekret from August 31, 1998 should be mentioned here : in the section called ''Missions the organising school bodies and staff are assigned by Society'' article 10 states : "The school educates to universal open-mindedness, fosters the European idea and multilingualism.'"

11.4. National Programmes and Initiatives As a component part of the new federal State, the German-speaking Community of Belgium has been endowed with an important degree of autonomy in the field of foreign affairs, even including the power to conclude treaties and agreements in all the matters devolved to the Communities (Gemeinschaften).


11.4.1. Bilateral Programmes and Initiatives

The DG keeps up regular bilateral contacts on national level (with the other Gemeinschaften and Regionen ) as well as on international level (with countries and other regions). The relations with some countries go back to the international cultural agreements the Belgian State concluded in the fifties and which fell under the aegis of the Gemeinschaften in the seventies.

These bilateral relations mostly lead to agreements on cooperation. In most agreements, education is a main concern.

● 1992 : Common Declaration on Cooperation with the Autonomous Province of Bolzano (Italy); (Exchange of good practices in administration, in multilingual education; teacher exchange within a Socrates programme,.)

● 2000; 2008 : Agreement on Cooperation with the Republic of France; (Intention to develop common actions within the European programmes and so to foster cooperation between schools and vocational training institutions as well as exchange of pupils and students; Cooperation in establishing further training programmes for French as a foreign language); cooperation between AHDG (the only higher education institute in DG) and IUFM; partnership in the programme "Formaprim".

● 1994; 1997; 2000; 2002 : Agreement on Cooperation with the Grand Duchy of Luxembourg; (e.g. financial compensation for admission of pupils from Luxembourg in DG -schools for special needs education; grants and information about training courses; exchanges of information and friendly services between the ministries);

● 2002; 2006 : Agreement on Cooperation with the Republic of Hungary; (with emphasis placed on education and training : exchange of information and experience of good practices; cooperation in educational matters, in methodology of working in Kindergarten, in methodology of bilingual teaching and teaching of foreign languages, of German as language of instruction; vocational training; in-service training; incentives for schools, teachers or students exchange programmes);

● 2002 : Common Declaration on Cooperation with Tyrol (Austria); (Exchange of information and experience of good practices in the frame of European networks and action programmes in the fields of general education (including Kindergarten and higher education), teacher training (including in-service training), vocational training; vocational guidance);


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● 1993; 1997; 2003 : Protocol / Common Declaration on Cooperation with the ‘Bundesland' Rhineland-Palatinate (Germany); (General exchange of information and experience of good practices; development of common actions within the frame of European programmes in order to foster cooperation between schools as well as exchange of pupils, students, teachers and Government officials; cooperation in the fields of in-service training, vocational training, recognition of leaving certificates,.);

● 2004 : Common Declaration on Cooperation with the ‘Bundesland' Northrhine-Westphalia (Germany).

11.4.2. Multilateral Programmes and Initiatives

Thanks to the multilateral international relations of DG, a lot of persons holding a position of responsibility in politics, in administration, in general and vocational education has been actively involved in conferences and meetings, where the current topics, problems or trends are discussed. In general and vocational education, one of the most important fields of competence of the Gemeinschaften ), such relations on European level are very enriching and consequently have positive effects on the own legislative activities. So many aspects dealt with in the so-called Grundlagendekret from August 31, 1998 go back to considerations which have been discussed and advised on a European level.

In addition to their membership and participation in the activities of international organisations such as the Assembly of European Regions (A.E.R.), the Euregio Meuse-Rhine, the Grandregion Saar-Lor-Lux, in which - among other things – topics of educational or vocational relevance are discussed and occasionally trans-border projects are initiated, the German-speaking Community keeps up the following multilateral international relations :

● permanent contacts with the Council of the European Union; for instance active participation in the organisation of the meetings during the Belgian Presidency in 2001;

● participation in the education and youth working groups of the Commission;

● participation in the EU funding programmes :

○ SOCRATES I and II: Comenius, Erasmus, Grundtvig, Lingua, Minerva , Arion , Eurydice;

○ LEONARDO DA VINCI I and II: vocational training abroad, pilot projects;

○ 2007 : Programme for Life Long Learning (LLL)

○ * YOUTH ; TEMPUS PHARE;

● COUNCIL OF EUROPE : participation in the meetings of the Steering Committees for Education, Sports, Youth) and in the educational programme Pestalozzi;

● OECD: participation in the Programme for International Student Assessment (PISA); participation in the PEB-Programme (Programme on Educational Building);

● Participation in the PIRLS (Progress in International Reading Literacy Study)

● Introduction of EUROPASS

IGLU Belgien

11.4.3. Other National Programmes and Initiatives

● Netdays (http://europa.eu.int/comm/education/netdays/index_en) : The Netdays topic in November 2003 was: ''The intercultural dialogue''. Together with some external partners the persons in charge of the organisation in the Ministry decided to handle the subject by treating an everyday concern in

http://europa.eu.int/comm/education/netdays/index_en�


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school life, where more and more immigrant children are present. The pupils were invited to take a good look at the foreign cultures in their proximity, to see how the schoolfellow coming from Africa or Tchetchenia lives in East-Belgium, what he is thinking about it and what does life in his home country look like.

● European Label for innovative projects in language teaching and learning. The European Label has two main aims. The first is to encourage new initiatives in the field of language teaching and learning. The second is to let teachers and learners know about such initiatives, and to inspire them to adapt the ideas and techniques concerned to their own situation. For some years now DG schools and other educational institutions or associations or companies participate with great success. Every year between 2 and 4 projects are rewarded with this label, making public the results of innovative projects and encouraging to try them.

● Language exchange project Immersion (Every year since 2004). This bilateral exchange project started a few years ago and brings French speaking children, 12 years of age and willing to learn German, into the German-speaking Community and children from DG schools, willing to learn French, into the French Community. This language immersion programme consists of a two weeks' stay in a school and a boarding house at the end of the summer holidays. From 9 a.m. to 4.30 p.m. the children are looked after by teachers; after that they stay in a family for the rest of the day.

● Thanks to their multilingualism five teachers are on leave in their DG school and have been designated as teachers in European schools.

● For several years staff of all educational establishments have got a fortnightly information review of the Ministry : the VADEMEKUM. Since September 2006 they receive the half-yearly published Pädagogisches Weiterbildungshandbuch ensuring in this way that the main educational news (as literature, congresses, in-service trainings, educational help service, language immersion programmes, exchange programmes for pupils and teachers, all European action programmes,...) do not only arrive at school but also reach all teachers and educators. Most information have a European or international dimension.

● Every year around the 5th of May (the Council of Europe’s foundation date) an initiative in the field of civil education is started and reminds all teachers that it is an appropriate occasion to deal with a European topic.

● Up to 2006 and within DG Ministry, an own educational network server learnbox had developed itself to an invaluable instrument for pupils, students and teachers. It promulgates among others most interesting initiatives in the neighbouring Regions and Communities, in the European countries and in other continents. It presents helpful tools for teaching, booklets and other supports of information in several languages (books, Comics, CD's, video cassettes, films, ) edited by the services of the European Parliament, and makes these information accessible to every one who is interested. They deal with the EU-member states and those states that are on the waiting list and so foster the European dimension in education. The educational network server "learnbox" has unfortunately had to be closed down to all data banks and data processing systems due to repeated hacker attacks. The ministry of the DG has recently installed a new educational server; it contains offers about continous training, statisticas data, information on financial help, school regulations and publications.

Die Außenbeziehungen der Deutschsprachigen Gemeinschaft Belgiens

La Communauté germanophone de Belgique - Die Deutschsprachige Gemeinschaft Belgiens

Pädagogisches Weiterbildungshandbuch 1. Halbjahr 2010




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11.5. European/International Dimension through the National Curriculum For a large part, it's thanks to the curricula that our young people learn to take a look behind the horizons of the local or regional environment and to reflect about the problems the youth of other countries and continents are confronted with.

So, for example, in Geography the still valid curriculum of 1985 for GUW primary schools recommends repeatedly to work out with the pupils some very typical geopolitical, economical and social features not only in Belgium and in the European Union but also in some selected countries in other continents.

In History, among other things, the European unification and some big topical problems are scheduled for the sixth grade.

In Civics, the Universal Declaration of Human Rights stands on the programme as well as a close examination - by using the topical current events - of the international solidarity. These all are good opportunities to emphasise the importance of intercultural dialogue and to make the pupils sensitive to the problems, which their immigrant schoolfellows had been confronted with and which are still making them heavy-hearted.

In secondary education the European and international dimension is very present in different subjects and grades.

So, for example the curriculum for the basic option subject Economics holds that in the fourth grade of secondary school the European Union has to be treated. In this course the students (15-16 years of age) have to analyse tables, statistics and graphical representations, allowing them to recognise and to show economical and social inequalities. They are invited to draw up - with the help of articles out of newspapers or magazines - a list of the countries which have applied for admission to the European Union and to explain for each of them what sort of hindrances exist on their road to the Union. In the same subject Economics the students of the sixth (terminal) grade have to outline and compare the differences between the American and the European economic systems, grounding their analysis on the economic doctrines, on the topical current events and on the documentation put at their disposal by the teacher.

In this same sixth (terminal) grade of secondary education one of the compulsory themes in History is the chapter Geopolitical evolution in Europe from 1945 till now. The students learn to understand how it came to the formation of two political blocks (East and West) in Europe during the cold war and how finally communism came to collapse; they learn what are the big problems and challenges in eastern Europe today. They understand that since the cold war time Europe stepped out from a Europe of the cemeteries towards a Europe without inner borders. They examine future prospects when new countries are admitted in the Union, in a new Europe that finally will be a continent living within a political and social democracy.

The curriculum for the subject Geography prescribes to deal with themes in the 5th and 6th grade of secondary education. In the 5th grade one of the themes is : Migration of peoples in the European Union - geographic aspects; students try to explain the reasons why in the last decades so many people and populations left their home country for a limited period or definitively; they analyse the structure of age-groups in the European Union and the consequences of a too important general ageing of the population upon our social-economic system in the future; they reflect upon the possibility of a reasonable immigration policy for solving this problem. In technical and vocational education this theme is scheduled for the 6th grade.

In Teacher Training

In the German-speaking Community of Belgium (DG) teacher training solely is organised at pre-primary and primary level. So, the following information only concerns these two levels. There is no training institution for


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secondary school teachers in DG. These students generally go to higher education institutions or universities in the French Community and therefore one has to read in the Eurybase description of the education system in this Community the section concerning the European and international dimension in teacher training.

In the preliminary talks concerning a possible mergence of the two small-sized teacher training institutions in DG, the need for giving, in a new curriculum, a significant place to an interdisciplinary approach for an intercultural education has been underlined.

In the course Methodology of Teaching German the students are informed that it is important to enlarge the own (cultural) horizons, especially when choosing literary texts (tales, stories, legends, poems,…) and to take into account texts coming from a foreign cultural environment. For example : at Christmas time, the students have to prepare some teaching units, showing how Christmas is celebrated in foreign countries (France, England, the Netherlands, Turkey,.).

In the course Methodology of Orthography and Grammar the students learn to be sensitive to the special spelling and writing difficulties of children speaking another language and possibly to help these children with differentiated learning programmes.

In the course Arts Education the lecturer at the Autome Hochschule noticed with regret that Belgian students are not any more well prepared in secondary education in visual, graphic and artistic basics, so that he needs all the time - at least in the first grade - to provide these basics and cannot provide further thoughts to aspects of the European and international dimension in art. However in Methodology of Teaching Arts, in Practical Exercises and in Practical Teaching the teacher draws the students attention to the strongly local-bound cultural background in choosing customarily the subjects for arts education in pre-primary and primary education. The students are invited to permanently have in mind and to put forward the European and universal dimension of art when choosing a subject.

Music Education too is a excellent tool to give an international dimension to teaching. In the course of centuries music has been changed again and again by all kinds of influences coming from most different cultures. More and more the children are confronted with multicultural influences, they have to face immediately. Of course, the media play a role, but also the meeting of people with a foreign cultural background, perhaps sitting on the same desk in school. The students learn how important it is for the kids to digest correctly these loads of impressions. In pre-primary education and particularly in primary education, music education has to bring the kids nearer to the own heritage as well as to the heritage of other cultures. In the last years more and more pedagogical means to foster multicultural education are to be found on the market. All aspects of music education are dealt with : the future teachers learn to play on the Orff instruments a Japanese melody pentatonically; they dance a Sirtaki on a Greek melody; they play a Peruvian Christmas song on the recorder; they accompany a Congolese welcoming song on percussion instruments; they sing songs from all over the world, if possible in the source language, if not in a German translation; they even hear music that they can't play nor sing, because scales with quarter tones from the Near East aren't playable on our instruments,… These examples out of a lot of possibilities show what is possible and are proof enough that intercultural aspects in music education are a quite evident fact.

Besides the cultural, international dimension there also is an important social dimension in music education; the opening onto other cultures educates to more tolerance : being different is felt as an enrichment and not as a threat.


Erlernen der Zweitsprache : Französisch (Grundschulwesen)

Französisch als Zweitsprache - Entwicklung von Sprachkompetenzen (Arbeitsdokument)



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11.6. Mobility and Exchange Mobility and exchange are well developed as far as pupils and students are concerned; there only have been a few programmes with teachers and school heads.


Agency for European educational programmes VoG

11.6.1. Mobility and Exchange of Pupils/ Students

Scool partnership

Multilateral school partnership in primary and secondary education is subsidized by the European Union in the frame of action programme Comenius 1. These partnerships are realised in three project forms : school projects, language projects (ex-lingua E) and school development projects. Since 2007 this action is integrated in the new programme for life long learning.

In school projects the partner schools define a common pedagogical pathway for how to handle in an inter-disciplinary way some topics, such as use of energy, ecosystems, local traditions, the waste problem, civics, use of ITC at school, school development projects,

Exchange between partner schools encourages the desire for pedagogical change and provides teaching a European dimension. Some of these projects are coordinated by DG , in others DG schools only are partners.

Pupils and Students Exchange :

● Participation in the Kleeblatt programme (''three-leaf clover''), an intra-Belgian exchange programme set up with the collaboration of the King-Baudouin Fund to support exchanges of pupils in the fifth and the sixth grade of primary schools.

● Participation in the Trialog programme, an intra-Belgian exchange programme set up with the collaboration of the Prince-Philippe-Fund, leading pupils, students and teachers coming from the three Communities (Gemeinschaften) to meet each other.

● A special form of pupils' mobility is taking place for decades in a very natural and spontaneous way. Hundreds of pupils living in DG leave their home schools - mainly when they have accomplished primary education at the age of twelve or a few years later - and attend secondary schools in the French Community of Belgium. Vice versa there are also hundreds of pupils coming from the French Community and attending primary and secondary schools in the German-speaking Community (although they are less numerous than ten years ago). In 2004-2005, for example, 1,5 % of the children in Kindergarten and primary schools and 2 % of the pupils in secondary education were domiciled in Germany, and 10 % of the children in Kindergarten and primary schools and 14 % of the pupils in secondary education were domiciled in a municipality of the French Community. 2,5 % of the pupils in secondary education were coming from Luxembourg and attended mainly the secondary school for special needs education, because this school offers training programmes which do not exist in this form in Luxembourg.

● In a small border region as DG , where there is only one higher education institution offering solely training programmes for teachers in pre-primary and in primary education (with about 120 students) and a traing programme for hospital nurses (about 30 students), students' mobility is a quite evident thing. For all other short term studies in higher education institutions and for all possible study programmes on university level DG students have to leave the German-speaking Community. Between 70 and 80 % of them attend


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institutions in the French Community and study in French, their first foreign language, the rest mostly in Germany; a very few of them study in the Flemish Community.

● Here we have to mention a new intra-Belgian exchange programme, Erasmus Belgica, which has been presented in January 2004 by the Ministers for Education of the three Communities (Gemeinschaften) and set up with the collaboration of the Prince-Philippe-Fund, encouraging students in higher education to spend a study period (from 3 to 12 months) in one of the two other Belgian Communities. The aim for DG is to attain within a few years a full participation of 100 % of DG students participating in this programme.

11.6.2. Mobility and Exchange of Teaching and Academic Staff

The participation of teachers and school heads in pre-project meetings also has been granted occasionally. Since 2006 Erasmus Belgica offers teachers in higher education the opportunity to attend or to give some lectures for up to five days in another Belgian higher education institution or a university and therefore being financially supported by the Prince-Philippe-Fund.

11.7. Statistics

National students/trainees undertaking part of their studies in another EU or third country :

No statistics available. But refer to information in 11.6.1. (the three last points). In 2003 there were 35 students/trainees envisaging a stay in another EU country in the frame of Leonardo da Vinci and 2 projects in Socrates with 10 students. Each year there are a few Erasmus-students from DG in other EU-countries (but the supervision lies in the French Community, not in DG).

Statistics on teachers, researchers and academics from other EU countries employed at different educational levels :

No statistics available. Approximately 1 % of the teachers in secondary education come from Germany, not in the frame of a European programme, but by ordinary recruitment. There are no researchers or academics from other EU countries because there is only one institution for higher education , but no university and no research centre in the German-speaking Community of Belgium. . The Autonome Hochschule (the only higher education institution in DG) will in future, however, give increased attention to individual research projects in cooperation with College and University partners both at home and abroad.

Number and distribution of EU and non-EU students and trainees in education :

The following figures do not really concern exchange and mobility in connection with a European programme, but rather a very natural mobility, which may be very typical in a border region such as DG.

In 2008-2009, 23,51 % of all children in Kindergarten and in primary schools and almost 20 % of all pupils in secondary education do not have the Belgian nationality. In each case , half of them are Germans, who mainly live in Eastern Belgium. Are domiciled in Germany 108 pupils in basic education (=1,37 %) and 172 pupils in secondary education (3,21 %)

Nearly 9 % of the pupils in pre-primary and primary education and nearly 8 % in secondary education are domiciled in a municipality of the French Community.

3.23 % of the pupils in secondary education are coming from Luxembourg. In addition to that, they are many coming from Luxembourg and attending a school for special needs education, mainly the IDGS Institution in Eupen, the only secondary school for special needs education, in which 136 pupils are enrolled. Indeed, that school offers training programmes which do not exist in this form in Luxembourg. Furthermore, there are a lot of students coming from Luxembourg enrolled in the Teacher Training Department of the new autonome hochschule . Because of the student intake levels set by the Luxembourg Government each year


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for the ISERP - Higher Institute for Pedagogical Study and Research in Luxembourg, they generally are candidates who are refused access at ISERP.


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GLOSSARY

5-8-Zyklus (Zyklus 5-8) : A possible stage in basic education, in which a more global view and many common activities of children and pupils from 5 to 8 years (last year in Kindergarten and the two first years in primary education) are aiming at a smoother transition from Kindergarten to primary school.

Abschlusszeugnis der Grundschule (Abschlusszeugnisses der Grundschule,Abschlusszeugnisse der Grundschule) : Certificate issued at the end of primary education, either at the end of the sixth year in a primary school, the first or even the second year in secondary school or by passing a special examination, the ''Kantonalprüfung''. which since 1999, has been replaced by an examination taken by the central Examination Board of the German-speaking Community (''Prüfungsausschuss der Deutschsprachiogen Gemeinschaft'').

Abschlusszeugnis der Oberstufe des Sekundarunterrichts : Secondary Education Final Certificate. This leaving certificate is issued on successful completion of the sixth year in general and technical secondary education or of the seventh year in vocational secondary education and gives admission to higher education. This certificate also can be awarded by the central Examination Board of the German-speaking Community ("Prüfungsausschuss der Deutschsprachigen Gemeinschaft").

Abschlusszeugnis der Unterstufe des Sekundarunterrichts : Certificate issued on successful completion of the third year in general and technical secondary education or of the fourth year in vocational education.This certificate also can be granted by the central Examination Board of the German-speaking Community ("Prüfungsausschuss der Deutschsprachigen Gemeinschaft").

allgemein bildender Unterricht (allgemein bildenden Unterrichts,allgemein bildenden Unterricht,allgemein bildenden) : General education : One of the three education forms in secondary education. General education mainly prepares pupils for higher education.

alternierend (alternierende,alternierenden,alternierender) : This work-board training takes places in an alternating form between school and workplace, is provided mainly in form of apprenticeship in the training centres of the Institute for Training and Retraining in SME's (IAWM) but also in the third stage of secondary education (qualification stream).

Anpassungsklasse (1.B-Klasse,1.B) : Mainly for those pupils who had difficulties in completing primary education, a first school year in a differentiated first stage in secondary education is proposed, where an appropriate education is provided, preparing them - possibly in a subsequent second year 2.B - for a better transition to the second stage in secondary (vocational) education.

Arbeitsamt (Arbeitsamtes) : Office for Employment in the German-speaking Community, since 2000 responsible for professional integration of the unemployed and for their vocational training and re-training.

Autonome Hochschule (Autonomen Hochschule) : Only higher education institution in DG. Since 2005/2006 the two higher education istitutions providing initial teacher training for teachers in pre-primary (Kindergarten) and primary education. In DG there are no such institutions for initial teacher training in secondary education.

Befähigungsnachweis (Befähigungsnachweises) : This certificate of professional qualification is issued on successful completion of the sixth year in technical or of the sixth and seventh year in vocational secondary education and gives access to employment and profession. Other qualification certificates just stipulate particular knowledge and skills.

Befähigungsunterricht (Befähigungsunterrichts,Befähigung) : One of the two streams in the 2nd and 3rd stage of secondary education (in opposition to the transition stream "Übergangsunterricht"). This qualification stream (with options in technical and in vocational education forms) aims mainly at preparing


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young people to enter the job market whilst keeping open the option of continuing to study in higher education.

Beobachtungsstufe (Beobachtung) : Observation stage: First stage of two years in secondary education, offering a large common spectrum of basic knowledge and skills as well as a preparation to the options in the next stage.

berufsbildender Unterricht (berufsbildenden Unterricht,berufsbildenden Unterrichts,berufsbildend,berufsbildender,berufsbildende Unterricht) : Vocational education : One of the three forms in upper secondary education (stages 2 and 3). Options in vocational education belong to the so-called Befähigungsunterricht (qualification stream in secondary education) preparing pupils to a practical profession in trade, industry or craftsmanship for instance. The other two forms in secondary education being 'allgemein bildender Unterricht' (general education) and 'technischer Unterricht' (technical education).

Bestimmungsstufe (Bestimmungs-,Bestimmung) : Destination stage: Third stage of secondary education. At the beginning of this stage, a pupil definitely chooses his course of study, which allows him to complete his secondary education and to obtain the Secondary Education Final Certificate (Abschlusszeugnis der Oberstufe des Sekundarunterrichts).

Bildungsurlaub (Bildungsurlaubes) : Paid education-at-leave (Bezahlter Bildungsurlaub): Subject to certain conditions, full-time workers in the private sector may be entitled to paid education-at-leave in order to improve their general or vocational knowledge and skills.

DG : The German-speaking Community of Belgium (Deutschsprachige Gemeinschaft). One of the three autochthonous Communities of Belgium, each of them having - since Belgium became a federal State - an own Parliament and a Government, allowing them to develop an own policy in important fields of competence.

Differenzierte 1. Stufe (Differenzierten 1. Stufe) : In the first stage of secondary education (which is called 'observation stage'), a 1.B class (Anpassungsklasse) and a 2.B class form a differenciated first stage, where an appropriate education is provided to pupils with basic learning difficulties, preparing them for a better transition to the second stage in secondary (mainly vocational) education.

Erneuerter Unterricht (erneuerte Unterricht,erneuerten Unterricht,erneuerten Unterrichts) : Since 1978, secondary education is organised in three stages of two years : a first general observation stage (Beobachtungsstufe), a second orientation stage (Orientierungsstufe) and a third determination stage (Bestimmungsstufe). In the 2nd and 3rd stages there are two streams of education and three education forms: a transition stream (Übergang) and a qualification stream (Befähigung), the first of which offer general (allgemein bildend) and technical (technisch) education and the second technical and vocational (berufsbildend) education.

Formative Evaluation (formative,formativen Evaluation,formativ,formativer,formativen) : This assessment of each pupil with his abilities, skills and individual learning pace, but also his week points, allows a diagnosis, a continuous guidance as well as remedial intervention and tuition. This form of evaluation induces the teacher to personalise his teaching and to help the pupil in controlling his manner of working, his organisation and time management and to change them if necessary.

FSUW (Freies Subventioniertes Unterrichtswesen) : School network of schools whose organising bodies may be private persons, religious communities or non-denominational organisations etc. and that are approved and subsidized by the Ministry. In DG, all FSUW-schools are so-called 'free', private-right catholic schools, largely subsidized by the budget of the German-speaking Community.

Gemeinschaften : Three autochthonous Communities are constituent elements of federal Belgium : the Flemish Community, the French Community and the German-speaking Community. The distinction between the Communities is founded in culture and language. German is a State language and official language in the


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German-speaking Community. As political institutions, the Parliaments and Governments of each of the three Gemeinschaften are mainly responsible for cultural, language, person-related and educational matters etc.

Gemeinschaftsunterrichtswesen (Gemeinschaftsunterrichtswesens,GUW) : GUW: Network of the former State schools, which are - since the State reform of 1989 - organised by the German-speaking Community. The organising authority of GUW-schools is the Minister of education.

Grundlagendekret (Grundlagendekrets,Grundlagendekretes) : Decree dated August 31, 1998 concerned with the responsibilities entrusted to organising authorities and staff and with general provisions of an educational and organisational nature for primary and secondary mainstream education. Fundamental regulations and general objectives for pre-school, primary and secondary education.

Grundschule (Grundschulen,Grundschulwesen,Grundschulwesens) : This term applies to pre-pimary and primary education. both provided in the same school building, the Grundschule. Grundschule aims at children from the age of three to the age of twelve.

GUW : Gemeinschaftsunterrichtswesen : Network of the former State schools, that are organised - since the State reform in 1989 - by the German-speaking Community and whose organising authority is the Minister of education.

Hausunterricht (Hausunterrichts) : The Belgian Constitution guarantees freedom for the parents to allow education for their children by private tuition or even at home, outside of a classical school. The parents only have to respect the legal obligation that their children should be under tuition, the control of which is devolved to the school inspectorate. These children may be awarded the Primary Education Final Certificate only by passing an examination before the school external Examination Board of the German-speaking Community.

IAWM : "Institut für Aus- und Weiterbildung des Mittelstands". Institution for initial and continuing training in the 'Middle Classes' and in SME's. This institution has two training centres, one in Eupen and one in Sankt Vith.

Industrielehre : Alternating training form, comparable with the apprenticeship in the dual training system of IAWM, but here within a cooperaration system between school and industry.

Kernkompetenzen : Those significant goals within a subject or subjects field, which represent the starting blocks for expressing competence attainment targets.

Kindergarten (Kindergärten) : Location for pre-primary education : children are aged three to six years. Almost 95 to 98 % of them attend Kindergärten. All Kindergärten are annexed to primary schools and form with them the "Grundschule" (basic school).

Klassenrat (Klassenrates,Klassenräte) : The class council (Klassenrat) is formed by the school director and all teachers responsible for a specific group of pupils. It's role is to assess a pupil's achievements and to take a decision on the pupil's promotion to the next school year or stage.

Klassische Humaniora (klassischen Humaniora,Klassische) : Former stream in general secondary education with the sections Latin-Greek, Latin-Mathematics or Latin-Sciences.

Kompetenzerwartungen : Competence attainment targets are the concrete learning results that a pupil can be expected to attain by a particular point in time, in order to successfully ensure his or her further educational process; these are considered as minimum requirements, that must be achieved by every pupil.

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Künstlerischer Unterricht (künstlerisch,künstlerische,künstlerischen) : One of the possible education forms within the transition stream in upper secondary education (2nd and 3rd stage), with a main focus on arts. This education form however is not organised in the German-speaking Community.

Lehrvertrag (Lehre,Lehrvertrages,) : Apprenticeship contract. 'Lehre' is the alternating training provided by IAWM, the Institute for Training and Retraing in Small and Medium-sized Enterprises. Vocational training takes place at the workplace while general education and theoretical professional knowledge are taught in specific training centres.

Moderne Humaniora (modernen Humaniora,moderne) : Former stream in secondary education with the sections Natural sciences and Mathematics, Economics and Commerce or Human Sciences.

Normative Evaluation (normativen Evaluation,normativ) : This form of assessment at the end of a stage (or a school year) is to examine if the key competencies (Schlüsselkompetenzen) laid down for this education level or stage (or the objectives for this school year) have been acquired and can result consequently in certification (or promotion to the next school year).

Offizielles subventioniertes Unterrichtswesen (offizielle subventionierte Unterrichtswesen,offiziellen subventionierten Unterrichtswesens) : OSUW : School network of public schools, whose organising authorities are the local municipalities. They are largely subsidized by the German-speaking Community.

Orientierungsbescheinigung (Orientierungsbescheinigungen) : In secondary education there are three different certificates of orientation which largely determine the further career of the pupil: A = successful completion. B = successful completion, but restricted choice in forms or courses of the next year or stage. C = failure, no promotion to the next year or stage.

Orientierungsstufe (Orientierung,Orientierungen,Orientierungsstufen) : Second stage in secondary education. The common core of general subjects is reduced whereas the optional component grows. The transition stream (Übergang) differs clearly from the qualification stream (Befähigung).

OSUW (Offizielles Subventioniertes Unterrichtswesen) : School network of public schools, whose organising authorities are the local municipalities. They are largely subsidized by the German-speaking Community.

Pädagogische Dienststelle des Ministeriums (Pädagogische Dienststelle,Pädagogischen Dienststelle,PDM,Pädagogischen Dienststelle des Ministeriums) : A pedagogical cell in the education and training department of the Ministry, in which teachers who are released from teaching duties, are in charge of coordinating pedagogical initiatives or are working as pedagogical inspectors and counsellors; together they are also in charge of planning and organising in-service training programmes.

Pädagogische Inspektion (Pädagogischen Inspektion,) : The number of schools in DG being relatively small, the Parliament has created a particular control- and guidance structure not corresponding to the traditional Inspectorate. This "Pädagogische Inspektion und Beratung" counts 4 to 6 inspectors.

Pädagogischer Rat (Pädagogischen Rat,Pädagogische Rat,Pädagogischen Rates) : Pedagogical council which has to be installed in every school by each organising authority and which is composed of the school director, a representative of the organising authority and of at least 5 members of teaching and education staff. This council has the right to be informed and heard about any pedagogical and organisational question in school. Some of the tasks of this council are the working out of an own education project for the school and the organisation of internal evaluation and of in-service training.

PDG : Parlament der Deutschsprachigen Gemeinschaft : Assembly of elected members who exercise legislative power in the German-speaking Community of Belgium.

PMS (Psycho-Medizinisch-Soziales Zentrum) : A school external centre in each of the three school networks, cooperating narrowly with the schools. Their task is to provide - free of charge - advice in psychological,


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medical and social matters to pupils, parents and/or teachers and to assist pupils in their development. They give information (to pupils and parents) and assistance in the choice of options.

Primarschule (Primarschulen) : School for primary education normally provided to pupils from 6 to 11/12 years of age.

Prüfungsausschuss (Prüfungsausschüsse,) : The central Examining Board of the German-speaking Community takes examinations in order to award leaving certificates on secondary education level which have the same value as those awarded by school establishments. Since 1999, there also is a special Examining Board for awarding the Primary Education Final Certificate (Abschlusszeugnis der Grundschule).

Rahmenpläne (Rahmenplänen) : Framework plans are compulsory frameworks that express both teaching and learning requirements in a school; these include, among other things, core competences, competence attainment targets and competence attainment ratios, which describe partial goals for the various stages in primary and secondary schooling, these stages being important steps in the development of competences.

Regelschule (Regelschulen,Regelschulwesen,Regelschul) : Term distinguishing schools for mainstream education from schools for special needs education (Sonderschulen) and institutions for adult education (Schulische Weiterbildung).

Regionen : Three Regions are constituent elements of Federal Belgium : Flanders, the Walloon Region and Brussels-Capital Region. The Regions are mainly responsible for policy in economy, environment, trade and commerce and in all matters linked to the territory. They should not be confused with the Communities ("Gemeinschaften") and with the language regions.

Reifezeugnis (Reifezeugnisse,Reifezeugnisses) : Up to 1994, this matriculation certificate was was awarded after a specific examination at the end of secondary education. It gave access to higher education institutions. At present, it is replaced by the Secondary Education Final Certificate

Schulische Weiterbildung (Schulischen Weiterbildung,Schulischen Weiterbildungsunterrichts) : Opportunity of education for young people and adults who, having left the school system, feel the need to update their skills and their knowledge and/or who want to acquire new qualifications mainly at secondary education level.

Schulnetz (Schulnetze,Unterrichtsnetz,Unterrichtsnetze) : Network of all schools organised by one organising authority or a groupment of organising authorities. In the German-speaking Community (DG) there are three Schulnetze (also called 'Unterrichtsnetze'): GUW (schools organised by the Community), FSUW (private-right or 'free' catholic schools, subsidized by the Community) and OSUW (schools organised by the municipalities and subsidized by the Community).

Schulpakt (Schulpaktes,Schulpaktgesetz,Schulpaktgesetzes) : Political agreement and Act of May 29, 1959 which ended the second school war and normalised relations between the different school networks (Unterrichtsnetze) by accepting them all and their personnel to subsidization.

Schulträger (Schulträgern,Schulträgers,Schulträgerschaft) : The organising authority of a school is the authority or the body bearing responsibility for that establishment.

Stufe (Stufen) : 1. As a remnant of former secondary education , the lower and the upper secondary education (Unterstufe und Oberstufe des Sekundarunterrichts) still are two three-years-periods of education at the end of which a diploma or a leaving certificate is issued. 2. Since 1978, the stages are periods of two years each (in primary education sometimes three years). A Stufe is an educational and pedagogic subdivision, taking in consideration the different learning paces and educational needs according to age. In the forthcoming reform of secondary education the stage is to become a real pedagogic unit and entity, as the pupil has a two years period before a decision about his further career is taken at the end of a stage.


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Stundenkapital (Stundenkapitals) : According to the number of pupils actually enrolled each secondary school is allocated a number of periods in consideration of the form and stage of education. Accordingly this stocks of periods determines the size of teaching staff of the school.

technischer Unterricht (technischen Unterricht,technischen Unterrichts,technischen,technische Unterricht) : Technical education : one of the three forms in upper secondary education (the 2nd and 3rd stage), the other two being general education and vocational education. In transition stream education (Übergangsunterricht), preparing the pupils mainly for higher education, technical education offers some possibilities. Most possibilities in technical education are offered in qualification stream education (Befähigungsunterricht), preparing the pupil mainly to have a trade or profession on leaving secondary education whilst keeping open the option of entering higher education. In any case, technical education involves a large part of practical training.

Teilzeitunterricht (Teilzeitunterrichts,TZU) : Part-time education is opposed to full-time education (Vollzeitunterricht) and is one of the possibilities of fulfilling compulsory school attendance at the age of 15/16 in an alternating training form after the period of full-time compulsory school attendance.

Übergangsunterricht (Übergang,Übergangsunterrichts,Übergangs) : One of the two streams in the 2nd and 3rd stage of secondary education ( in opposition to the qualification stream "Befähigungsunterricht"). This transition stream (with options in general and in technical education forms) aims mainly at preparing young people to enter higher education whilst keeping open the option of entering the job market.

Unterrichtsnetz (Unterrichtsnetze,Unterrichtsnetzes,Unterrichtsnetzen,Netz,Netze,Netzes,Netzen,Schulnetz,Schulnetze,Schulnetzen,Schulnetzes) : All schools belong to one of the three 'Unterrichtsnetze' (also called 'Schulnetze') : to the GUW (Community schools), to the FSUW (private-right catholic schools, subsidized by the Community) or to the OSUW (municipality schools subsidized by the Community). Organising authority of the GUW-schools is the Minister in charge of education, organising authority of the OSUW-schools are solely the 9 municipalities in DG and the organising body of the FSUW-schools is a private-right association of individual persons.

Vollzeitunterricht (Vollzeit,Vollzeitunterrichts,Vollzeit-,Vollzeitsekundarunterricht) : Full-time education is opposed to part-time education (Teilzeitunterricht) and is meant for pupils between three and eighteen who attend a determined number of lessons (in a weekly timetable fixed per stage) on 182 days a year.

Vorschule (Vorschulen,Vorschul-) : Kindergarten in which children aged three to five are provided pre-primary education. Is always annexed to a primary school, both of them forming the "Grundschule".

Zulassungsrat (Zulassungsrates) : The school director and a group of teachers in secondary education form a council which in particular cases takes a decision about the admission of a pupil to a form of education, a stream, an option, a class or stage.


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LEGISLATION

Coordinated laws on primary education (Law) : 20.08.1957, Belgisches Staatsblatt 06.11.1957

Artiles 23 (par.4), 50 and 50bis have been abrogated - as far as the German-speaking Community is concerned - by Article 121 of the "Foundation Decree" dated August 31, 1998.

Coordinated laws on secondary education (Law) : 30.04.1957, Belgisches Staatsblatt 12.08.1957

Coordinated laws on technical education form (Law) : 30.04.1957, Belgisches Staatsblatt 07.07.1957

Decree for the schooling of newly arrived (immigrant) pupils (Decree) : 17.12.2001, Belgisches Staatsblatt : 04.04.2002, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1999_2004/32451.pdf, 16.12.2008

Measures helping to integrate newly arrived immigrant children into schools.

Decree abrogating the law dated April 1, 1960 on PMS-Centres (Decree) : 07.05.1990, Belgisches Staatsblatt 27.06.1990, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1986_1990/900507-1.pdf, 16.12.2008

New norms for opening a PMS Center in the German-speaking Community of Belgium.

Decree concerned with career-end and a leave for reduced services for staff members in schools and PMS-Centres ... (Decree) : 25.06.1996, Belgisches Staatsblatt 19.10.1996, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1995_1999/10116.pdf, 26.11.2008

Different forms of career break with ''Out of Service Leaves''. Social measures taken in parallel to some restriction policy measures.

Decree concerned with control measures in case of sick leave of staff in schools and PMS-Centres organised or subsidized by the German-speaking Community (Decree) : 05.02.1996, Belgisches Staatsblatt 11.06.1996, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1995_1999/1995-1996_KG_34__4840doc.pdf, 16.12.2008

Decree concerned with the learning and the use of languages in education (Decree) : 19.04.2004, Belgisches Staatsblatt 09.11.2004, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1999_2004/38146.pdf, 16.12.2008

Decree concerned with the responabilities entrusted to school providers and staff and with general provisions of an educational and organisational nature for pre-primary, primary and secondary mainstream education (Decree) : 31.08.1998, Belgisches Staatsblatt 24.11.1998, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1995_1999/1997-1998_KG___45476doc.pdf, 16.12.2008

Foundation decree for basic and secondary mainstream education.

Decree concerned with the revalorisation of the teaching profession (Decree) : 21.04.2008, Belgisches Staatsblatt, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/2004_2009/2007-2008_D_124_2_49359doc.pdf, 16.12.2008

A first section of the decree improves the statutory working conditions of those staff members on short-term contracts in education, sometimes repeated over very many years; once these reach a certain overall seniority, and after submitting their candidacy for 2008-2009 onwards, they may be granted an appointment or employment for an unlimited period. They will then no longer have to reintroduce their candidacy each new school year. In addition, most of the current types of leave will also then be available to them. A second section deals with a revision of salary scales in education, in particular by drastically reducing the large


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number of different scales and by a 10 % increase in starting salaries. In a third section, the position of first foreign language teacher has been created in primary schools, thus enabling a more focussed appointment of qualified teachers for this subject.

Decree concerned with training and continuing training in the middle-class and the SME (small and medium-sized enterprises) (Decree) : 16.12.1991, Belgisches Staatsblatt 20.02.1992, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1990_1995/911216-2.pdf, 16.12.2008

Decree concerning promotion of institutions for adult education subsidization of organisations for adult education (Decree) : 17.11.2008, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/2004_2009/2008-2009 _D_133_4_50973doc.pdf, 16.12.2008

Requirements for subsidization of private organisations active in non-vocational and non-formal adult education.

Decree concerning special measures in connection with the teaching posts system and an adjustment of the salary statute (Decree) : 25.06.2001, Belgisches Staatsblatt 02.10.2001, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1999_2004/32447.pdf, 26.11.2008

Decree concerning the appointment of the school external examining board of the German-speaking Community for secondary education and the examination procedures (Decree) : 18.04.1994, Belgisches Staatsblatt 25.08.1994, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1990_1995/br-1993x94-024.pdf, 16.12.2008

Decree concerning the center for special needs pedagogics in regular and special needs education as well as the fostering of pupils with special needs (Decree) : 11.05.2009, Belgisches Staatsblatt 04.08.2009, http://www.dgparlament.be/PortalData/4/Resources/Daternbank/2004_2009/2008-2009_KG_148__56738doc.pdf, 15.03.2010

Objectives: - early detection of learning difficulties; - improvement of the interaction between mainstream education and special needs education schools

Decree establishing core competences and framework plans in education (Decree) : 16.06.2008, Belgisches Staatsblatt, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/2004_2009/2007-2008_BR_127__50230doc.pdf, 16.12.2008

Establishes newly developed competence-oriented framework plans, which are a further development of those key competences (Schlüsselkompetenzen) decreed on 16.12.2002. Framework plans are compulsory frameworks that express both teaching and learning requirements in a school. These include, among other things, core competences (the significant goals within a subjet or subjects field, which represent the starting blocks for expressing competence attainment targets), competence attainment targets (i.e. the concrete learning results as minimum requirements that a pupil can be expected to attain by a particular point in time, in order to successfully ensure his or her further educational process) and competence attainment target ratios ( which describe partial goals for the various stages in primary and secondary schooling, these stages being important steps in the development of competences).

Decree fixing developmental goals for kindergarten and of key competences for primary education and the first stage in secondary education ... (Decree) : 16.12.2002, Belgisches Staatsblatt 10.07.2003, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1999_2004/32422.pdf, 16.12.2008

The part concerning the key competences has been replaced by the decree from 16 June 2008 fixing core competences and framework plans in education.


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Decree for mainstream basic education (Decree) : 26.04.1999, Belgisches Staatsblatt 06.10.1999, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1995_1999/1998-1999_KG_134__45481doc.pdf, 26.11.2008

Decree on financial support for pedagogical purposes in education (Decree) : 16.12.2002, Belgisches Staatsblatt 04.06.2003, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1999_2004/32421.pdf, 16.12.2008

Public financial support for schools to invest in pedagogical auxiliary resources (schoolbooks and other didactic means, excursions, in-service training).

Decree on measures in education and training 2009 (Decree) : 25.05.2009, Belgisches Staatsblatt 08.09.2009, http://www.dgparlament.be/portalData/4/Resources/Datenbank/2004_2009/2008-2009_KG_150__56743doc.pdf, 15.03.2010

The most important measures concern: - application of guideline 2005/36/EC of the European Parliament and Council of Sept. 7, 2005 on the recognition of vocational qualifications; - Qualification for school heads of secondary school, - Implementation of school mediotheks, - Equivalence of vocational training systems.

Decree on measures in education, in training and in the field of school infrastructure (Decree) : 17.05.2004, Belgisches Staatsblatt : 20.12.2004, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1999_2004/38149.pdf, 16.12.2008

Concerns amongst other things financial support measures for teachers working in different schools on the same day.

Decree on registration and schools fees (Decree) : 17.07.1995, Belgisches Staatsblatt 27.02.1996, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/19995_1999/950717-2.pdf, 16.12.2008

For basic, secondary and special needs education, this decree has been abrogated by the ''Foundation Decree'' of 31.8.1998 (L055)

Decree on the creation of a pool of substitute teachers for the public schools organised by the German-speaking Community (Decree) : 22.06.1993, Belgisches Staatsblatt : 24.11.1993, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1990_1995/930622-3.pdf, 16.12.2008

Decree on the creation of an autonomous higher education institution (Decree) : 27.06.2005, Belgisches Staatsblatt : 5.12.2005, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/2004_2009/2004-2005_KG_13__48865doc.pdf, 16.12.2008

Creation of a new higher education institution in the German-speaking Community of Belgium, replacing - since July 2005 - the three institutions which closed their doors end of June, 2005.

Decree on the creation of an employment office in the German-speaking Community (Decree) : 17.01.2000, Belgisches Staatsblatt : 24.03.2000, http://www.dgparlament/PortalData/4/Resources/Datenbank/1999_2004/1999-2000_KG_25__48850doc.pdf, 16.12.2008

The employment office (Arbeitsamt) is in charge of realising programmes for reemployment of unemployed persons and - in the field of vocational training - of promoting further training of employed and jobless persons and organising retraining programmes.

Decree on the determination of the global number of lesson units for teachers in fulltime secondary education of type I (Decree) : 05.06.1990, Belgisches Staatsblatt 12.07.1990, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1986_1990/br-1989x90-027.pdf, 16.12.2008


207

System to calculate the global number of lesson units for teachers (Stundenkapital) according to the number of pupils. This capital of lesson units (or ''periods'') allows it for schools to define their offer, to calculate vacancies and to recruit teachers.

Decree on the determination of the subvention amount for grant-aided schools (Decree) : 18.04.1994, Belgisches Staatsblatt 03.08.1994, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1990_1995/940418-1.pdf, 16.12.2008

Decree laying down the rules for calculating the amount of subsidies in subsidized educational institutions. For basic education, this decree has been abrogated and replaced by provisions in the Decree of 26 April 1999 on basic mainstream education.

Decree on the granting of financial study supports (Decree) : 06.06.1986, Belgisches Staatsblatt 28.08.1986, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1981_1986/860626-1.pdf, 16.12.2008

Decree on the holding of pedagogical conference days (Decree) : 25.06.1996, Belgisches Staatsblatt 09.01.1997, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1995_1999/10127.pdf, 16.12.2008

Decree on the installation and determination of the tasks of the Pedagogical Inspectorate and Counsel for education in the German-speaking Community in Belgium (Decree) : 24.03.2003, Belgisches Staatsblatt 07.05.2003, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1999_2004/32280.pdf, 16.12.2008

Decree on the modality of fixing the positions allocated to special needs education (Decree) : 27.06.1990, Belgisches Staatsblatt 02.08.1990, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1986_1990/900627-3.pdf, 16.12.2008

Basic decree on schools for special needs education

Decree on the organisation of a schoolish part time education in the frame of vocational upper secondary education (Decree) : 25.06.1996, Belgisches Staatsblatt 19.10.1996, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1995_1999/10125.pdf, 15.12.2008

Decree on the organisation of part-time arts education (Decree) : 23.03.2009, Belgisches Staatsblatt 14.05.2009, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/2004_2009/2008-2009_KG_144_56734doc.pdf, 15.03.2010

Conditions for the organisation of the music acadamy as an intermunicipal institution

Decree on the provision of grants and scholarships for further education courses and studies and for scientifical research projects (Decree) : 06.06.1988, Belgisches Staatsblatt 05.10.1988, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1986_1990/br-1987x88-024.pdf, 16.12.2008

Decree on the statute for all staff members of grant-aided public educational institutions and PMS-Centres (Decree) : 29.03.2004, Belgisches Staatsblatt 24.06.2004, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1999_2004/35430.pdf, 16.12.2008

Statutory rules for all staff members in public schools organised by the municipalities of the German-speaking Community and in the provincial PMS Centre, working for these schools.

Decree on the statute for subsidized staff members of grant-aided private-right educational institutions and PMS-Centres (Decree) : 14.12.1998, Belgisches Staatsblatt 06.05.1999, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1995_1999/1998-1999_KG_104__45479doc.pdf, 16.12.2008

Statutory rules for all staff members in ''free'' catholic schools and PMS Centre, subsidized by the German-speaking Community


208

Decree on urgent measures in education 2003 (Decree) : 30.06.2003, Belgisches Staatsblatt 10.10.2003, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1999_2004/2002-2003_KG_135__45488doc.pdf, 16.12.2008

Contains amonst other things new rules for different forms of leave of absence, a few economy measures, new specialisations in nurse training,....

Decree on various measures in education 2005 (Decree) : 06.06.2005, Belgisches Staatsblatt :, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/2004_2009/2004-2005_KG_36__4886doc.pdf, 15.12.2008

a.o. new retirement rules (at the age of 58 instead of 55; pedagogical leave in form of a reduced timetable at the age of 55 : 1/2 time table for teaching + 1/4 for mentoring activities or other pedagogical services for 80 % of the salary


Some important aspects of the personnel statutes have been modified (recruitment rules, priority rules for temporary employment or definitive appointment, transfer rules). The new rules have come into force on 1 January and on 1 september 2007.


Among the 24 different measures altering existing legal provisions in education in some details, the most important one is the reform of the office of school head in secondary education, coming into force on 1 may 2007.

Decree on various measures in education 2008 (Different measures changing some details in existing legal provisions in education, mainly provisions concrning the statutory rules for staff members) : 23.06.2008, Belgisches Staatsblatt, http://www.dgparlament.be/portal/Data/4/Resources/Datenbank/2004_2009/2007-2008_BR_129__50229doc.pdf, 16.12.2008

Governmental decree amending some regulations in the legal educational provisions concerning salary scales (Governmental Decree) : 13.04.2006,

Governmental decree approving the educational project for schools organised by the Ministry of the German-speaking Community (Governmental Decree) : 11.05.2000, Belgisches Staatsblatt : 19.09.2000, http://www.unterrichtsverwaltung.be

Governmental decree concerned with the granting of public financial study supports to students studying abroad (Governmental Decree) : 22.12.2005, Belgisches Staatsblatt : 12.04.2006, http://www.dglive.be/desktopdefault.aspx/tabid-801/630_read-27702/, 16.12.2008

Governmental decree concerning the approbation and subsidization of organisations for adult education (Governmental Decree) : 07.05.1993, www.unterrichtsverwaltung.be., 16.12.2008

Requirements for subsidization of private organisations active in non-vocational and non-formal adult education. New regulations from 2009 on.

Governmental decree fixing regulations for internships that must be completed in the course of the studies leading to a "Brevet in sick-nursing" (Governmental Decree) : 10.07.1997, Belgisches Staatsblatt : 24.10.1997, http://www.unterrichtsverwaltung.be, 16.12.2008


209

Governmental decree fixing regulations for internships that must be completed in the course of the studies leading to a "Graduat" in sick-nursing (Governmental Decree) : 09.07.1997, Belgisches Staatsblatt : 24.10.1997, http://www.unterrichtsverwaltung.be, 16.12.2008

Governmental decree fixing the conditions for awarding the diploma of a "Graduate" in sick-nursing (Governmental Decree) : 06.06.1997, Belgisches Staatsblatt : 13.09.1997, http://www.unterrichtsverwaltung.be, 16.12.2008

Amended by a decree dated June 30, 2003.

Governmental decree fixing the conditions for the awarding of a "Brevet" in sick-nursing (Governmental Decree) : 13.06.1997, Belgisches Staatsblatt : 22.10.1997, http://www.unterrichtsverwaltung.be, 16.12.2008

Governmental decree fixing the school calendar for the school years 2006-2007 to 2010-2011 (Governmental Decree) : 22.06.2006, Belgisches Staatsblatt : 31.08.2006, http://www.unterrichtsverwaltung.be/WEBDOC_11WEB/DOK/download/Schulkalender%20bis%202011-2012.pdf, 16.12.2008

Governmental decree implementing the decree of 5 February 1996 concerned with control measures in case of sick-leave ... (Governmental Decree) : 25.09.1996, Belgisches Staatsblatt : 14.12.1996, http://www.unterrichtsverwaltung.be, 16.12.2008

Governmental decree on holiday-pay for staff members in public and grant-aided schools (Governmental Decree) : 08.01.2004, Belgisches Staatsblatt : 24.06.2004, http://www.unterrichtsverwaltung.be, 16.12.2008

The holiday-pay for teachers in pre-primary, primary and lower secondary education is equivalent to 80 % of a month salary and it is equivalent to 75 % for teachers in upper secondary education. In a decree from 19 July 2007, the Government decided to raise up these figures - from 2010 onwards - to 85 % and to 80 % respectively

Governmental decree on school attendance (Governmental Decree) : 10.02.2000, Belgisches Staatsblatt : 3.05.2000, http://www.unterrichtsverwaltung.be, 16.12.2008

In special cases the Minister may relieve a pupil (such as a top athlete) from the obligation of school attendance by declaring certain predefined absences as justifiable. An amendment to this law, from 6th september 2007, envisages some additional situations, thereby widening the Minister's discretionary powers.

Governmental decree on the appointment of the central examination board of the German-speaking Community for the awarding of the Teaching Qualification Certificate, on the composition and functioning of the board and on the examination procedures (Governmental Decree) : 19.12.2002, Belgisches Staatsblatt : 28.02.2003, http://www.unterrichtsverwaltung.be, 16.12.2008

Governmental decree on the composition and functioning of the school external central examining board of the German-speaking Community for secondary education and on the examination procedures (Governmental Decree) : 20.07.1994, Belgisches Staatsblatt : 13.10.1994, http://www.unterrichtsverwaltung.be, 16.12.2008

Governmental decree on the composition and functioning of the consultative committee for special needs education (Governmental Decree) : 20.07.1994, Belgisches Staatsblatt : 13.10.1994 + 30.10.2003, http://www.unterrichtsverwaltung.be, 16.12.2008


210

Governmental decree on the conditions for granting a special public financial study support (Governmental Decree) : 16.06.1988, http://www.unterrichtsverwaltung.be, 16.12.2008

Governmental decree on the entitlement to a student grant and on its amount (Governmental Decree) : 27.09.1995, http://www.unterrichtsverwaltung.be, 16.12.2008

Public financial support for students. Modification of the amounts by a Decree dated 15 May 2003.

Governmental decree on the organisation of the consultative committee for all schools whose organising authority is the Ministry of the German-speaking Community (Governmental Decree) : 18.03.1992, Belgisches Staatsblatt : 29.04.1992, http://www.unterrichtsverwaltung.be, 16.12.2008

Governmental decree regulating career breaks in schools and PMS-Centres (Governmental Decree) : 09.11.1994, Belgisches Staatsblatt : 01.12.1995, http://www.unterrichtsverwaltung.be, 16.12.2008

Governmental decree regulating the school external awarding of Primary Education Final Certificates (Governmental Decree) : 13.07.2000, Belgisches Staatsblatt : 29.09.2000, http://www.unterrichtsverwaltung.be/WD110AWP/WD110Awp.exe/CONNECT/webdoc_11, 16.12.2008

Law amending some legal regulations in education (Law) : 29.05.1959, Belgisches Staatsblatt 19.06.1959, www.unterrichtsverwaltung.be, 16.12.2008

By this law, called "school pact law" a long lasting "Battle" between school systems (public schools and 'free', mainly catholic schools) in Belgium came to an end. Some articles have been abrogated - as far as The German-speaking Community is concerned - by the so-called Foundation decree of 31 August 1998 and by the decree for basic mainstream education of 26 April 1999.

Law concerned with institutional reforms for the German-speaking Community (Law) : 31.12.1983, Belgisches Staatsblatt 18.01.1984, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1981_1986/1983-1984_G.pdf, 16.12.2008

Next to the Belgian Constitution (coordinated on February 17, 1994) this law is the legal foundation of the German-speaking Community of Belgium as a constituent part of the new federal State.

Law concerned with the equivalence of foreign diplomas and certificates (Law) : 19.03.1971, Belgisches Staatsblatt : 12.06.1971, http://www.unterrichtsverwaltung.be, 16.12.2008

See also Royal Decree of July 20, 1971 (L027)

Law on compulsory school attendance (Law) : 29.06.1983, Belgisches Staatsblatt 06.07.1983, www.unterrichtsverwaltung.be, 16.12.2008

This law has been amended in some points by the so-called "Foundation Decree" of August 31, 1998 [L055] and the Decree on basic mainstream education of April 26, 1999 [L056].

Law on special needs education and integrated education (Law) : 06.07.1970, Belgisches Staatsblatt : 25.08.1970, http://www.unterrichtsverwaltung.be, 16.12.2008

Art. 6 has been modified - as far as the German-speaking Community is concerned - by a decree dated April 18, 1994.

Law on statutory rules for staff members in state schools (Law) : 22.06.1964, Belgisches Staatsblatt : 04.07.1964, http://www.unterrichtsverwaltung.be, 16.12.2008

Refer to L026 (Royal Decree of 19 March 1969)

Law on the general structure of higher education (Law) : 07.07.1970, Belgisches Staatsblatt : 12.09.1970


211

Law on the general structure of secondary education (Law) : 19.07.1971, Belgisches Staatsblatt 28.08.1971

Has introduced a new structure in secondary education, the so-called ''renewed education''.

Law on the organisation of PMS-Centres (Law) : 01.04.1960, Belgisches Staatsblatt 18.05.1960

Organisation of PMS Centres (Royal decree) : 13.08.1962, Belgisches Staatsblatt, http://www.unterrichtsverwaltung.be, 16.12.2008

Programme decree 1996 (Decree) : 04.03.1996, Belgisches Staatsblatt 18.04.1996, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1995_1999/10112.pdf, 16.12.2008

Decree changing - in chapter 2 - a lot of legislative documents in education. Contains a.o. linear economy measures in educational provisions (a cutting down of - 5 %)

Programme decree 1997 (Decree) : 20.05.1997, Belgisches Staatsblatt 02.07.1997, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1995_1999/12497-1.pdf, 16.12.2008

New system for calculating the number of lesson units for teachers according to the number of pupils. This capital of lesson units (or ''periods'') allows it for schools to define their offer, to calculate vacancies and to recruit teachers.

Programme decree 1998 (Decree) : 29.06.1998, Belgisches Staatsblatt 18.07.1998, http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1995_1999/1997-1998_KG___45474doc.pdf, 16.12.2008

Contains a.o. new norms for opening posts in school administration and as assistant educators in secondary and higher education.

Programme decree for infrastructure (Decree) : 21.10.1996, PDG (Parlament der Deutschsprachigen Gemeinschaft), http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1995_1999/10241.pdf, 16.12.2008

Partially abrogated by the Decree of 18 March 2002

Royal decree concerned with the determination of the different education types and the organisation of schools for special needs education, and fixing the requirements for admission and stay in the different levels of schools for special needs education. (Royal Decree) : 28.06.1978, Belgisches Staatsblatt 29.08.1978, http://www.unterrichtsverwaltung.be, 16.12.2008

Royal decree concerned with the organisation of secondary education (Royal Decree) : 29.06.1984, Belgisches Staatsblatt 03.08.1984, http://www.unterrichtsverwaltung.be

With regulations concerning structure, admission requirements, Final Certificates. Revaluation of vocational education form.

Royal decree concerning financial and general management of the offices with autonomous management system in state schools (Royal Decree) : 29.12.1984, Belgisches Staatsblatt 08.01.1985

Since 01.01.2003 : Governmental Decree concerned with separate management services in GUW schools (i.e. schools organised by the Community).

Royal decree fixing basic rules for full time state schools with French or German as language of instruction, except in higher education institutions (Royal Decree) : 11.12.1987, Belgisches Staatsblatt 02.02.1988

Articles 5 to 8 and 10 to 12 have been abrogated - as far as the German-speaking Community is concerned - and replaced by some articles in the "Foundation Decree" dated August 31, 1998.


212

Royal decree fixing the conditions and the procedures for the delivery of an equivalence certificate for foreign diplomas and certificates (Royal Decree) : 20.07.1971, Belgisches Staatsblatt : 05.08.1971, http://www.unterrichtsverwaltung.be, 16.12.2008

Royal decree fixing the personnel statute for staff in non-university state schools, in annexed boarding schools and in the school inspectorate (Royal Decree) : 22.03.1969, Belgisches Staatsblatt 02.04.1969, http://www.unterrichtsverwaltung.be, 16.12.2008

Statutory rules for all staff members in public schools organised by the Ministry of the German-speaking Community (former State schools)

Royal decree fixing the personnel statute for the Psycho-Medical-Social Centres, ... (Royal Decree) : 27.07.1979, Moniteur belge/Belgisch Staatsblad,

Royal decree fixing the requirements and norms for opening posts in school administration and as assistent educators in secondary and higher education, except in universities. (Royal Decree) : 15.04.1977, Belgisches Staatsblatt 19.05.1977, http://www.unterrichtsverwaltung.be, 16.12.2008

Royal decree on general provisions for short term higher education institutions (Royal Decree) : 03.11.1987, Belgisches Staatsblatt 19.12.1987, http://www.unterrichtsverwaltung.be, 16.12.2008

Special decree on the creation of an autonomous higher education institution (Decree) : 21.02.2005, PDG (Parlament der Deutschsprachigen Gemeinschaft), http://www.dgparlament.be/PortalData/4/Resources/Datenbank/2004_2009/2004-2005_KG_14__39320doc.pdf, 16.12.2008

Agreement of the three higher education institutions, which existed until the end of the academic year 2004-2005, to close their doors on July 1, 2005 and together build up a new public-right organising authority : the ''Autonome Hochschule'', the only higher education institution in the German-speaking Community.

The Constitution of the Kingdom of Belgium (Constitution) : 17.02.1994, http://www.dgparlament.be/PortalData/4/Resources/downloads/gesetzestexte/verfas_20060221.pdf, 16.12.2008


213

INSTITUTIONS

Agency for European educational programmes VoG

Ministerium der DG

Postfach 72

B-4700 EUPEN

Tel: +32 (0)87 596 384

E-mail: [email protected]

Website: http://www.dglive.be/agentur/Desktopdefault.aspx/tabid-1529/ (15.03.2010)


QUARTUM Center Hütte 79 (Box 21) B-4700 Eupen

Tel: +32 (0) 87 56 82 15

Fax: +32 (0) 87 74 02 76


Website: http://www.rve.demetec.net/ (26.11.2008)

Council grouping most of the private organisations active in non-vocational and non-formal adult education. Has an advisoring function for the minister involved.

DGStat- Statistic Register of the German-speaking Community

Gospert 1

4700 EUPEN

Website: http://www.dgstat.be/ (15.03.2010)

Statistics on demography of the German-speaking Community


Vennstrasse 4/2

4780 SANKT VITH

Tel: +32 (0) 80 28 00 60

Fax: +32 (0) 80 22 90 83


Website: http://www.adg.be (15.03.2010)

The employment office ADG is an official institution under the auspices of DG-Government. Since 1st January 2000 ADG is responsible for all employment matters and - at least partially - for professional training programmes in the German-speaking Community.

European Social Fund (ESF)

Ministerium der Deutschsprachigen Gemeinschaft

ESF-Zelle

Gospert 1


214

B-4700 Eupen

Tel: +32 (0) 87 78 96 21

Fax: +32 (0) 87 59 64 10


Website: http://www.dglive.be/desktopdefault.aspx/tabid-279/372_read-30700/ (23.03.2009)

The most important financial tool for the European Union to convert strategic employment targets into tangible measures

Eurydice, the infomation network on education in Europe

EACEA P9 Eurydice

av. du Bourget 1

BOUR

BE-1140 BRÜSSEL

Tel: +32(0)2 29 80 130

Fax: +32 (0)2 2921 971


Website: http://www.eurydice.org (14.01.2009)

Eurydice is part of the Community Action Programme in the field of Education and Lifelong Learning. It is an institutional network for gathering, monitoring, processing and circulating reliable and readily comparable information on education systems and policies throughout Europe. Eurydice covers the education systems of the Melmber States of the European Union, the three countries of the European Free Trade Association that are members of the European Economic Area, and the EU candidate countries involved in the EU Action Programme in the field of Lifelong Learning.

Free PMS-Centre

Luxemburger Straße 11

4780 SANKT VITH

Tel: +32 (0)80 22 66 54

Fax: +32 (0)80 39 95 39


PMS Centre organised by the educational network of 'free' subsidized Catholic schools in the German-speaking Community


100 Avenue Mounier - 1200 Brüssel

Tel: +32 (0)2 256 70 11

Fax: +32 (0)2 256 70 12


Website: http://www.segec.be/index2.htm (26.11.2008)

Central office of catholic educational institutions in the French Community and in the German-speaking Community of Belgium.


215

Government of the German-speaking Community

Klötzerbahn 32

B - 4700 EUPEN

Tel: +32(0)87 59 64 00

Fax: +32 (0)87 74 02 58


Website: http://www.dglive.be/desktopdefault.aspx/tabid-218//216_read-12294/ (23.03.2009)


Vervierser Straße 4a B - 4700 Eupen

Tel: +32 (0) 87 30 68 80

Fax: /+32 (0) 87 89 11 76


Website: http://www.iawm.be (25.11.2008)

A decree created the IAWM as a public institution with responsibility for training and continuing training in the Middle Classes and in SME's (small and medium-sized enterprises). Two Centers of IAWM (in Eupen and in St.-Vith) provide basic instruction and training (apprenticeship and manager training), extended training and re-training courses for fellow-workmen, masters and staff of business firms.

Ministry of the German-speaking Community. Department for Education, Training and Employment

Gospertstraße 1

4700 EUPEN

Tel: +32 (0)87 59 64 81

Fax: +32 (0)87 55 64 75


Website: http://www.dglive.be/desktopdefault.aspx/tabid-107//478_read-18893/ (25.11.2008)


Kaperberg 8

4700 EUPEN

Tel: +32 (0) 87 59 07 20

Fax: +32 (0) 87 59 07 30


Website: http://www.dgparlament.be (23.03.2009)

The Parliament of the German-speaking Community, the PDG (former RDG), counts 25 directly elected members and 11 advising members, who have been elected in other institutions.


Gospertstraße 44

B - 4700 EUPEN


216

Tel: +32 (0)87 55 46 44

Fax: +32 (0)87 55 69 63


PMS Centre working for the schools organised by the Ministry of the German-speaking Community (GUW-schools)


Neustraße 59

B - EUPEN

Tel: +32 (0)87 74 25 22

Fax: +32 (0)87 55 71 10


PMS Centre organised by the province of Liège and working for all schools organised by the municipalities


Brüssel

Website: http://statbel.fgov.be (26.11.2008)

Main official statistical institution in Belgium; provides a large choice of figures.


217

BIBLIOGRAPHY

Ausbildung für Schüler und Jugendliche in der Deutschsprachigen Gemeinschaft Belgiens = Training for pupils and youn gpersons in the German-speaking Community of Belgium / Erwin Heeren; Robert Nelles . - January 2010 - Eupen : Arbeitsamt der Deutschsprachigen Gemeinschaft - Berufsberatung , 2010 . - p.31.

http://www.adg.be/PortalData/19/Resources/downloads/bab/Broschuere_ausbildung_fuer_Schueler_und_Jugendliche_in_der_DG_2009/2010.pdf (15.03.2010)

Gibt einen Einblick über die Vielfalt der Ausbildungsmöglichkeiten in der DG. Wird jährlich aktualisiert und in den Schulen, in den PMS-Zentren und in den Jugendinformationszentren, an interessierte Eltern und Schüler verteilt. Broad information brochure containing all training possibilities in the German-speaking Community, yearly updates, large distribution in education and youth centres.

Belgien verstehen = For a better understanding of Belgium / P.Blaise, A.Desmarets, T.Jeunejean, F.Cremer, K.-H.Lambertz . - Brüssel : De Boeck Wesmael / Bund der Familien , 2006 . - p.56.

ISBN 2-8041-5264-2

Bericht des Ausschusses für Sprachengebrauch im Unterrichtswesen = Report of the Parliamentary Commission concerned with the use of languages in education / PDG-Verwaltung . - Eupen : Rat der Deutschsprachigen Gemeinschaft , 1999 . - p.255. - ( ; 141(1998-1999)Nr.1 )

http://www.dgparlament.be/PortalData/4/Resources/datenbank/1995_1999/15085.pdf (2008.12.17)

Seit der Verfassungsänderung vom 20. Mai 1997 kann das Parlament der DG den Sprachengebrauch im Unterrichtswesen selber per Dekret regeln. Ein im Oktober 1997 eingesetzter Sonderausschuss hat die sich daraus ergebenden Möglichkeiten analysiert, die praktische Anwendung der bestehenden gesetzlichen Bestimmungen durch die Auswertung einer in allen Schulen durchgeführten Umfrage untersucht und - nach zahlreichen Anhörungen - Vorschläge und Empfehlungen zum Sprachengebrauch formuliert.

Bericht des Sonderausschusses für Sprachengebrauch im Unterrichtswesen = Report of the Parliamentary Special Commission concerned with the use of languages in education / PDG-Verwaltung . - Eupen : Rat der Deutschsprachigen Gemeinschaft , 2004 . - p.260. - ( ; 172(2003-2004)Nr.1 )

http://www.dgparlament.be/PortalData/4/Resources/Datenbank/1999_2004/36035.pdf (2008.12.17)

Bericht über die 22 Sitzungen des zweiten Sonderausschusses des Parlaments der DG, der zu diesem Thema von 2000 bis 2004 getagt hat.

Das Weiterbildungshandbuch der DG für das 1. Halbjahr 2010 = Guide for further education for the first semester of 2010 / Ministerium der DG, Abteilung Kulturelle und Soziale Angelegenheiten . - Eupen : Ministerium der DG: Abteilung Kulturelle und Soziale Angelegenheiten , 2009 . - p.77. - ( WIB (Weiterbildung - Information - Beratung) )

Übersichtliche Darstellung aller Weiterbildungsangebote in der DG. Weiterbildungs-Internetseite : www.wib.be E: Clear presentation of all offers for further education and training. www.wib.be.

http://www.dsglive.be/pPortalData/2/Resources/downloads/arbeit_beruf/020608_WIB0809_Internet.pdf (15.03.2010)

Demografiemonitor 2008 der Deutschsprachigen Gemeinschaft Belgiens 2008 = Demography of the German-speaking Community of Belgium 2008 . - Eupen : Ministerium der DG , 2009 . - p.64. - ( Schriftenreihe des Ministeriums der DG ; 5 )

ISBN 3-938849-05-3


218

http://www.dgstat.be (15.03.2010)

Contains statistics and prognoses about demography: population, activity rates and family compositions.

Der Übergang von der Erstausbildung ins Erwerbsleben in der Deutschsprachigen Gemeinschaft Belgiens. Eine mehrschichtige Analyse anhand empirischer Erhebungen = Transition from initial training into working life in the German-speaking Community of Belgium. A multilateral analysis on the basis of empirical surveys . - Eupen : WSR (Wirtschafts- und Sozialrat der DG) , 2006 . - p.117.

http://www.dglive.be/PortalData/2/Resources/downloads/wirtschaft/Studie__EE_neu.pdf (2008.12.13)

Die Außenbeziehungen der Deutschsprachigen Gemeinschaft Belgiens = Foreign affairs of the German-speaking Community of Belgium / (Mitarbeiter des Ministeriums) . - Eupen : Ministerium der Deutschsprachigen Gemeinschaft - Dienst Außenbeziehungen , 2006 . - ( Schriftenreihe des Ministeriums der DG ; Band 2 )

ISBN 3-938849-01-0

http://www.dglive.be/desktopdefault.aspx/tabid-74/63_read-28076 (2008.11.27)

Grundlegende Bestandsaufnahme zu den Fragen: Auf welcher gesetzlichen Grundlage übt die Deutschsprachige Gemeinschaft Außenbeziehungen aus ? Mit welchen Partnern bestehen Verträge und Abkommen ? E: Basic appraisal to the questions: what is the legal foundatiuon of the German-speaking Community's foreign affairs activities? Who are the partners in existing treaties and agreempents?.

Die Berufswahl. Ein kleiner Ratgeber für Eltern = To choose a carrer. A small guidebook for parents / Robert Nelles . - Eupen : Arbeitsamt der DG , 2008 . - p.20. - ( ; Second revised edition )

http://www.dglive.be/Desktopdefault.aspx/tabid-276/494_read-30865 (2008.12.13)

Die Broschüre befasst sich mit Fragen rund um die Themen Ausbildung, Studium und Berufswahl, unter besonderer Berücksichtigung der Rolle der Eltern, die mit einer Reihe von Fragen konfrontiert sind. Die Broschüre will den Eltern und Jugendlichen konkrete Entscheidungshilfen bieten. E: the booklet deals with topics concerning training, studies and career choice with a special consideration of the parents' part, who are burdened with a lot of serious questions. The booklet tries to be a practical decision support for parents and young persons.

Emile ou l'école retrouvée : L'idée pédagogique du Plan d'Iéna de P.Petersen = Emile or The recovery of the school. The pedagogical background of P.Petersen's Iena Plan / Georges Kuppens . - Second edition, 1996 - Namur : Editions Erasme (2.Ausgabe: 1996) , 1992 . - p.178. - ( Forum pédagogique )

ISBN 2-87127-457-6

IGLU Belgien : Lese- und Orthografiekompetenzen von Grundschulkindern in der Deutschsprachigen Gemeinschaft = PIRLS Belgium. Reading Comprehension and Writing Achievement Results of Basic School Children in the German-speaking Community / Wilfried BOS, Sabrina SERENI, Tobias C. STUBBE (Hrsg.) . - Münster : Waxmann Verlag , 2008 . - p.160.

ISBN 978-3-8309-2017-5

IGLU Belgien ermöglicht den Vergleich der Lesekompetenz der Viertklässler/innen in der DG mit den Ergebnissen der internationalen Lesestudie PIRLS aus dem Jahr 2006. Zusätzlich wurde die Orthografiekompetenz der Schüler/innen mit einem für IGLU Deutschland 2006 entwickelten Test erhoben.

Informationsmappen über Berufe in der DG = Folders with information about professions in DG . : ADG (Arbeitsamt der Deutschsprachigen Gemeinschaft) , .



219

La Communauté germanophone de Belgique - Die Deutschsprachige Gemeinschaft Belgiens = The German-speaking Commununity of Belgium / Katrin Stangherlin (Hrsg.) ; Autorenteam (19 Personen) . - Brüssel : Editions La Charte , 2005 . - p.XV + 587.

19 Personen haben unter der Federführung von Katrin Stangherlin ein Grundlagenwerk über den Status der deutschen Sprache in Belgien und die Rechtssituation der Deutschsprachigen Gemeinschaft im belgischen Föderalstaat vorgelegt.

ISBN 2-87403-137-2

http://www.dglive.be/desktopdefaultaspx/tabid-74/63_read-27450 (2008.11.27)

19 Personen haben unter der Federführung von Katin Stangherlin ein Grundlagenwerk über den Status der deutschen Sprache in der belgischen Gesetzgebung und die Rechtssituation der Deutschsprachigen Gemeinschaft im belgischen Föderalstaat vorgelegt. E: Unter the lead-managment of Katrin Stangherlin, 19 persons have submitted a standard work about the status of the German language in Belgian legislation and the legal situation of the German speaking Community in the Belgian federal state.

Le rénové est mort! Et après? : Synthèse pour une école autonome et des élèves compétents / Viktor Jadin, Georges Kuppens . - Namur : Editions Erasme , 1996 . - p.221. - ( Forum pédagogique )

ISBN 2-87127-536-X

Le système de formation professionnelle en Belgique / Roselyne Simon - Saint-Hubert, directrice du projet ; Cl.-A. van Griethuysen, J. Hellemans, P. Verhelpen, J.-M. De Streel . - 2 - Luxembourg : Cedefop , 2001 .

ISBN 92-896-0043-8

L'intégration scolaire des enfants immigrants en Europe (avec descriptions nationales 2003/2004 sur cd) = Integrating immigrant children into schools in Europe (with national descriptions 2003-2004 on cd) / Europäische Eurydice-Informationsstelle . - Brüssel : EURYDICE , 2004 . - p.101. - ( Enquêtes )

ISBN 2 - 87116 - 375 - 8

http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/045FR.pdf und http://eaces.ec.europa.eu/ressources/eurydice/pdf/044DN/044_BD_FR.pdf (2008.12.17)

Pädagogisches Weiterbildungshandbuch 1. Halbjahr 2010 = Teacher training programme first semester 2010 . - Eupen : Ministerium der Deutschsprachigen Gemeinschaft , 2009 . - p.59.

http://www.bildungsserver.be/PortalData/21/Resources (15.03.2010)

Statistisches Jahrbuch der DG = Statistical Year book of the German-speaking Community / Ministerium der DG . - Eupen : Ministerium der DG , 2008 .


Strukturen der schulischen und beruflichen Bildungssysteme in Europa : Belgien - Deutschsprachige Gemeinschaft = Structures of Education and Training Systems in Europe / Leonhard Schifflers . 2010 . - p.67.

http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/structures/041_BD_DE.pdf (15.03.2010)

Unterricht und Ausbildung in der Deutschsprachigen Gemeinschaft Belgiens = Education and training system in the German-speaking Community of Belgium / Dr. Verena Greten . - Neuauflage November 2008 : Ministerium der Deutschsprachigen Gemeinschaft-Abteilung Unterricht und Ausbildung , . - p.64. - ( Schriftenreihe des Miniisteriums der DG, Band III )

ISBN 3-938849-02-9


220

Die Broschüre bietet einen Gesamtüberblick über das Schulsystem in der Deutschsprachigen Gemeinschaft. E: Overview of school education and training system in the German-speaking Community of Belgium.

Wege in die Zukunft : Erklärung zur Lage der Gemeinschaft = Ways to the future: A statement to the position of the Community / Karl-Heinz Lambertz . - Eupen : Regierung der Deutschsprachigen Gemeinschaft , 2007 . - p.31.

http://www.dglive.be/PortalData/2/Resources/downloads/staat_gesellschaft/divers/Regierungserklaerung_20070919_-_Ver3.pdf (2008.11.27)

Schwerpunkt der Regierungserklärung vom 18.09.2007 im Parlament waren die strategischen Herausforderungen für die Zukunft der Deutschsprachigen Gemeinschaft. Diese lassen sich in vier Themenbereiche einteilen : 1) Die kulturelle Identität stärken; 2) Der Veränderung und Veralterung der Gesellschaft begegnen; 3) Die Bildungsqualität steigern; 4) Den Standort Ostbelgien festigen. E: The main focus of the Government Polisy Statement of Sept. 18, 2007 in DG-Parliament were the strategic challenges for the Community's future. They can be grouped into four subject areas: 1. Identity boosting; 2. Facing up th eproblems of a changing society with an older population; 3. Raising quality in education; 4. Colsolidating the position of East- Belgium.

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