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The Belgian education system, as it is currently conceived, is the result of the school peace sunk in a law passed on May 29, 1959, the Pact of Education. This law defines some main principles of the Belgian education system:
Freedom of choice for parents to educate children;
The end of tensions between networks;
Free education. The federal power is the guarantor of this school peace, but the organization of education is decentralized at the level of the federated entities that are the communities, whose organization in each of them is largely similar. The Belgian school curriculum is as follows: Nursery education from 2 ½ to 6 years (not compulsory, but highly recommended);
Primary education from 6 to 12 years old (compulsory);
Secondary education from 12 to 18 years old (compulsory) and up to 16 years old for full-time education;
Higher Education. The School Pact does not apply to higher education. Alongside the traditional curriculum, there is social advancement education which offers the opportunity to acquire a degree of study that a person did not obtain during his previous training. This teaching is also part of the ongoing personal and professional training. Summary 1 Organization of education in Belgium
1.1 Role of the federal government
1.2 Role of the Communities
1.3 The networks
1.4 Recruitment and teacher training of the two main networks
1.4.1 The teachers of the nursery school
1.4.2 Primary school teachers from the two main networks
1.4.3 Secondary School Teachers
1.4.4 Higher Education Teachers
1.5 School budget
1.6 Inspection
2 School organization of the two main networks in four levels
2.1 The nursery school
2.2 Primary school
2.3 High School
2.4 Higher education
2.4.1 Basic Structure
2.4.2 Special case of medical studies
2.4.3 Some features
2.5 Social advancement education
3 Comparison between the Belgian education system and other education systems
4 Programs and exams in primary and secondary school
4.1 In primary education
4.2 In secondary education
5 Controversial debate over a Belgian ferry
6 School Principal
7 Notes and references
8 See also
8.1 Related Articles
8.2 External links Organization of education in Belgium In Belgium, each school depends on an “organizing power” (OP). It is the natural or legal person or institution responsible for the organization and management of the school.
The end of tensions between networks;
Free education. The federal power is the guarantor of this school peace, but the organization of education is decentralized at the level of the federated entities that are the communities, whose organization in each of them is largely similar. The Belgian school curriculum is as follows: Nursery education from 2 ½ to 6 years (not compulsory, but highly recommended);
Primary education from 6 to 12 years old (compulsory);
Secondary education from 12 to 18 years old (compulsory) and up to 16 years old for full-time education;
Higher Education. The School Pact does not apply to higher education. Alongside the traditional curriculum, there is social advancement education which offers the opportunity to acquire a degree of study that a person did not obtain during his previous training. This teaching is also part of the ongoing personal and professional training. Summary 1 Organization of education in Belgium
1.1 Role of the federal government
1.2 Role of the Communities
1.3 The networks
1.4 Recruitment and teacher training of the two main networks
1.4.1 The teachers of the nursery school
1.4.2 Primary school teachers from the two main networks
1.4.3 Secondary School Teachers
1.4.4 Higher Education Teachers
1.5 School budget
1.6 Inspection
2 School organization of the two main networks in four levels
2.1 The nursery school
2.2 Primary school
2.3 High School
2.4 Higher education
2.4.1 Basic Structure
2.4.2 Special case of medical studies
2.4.3 Some features
2.5 Social advancement education
3 Comparison between the Belgian education system and other education systems
4 Programs and exams in primary and secondary school
4.1 In primary education
4.2 In secondary education
5 Controversial debate over a Belgian ferry
6 School Principal
7 Notes and references
8 See also
8.1 Related Articles
8.2 External links Organization of education in Belgium In Belgium, each school depends on an “organizing power” (OP). It is the natural or legal person or institution responsible for the organization and management of the school.
The federal power has little competence in the field of education because it has been transmitted to the Communities except in the case of Home Schooling or private schools of persons domiciled in the Brussels-Capital Region, where the Federal Power remains competent. However, it remains the guarantor of the School Pact, sets the minimum conditions for obtaining diplomas and deals with the pensions of teachers.
Role of the Communities At the legislative level, it is the Communities that organize education in Belgium in accordance with the School Pact. The Communities subsidize schools independently of the network (except the private or independent network that receives no subsidies) and set a number of measures (skills bases, registration, etc.).
Networks Two major educational networks are defined by the School Pact: The official network, where the organizing power is a person of public law (usually the state, currently replaced by the three communities, or the province or the municipality).
The free network, where the organizing power is a person of private law. The free network is more or less structured in free religious (largely Catholic) and free non-denominational (especially present in higher education).
A third (very small) network also exists: the private network, where the organizing power is a private person, in this case parental authority, to which Article 24 of the Constitution guarantees freedom of education. The child, in this case, satisfies the compulsory schooling by home schooling, financed by the parents, or in a private school chosen by them, the State can therefore organize its inspection only as Public authority controlling if this free schooling does not violate public order and good morals. Nevertheless various texts (decree, decree) aimed at structuring a control were the subject of challenges to the Court of Arbitration and the Council of State, causing cancellations or corrections. At present, after a rather long period of emptiness, a new decree has been put in place (Moniteur belge of 12 June 2008) which, as it had happened in the past, has also given rise to a new recourse (of several parties) suspension and cancellation (motion filed on August 30, 2008 by Maître R. Lefebvre). This type of education, according to this new decree, should be validated by an official examination organized by what is called the “central jury”. Networks are highly decentralized, both in terms of subjects and staff recruitment.
Recruitment and teacher training of the two main networks
The teachers of the nursery school There is only one training course to become a kindergarten / preschool teacher: short type higher education, in the normal preschool section. These studies are organized in a cycle of three years and make it possible to obtain the title of pre-school teacher. Note: Graduates of the Preschool Normal School can take one year of additional training to also teach in primary education.
Primary school teachers of the two main networks Teachers are trained in the teacher training colleges, which are part of the three-year short pedagogical higher education and which depend on either the official network or the free network. The organizing authorities recruit in both types of schools. Normally, you return to normal school after obtaining a certificate of upper secondary education or another similar title.
Role of the Communities At the legislative level, it is the Communities that organize education in Belgium in accordance with the School Pact. The Communities subsidize schools independently of the network (except the private or independent network that receives no subsidies) and set a number of measures (skills bases, registration, etc.).
Networks Two major educational networks are defined by the School Pact: The official network, where the organizing power is a person of public law (usually the state, currently replaced by the three communities, or the province or the municipality).
The free network, where the organizing power is a person of private law. The free network is more or less structured in free religious (largely Catholic) and free non-denominational (especially present in higher education).
A third (very small) network also exists: the private network, where the organizing power is a private person, in this case parental authority, to which Article 24 of the Constitution guarantees freedom of education. The child, in this case, satisfies the compulsory schooling by home schooling, financed by the parents, or in a private school chosen by them, the State can therefore organize its inspection only as Public authority controlling if this free schooling does not violate public order and good morals. Nevertheless various texts (decree, decree) aimed at structuring a control were the subject of challenges to the Court of Arbitration and the Council of State, causing cancellations or corrections. At present, after a rather long period of emptiness, a new decree has been put in place (Moniteur belge of 12 June 2008) which, as it had happened in the past, has also given rise to a new recourse (of several parties) suspension and cancellation (motion filed on August 30, 2008 by Maître R. Lefebvre). This type of education, according to this new decree, should be validated by an official examination organized by what is called the “central jury”. Networks are highly decentralized, both in terms of subjects and staff recruitment.
Recruitment and teacher training of the two main networks
The teachers of the nursery school There is only one training course to become a kindergarten / preschool teacher: short type higher education, in the normal preschool section. These studies are organized in a cycle of three years and make it possible to obtain the title of pre-school teacher. Note: Graduates of the Preschool Normal School can take one year of additional training to also teach in primary education.
Primary school teachers of the two main networks Teachers are trained in the teacher training colleges, which are part of the three-year short pedagogical higher education and which depend on either the official network or the free network. The organizing authorities recruit in both types of schools. Normally, you return to normal school after obtaining a certificate of upper secondary education or another similar title.
Main article: Secondary education in Belgium.
To teach in the secondary of the two main networks, the future teachers must either follow a bachelor’s degree (which allows the base only to teach in lower secondary), or follow university studies, choosing aggregation as an option. their last year of university studies. However, people who have not taken this course could do this specialization afterwards.
With his diploma in his pocket, the teacher must apply for a position in one of the two networks. He does not automatically have a place and must file his curriculum vitae with an organizing authority. It is therefore common for an outgoing to be hired for a limited period of time in order to replace a teacher holding a position. The current shortage of teachers is causing more and more directorates to miss degrees.
For persons who have completed technical or vocational secondary education and who have obtained their qualification; these people can (does not concern all trades) do a C.A.P. (certificate of teaching skills – in Belgium -) to be able to teach practical and technical courses in their field (according to the qualification obtained at the end of their studies).
Higher education teachers Non-university higher education generally involves professionals from the follow-up program who are required to follow a short pedagogical training (one or two years) leading to a diploma: CAPAES (Certificate of Teaching Appropriateness to Teaching). superior). In university-type higher education, there is no specific training for teachers today. These are either lecturers or full professors and combine their teaching with research.
School budget The Communities of Belgium subsidize all the teaching staff (nursery, primary and secondary) provided that it belongs to the first two networks (official network, denominational free network or not). The private network does not receive any subsidies. Moreover, in the Wallonia-Brussels Federation, each organizing authority receives operating grants, calculated on the basis of the number of pupils. Other grants are also paid: for the organization of philosophical courses, supervision of noon, as well as partial support for the purchase of textbooks or software approved. Finally, a subsidy “help to the directions” is allocated to each school. With respect to other expenses (infrastructure, etc.), each network provides funding as best as it can. For municipal schools, for example, the local government budget is high. It is estimated that 17% of the share allocated by the municipalities to schools. In the Flemish Community, a decree of 20021 seeks to eliminate differences in funding between the official network and the free network in Flanders. As the education of the two main networks is officially free (until the end of compulsory schooling is 18), the schools of the two main networks can not ask for contributions from parents. Only private schools (that is, in Belgium, unsubsidised) and home schooling are financed by parental contributions. The education budget for the French Community of Belgium was around € 6 billion in 2008.
Inspection The inspectors are managed by the different communities. An inspector is responsible for a constituency. In some communities, he is required to visit the schools for which he is responsible twice a year. However, he does not rate the teachers. He simply writes a collective report for the school. The inspector has no influence on the advancement of a career. Only seniority determines the salary of Belgian teachers.
School organization of the two main networks in four levels
Kindergarten The nursery school is organized in three non-compulsory years. A recent debate, however, proposes that the third kindergarten become one. These schools are very busy. Kindergarten teachers do not have the same diploma as primary school teachers. These are two distinct professions. However, a kindergarten teacher can teach in the first two years of primary school. Basic or maternal education
Home (2 ½ – 3 years)
First (3 – 4 years)
Second (4 years – 5 years)
Third (5 years – 6 years)
Higher education teachers Non-university higher education generally involves professionals from the follow-up program who are required to follow a short pedagogical training (one or two years) leading to a diploma: CAPAES (Certificate of Teaching Appropriateness to Teaching). superior). In university-type higher education, there is no specific training for teachers today. These are either lecturers or full professors and combine their teaching with research.
School budget The Communities of Belgium subsidize all the teaching staff (nursery, primary and secondary) provided that it belongs to the first two networks (official network, denominational free network or not). The private network does not receive any subsidies. Moreover, in the Wallonia-Brussels Federation, each organizing authority receives operating grants, calculated on the basis of the number of pupils. Other grants are also paid: for the organization of philosophical courses, supervision of noon, as well as partial support for the purchase of textbooks or software approved. Finally, a subsidy “help to the directions” is allocated to each school. With respect to other expenses (infrastructure, etc.), each network provides funding as best as it can. For municipal schools, for example, the local government budget is high. It is estimated that 17% of the share allocated by the municipalities to schools. In the Flemish Community, a decree of 20021 seeks to eliminate differences in funding between the official network and the free network in Flanders. As the education of the two main networks is officially free (until the end of compulsory schooling is 18), the schools of the two main networks can not ask for contributions from parents. Only private schools (that is, in Belgium, unsubsidised) and home schooling are financed by parental contributions. The education budget for the French Community of Belgium was around € 6 billion in 2008.
Inspection The inspectors are managed by the different communities. An inspector is responsible for a constituency. In some communities, he is required to visit the schools for which he is responsible twice a year. However, he does not rate the teachers. He simply writes a collective report for the school. The inspector has no influence on the advancement of a career. Only seniority determines the salary of Belgian teachers.
School organization of the two main networks in four levels
Kindergarten The nursery school is organized in three non-compulsory years. A recent debate, however, proposes that the third kindergarten become one. These schools are very busy. Kindergarten teachers do not have the same diploma as primary school teachers. These are two distinct professions. However, a kindergarten teacher can teach in the first two years of primary school. Basic or maternal education
Home (2 ½ – 3 years)
First (3 – 4 years)
Second (4 years – 5 years)
Third (5 years – 6 years)
Primary school
Primary education is organized over 6 years, called first primary, second primary, etc. At the end of each year, depending on the school, students may or may not have exams to determine if they are able to move on to the next year. Since 2009, a test common to all the networks sanctions the success of the 6th year. Successful students are awarded a Basic School Certificate (CEB).
Students are grouped by class, and each class has a teacher assigned to it. In general, the latter is responsible for teaching all the subjects defined in the program. Apart from computer, religion or moral, second language and sports courses which are usually taught by qualified teachers. But it happens that in some schools, one class has one teacher per subject (as in secondary school).
Basic education or primary school
First (6 – 7 years old)
Second (7 – 8 years)
Third (8 – 9 years old)
Fourth (9 – 10 years)
Fifth (10 – 11 years old)
Sixth (11 – 12 years) Secondary school
Main article: Secondary education in Belgium. Secondary education in Belgium is organized over six years, called first secondary, second secondary, etc. The sixth is often called rhetoric (or “rhetoric”) unofficially, by tradition. Access to secondary school is only possible for students with a basic education certificate. However, there are opportunities to access the secondary level by going to a section called differentiated. Students are grouped by class, and each class is assigned a head teacher who follows the class (called “teacher”). Each student is obliged to fill in a “class diary” where he / she indicates the subject and the subject of the course (detailed), the holder often checks the class diary of the students for whom he / she is responsible, this class diary can be checked by the student. inspector (students are drawn) for the certification of diplomas. Each course is taught by a qualified teacher, so a class can have at most as many teachers as different classes. Secondary education is organized in two cycles. Lower cycle First (12-13 years) (→ Part of Degree I or First Degree in Schools)
Second (13-14 years) (→ Part of Degree I or First Degree in Schools)
Third (14-15 years) (→ Part of Degree II or Second Degree in Schools) Higher cycle Fourth (15-16 years) (→ Part of Degree II or Second Degree in Schools)
Fifth (or Poetry2) (16-17 years old) (→ Part of Degree III or Third Degree in schools)
Sixth (or Rhetoric) (17-18 years old) (→ Is part of Degree III or Third Degree in schools)
Seventh (Optional year for students wishing to prepare for graduate or university studies such as the C.S.S., ie the Higher Scientific Course) (18-19 years) (→ Part of Degree III or Third Degree in Schools) From the third year, the system offers two entry portals: transition education (aimed at preparing students for higher education) and qualification teaching (aiming at acquiring the fine technical skills required on the market). employment). These two portals are subdivided into four branches: General education: general education is always transitional; he is therefore called Transitional General (or General or Humanities)
Technical education: Technical education can be transition or qualification
Transition technique
First (6 – 7 years old)
Second (7 – 8 years)
Third (8 – 9 years old)
Fourth (9 – 10 years)
Fifth (10 – 11 years old)
Sixth (11 – 12 years) Secondary school
Main article: Secondary education in Belgium. Secondary education in Belgium is organized over six years, called first secondary, second secondary, etc. The sixth is often called rhetoric (or “rhetoric”) unofficially, by tradition. Access to secondary school is only possible for students with a basic education certificate. However, there are opportunities to access the secondary level by going to a section called differentiated. Students are grouped by class, and each class is assigned a head teacher who follows the class (called “teacher”). Each student is obliged to fill in a “class diary” where he / she indicates the subject and the subject of the course (detailed), the holder often checks the class diary of the students for whom he / she is responsible, this class diary can be checked by the student. inspector (students are drawn) for the certification of diplomas. Each course is taught by a qualified teacher, so a class can have at most as many teachers as different classes. Secondary education is organized in two cycles. Lower cycle First (12-13 years) (→ Part of Degree I or First Degree in Schools)
Second (13-14 years) (→ Part of Degree I or First Degree in Schools)
Third (14-15 years) (→ Part of Degree II or Second Degree in Schools) Higher cycle Fourth (15-16 years) (→ Part of Degree II or Second Degree in Schools)
Fifth (or Poetry2) (16-17 years old) (→ Part of Degree III or Third Degree in schools)
Sixth (or Rhetoric) (17-18 years old) (→ Is part of Degree III or Third Degree in schools)
Seventh (Optional year for students wishing to prepare for graduate or university studies such as the C.S.S., ie the Higher Scientific Course) (18-19 years) (→ Part of Degree III or Third Degree in Schools) From the third year, the system offers two entry portals: transition education (aimed at preparing students for higher education) and qualification teaching (aiming at acquiring the fine technical skills required on the market). employment). These two portals are subdivided into four branches: General education: general education is always transitional; he is therefore called Transitional General (or General or Humanities)
Technical education: Technical education can be transition or qualification
Transition technique
Applied Arts – Decorative Arts: Arts
Economics – Management: Applied Economics
Industry – Electronics: Computer Electronics
Applied Sciences: Applied Sciences, Biotechnology, Paramedical Sciences, Sciences – Computer Science
Personal Services – Physical Education: Physical Education
Personal Services – Social and Family Services: Social and Educational Sciences
Qualification technique
Agronomy – Agriculture: Environmental Technician, Horticulture Technician
Applied Arts – Decorative Arts: Fine Arts, Art and Structure of the Habitat
Applied Arts – Graphic Arts: Computer Graphics Technician, Graphic Arts Technician
Applied Arts – Audio-Visual: Photography Technician
Construction – Wood: Wood Industries Technician
Construction: Construction draftsman
Economics – Management: Accounting Technician, Commercial Technician
Economy – Secretariat: Office Technician
Economy – Tourism: Agent in reception and tourism
Apparel – Confection: Technical agent in fashion and creation
Hospitality – Food: Hotelier – Restaurateur
Industry – Automation: Mechanic automation
Industry – Electricity: Electrician
Industry – Electronics: Electronics Technician, Computer Technician
Industry – Engine Mechanics: Automotive Technician
Industry – Mechanics: Electromechanical
Applied Sciences – Chemistry: Chemical Technician, Optician, Dental Technician, Food Industry Technician, Environmental Technician
Applied Sciences: Science Techniques, Pharmaceutical Technical Assistant
Services aux personnes – Paramedical services: Aspirant in nursing
Personal Services – Social and Family Services: Social Techniques, Education Officer, Facilitator
Personal Services – Beauty Care: Beautician
Artistic education: Artistic education may be transitional or qualifying
Academies of the Arts (secondary school with reduced hours)
Vocational education: Vocational education is always qualification; it is called Professional Qualification
Construction: Construction Worker – Structural Work, Roofer, Painter
Agronomy – Horticulture: Qualified worker in horticulture, Florist
Applied Arts – Decorative Arts: Applied Arts, Applied Arts: Advertising – Screen Printing – Decorating Assistant, Decorating Assistant, Performing Design and Layout Design
Applied Arts – Graphic Arts: Advertising Installations and Graphics
Construction – Wood: Joiner, Cabinet maker
Construction – Building equipment: Sanitary and heating installer
Economy – Management: Salesman
Economy – Secretariat: Administrative and Reception Assistant
Clothing – Confection: Salesman – retoucher, Agent qualified in confection, Manufacture of clothing
Hospitality – Food: Restaurant owner, Multi-skilled restaurant staff, Bakery
Industry – Electricity: Installer and Fitter Electrician
Industry – Electronics: Repairer Equipment Appliances & Office Equipment
Industry – Engine Mechanics: Garage Mechanic
Industry – Mechanical: Maintenance Mechanic, Graphic Industry Operator
Industry – Metal: Bodybuilder, Metalworker-welder
Services to persons – Social and family services: Childcare, Family and health auxiliary
Personal Services – Beauty Treatments: Hairdresser
Special Higher Education
Main article: Graduate studies in Belgium. The Bologna Process has profoundly changed the landscape of higher education in Belgium. Higher education can be of four types: University education
Higher education of the long type
Higher education of the short type
Social promotion education Higher education of the arts includes two types: Higher education of the long type
Higher education of the short type There is the same organization in official and free networks but a more fundamental distinction exists, that between University and School (become High Schools). Most Belgian universities have a private organizing power (unlike many other countries) but they are subsidized by the Communities. They mainly offer long courses (4 years minimum) and generally enjoy a higher prestige than Hautes Écoles (unlike in France, for example) Hautes Écoles are the result of the consolidation of several higher education institutions. Before Bologna, this type of education was generally of short type (3 years) but more and more of the sector now reaches four or five years. There are Hautes Écoles linked to the official network and others to the free network (but here, unlike the fundamental education where the free confessional is largely in the majority, the non-denominational free is a majority). In addition to these two major types of structure, there are some other schools such as the Royal Military School, Arts Schools, etc. Basic Structure
Economics – Management: Applied Economics
Industry – Electronics: Computer Electronics
Applied Sciences: Applied Sciences, Biotechnology, Paramedical Sciences, Sciences – Computer Science
Personal Services – Physical Education: Physical Education
Personal Services – Social and Family Services: Social and Educational Sciences
Qualification technique
Agronomy – Agriculture: Environmental Technician, Horticulture Technician
Applied Arts – Decorative Arts: Fine Arts, Art and Structure of the Habitat
Applied Arts – Graphic Arts: Computer Graphics Technician, Graphic Arts Technician
Applied Arts – Audio-Visual: Photography Technician
Construction – Wood: Wood Industries Technician
Construction: Construction draftsman
Economics – Management: Accounting Technician, Commercial Technician
Economy – Secretariat: Office Technician
Economy – Tourism: Agent in reception and tourism
Apparel – Confection: Technical agent in fashion and creation
Hospitality – Food: Hotelier – Restaurateur
Industry – Automation: Mechanic automation
Industry – Electricity: Electrician
Industry – Electronics: Electronics Technician, Computer Technician
Industry – Engine Mechanics: Automotive Technician
Industry – Mechanics: Electromechanical
Applied Sciences – Chemistry: Chemical Technician, Optician, Dental Technician, Food Industry Technician, Environmental Technician
Applied Sciences: Science Techniques, Pharmaceutical Technical Assistant
Services aux personnes – Paramedical services: Aspirant in nursing
Personal Services – Social and Family Services: Social Techniques, Education Officer, Facilitator
Personal Services – Beauty Care: Beautician
Artistic education: Artistic education may be transitional or qualifying
Academies of the Arts (secondary school with reduced hours)
Vocational education: Vocational education is always qualification; it is called Professional Qualification
Construction: Construction Worker – Structural Work, Roofer, Painter
Agronomy – Horticulture: Qualified worker in horticulture, Florist
Applied Arts – Decorative Arts: Applied Arts, Applied Arts: Advertising – Screen Printing – Decorating Assistant, Decorating Assistant, Performing Design and Layout Design
Applied Arts – Graphic Arts: Advertising Installations and Graphics
Construction – Wood: Joiner, Cabinet maker
Construction – Building equipment: Sanitary and heating installer
Economy – Management: Salesman
Economy – Secretariat: Administrative and Reception Assistant
Clothing – Confection: Salesman – retoucher, Agent qualified in confection, Manufacture of clothing
Hospitality – Food: Restaurant owner, Multi-skilled restaurant staff, Bakery
Industry – Electricity: Installer and Fitter Electrician
Industry – Electronics: Repairer Equipment Appliances & Office Equipment
Industry – Engine Mechanics: Garage Mechanic
Industry – Mechanical: Maintenance Mechanic, Graphic Industry Operator
Industry – Metal: Bodybuilder, Metalworker-welder
Services to persons – Social and family services: Childcare, Family and health auxiliary
Personal Services – Beauty Treatments: Hairdresser
Special Higher Education
Main article: Graduate studies in Belgium. The Bologna Process has profoundly changed the landscape of higher education in Belgium. Higher education can be of four types: University education
Higher education of the long type
Higher education of the short type
Social promotion education Higher education of the arts includes two types: Higher education of the long type
Higher education of the short type There is the same organization in official and free networks but a more fundamental distinction exists, that between University and School (become High Schools). Most Belgian universities have a private organizing power (unlike many other countries) but they are subsidized by the Communities. They mainly offer long courses (4 years minimum) and generally enjoy a higher prestige than Hautes Écoles (unlike in France, for example) Hautes Écoles are the result of the consolidation of several higher education institutions. Before Bologna, this type of education was generally of short type (3 years) but more and more of the sector now reaches four or five years. There are Hautes Écoles linked to the official network and others to the free network (but here, unlike the fundamental education where the free confessional is largely in the majority, the non-denominational free is a majority). In addition to these two major types of structure, there are some other schools such as the Royal Military School, Arts Schools, etc. Basic Structure
Following the Bologna process, higher education has adopted the following structure:
PhD (3 years min)
Master (1 or 2 years)
Bachelor (3 years)
Bologna Reform
Special case of medical studies However, in the context of medical studies, there are 4 years of Master to achieve. Inter-university discussions led to the abolition of one of the three years of bachelor’s degree, this project took place at the beginning of the academic year 2012-2013. Thus, medical studies (bachelor + master) go from 7 years to 6 years. This does not affect the years of Advanced Master, specific to each specialization. In general medicine, the medical assistants will have to complete the 3 years of specialization whereas two years for the specialization are possible for the moment under certain conditions. Medical assistants of all specializations, with the exception of general medicine, will thus see their total path decreased by one year. It is important to note that in 2018, we will see a nearly doubled number of physicians since those who started medical school in 2011-2012 will have completed their seventh year (old system) and those who started the studies in 2012-2013 will finish their sixth year (new system). The access to a specialization is relatively limited each year, we can imagine the difficulties that the authorities as well as the universities will have to face. Incidental example: In 2014 the authorities will set a limit of 10 surgeons for the University of Liège. Out of 110 students, 13 will present themselves to become surgeons, 10 will be resumed and three will have to turn to another specialization. In 2018, even though there will be 220 doctors, for example, there will only be 10 places to become a surgeon, even if 26 candidates come forward. The authorities should take into account this significant element but nothing seems decided at the moment. Even if there are more Numerus Clausus, the competition for access to specializations is always present.
Some characteristics Belgian higher education has few entrance exams, only a few schools and faculties organize it.
Social advancement education Social advancement education is governed, in its present form, by the Decree of 16 April 19913 which lays down the present arrangements for the organization of this education in the French Community of Belgium. The latter explicitly entrusts two missions to the teaching of social promotion. It must, on the one hand, contribute to personal fulfillment by promoting a better professional, social, cultural and educational integration and, on the other hand, respond to the needs and requests for training from companies, administrations, the public and private sector. education and, in general, socio-economic and cultural backgrounds. Social advancement education offers adults a wide range of training, whether permanent or occasional, at the secondary or higher level. The minimum age of access may vary depending on the level of education and may in some cases even be as low as 15 years. Social advancement education in the French Community of Belgium is characterized by: a capabilities approach;
a modular organization;
PhD (3 years min)
Master (1 or 2 years)
Bachelor (3 years)
Bologna Reform
Special case of medical studies However, in the context of medical studies, there are 4 years of Master to achieve. Inter-university discussions led to the abolition of one of the three years of bachelor’s degree, this project took place at the beginning of the academic year 2012-2013. Thus, medical studies (bachelor + master) go from 7 years to 6 years. This does not affect the years of Advanced Master, specific to each specialization. In general medicine, the medical assistants will have to complete the 3 years of specialization whereas two years for the specialization are possible for the moment under certain conditions. Medical assistants of all specializations, with the exception of general medicine, will thus see their total path decreased by one year. It is important to note that in 2018, we will see a nearly doubled number of physicians since those who started medical school in 2011-2012 will have completed their seventh year (old system) and those who started the studies in 2012-2013 will finish their sixth year (new system). The access to a specialization is relatively limited each year, we can imagine the difficulties that the authorities as well as the universities will have to face. Incidental example: In 2014 the authorities will set a limit of 10 surgeons for the University of Liège. Out of 110 students, 13 will present themselves to become surgeons, 10 will be resumed and three will have to turn to another specialization. In 2018, even though there will be 220 doctors, for example, there will only be 10 places to become a surgeon, even if 26 candidates come forward. The authorities should take into account this significant element but nothing seems decided at the moment. Even if there are more Numerus Clausus, the competition for access to specializations is always present.
Some characteristics Belgian higher education has few entrance exams, only a few schools and faculties organize it.
Social advancement education Social advancement education is governed, in its present form, by the Decree of 16 April 19913 which lays down the present arrangements for the organization of this education in the French Community of Belgium. The latter explicitly entrusts two missions to the teaching of social promotion. It must, on the one hand, contribute to personal fulfillment by promoting a better professional, social, cultural and educational integration and, on the other hand, respond to the needs and requests for training from companies, administrations, the public and private sector. education and, in general, socio-economic and cultural backgrounds. Social advancement education offers adults a wide range of training, whether permanent or occasional, at the secondary or higher level. The minimum age of access may vary depending on the level of education and may in some cases even be as low as 15 years. Social advancement education in the French Community of Belgium is characterized by: a capabilities approach;
a modular organization;
the recognition of prior learning, including that of professional or personal experience.
In fact, within each school, the Conseil des études is authorized to take into consideration skills acquired outside teaching (professional experience, personal training, etc.), for access to studies, their progress and their sanction4.
Social advancement education organizes training in the following areas5:
basic training, literacy, etc. ;
Economic science ;
languages;
computer science;
agronomy;
industry (mechanics, electricity, electronics, welding, etc.);
construction (masonry, building equipment, building completion, carpentry, etc.);
hotel industry – food;
clothing;
applied Arts ;
social, family and paramedical services, hairdressing, etc. ;
psychology, pedagogy;
chemistry, physics, biology, etc. The success of a training unit entitles you to a certificate of achievement. The capitalization of the certificates of achievement of the training units constituting the section gives right to the title issued at the end of this one. The sections are certified by certificates or certificates of qualification in secondary education and by diplomas in higher education. The titles awarded are either specific to the teaching of social promotion or corresponding to those delivered in full-time education.
Comparison between the Belgian education system and other education systems
Main article: Comparison between the Belgian education system and other education systems.
Programs and exams in primary and secondary school The school curriculum is defined by the “socles de compétences”. However, these “bases of competence” formerly annulled by the Court of Arbitration, could only be reintroduced if each school could ask for and obtain the derogation. By decision of the Council of State, they can not be required of private schools or Home Schooling and must be replaced by a “sufficient basic level”. These skills must be acquired by each student in the first two networks at the end of their schooling. The purpose of this system of learning by skills is to train each student intelligently, that is to say to teach him not only knowledge but also know-how, attitudes: skills. To verify that the student has acquired these skills, he is assessed either during the school year or during exam sessions. These assessments may or may not be sanctioned by ratings.
In primary education In primary education, pupils are evaluated during the school year and possibly, according to the schools, during exams that take place in December and June. In primary school, it is not uncommon for some tests to be formative, that is, not to be counted in the evaluation, to the opposition of summative evaluations that often decide whether or not a student higher class.
Economic science ;
languages;
computer science;
agronomy;
industry (mechanics, electricity, electronics, welding, etc.);
construction (masonry, building equipment, building completion, carpentry, etc.);
hotel industry – food;
clothing;
applied Arts ;
social, family and paramedical services, hairdressing, etc. ;
psychology, pedagogy;
chemistry, physics, biology, etc. The success of a training unit entitles you to a certificate of achievement. The capitalization of the certificates of achievement of the training units constituting the section gives right to the title issued at the end of this one. The sections are certified by certificates or certificates of qualification in secondary education and by diplomas in higher education. The titles awarded are either specific to the teaching of social promotion or corresponding to those delivered in full-time education.
Comparison between the Belgian education system and other education systems
Main article: Comparison between the Belgian education system and other education systems.
Programs and exams in primary and secondary school The school curriculum is defined by the “socles de compétences”. However, these “bases of competence” formerly annulled by the Court of Arbitration, could only be reintroduced if each school could ask for and obtain the derogation. By decision of the Council of State, they can not be required of private schools or Home Schooling and must be replaced by a “sufficient basic level”. These skills must be acquired by each student in the first two networks at the end of their schooling. The purpose of this system of learning by skills is to train each student intelligently, that is to say to teach him not only knowledge but also know-how, attitudes: skills. To verify that the student has acquired these skills, he is assessed either during the school year or during exam sessions. These assessments may or may not be sanctioned by ratings.
In primary education In primary education, pupils are evaluated during the school year and possibly, according to the schools, during exams that take place in December and June. In primary school, it is not uncommon for some tests to be formative, that is, not to be counted in the evaluation, to the opposition of summative evaluations that often decide whether or not a student higher class.
In the years of secondary education, exam sessions are organized in December and June. A student who has failed in one or more subject (s) may have passing exams or catch-up exams in September or may have to start his / her year again (in Belgium, we will talk about “doubling” his / her year).
General education is intended to be multi-disciplinary, that is, whatever the sector studied (scientific, literary, economic, social, …) – in Belgium, we speak of “options” rather than “Sectors”), it is sanctioned by the same diploma as it is the case in other countries. And for good reason, there is no internal sector in general education since it is already a sector of education in Belgium. Moreover, whatever the option chosen, the student will have at the end of the curriculum basic courses: native language, mathematics, science, history, geography in addition to option courses (Latin, economics, second or third) language, etc.)
In the professional field, the basic subjects are gradually abandoned in favor of the learning of professional practice.
In the technical and artistic sectors, there is a common core of core subjects similar to the general stream and the options are replaced by specialized learning (artistic or social or catering or …)
Students have a good school support network in Belgium. If they fail and want to peacefully address their passing exams, they can sign up for support programs in different organizations. Coaches (often students in higher education) can come directly to help with certain target subjects, but there are other possibilities such as study help centers. Controversial debate over a Belgian ferry During each exam session, the student must show that he has acquired the knowledge and skills necessary to climb into the next year in each subject on which he is questioned. These exam sessions are, therefore, some sort of “French bins” except that they take place every year (and not only in terminal as is the case in France) and that the tests are not not common. The debate on a baccalaureate is recurrent in Belgium6. Since 2007, a common test at the end of the 6th grade is gradually being implemented in the French Community and led, in 2009, to the generalization of a “mini-bac” called CEB at the end of primary school in the French-speaking part of the country; but for the rest, there is no degree in Belgium. However, exams are held in primary school and are common, not at the level of the country, but within the same administrative canton in the public network, and within the same diocese in the denominational free reason, of where the diocesan name. These cantonal exams take place at the end of each primary cycle, ie 3 times over all 6 years of primary school. Since the introduction of the CEB, they no longer take place in the sixth primary and have been replaced by it. On the relevance of this system, several theses clash among teachers: the supporters of a baccalaureate explain that students are accustomed to exams since the first primary, for others a baccalaureate would be an important source of stress that students could go well.
School direction In primary and secondary schools, principals are teachers or teachers who have undergone specific training. They have a role both administrative and educational. They are therefore free to control the work of their teachers, by attending sequences or by studying class diaries (kinds of diaries).
Notes and references This article is partially or entirely from the article entitled “Studies in Belgium” (see the list of authors). ↑ Decree on Equal Opportunities [archive]
↑ http://belgium.wikia.com/wiki/Teaching_secondary [archive].
↑ http://www.gallilex.cfwb.be/document/pdf/16184_007.pdf [archive]
Georges Liénard, Joseph Pirson, “Acting in the crisis: issues of social advancement education”, Cahiers du CIRTES, No. 6, December 2011
↑ Teaching social promotion in the French Community, AGERS, http://www.enseignement.be/download.php?do_id=2449&do_check= [archive]
Debate about a baccalaureate in secondary [archive]
In the professional field, the basic subjects are gradually abandoned in favor of the learning of professional practice.
In the technical and artistic sectors, there is a common core of core subjects similar to the general stream and the options are replaced by specialized learning (artistic or social or catering or …)
Students have a good school support network in Belgium. If they fail and want to peacefully address their passing exams, they can sign up for support programs in different organizations. Coaches (often students in higher education) can come directly to help with certain target subjects, but there are other possibilities such as study help centers. Controversial debate over a Belgian ferry During each exam session, the student must show that he has acquired the knowledge and skills necessary to climb into the next year in each subject on which he is questioned. These exam sessions are, therefore, some sort of “French bins” except that they take place every year (and not only in terminal as is the case in France) and that the tests are not not common. The debate on a baccalaureate is recurrent in Belgium6. Since 2007, a common test at the end of the 6th grade is gradually being implemented in the French Community and led, in 2009, to the generalization of a “mini-bac” called CEB at the end of primary school in the French-speaking part of the country; but for the rest, there is no degree in Belgium. However, exams are held in primary school and are common, not at the level of the country, but within the same administrative canton in the public network, and within the same diocese in the denominational free reason, of where the diocesan name. These cantonal exams take place at the end of each primary cycle, ie 3 times over all 6 years of primary school. Since the introduction of the CEB, they no longer take place in the sixth primary and have been replaced by it. On the relevance of this system, several theses clash among teachers: the supporters of a baccalaureate explain that students are accustomed to exams since the first primary, for others a baccalaureate would be an important source of stress that students could go well.
School direction In primary and secondary schools, principals are teachers or teachers who have undergone specific training. They have a role both administrative and educational. They are therefore free to control the work of their teachers, by attending sequences or by studying class diaries (kinds of diaries).
Notes and references This article is partially or entirely from the article entitled “Studies in Belgium” (see the list of authors). ↑ Decree on Equal Opportunities [archive]
↑ http://belgium.wikia.com/wiki/Teaching_secondary [archive].
↑ http://www.gallilex.cfwb.be/document/pdf/16184_007.pdf [archive]
Georges Liénard, Joseph Pirson, “Acting in the crisis: issues of social advancement education”, Cahiers du CIRTES, No. 6, December 2011
↑ Teaching social promotion in the French Community, AGERS, http://www.enseignement.be/download.php?do_id=2449&do_check= [archive]
Debate about a baccalaureate in secondary [archive]
See as well
Related articles School
Nursery and primary schools in Belgium
High Schools in Belgium
Belgian Forces Schools in Germany (FBA) between 1946 and 2003
School at home
Academy of Music (Belgium) – Artistic education with an offbeat schedule.
Teaching foreign languages
Teaching in immersion in Belgium
Academic recognition in Belgium of diplomas obtained abroad
Comparison between the Belgian education system and other education systems
Bologna Process
European Higher Education Area external links Teaching in the French Community of Belgium [archive]
Secretariat of Catholic Education in French and German-speaking Communities of Belgium [archive]
Analysis of the evolution of the institutionalized modes of regulation in the educational system of the French Community of Belgium [archive] by H. Draelants & C. Maroy
The freedom of teaching, a right to re-examine [archive] by Albert BASTENIER;
Social Promotion Teaching [archive] [hide]
v · m
Education in Europe
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Other sovereign states Albania Andorra Armenia Azerbaijan Belarus Bosnia and Herzegovina Georgia Iceland Kazakhstan Liechtenstein Macedonia Moldova Monaco Montenegro Norway Russia San Marino Serbia Switzerland Turkey Ukraine Vatican City Unrecognized states
internationally Abkhazia North Cyprus Nagorno-Karabakh Kosovo South Ossetia Transnistria Territories to
special sovereignty Åland (Finland) Faroe Islands (Denmark) Gibraltar (United Kingdom) Greenland (Denmark) Guernsey (United Kingdom) Jan Mayen (Norway) Jersey (United Kingdom) Isle of Man (United Kingdom) Svalbard (Norway) Portal of Education Portal of Education Portal of Belgium Portal of Belgium Categories: Education system by countryEducation in Belgium [+]
Related articles School
Nursery and primary schools in Belgium
High Schools in Belgium
Belgian Forces Schools in Germany (FBA) between 1946 and 2003
School at home
Academy of Music (Belgium) – Artistic education with an offbeat schedule.
Teaching foreign languages
Teaching in immersion in Belgium
Academic recognition in Belgium of diplomas obtained abroad
Comparison between the Belgian education system and other education systems
Bologna Process
European Higher Education Area external links Teaching in the French Community of Belgium [archive]
Secretariat of Catholic Education in French and German-speaking Communities of Belgium [archive]
Analysis of the evolution of the institutionalized modes of regulation in the educational system of the French Community of Belgium [archive] by H. Draelants & C. Maroy
The freedom of teaching, a right to re-examine [archive] by Albert BASTENIER;
Social Promotion Teaching [archive] [hide]
v · m
Education in Europe
European Union Austria Belgium Bulgaria Croatia Cyprus Czech Republic Denmark Estonia Finland France Germany Greece Hungary Ireland Italy Latvia Lithuania Luxembourg Malta Netherlands Poland Portugal Romania United Kingdom
England Scotland Wales Northern Ireland Slovakia Slovenia Sweden Czech Republic Europe (orthographic projection) .svg
Other sovereign states Albania Andorra Armenia Azerbaijan Belarus Bosnia and Herzegovina Georgia Iceland Kazakhstan Liechtenstein Macedonia Moldova Monaco Montenegro Norway Russia San Marino Serbia Switzerland Turkey Ukraine Vatican City Unrecognized states
internationally Abkhazia North Cyprus Nagorno-Karabakh Kosovo South Ossetia Transnistria Territories to
special sovereignty Åland (Finland) Faroe Islands (Denmark) Gibraltar (United Kingdom) Greenland (Denmark) Guernsey (United Kingdom) Jan Mayen (Norway) Jersey (United Kingdom) Isle of Man (United Kingdom) Svalbard (Norway) Portal of Education Portal of Education Portal of Belgium Portal of Belgium Categories: Education system by countryEducation in Belgium [+]
Information source: https://fr.wikipedia.org/wiki/Syst%C3%A8me_%C3%A9ducatif_en_Belgique
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