RACHEL E.

REPAREP
MAED-EA
Comparative Education

BELGIUM

OBJECTIVES:
1. To provide quality education to all students: The Belgian education system is designed to provide
quality education to all students regardless of their background or financial situation.
2. To promote social and cultural integration: The Belgian education system is designed to promote social
and cultural integration by providing equal access to education for all students.

In Belgium, there are three main language communities: Dutch-speaking, French-

speaking, and German-speaking. Each community has its own education system and
curriculum, but they share a commitment to inclusivity and equal access to education.

For instance, let's consider a scenario in a primary school located in a bilingual area with
both Dutch-speaking and French-speaking communities. The school is committed to
promoting social and cultural integration among its students.

To achieve this, the school takes several measures:

1. Language Integration: The school offers bilingual education, where students have
the opportunity to learn both Dutch and French languages. Language immersion
programs are also provided, allowing students from each language community to
interact with and learn from one another.
2. Diverse Cultural Activities: The school organizes cultural events and activities that
celebrate the customs and traditions of both language communities. Students
from different backgrounds come together to share their cultural heritage,
fostering understanding and appreciation for each other's diversity.
3. Inclusive Curriculum: The school ensures that the curriculum reflects the
multicultural reality of the region. It incorporates diverse perspectives, history,
and literature from both Dutch-speaking and French-speaking communities,
promoting a sense of belonging and inclusivity for all students.
4. Socioeconomic Support: The education system in Belgium provides financial
assistance to students from disadvantaged backgrounds, ensuring that they have
access to the same educational resources as their peers.

By implementing these measures, the school creates a positive and inclusive learning
environment that supports social and cultural integration. Students from different
language communities learn side by side, communicate in both languages, and gain a
deeper understanding of each other's cultures and experiences. This fosters a sense of
unity and cooperation among students, promoting a more integrated and harmonious
society.

3. To foster critical thinking and creativity: The Belgian education system encourages students to think
critically and creatively, and to develop their own ideas and solutions to problems.

In a Belgian high school science class, students are studying environmental issues and
the impact of plastic waste on marine life. The teacher takes a hands-on and inquiry-
based approach to encourage critical and creative thinking.

1. Critical Thinking: The teacher starts by presenting data and research on the
detrimental effects of plastic pollution in oceans. Instead of merely accepting the
information at face value, the students are encouraged to critically examine the
data's sources, validity, and potential biases. They engage in discussions about
possible alternative viewpoints and the complexities of the issue.
2. Creative Thinking: To foster creative thinking, the teacher introduces an open-
ended project where students are asked to come up with their solutions to
reduce plastic waste. The students brainstorm various ideas, such as designing
biodegradable packaging, implementing community recycling programs, or
advocating for local legislation to reduce single-use plastics.
3. Developing Their Own Ideas: Each student is encouraged to choose one of their
proposed solutions and develop it further. They research and gather additional
information to support their idea, consider potential challenges and benefits, and
create a plan of action.
4. Problem-Solving: Students are then challenged to apply their critical and creative
thinking skills to address obstacles that might arise in implementing their
solutions. They discuss potential setbacks and ways to overcome them,
demonstrating their ability to think analytically and strategically.
5. Presenting Their Solutions: Finally, the students present their ideas to the class.
Each presentation showcases a unique approach, reflecting the diversity of
thought and creativity in the classroom. As part of the presentation, students are
encouraged to explain the rationale behind their choices, demonstrate their
research, and defend their solutions.

4. To prepare students for the future: The Belgian education system is designed to prepare students for the
future by teaching them the skills they need to succeed in their chosen field.

Belgian education system's focus on teaching relevant skills and knowledge prepares students for their chosen
careers and empowers them to thrive in their future professional endeavors. This approach ensures that
graduates are well-equipped to contribute to their respective industries and adapt to the ever-changing
demands of the modern job market.
5. To promote lifelong learning: The Belgian education system encourages lifelong learning by providing
students with the opportunity to continue their education after they have completed their studies.
6. To promote international cooperation: The Belgian education system promotes international
cooperation by encouraging students to study abroad and participate in international exchange programs.

PHILOSOPHIES AND IDEOLOGIES:

The ideologies and philosophies of the education system in Belgium cover a variety of areas, including
values, attitudes, beliefs, and pedagogy. Some of the major ones are:
1. Democracy: One of the main philosophies of the Belgian education system is democracy. Democracy is
integrated into the design of the school, wherein each school has an elected board of representatives in order
to ensure that student’s voice is heard in decisions about curriculum, teaching practices, policies, and
resources.
2. Compulsory Education: All children in Belgium, regardless of their socio-economic background, are
required to attend school until the age of eighteen. This helps to ensure that all students have access to
educational opportunities and develop the skills necessary to succeed in later life.
3. Inclusiveness: Education in Belgium generally has a focus on ensuring that all students, regardless of
their background, are able to participate and learn in the same classroom. This includes allowing access to
children with special needs and other disadvantages so that no student is left behind.
4. Curriculum Flexibility: The school system in Belgium encourages teachers to tailor the curriculum to
meet the needs of their students, allowing them to be creative in their delivery of instruction and curriculum
content. Schools are expected to provide a range of activities that appeal to different learning styles, from
classroom discussions to hands-on activities and field trips.
5. Educational Equality: Belgium seeks to promote educational equality, beyond just enrolling all children
in school. This means providing resources such as textbooks, teaching materials, and financial assistance to
those in need. In addition, efforts are made to eliminate academic tracking, so that all students can take
advantage of the same educational opportunities no matter what their background.
6. Lifelong Learning: Educational quality in Belgium does not stop at the end of the school year. Instead,
the education system encourages students to continue to learn throughout their lives in order to keep up with
the changing job market. This includes the promotion of extracurricular activities and specializations.

STRUCTURE OF EDUCATION:
The three Belgian Communities- French, Flemish, and German-speaking communities are responsible for
education in Belgium. Children at the age of two and a half go to Pre-schools or nursery schools in Belgium.
Primary education in Belgium lasts for 6 years, followed by another 6-year cycle of secondary education.
Primary & secondary education in Belgium is free. 

Stages of the Education System

In order to guarantee the constitutional right to education, compulsory education has been introduced for all
children residing in Belgium. Education is compulsory from 5 until 18.
A pupil must attend fulltime compulsory education until the age of 15. From 15 onwards students may
engage in part-time schooling and opt for a structured learning path which combines part-time vocational
education in an educational institution with part-time employment.

Elementary education
Elementary education (basisonderwijs) comprises both pre-school education (kleuteronderwijs) and primary
education (lager onderwijs).
Pre-school education is accessible for Children at the age of 2 years and 6 months start pre-schools in
Belgium. Although it is not obligatory for children up until 5 years old, almost all children participate in pre-
primary education. There are no formal classes or assessments in Belgian pre-schools, and they build up the
children’s communicative, intellectual, and creative skills, all done in a playful manner. 

Primary education is free and is imparted by three different types of schools-

Community schools (Onderwijs van de Vlaamse gemeenschap; reseau de la Communaute francaise): These

schools are owned and maintained by communities.

Subsidized public schools (officieel gesubsidieerd onderwijs;reseau officiel subventionne): These schools are
owned and maintained by provinces and municipalities.

Subsidized free schools (vrij gesubsidieerd onderwijs; reseau libre subventionne): These schools are owned
and maintained by an organization affiliated to the Catholic Church.  

The Primary Education's duration in Belgium lasts is 6 years. Children may attend primary schools at the
age of 6 years and until 12 years of age. Primary education is split into 3 cycles (Dutch: graden; French:
degres):

 First cycle: Consists of year 1 and 2

 Second cycle: Consists of year 3 and 4

 Third cycle: Consists of year 5 and 6

Curriculum: Basic mathematics, writing, reading, a few topics of history, biology, religion, music, etc., and
language lessons in French, Dutch, or English are also taught at some schools.
The curriculum is the same at all the schools.

Secondary education
Secondary education (secundair onderwijs) is organised for youngsters from 12 to 18. Fulltime secondary
education contains three stages and various types of education.
Each stage consists of two grades. In the third stage of vocational secondary education the successful
completion of a third grade is necessary in order to obtain the certificate of secondary education. In the first
stage of secondary education, a common curriculum is offered. Pupils make a choice of study only at the
start of the second stage.
From the second stage onwards four different types of education are offered. In Flanders a pupil chooses a
course of study within one of the following types of education:
1. General secondary education (gse), which focuses on broad general education. It does not prepare
pupils for a specific profession but rather lays a firm foundation for higher education.
These schools provide general education and prepare students for higher education. 

Courses Offered: Ancient Greek and Latin, Mathematics, Modern Languages (main focus on French
and Dutch, German, English, German, and sometimes Spanish-Optional), Economy, Sciences which
includes Physics, Chemistry, Biology and Geography, and Human Sciences which includes Psychology
and Sociology.

2. In technical secondary education (tse) attention goes in particular to general and technical-

theoretical subjects. After tse a youngster may practice a profession or transfer to higher education.
This type of education also contains practical training.
These schools provide technical education as well as practical courses. The technical secondary education is
split up into 2 education groups-

 TTK: The TTK courses emphasize technical education. 

 STK: The STK courses focus on a practical approach. 

Both education groups provide general education in history, mathematics, science, language, and geography.
After successful completion of the secondary education, students can either go for the job or continue their
studies. If students wish to continue their studies, they can opt for a seventh specialisation year, bachelor
studies or master studies. Generally, students who have taken STK courses go for continue studies. Courses
are- Office management, Health, practical ICT, Teaching, Tourism, Trade, Communication, Practical
Engineering, etc.

3. Secondary education in the arts combines a broad general education with an active practice of art.
After secondary education in the arts a youngster may practice a profession or transfer to higher
education.

These schools provide general as well as broad secondary education that mainly focuses on artistic
discipline. Most of the subjects are theoretical and prepare pupils for higher education. Courses consist
of dancing (Ballet school), acting, and a few graphical and musical arts. Students who graduate from this
school can go to acting schools, higher ballet, music conservatories, or art colleges to further advance
their art.

Students with disabilities  also get Special Secondary Education (Dutch: Buitengewoon Secundair
Onderwijs; BuSO; French: Enseignement Secondaire special).

4. Vocational secondary education (vse) is a practically-oriented type of education in which the

youngster receives general education but where the focus primarily lies on learning a specific
profession.

The vocational secondary education school in Belgium provide a job specific education and provide 7th
and sometimes 8th specialization years after completion of year 6 in third cycle, although these years are
optional. Pupils who opt for the 7th or 8th years get a diploma equivalent to technical secondary
education, thereby, permitting them to go for higher education. Possible careers options include-
Jewellery, Carpentry, Masonry, Car mechanics, etc.  

Special needs education

Besides mainstream education there also exists special needs (pre-)primary and secondary education.
Special needs education (buitengewoon onderwijs) is organized for children who need temporary or
permanent specific support because of a physical or mental disability, serious behavioural or emotional
problems or severe learning disabilities.
On 12 March 2014 the Flemish Parliament approved a parliamentary act on measures for pupils with
specific needs (M-decreet) with the aim to make education more inclusive. The act contains measures that
allow pupils with specific educational needs to participate fully, effectively, and on equal terms in regular
schools and classrooms.

System of alternating learning and working

When a pupil is 15 or 16 years old (s)he may enter a system of alternating learning and working. All
youngsters in part-time education are obliged to take part in learning and working for at least 28 hours a
week. Part-time learning and working is organized in:
 a centre for part-time education
 a centre for apprenticeships

In a Centre for Part-time Education (Centrum voor Deeltijds Onderwijs) pupils take classes for 15 hours a
week. These classes are supplemented with a working experience which matches the program. Pupils who
are not yet ready to work in the regular economic circuit may fill the remaining 13 hours with a preparatory
pathway or a bridging project with a recognized promoter or with a personal development pathway in
a Centre for Part-time Training (Centrum voor Deeltijdse Vorming).
In Flanders apprenticeships are organised in a SYNTRA training centre (SYNTRA opleidingscentrum).
SYNTRA is the Flemish Agency for Entrepreneurial Training. In the case of an apprenticeship pupils enter
in a learning agreement which provides
 four days of practical training in a small to medium-sized enterprise or with a self-employed person,
and
 one day of theoretical training a week in a SYNTRA training centre

Higher education

Higher education contains programmes which result in the degree of bachelor, master and doctor.
Also higher vocational education is part of the level of higher education.

Higher vocational education

On 1 September 2009 higher vocational education (Hoger Beroepsonderwijs - HBO5) was introduced in the
Flemish educational system. HBO5 programmes are professionally oriented programmes situated in between
secondary education and professionally oriented bachelor programmes.

Bachelor

Bachelor programmes in Flanders may be both professionally oriented and academically

oriented. Professionally oriented bachelor programmes are primarily aimed at practicing a profession and
offer a direct access to the labour market. Academically oriented bachelor programmes focus on a broad
academic education or an education in the arts. They aim at offering access to a master programme or to the
labour market.
Both professionally and academically oriented bachelor programmes comprise at least 180 credits. In theory
a student takes 60 credits a year, but variations are possible.

Master

Master programmes focus on advanced scientific or artistic knowledge or competences which are needed for
the independent practice of science or arts, or for practicing a profession. They are rounded off by a master
thesis.
A master programme comprises at least 180 credits. An institution of higher education can, in addition to a
general master, also offer a research master, which comprises 120 credits.

Lifelong learning

Part-time education in the arts

Part-time education in the arts (Deeltijds Kunstonderwijs - DKO) is additional education and is targeted at
both children, youngsters and adults. Participants may register on a voluntary base and pay enrolment fees.
DKO aims at the artistic formation of children and adults and so contributes to their development of their
personality.

Adult education

Adult education is unrelated to the initial educational career. Course participants may obtain a recognized
diploma, qualification or certificate in adult education. Adults of at least 18 years old and youngsters which
have completed compulsory education may enrol in adult education.

TEACHING METHODOLOGIES:

1. Lecturing: Lecturing is a widely used teaching method in Belgium. Lectures are often used to introduce
new material or concepts to students, providing them with the necessary knowledge to apply to their studies.
Lectures also help students to apply the learning they have taken on board in their final exams.

2. Group Work: Group work is highly encouraged as a teaching method in Belgian education. Group work
helps to foster collaboration, creativity, and problem-solving skills while also allowing students to gain
different perspectives on the material being presented.

3. Practicums: Practicums are designed to facilitate hands-on learning experiences for students to practice
and hone their skills. Such opportunities give students real-world experiences that aid in their development
of knowledge.

4. Classroom Experiments: Experiments are a great way to engage students and help them gain an
understanding of concepts discussed in the classroom. Experiments can be done individually or in groups
and help to bolster the effectiveness of the teaching methods in Belgium.

5. Project-Based Learning: The active learning approach of project-based learning allows students to
explore various aspects of the subject through projects and assignments. The projects can be based on the
preferences and interests of each student, making them a great way to motivate learning and engagement.

ASSESSMENT AND EVALUATION:

1. National Exams: National exams are the most widely used form of assessment and evaluation in the
education system in Belgium. These exams are administered at the end of secondary and post-secondary
schooling and are used to measure the competency and achievement level of students. National exams
typically consist of multiple-choice, open-end, and essay questions and are graded on a percentage or scale
score.

2. Teacher Assessment: Teacher assessment is also used in the Belgian education system. Teachers
typically assess students’ progress through a variety of methods such as class performance, quizzes,
assignments, participation, and observations. Teacher assessment is generally used to inform instructional
practices and improve student learning.

3. Standardized Tests: Standardized tests are also used to measure student proficiency and provide an
objective form of assessment and evaluation. These tests are designed to measure the performance of
students in a specific area or set of objectives. Standardized tests are normally administered to large groups
of students and are used to determine educational levels and set educational goals.

4. Portfolios: Portfolios are another form of assessment and evaluation used in the education system in
Belgium. These portfolios are collections of student work which can be used to reflect student progress and
provide evidence of achievement levels. Portfolios are often used in conjunction with classroom assessment
to provide a more comprehensive evaluation of student learning.

EDUCATIONAL PROGRAMS FOR VARIOUS LEVELS

1. Early Childhood Education: This type of educational program is available for children aged 0-3 in
Belgium and is offered through both public and private providers. The materials and activities used are
aimed at stimulating children’s development in all areas: physical, motor, cognitive, social, emotional, and
language. This type of program often includes parental involvement and is tailored to meet the individual
needs of each child.

2. Primary Education: Primary education is available for children from 4 to 12 years in Belgium. This type
of program focuses on the development of basic academic knowledge and skills and is designed to prepare
students for further education. Students in primary school typically attend a regular school for classes such
as language, math, and science.

3. Secondary Education: Secondary education is available for students aged 12-18 in Belgium. After
completing primary school, students may choose to attend secondary school or obtain a technical or
vocational degree. This type of education covers a wide range of topics, such as civic studies, theater, and
sport, and prepares students for university or the labor market.

4. Higher Education: Higher education is available for students aged 18 and above in Belgium. This type
of program encompasses a range of undergraduate and postgraduate studies, including university-level
studies and specialist courses, such as medicine, engineering, law, and arts. Universities offer a wide range
of courses and are divided into three groups: general universities, research universities, and specialized
universities.

EDUCATIONAL TRENDS:

1. Student-Centric Learning: This is one of the biggest trends in the education system in Belgium, where
the focus is on individualizing the learning experience for each student. This approach to teaching
encourages students to take ownership of their own learning and be proactive in their search for knowledge.
In a traditional classroom setting in Belgium, a teacher might follow a standardized curriculum and
deliver the same lessons to all students in a one-size-fits-all approach. This method may not fully
cater to the diverse strengths, weaknesses, and interests of each student.

However, with the growing emphasis on individualized learning, a Belgian school may adopt a
more student-centered approach. For instance, in a primary school, a teacher may use formative
assessments and diagnostic tools at the beginning of the academic year to identify the strengths
and areas of improvement for each student. Based on this assessment, the teacher can create
personalized learning plans for each student, outlining specific learning goals and objectives.

2. International Learning Opportunities: Belgium is making a concerted effort to increase its

international learning opportunities. This includes introducing languages, such as English, into the
curriculum, setting up exchanges programs between schools in Belgium and abroad and supporting Erasmus
exchange programs.

3. Technology in Education: Technology is becoming increasingly important to Belgian education and

more and more schools are incorporating it into their curriculum. This includes the use of digital resources
such as virtual assistants and adaptive learning programs.

4. Competency-based Learning: Competencies are becoming increasingly important in the Belgian

education system, with an emphasis on critical thinking, problem-solving, and communication skills.
Competency-based learning helps students to become more prepared for the job market or further study.

5. Professional Learning: There is a trend for professional learning in the Belgian education system, with
an increased focus on on-the-job learning and internships. This encourages students to become independent
and self-directed learners.

In the traditional Belgian education system, a college or university student studying

marketing would primarily attend lectures, complete assignments, and take exams to
demonstrate their knowledge of marketing theories and concepts. While these activities
are valuable, they may not fully prepare students for the challenges they will face in a
professional marketing role.

However, with the trend towards on-the-job learning and internships, the approach to
educating marketing students has evolved. As part of their curriculum, marketing
students are now required to participate in internships at companies or marketing
agencies during their academic term breaks. For example, a marketing student may
intern at a local advertising agency, where they can gain hands-on experience in
creating marketing campaigns, analyzing consumer data, and interacting with clients.

During the internship, the student becomes immersed in the real-world marketing
environment, working alongside industry professionals. This practical experience allows
the student to apply the theories and concepts they have learned in the classroom to
actual marketing projects. They may also have the opportunity to work on real
campaigns and receive feedback from experienced mentors.

6. Focus on Learning Outcomes: The Belgian education system is moving away from traditional teaching
methods towards a focus on assessing learning outcomes and using evidence-based teaching practices. This
trend is expected to continue to evolve in the near future.

In the traditional Belgian education system, history lessons were primarily delivered through
lectures and textbook readings. Students were required to memorize dates, events, and names of
historical figures, with limited focus on understanding the underlying concepts or critical thinking.

However, with the shift towards assessing learning outcomes and evidence-based teaching, a
history class may look quite different now. Instead of solely relying on lectures, the teacher might
organize engaging activities that encourage students to explore historical events and draw
connections to the present. For instance, the teacher could divide students into groups, assign
each group a specific historical event, and ask them to research and present their findings using
various sources, including primary documents and scholarly articles. After the presentations, the
teacher would assess not just how well the students memorized the facts but also their ability to
analyze and interpret historical information, as well as their communication and teamwork skills.