BELGIU

M
RACHEL E. REPAREP
MAED-EA
 Objectives

Philosophies and Ideologies

OVERVIE Structure of Education

W Teaching Methodologies

Assessment and Evaluation

Educational Programs for Various Levels

Educational Trends
 Objectives

Philosophies and Ideologies

OVERVIE Structure of Education

W Teaching Methodologies

Assessment and Evaluation

Educational Programs for Various Levels

Educational Trends
 Objectives

Philosophies and Ideologies

OVERVIE Structure of Education

W Teaching Methodologies

Assessment and Evaluation

Educational Programs for Various Levels

Educational Trends
 Objectives

Philosophies and Ideologies

OVERVIE Structure of Education

W Teaching Methodologies

Assessment and Evaluation

Educational Programs for Various Levels

Educational Trends
 Objectives

Philosophies and Ideologies

OVERVIE Structure of Education

W Teaching Methodologies

Assessment and Evaluation

Educational Programs for Various Levels

Educational Trends
 Objectives

Philosophies and Ideologies

OVERVIE Structure of Education

W Teaching Methodologies

Assessment and Evaluation

Educational Programs for Various Levels

Educational Trends
 Objectives

Philosophies and Ideologies

OVERVIE Structure of Education

W Teaching Methodologies

Assessment and Evaluation

Educational Programs for Various Levels

Educational Trends
OBJECTI
VES
 To provide  To promote
quality international
education to all cooperation
students
 To promote  To promote
social and lifelong
cultural learning
integration
 To foster critical  To prepare
thinking and students for
creativity the future
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.
OBJECTI
VES
 To provide  To promote
quality international
education to all cooperation
students
 To promote  To promote
social and lifelong
cultural learning
integration
 To foster critical  To prepare
thinking and students for
creativity the future
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.
OBJECTI
VES
 To provide  To promote
quality international
education to all cooperation
students
 To promote  To promote
social and lifelong
cultural learning
integration
 To foster critical  To prepare
thinking and students for
creativity the future
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.
OBJECTI
VES
 To provide  To promote
quality international
education to all cooperation
students
 To promote  To promote
social and lifelong
cultural learning
integration
 To foster critical  To prepare
thinking and students for
creativity the future
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.
OBJECTI
VES
 To provide  To promote
quality international
education to all cooperation
students
 To promote  To promote
social and lifelong
cultural learning
integration
 To foster critical  To prepare
thinking and students for
creativity the future
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.
OBJECTI
VES
 To provide  To promote
quality international
education to all cooperation
students
 To promote  To promote
social and lifelong
cultural learning
integration
 To foster critical  To prepare
thinking and students for
creativity the future
 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

Democracy
Compulsory
Education
Inclusiveness
Curriculum
Flexibility
Educational Quality
Lifelong Learning
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.
PHILOSOPHIES AND
IDEOLOGIES

Democracy
Compulsory
Education
Inclusiveness
Curriculum
Flexibility
Educational Quality
Lifelong Learning
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.
PHILOSOPHIES AND
IDEOLOGIES

Democracy
Compulsory
Education
Inclusiveness
Curriculum
Flexibility
Educational Quality
Lifelong Learning
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.
PHILOSOPHIES AND
IDEOLOGIES

Democracy
Compulsory
Education
Inclusiveness
Curriculum
Flexibility
Educational Quality
Lifelong Learning
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.
PHILOSOPHIES AND
IDEOLOGIES

Democracy
Compulsory
Education
Inclusiveness
Curriculum
Flexibility
Educational Quality
Lifelong Learning
Educational
Quality
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.
PHILOSOPHIES AND
IDEOLOGIES

Democracy
Compulsory
Education
Inclusiveness
Curriculum
Flexibility
Educational Quality
Lifelong Learning
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.
 Secondary
Education

Special needs Elementary

Education Education
STRUCTURE
OF
EDUCATION
System of
Alternating Lifelong
Learning and Learning
Working
Higher
Education
Elementary education (basisonderwijs) comprises both preschool 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:  These schools are owned and maintained by

communities.

• Subsidized public schools: These schools are owned and maintained by

provinces and municipalities.

• Subsidized free schools: These schools are owned and maintained by an

organization affiliated to the Catholic Church.  
 Secondary
Education

Special needs Elementary

Education Education
STRUCTURE
OF
EDUCATION
System of
Alternating Lifelong
Learning and Learning
Working
Higher
Education
Secondary education (secundair onderwijs) is organised for
youngsters from 12 to 18.
• 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.
2.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.
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.
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.
 Secondary
Education

Special needs Elementary

Education Education
STRUCTURE
OF
EDUCATION
System of
Alternating Lifelong
Learning and Learning
Working
Higher
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.
 Secondary
Education

Special needs Elementary

Education Education
STRUCTURE
OF
EDUCATION
System of
Alternating Lifelong
Learning and Learning
Working
Higher
Education
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 center for part-time education
 a center for apprenticeships
 Secondary
Education

Special needs Elementary

Education Education
STRUCTURE
OF
EDUCATION
System of
Alternating Lifelong
Learning and Learning
Working
Higher
Education
Higher education contains programs
that result in the degree of bachelor,
master, and doctorate.
Also, higher vocational education is
part of the level of higher education.
 Secondary
Education

Special needs Elementary

Education Education
STRUCTURE
OF
EDUCATION
System of
Alternating Lifelong
Learning and Learning
Working
Higher
Education
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.
 Lecturing

Group Work
TEACHING
METHODOLOG Practicums

IES Classroom Experiments

Project-based Learning
 Lecturing is a widely used teaching
method in Belgium. Lectures are often
used to introduce new material or
Lecturing 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.
 Lecturing

Group Work
TEACHING
METHODOLOG Practicums

IES Classroom Experiments

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

Group Work
TEACHING
METHODOLOG Practicums

IES Classroom Experiments

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

Group Work
TEACHING
METHODOLOG Practicums

IES Classroom Experiments

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

Group Work
TEACHING
METHODOLOG Practicums

IES Classroom Experiments

Project-based Learning
 The active learning approach of project-
based learning allows students to explore
various aspects of the subject through
Project-based projects and assignments. The projects
Learning can be based on the preferences and
interests of each student, making them a
great way to motivate learning and
engagement.
 ASSESSMENT
AND
EVALUATION
National Exams
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.
Standardized Tests
These tests are designed to
measure the performance of
students in a specific area or set
of objectives.
Teacher Assessment
Teachers typically assess students’
progress through a variety of
methods such as class performance,
quizzes, assignments, participation,
and observations.
Portfolios
These portfolios are collections of student
work which can be used to reflect student
progress and provide evidence of
achievement levels.
 ASSESSMENT
AND
EVALUATION
National Exams
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.
Standardized Tests
These tests are designed to
measure the performance of
students in a specific area or set
of objectives.
Teacher Assessment
Teachers typically assess students’
progress through a variety of
methods such as class performance,
quizzes, assignments, participation,
and observations.
Portfolios
These portfolios are collections of student
work which can be used to reflect student
progress and provide evidence of
achievement levels.
 ASSESSMENT
AND
EVALUATION
National Exams
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.
Standardized Tests
These tests are designed to
measure the performance of
students in a specific area or set
of objectives.
Teacher Assessment
Teachers typically assess students’
progress through a variety of
methods such as class performance,
quizzes, assignments, participation,
and observations.
Portfolios
These portfolios are collections of student
work which can be used to reflect student
progress and provide evidence of
achievement levels.
 ASSESSMENT
AND
EVALUATION
National Exams
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.
Standardized Tests
These tests are designed to
measure the performance of
students in a specific area or set
of objectives.
Teacher Assessment
Teachers typically assess students’
progress through a variety of
methods such as class performance,
quizzes, assignments, participation,
and observations.
Portfolios
These portfolios are collections of student
work which can be used to reflect student
progress and provide evidence of
achievement levels.
 EDUCATIONAL
PROGRAMS FOR
VARIOUS LEVELS
Early Childhood Education Primary Education

This type of educational Primary education is available

program is available for for children from 4 to 12 years in
Belgium. This type of program
children aged 0-3 in focuses on the development of
Belgium and is offered basic academic knowledge and
through both public and skills and is designed to prepare
private providers. students for further education.
 EDUCATIONAL
PROGRAMS FOR
VARIOUS LEVELS
Early Childhood Education Primary Education

This type of educational Primary education is available

program is available for for children from 4 to 12 years in
Belgium. This type of program
children aged 0-3 in focuses on the development of
Belgium and is offered basic academic knowledge and
through both public and skills and is designed to prepare
private providers. students for further education.
 EDUCATIONAL
PROGRAMS FOR
VARIOUS LEVELS
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.
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.
 EDUCATIONAL
PROGRAMS FOR
VARIOUS LEVELS
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.
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.
EDUCATIONAL
TRENDS
Student-Centric Learning

International Learning Opportunities

Technology in Education

Competency-based Learning

Professional Learning

Focus on Learning Outcomes

EDUCATIONAL
TRENDS
Student-Centric Learning

International Learning Opportunities

Technology in Education

Competency-based Learning

Professional Learning

Focus on Learning Outcomes

EDUCATIONAL
TRENDS
Student-Centric Learning

International Learning Opportunities

Technology in Education

Competency-based Learning

Professional Learning

Focus on Learning Outcomes

EDUCATIONAL
TRENDS
Student-Centric Learning

International Learning Opportunities

Technology in Education

Competency-based Learning

Professional Learning

Focus on Learning Outcomes

EDUCATIONAL
TRENDS
Student-Centric Learning

International Learning Opportunities

Technology in Education

Competency-based Learning

Professional Learning

Focus on Learning Outcomes

EDUCATIONAL
TRENDS
Student-Centric Learning

International Learning Opportunities

Technology in Education

Competency-based Learning

Professional Learning

Focus on Learning Outcomes

THANK YOU