the organization and the legislation of the Flemish educational system, policy of education, policy of schools, the legal position of teachers
Position of the Course
The objectives in this course suppose insight in the organization and the legislation of the Flemish educational system.
This course aims at following objectives.
Students are able to:
- analyse the Flemish educational policy going from the tension centralisation, school autonomy and deregulation;
- situate the Flemish educational policy within a broader societal context;
- describe the attainment goals in the light of a policy of quality control;
- situate the decree on participation and the decree on equal chances within the emancipatory view on education;
- analyse practical cases in educational policy;
- work with the edulex-databank;
- explain the teacher’s role in the system of quality and school autonomy;
- recognize different styles of leadership and educational management in different cases;
- participate in the societal debate on education.
Concerning the educational organisation and policy
Concerning the policy of schools
- the educational system in Flanders;
- the decree on secondary education and the the decree on higher education;
- the concept of pedagogical freedom;
- the meaning and content of the decree on the inspectorate and pedagogical counsellors (17th july 1991) related to the final objectives in the light of a policy of quality control;
- the history, vision and the content of the different decrees on participation in education and equal educational chances within the emancipatory view on education;
- curriculum developments in Flanders: the relation between to the final objectives and the curriculum on the macro- and meso-level;
- the legal position of teachers and pupils;
- deontology of teachers.
- autonomy of schools and higher education;
- Self-evaluation and quality control (types of instruments, levels of self-evaluation, organisational conditions);
- styles of management and leadership;
- the school as a learning organisation;
- deontology of teachers;
- the legal position of teacher and students.
This course supposes the competences as obtained after having followed the bachelor and master of science.
The insight in and application of following basic competences are pursued, as determined by decree:
Teaching and Learning Material
- Being able to determine the starting position of individual and the group of learners;
- Selecting and defining learning objectives;
- Selecting and adapting instructional media on an individual base or in a team approach;
- Adopting a transfer approach when developing learning and development processes;
- Fostering the emancipation of learners;
- Developing learner attitudes to prepare them for individual development and participation in society;
- Coping in an adequate way with learners with social-emotional and/or problematic behaviour;
- Creating a flexible and efficient lesson and day plan, that suits the time management of learners and the teacher;
- Carrying out in a correct way administrative tasks;
- Getting informed and being discrete about data of learners;
- Communicating with parents/care takers about their children at school;
- Communicating with parents and care takers – in collaboration with the school team – about classroom and school issues, considering the diversity in parents;
- Developing strategies to communicate with non-Dutch speaking parents;
- Collaboration and negotiation within a school team;
- Discussing and respecting task division within school teams;
- Getting informed about the legal position of teachers and learners;
- Contacting and collaborating – in collaboration with colleagues - with external parties or organisations that present educational initiatives;
- The teacher – in collaboration with colleagues – is able to initiate, establish and maintain relationships with particular organisations;
- The teacher – in collaboration with colleagues – is able to collaborate with the broader socio-cultural sector in view of creating equal opportunities;
- Participation in the societal debate about educational themes.
Cost: 50.0 EUR
- Aelterman, A., Verhoeven, J., Rots, I., Buvens, I., Engels, N., Van Petegem, P. (2002).
- Syllabus, reader and slides available via Minerva.
- Aelterman, A. ( 2005). Curriculumontwikkelingen in Vlaanderen. In: Veugelers, W. & Bosman, R. (red) .De strijd om het curriculum., Antwerpen/Apeldoorn: Garant.
- Devos, G., Engels, N., Aelterman, A., Bouchenooghe, D., Hotton, G. (2006). Directeur in een basisschool. Een veelzijdig leid(st)er. Mechelen: Wolters-Plantyn.
- Van Petegem, P., Devos, G., Mahieu, P., Thiu Dank, K., Warmoes, V. (2006). Het beleidsvoerend vermogen in basis- en secundair scholen.. Vlerick Leuven Gent Management school/Edubron: Gent/Antwerpen.
- Verhoeven, J., Elchardus, M. (2000). Onderwijs: een decennium Vlaamse autonomie.. Uitgeverij Pelckmans: Kapellen.
- Interactive support using Minerva.
- By appointment.
Interactive lectures and discussion about cases.
Students following an in-service training for teachers (minimum of 250 hours) obtain these competences composing a portfolio (cf. manual for further instructions).
Students following an in-service training for teachers obtain these competences composing a portfolio. Specific criteria are explained to the student and are determined by agreement.
The periodical evaluation consists of a written exam (open questions).