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Education


  • 6-December-2021

    English

    Resourcing Higher Education in the Flemish Community of Belgium

    The report on Resourcing Higher Education in the Flemish Community of Belgium is the first in a series of publications produced by the OECD's Resourcing Higher Education Project. This project aims to develop a shared knowledge base for OECD member and partner countries on effective policies for higher education resourcing through system-specific and comparative policy analysis. The review of resourcing in the Flemish Community of Belgium has a strong focus on the funding of operating costs, teaching and research in Flemish higher education institutions. It also analyses financial support for students, system-level frameworks governing human resources policy in higher education and key trends in higher education that will impact future higher education resourcing policy. Alongside analysis and comparison of Flemish resourcing policy approaches, it provides recommendations to support future refinement of policies.
  • 22-November-2021

    English

    Promoting Education Decision Makers' Use of Evidence in Flanders

    The introduction of standardised tests in Flemish schools aims to generate regular, reliable data for educators and policy makers. At an early stage of development, this report uses a research-based framework to engage stakeholders in thinking about the opportunities standardised tests could bring for their work. It builds on feedback from key stakeholders regarding their perceptions, hopes and concerns about the introduction of standardised tests. Feedback was gathered during a series of structured discussions and a stakeholder reflection seminar. The report identifies ways to strengthen the opportunity, capability and motivation of decision makers at all levels of the education system to use evidence effectively for their respective practice – including teaching and quality assurance. The report identifies lessons learnt to support the further development of standardised tests. The publication is part of OECD work on strategic education governance, which supports countries in identifying the best ways to achieve national objectives in a context of multi‑level governance structures and complex environments. The work identifies and promotes effective governance processes in the domains of accountability, capacity, knowledge governance, stakeholder involvement, strategic thinking and adopting a whole‑of‑system perspective. This publication will be of interest to policy makers, education leaders, the education research community and all those interested in education governance.
  • 18-October-2021

    English

    Schooling During a Pandemic - The Experience and Outcomes of Schoolchildren During the First Round of COVID-19 Lockdowns

    This report offers an initial overview of the available information regarding the circumstances, nature and outcomes of the education of schoolchildren during the first wave of COVID-19 lockdowns of March-April 2020. Its purpose is primarily descriptive: it presents information from high quality quantitative studies on the experience of learning during this period in order to ground the examination and discussion of these issues in empirical examples. Information is presented on three interrelated topics: the nature of the educational experience during the period of lockdowns and school closures; the home environment in which education took place for the vast majority of schoolchildren; the effects on the mental health and learning outcomes for children during this period. The data come primarily from 5 countries (France, Germany, Ireland, the United Kingdom and the United States) with additional information on some aspects for 6 additional countries (Australia, Belgium (Flanders), Canada, Finland, Italy and the Netherlands). This report will be of interest to policy makers, academics, education stakeholders and anyone interested in a first international empirical analysis of the effects of the pandemic on the lives and education of schoolchildren.
  • 11-May-2021

    English

    Teachers’ professional learning study: Diagnostic report for the Flemish Community of Belgium

    The Flemish Government asked the OECD to undertake a targeted diagnostic study of the Flemish system for teachers’ Continuing Professional Learning (CPL). Drawing on findings from interviews with Flemish stakeholders and schools, as well as document review, the study team identified strengths and weaknesses of the continuing professional learning system in the Flemish Community of Belgium, as well as opportunities and threats in going forward.
  • 24-September-2020

    English

    The Future for Low-Educated Workers in Belgium

    The world of work is changing as a result of technological progress, globalisation and population ageing. The future of work holds many opportunities, but also presents distinct risks which tend to be greater for some population sub-groups, including low-educated workers. This report documents how the labour market for low-educated workers in Belgium has evolved in recent years and what the future might hold for them in terms of both job quality and quantity. Based on comparisons with neighbouring countries, the report seeks to provide policy advice to ensure that low-educated workers are not left behind by the changes that lie ahead.
  • 15-November-2019

    English

    The Survey of Adult Skills - Reader’s Companion, Third Edition

    This edition of the Reader’s Companion accompanies Skills Matter: Additional Results from the Survey of Adult Skills that reports the results from the 39 countries and regions that participated in the 3 rounds of data collection in the first cycle of PIAAC, with a particular focus on the 6 countries that participated in the third round of the study (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). It describes the design and methodology of the survey and its relationship to other international assessments of young students and adults. The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments.
  • 15-November-2019

    English

    Skills Matter - Additional Results from the Survey of Adult Skills

    In the wake of the technological revolution that began in the last decades of the 20th century, labour-market demand for information-processing and other high-level cognitive and interpersonal skills have been growing substantially. Based on the results from the 33 countries and regions that participated in the 1st and 2nd round of the Survey of Adult Skills in 2011-12 and in 2014-15, this report describes adults’ proficiency in three information-processing skills, and examines how proficiency is related to labour-market and social outcomes. It also places special emphasis on the results from the 3rd and final round of the first cycle of PIAAC in 2017-18, which included 6 countries (Ecuador, Hungary, Kazakhstan, Mexico, Peru and the United States). The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. The first survey of its kind, it directly measures proficiency in three information-processing skills: literacy, numeracy and problem-solving in technology-rich environments.
  • 21-January-2019

    English

    OECD Skills Strategy Flanders - Assessment and Recommendations

    Better skills policies help build economic resilience, boost employment and reinforce social cohesion. The OECD Skills Strategy provides countries with a framework to analyse their skills strengths and challenges. Each OECD Skills Strategy diagnostic report reflects a set of skills challenges identified by broad stakeholder engagement and OECD comparative evidence while offering concrete examples of how other countries have tackled similar skills challenges.  These reports tackle questions such as: How can countries maximise their skills potential? How can they improve their performance in developing relevant skills, activating skills supply and using skills effectively? What is the benefit of a whole-of-government approach to skills? How can governments build stronger partnerships with employers, trade unions, teachers and students to deliver better skills outcomes? OECD Skills Strategy diagnostic reports provide new insights into these questions and help identify the core components of successful skills strategies.  This report is part of the OECD’s ongoing work on building effective national and local skills strategies.
  • 30-June-2017

    English, PDF, 347kb

    Belgium Policy Brief: Helping low-educated young people who are at risk of being left behind

    13.5% of those aged 15-29 are not in employment, education or training (NEET) in Belgium. This is a structural phenomenon with young people without upper secondary education especially at risk: they are six times as likely to be NEET in their late twenties than their university-educated peers.

    Related Documents
  • 11-December-2015

    English

    OECD Reviews of School Resources: Flemish Community of Belgium 2015

    The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources such as learning time.This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
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