Flemish community of Belgium.

Autor/inn/en	Nusche, Deborah; Miron, Gary; Teese, Richard
Institution	OECD
Titel	Flemish community of Belgium.
Quelle	Paris: OECD (2015), 178 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	OECD reviews of school resources
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-92-64-24758-1; 978-92-64-24759-8
DOI	10.1787/9789264247598-en
Schlagwörter	Bildung; Bildungssystem; Bildungspolitik; Bildungsstatistik; Besoldung; Schule; Schulsystem; Schulwahl; Schulautonomie; Schülerzahl; Lehrer; Lehrerausbildung; Steuerung; Angebot; Arbeitsbedingungen; Ausgaben; Finanzierung; Bericht; Empfehlung; Qualität; Struktur; Verteilung; Belgien; Flandern
Abstract	The Flemish Community shows strong overall achievements in international student assessments, with both a high share of top performers and a small proportion of low performers. But international assessment results also confirm the persistence of profound inequities within the Flemish school system, with socio-economic factors influencing students' educational trajectories and achievements. Paying attention to equity challenges will remain highly relevant in the context of current demographic growth and shifting enrolment patterns. The Flemish school age population is increasing, but not all parts of the Flemish Community are affected by demographic changes to the same degree. While urban areas are characterised by an above average and growing share of immigrants and young people, some rural areas are experiencing declining student enrolments, which results in the demand for places being unequal across the system. The Flemish Community has one of the OECD's most devolved education systems with schools enjoying a high degree of autonomy and parents benefiting from free school choice. School autonomy is grounded in the principle of "freedom of education", which gives the right to any natural or legal person to set up a school, recruit staff and determine the educational and other principles of the school. Officially recognised schooling is organised within three educational networks and each school is governed by a school board. In principle, funding "follows the student", which lays the foundation for potentially strong competition among schools to attract students. At the same time, the Flemish authorities are encouraging school collaboration through collaborative partnerships between schools in the same geographical area. This report analyses the use of resources in the Flemish school system, with a particular focus the funding of school education, the provision of school places, and the management of the teaching workforce. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3