OECD Reviews of Evaluation and Assessment in Education: School Evaluation in the Flemish Community of Belgium 2011
How can student assessment, teacher appraisal, school evaluation and system evaluation bring about real gains in performance across a country’s school system? The country reports in this series provide, from an international perspective, an independent analysis of major issues facing the evaluation and assessment framework, current policy initiatives, and possible future approaches. This series forms part of the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes.
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Executive summary
Flemish schools enjoy a high degree of autonomy and are free to develop their own educational policies, including curriculum, assessment, certification and any selfevaluation activities. However, in order to be able to award official qualifications or to receive funding, schools must meet certain conditions set by the Flemish authorities, including: following a core curriculum (attainment targets or developmental objectives according to the stage or type of education); and allowing the Flemish authorities to assure their quality (this is done via the Inspectorate). However, all schools belong to an educational network and may choose to use a curriculum and/or tests developed by the different umbrella organisations within these networks.
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