OECD Reviews of School Resources

English
ISSN: 
2413-3841 (online)
ISSN: 
2413-4333 (print)
DOI: 
10.1787/24133841
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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, education administrators; physical resources, such as location, buildings and equipment, and other resources such as learning time.
This series will offer timely policy advice to both governments and the education community. It will include both country reports and thematic studies.

 
OECD Reviews of School Resources: Flemish Community of Belgium 2015

OECD Reviews of School Resources: Flemish Community of Belgium 2015 You or your institution have access to this content

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Author(s):
Deborah Nusche, Gary Miron, Paulo Santiago, Richard Teese
11 Dec 2015
Pages:
180
ISBN:
9789264247598 (PDF) ; 9789264249981 (EPUB) ;9789264247581(print)
DOI: 
10.1787/9789264247598-en

Hide / Show Abstract

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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  • Foreword

    This report for the Flemish Community of Belgium forms part of the OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (also referred to as the School Resources Review, see for further details). The purpose of the Review is to explore how school resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education. School resources are understood in a broad way, including financial resources (e.g. expenditures on education, school budget), physical resources (e.g. school infrastructure, computers), human resources (e.g. teachers, school leaders) and other resources (e.g. learning time).

  • Acronyms and abbreviations
  • Executive summary

    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.

  • Assessment and recommendations

    The Flemish Community of Belgium is densely populated and highly urbanised. Its school age population has grown over the last decade and a further increase is expected in the coming years. But not all parts of the Flemish Community are affected by demographic changes to the same degree. While urban areas are characterised by rapid population growth and an above average share of immigrants and young people, some rural areas are experiencing declining student enrolments. This pattern results in the demand for places being unequal across the school system, which presents a challenge for educational planning. As other parts of Europe, the Flemish Community is faced with population ageing, which increases the demands for funding in the areas of health and care for the elderly and is likely to create pressures on the public budget. At the same time, the increase of student numbers generates additional demands for spending on education. These additional demands may be partly offset by savings made due to the retirement of a significant proportion of highly experienced teachers, which is likely to lead to a reduction in overall staff costs for the education system.

  • School education in the Flemish Community of Belgium

    This chapter sets the context for the report and describes the main contextual features of the Flemish school system such as demographic developments influencing educational planning and broader economic trends impacting on the funding of the education sector. It also presents the main characteristics of the Flemish school system itself, including its structure and governance and the organisation of schools within school boards and educational networks. In addition, the chapter describes the system’s main educational goals and mechanisms for official recognition and quality assurance of Flemish schools. It also examines evidence on the quality and equity of schooling and considers major trends and policy developments that influence the use of resources in the school sector.

  • Funding of school education in the Flemish Community of Belgium

    This chapter is about the funding of school education in the Flemish Community of Belgium. It presents the level of resources available for the school sector and the main principles of school funding. It also analyses the structure of the school education budget and provides a detailed description of its three main components: school operating grants, staffing and infrastructure. It examines how the Flemish approach to school funding supports freedom of choice and school autonomy while aiming to provide equal opportunities to schools in responding to the needs of different student groups. The chapter also reviews the availability of information necessary to evaluate the impact of school funding and examines the distribution of funding across levels and types of education, giving particular attention to the differential resourcing of educational programmes in the secondary school sector.

  • Provision of school places in the Flemish Community of Belgium

    This chapter presents the organisation of the school offer and the provision of school places in the Flemish Community of Belgium, including the provision of special needs education. It describes the existing setup of schools and school buildings as well as the distribution of students across these institutions. It examines how demographic developments are influencing the demand for school places in different parts of the Flemish Community, with particular attention to the challenges faced by urban areas in meeting growing demand. The chapter also analyses how parental choice impacts on student enrolment patterns and the degree to which policies to regulate school choice influence the composition of student populations within schools. It places particular emphasis on potential efficiency gains in the provision of school places, giving attention to aspects such as school size, the offer of programme and course choices in the secondary sector, the organisation of schools within educational networks and school boards and the extent of student tracking and grade repetition.

  • The teaching workforce in the Flemish Community of Belgium

    This chapter gives an overview of the main characteristics of the teaching workforce in the Flemish Community of Belgium, including: initial teacher education, recruitment into teaching, employment status and career structure, compensation, workload and use of teachers’ time, teacher evaluation and teacher professional development. It also considers the role of school leaders and other types of staff in managing and supporting the teaching workforce at the school level. The chapter reviews existing policies aimed at enhancing the effectiveness of the teacher labour market and providing adequate employment conditions for teachers to perform well. It also examines challenges faced by the school system in attracting, preparing, distributing and retaining effective teachers, as well as a number of fairness concerns in the organisation of the teaching profession.

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  • Expand / Collapse Hide / Show all Abstracts Annexes

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    • The OECD Review of Policies to Improve the Effectiveness of Resource Use in School

      The OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (also referred to as the School Resources Review) is designed to respond to the strong interest in the effective use of school resources evident at national and international levels. It provides analysis and policy advice on how to distribute, utilise and manage resources so that they contribute to achieving effectiveness and efficiency objectives in education. School resources are understood in a broad way, including financial resources (e.g. expenditures on education, school budget), physical resources (e.g. school buildings, computers), human resources (e.g. teachers, school leaders) and other resources (e.g. learning time).

    • Composition of the Review Team

      Gary Miron is Professor of Evaluation, Measurement, and Research at Western Michigan University. He has extensive experience evaluating school reforms and education policies in the United States and Europe. Dr. Miron has prepared and directed more than 60 evaluations and research studies that have been funded with grants and contracts from national or international agencies as well as private foundations and non-governmental organisations. His body of scholarship covers such topics as research training and capacity building, international development, school finance, special education, and school choice. In recent years, his research has increasingly focused on private education management organisations as well as efforts to create systemic change in school districts. Prior to coming to Western Michigan University in 1997, Dr. Miron worked for 10 years at Stockholm University where his research focused on voucher reforms and school restructuring in 4 European countries. At Western Michigan University, Dr. Miron teaches graduate courses on evaluation and research methods.

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      Monday, 3 November 2014, Brussels

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