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| Decree on Secondary Education (Flanders) | |
|---|---|
| Title | Decree on Secondary Education (Flanders) |
| Enacted | 1997 |
| Jurisdiction | Flanders |
| Status | current |
Decree on Secondary Education (Flanders)
The Decree on Secondary Education (Flanders) is a 1997 legislative instrument enacted by the Flemish Parliament that restructured Flanders's secondary schooling system and defined curricula, assessment, and institutional responsibilities for Flemish community institutions such as the Flemish Parliament, Flemish Government, Ministry of Education and Training (Flanders), Vlaamse Gemeenschapcommissie, and regional authorities. It followed precedents and comparative models from jurisdictions including the Netherlands, France, Germany, United Kingdom, and influenced coordination with European frameworks like the European Union's education initiatives and the Council of the European Union policy coordination. The decree interacts with other Belgian laws such as the Belgian Federal State reform and instruments like the Decree on Educational Reform and aligns with international instruments including the UNESCO recommendations and the Organisation for Economic Co-operation and Development reports.
The decree emerged during policy debates involving institutions and actors like the Flemish Parliament, Flemish Government, Vlaamse Vereniging van Studenten, Koninklijke Vlaamse Schouwburg, Katholieke Universiteit Leuven, Universiteit Gent, and stakeholder groups including the Nationale Raad voor de Samenleving and teacher unions such as the ACOD and ABVV. Influential reports from think tanks such as the Studiecentrum voor Economische Politiek and comparative studies referencing systems in Finland, Sweden, Denmark, Austria, Switzerland and policy examples from the Organisation for Economic Co-operation and Development underpinned debates in the Belgian State reform (1993). Key political figures and parties active in passage included members of the Christian Democratic and Flemish party, Open Flemish Liberals and Democrats, Socialistische Partij Anders, and the New Flemish Alliance, as well as civic actors like the Onderwijscentrum and representatives from Koninklijke Academie-linked bodies.
The decree set out objectives stressing parity between streams championed by organizations such as GO! onderwijs van de Vlaamse Gemeenschap, Katholiek Onderwijs Vlaanderen, and Onderwijs Vlaanderen, harmonizing curricula across tracks referenced against standards cited by the European Qualifications Framework, Erasmus partnerships, and directives by bodies like the Council of Europe. Key provisions defined roles for institutions including provincial councils, school boards, and inspectorates such as the Vlaamse Inspectie van Onderwijs, established pathways influenced by models from Cambridge Assessment, Bolognaprocess alignments to tertiary institutions like Universiteit Antwerpen and Vrije Universiteit Brussel, and detailed assessment schemes comparable to practices at the International Baccalaureate and national examinations in France and the Netherlands. The decree regulated teacher qualifications referencing certificates from institutions such as Hogeschool Gent and Arteveldehogeschool, mandated student guidance frameworks similar to those promoted by UNICEF and set standards for inclusion and differentiation consistent with rulings from the European Court of Human Rights.
The decree codified multiple types of secondary provision paralleling systems in Germany and the Netherlands: general secondary education pathways linked to universities like Universiteit Hasselt, technical education routes resonant with vocational models from Austria and Switzerland, artistic streams informed by conservatoire traditions such as Royal Conservatory of Brussels, and vocational tracks akin to apprenticeships in Denmark. It outlined course groupings and elective matrices drawing on subject groupings used by institutions like Katholieke Hogeschool Vives and learning outcomes benchmarked to European standards in collaboration with programs like LEONARDO da Vinci. The framework facilitated transitions to higher education providers such as Université libre de Bruxelles and professional training centers affiliated with VDAB.
Implementation responsibilities were distributed among administrative and oversight bodies including the Flemish Ministry of Education and Training, the Vlaamse Gemeenschapcommissie, local school boards, inspectorates like the Vlaamse Inspectie van Onderwijs, and representative organizations such as GO! onderwijs van de Vlaamse Gemeenschap and Katholiek Onderwijs Vlaanderen. Governance mechanisms referenced models of decentralization seen in the United States Department of Education and coordination practices from the Council of the European Union; funding formulas integrated inputs from fiscal frameworks emerging after the Belgian Federal State reform (1993), and quality assurance drew on benchmarking approaches used by OECD and accreditation models from bodies like NVAO. Professional development systems coordinated with colleges such as LUCA School of Arts and teacher unions including ACOD Onderwijs.
Post-enactment outcomes observed by analysts from think tanks such as the Vlaams Economisch Instituut and academics at Universiteit Gent included shifts in enrollment patterns resembling transitions documented in Finland and Sweden, altered progression rates to institutions like Universiteit Antwerpen and Katholieke Universiteit Leuven, and measurable changes in attainment captured in comparative assessments like PISA administered by the Organisation for Economic Co-operation and Development. The decree influenced institutional strategies at providers such as GO! onderwijs van de Vlaamse Gemeenschap, Katholiek Onderwijs Vlaanderen, and affected collaboration networks with international programs like Erasmus+ and research partnerships with universities including Vrije Universiteit Brussel.
Critiques from parties including Socialistische Partij Anders, teacher organizations like ACOD, parent groups, and researchers at institutes such as Steunpunt Onderwijsbeleid highlighted issues comparable to debates in France and Netherlands: concerns about equity among tracks, administrative complexity akin to reforms in Germany, and alignment with labor market needs referenced by VDAB and employers' federations such as Voka. Subsequent reforms and amendments considered by the Flemish Parliament and influenced by international reports from OECD and UNESCO addressed curriculum flexibility, assessment practices mirroring adjustments in United Kingdom and Ireland, and measures for inclusion referencing directives of the European Commission.