Communicatiejaarverslag Vlaamse Regering 2007

Total Page:16

File Type:pdf, Size:1020Kb

Communicatiejaarverslag Vlaamse Regering 2007 Communicatiejaarverslag van de Vlaamse Regering 2007 Voorwoord 3 Het minste wat gezegd kan worden is dat overheidscommunicatie zich in een spanningsveld bevindt. Het spanningsveld tussen beleidscommunicatie en politieke communicatie, tussen communicatie over beslist beleid en communicatie over beleid in wording. Het spanningsveld ook tussen verplichte en gewenste openheid, tussen wat moet en wat kan. Het decreet op de openbaarheid van bestuur verplicht de overheid om te communiceren over haar beleid, haar beslissingen en haar dienstverlening. Het Vlaams Parlement bepaalt het normenkader waaraan de overheidscommunicatie moet voldoen. Als het gaat om de politieke neutraliteit van de Vlaamse overheidscommunicatie, is de regelgeving niet beperkt tot het decretale normenkader. Uit het eerste hoofdstuk van dit jaarverslag blijkt dat op dit vlak veel verschillende commissies bevoegd zijn, en heel wat extra regels gelden. Dat is zeker het geval in de drie maanden die vooraf gaan aan de verkiezingen, de zogenaamde sperperiode. Tijdens de sperperiode gelden niet alleen de normen voor Vlaamse overheidscommunicatie maar ook het decreet op de controle op de regeringsmededelingen en een protocolakkoord dat door de zeven parlementsvoorzitters van België wordt afgesloten. Hoe dan ook moet op het vlak van communicatie maximale transparantie de regel zijn. Daar wil dit jaarverslag zeker toe bijdragen. Daarom zijn dit jaar voor het eerst ook de mediabestedingen op- genomen die niet via het systeem van Centrale Media-Aankoop (CMA) zijn verlopen. Uit de cijfers van CMA blijkt dat de Vlaamse Regering in 2007 ruim 1,7 miljoen euro meer in communicatie heeft geïnvesteerd dan in 2006. Naast de 7,6 miljoen via CMA, is in 2007 daarbuiten nog eens 7 miljoen aan mediaruimte besteed. Maar communicatie is uiteraard veel meer dan mediaruimte, zoals u in dit verslag zult lezen. De Vlaam- se overheid communiceert zowel in gedrukte vorm als digitaal en heeft daarbij oog voor duurzame communicatie. Zo wordt er zoveel mogelijk op ecologisch papier gedrukt en worden er steeds meer overheidpublicaties ook elektronisch ter beschikking gesteld zodat de gedrukte oplage beperkt kan blijven. Uit de cijfers van het elektronisch bestelloket voor overheidspublicaties blijkt dat 70 % van de publicaties beschikbaar is in digitale vorm. Van de publicaties die in 2007 nieuw werden uitgegeven, is zelfs 90 % elektronisch opvraagbaar. De toenemende digitalisering van het aanbod weerspiegelt zich ook in de gebruikscijfers. In 2007 werden er 27 673 brochures gedownload, een verdubbeling ten opzichte van 2006. De Vlaamse overheid is ook een toegankelijke overheid, bereikbaar via verschillende kanalen. Het Contactpunt Vlaamse Infolijn is uitgegroeid tot een geïntegreerd loket voor de burger, met naast het gratis infonummer 1700 ook thematische infolijnen, waaronder de Kind en Gezin-lijn, Dossierlijn Stu- dietoelagen, de Vlaamse Belastinglijn en De LijnInfo. Samen goed voor bijna 1,4 miljoen burgervra- gen. 1700 kreeg voor zijn aanpak het Europese Good Practice Label for eGovernment. De externe communicatie van de Vlaamse overheid steunt op een sterk uitgebouwde interne com- municatie. Om beter informatie uit te wisselen en applicaties te kunnen delen, werden in 2007 alle en- titeiten van de Vlaamse overheid (departementen én agentschappen) met elkaar verbonden door het Vlaamse Overheidsnetwerk. Op dit moment hebben alle Vlaamse ambtenaren langs die weg toegang tot een gezamenlijk extranet. Al die ambtenaren ontvangen ook het personeelsblad 13, dat de waar- den, cultuur en identiteit van de organisatie helpt uitdragen. 13 is opgezet als een breed publieksblad. Voor zijn aanpak kreeg het de Bedrijfspersprijs 2007. Tot slot vermeld ik nog graag dat u, dankzij de in 2007 verschenen Gids van de Vlaamse overheid, een goed zicht krijgt op de omvangrijke organisatie die de Vlaamse overheid is. De gids is intussen al aan 5 zijn tweede druk toe. U kon zich in 2007 trouwens ter plaatse komen overtuigen van de inspanningen die de Vlaamse overheid levert om een transparante, klantvriendelijke en toegankelijke overheid te zijn: op de vijfde Vlaanderendag gooide de Vlaamse overheid opnieuw haar deuren open. Dit jaarverslag toont de brede waaier aan initiatieven waarmee de Vlaamse overheid permanent haar burgers tegemoet treedt. Ik twijfel er niet aan dat deze staalkaart van één jaar communicatie-inspan- ningen u zal weten te boeien. Kris Peeters Minister-president Inhoud 6 Voorwoord 3 DEEL I: ALGEMEEN COMMUNICATIEBELEID EN COÖRDINATIE 17 1 Regelgeving in verband met overheidscommunicatie 18 1. 1 Actieve openbaarheid van bestuur 18 1.2 Controle op de communicatie van de Vlaamse overheid 18 1.2.1 Normen voor de Vlaamse overheidscommunicatie 19 1.2.2 Controle op de regeringsmededelingen 21 1.3 De sperperiode voor verkiezingen 21 1. 4 Hergebruik van overheidsinformatie 22 2 Organisatie van de communicatie 24 2.1 Structureel communicatieoverleg 24 2.2 Professionalisering 25 2.2.1 Studiesessies 25 2.2.2 Communicatienieuws 26 3 De communicatiepraktijk 27 3.1 Persvoorlichting 27 3.1.1 Persvoorlichting van de Vlaamse Regering 27 3.1.2 Persvoorlichting van het ministerie van de Vlaamse Gemeenschap 28 3.1.3 Verspreiding van persmededelingen 28 3.2 Communicatiecampagnes 29 3.2.1 Centrale media-aankoop 29 3.2.2 Begeleiding bij uitbesteding van campagnes 31 3.2.3 Public Authorities Magazine Print Award (PAMPA) 32 3.2.4 Metingen 32 3.3 Distributie van folders en brochures 33 7 3.3.1 Het elektronische bestelloket voor publicaties 33 3.3.2 Fysieke distributie 33 3.4 Het extranet, een overheidsbreed communicatiekanaal 34 3.4.1 Invoering van het extranet 34 3.4.2 Nieuwsportaal 34 3.4.3 Naar één netwerk voor de Vlaamse overheid 34 3.4.4 Snelinfo 35 3.5 Magazine voor het Vlaamse overheidspersoneel: 13 35 4 Een toegankelijke overheid 37 4.1 Contactpunt Vlaamse Infolijn 37 4.1.1 Uniek loket – geïntegreerd loket – multikanaal loket 37 4.1.2 Jaarresultaten 2007 38 4.1.3 Kanalen en projecten 2007-2008 38 4.2 Productencatalogus 40 4.3 Gids van de Vlaamse overheid – 2007 41 4.4 Vlaanderendag 42 5 Accenten in het communicatiebeleid 43 5.1 Extra aandacht voor doelgroepen 43 5.2 Crisiscommunicatie 44 6 Vlaanderen in Actie 45 7 Samenwerken met andere overheden 46 7.1 Het Vlaams Parlement 46 7.2 Gemeente- en provinciebesturen 46 7.3 Federale overheid 46 7.4 Kortom 47 DEEL II: COMMUNICATIE IN DE DERTIEN BELEIDSDOMEINEN 49 8 1 Diensten voor het Algemeen Regeringbeleid 50 1.1 Departement Diensten voor het Algemeen Regeringsbeleid 50 1.1.1 Vlaanderen Feest! ter gelegenheid van 11 juli 2007 50 1.1.2 Lissabonstrategie 50 1.1.3 Gelijke kansen in Vlaanderen 51 1.1.4 Kenniscentrum PPS 51 1.1.5 Administratieve Coördinatie Brussel 52 1.1.6 Steunpunt Taalwetwijzer 53 1.1.7 Administratieve Coördinatie Vlaamse rand 54 1.1.8 Taaladvies en Taaltelefoon 55 1.2 Interne Audit van de Vlaamse Administratie 56 1.3 Studiedienst van de Vlaamse Regering 57 1.3.1 De communicatieacties 57 1.3.2 Evaluatie van het communicatiebeleid 59 1.3.3 Vooruitblik 59 1.3.4 Communicatiebudget en mediabestedingen in 2007 59 1.4 Agentschap voor Geografische Informatie Vlaanderen 59 1.4.1 Evenementen 60 1.4.2 Nieuwsbrieven 60 1.4.3 Overige communicatieacties 60 1.5 vzw de Rand 61 1.5.1 RandKrant 61 1.5.2 Gemeenschapskranten 61 1.5.3 Advertenties voor onthaal en integratie van anderstaligen 62 1.5.4 Communicatiebudget 63 2 Bestuurszaken 64 9 2.1 Departement Bestuurszaken 64 2.1.1 e-government 64 2.1.2 Wetsmatiging 65 2.1.3 Gelijke kansen en diversiteit binnen de Vlaamse overheid 66 2.1.4 Architecturaal beleid 66 2.1.5 Integriteitszorg 67 2.1.6 Interne controle of organisatiebeheersing 67 2.1.7 Overheidsopdrachten 68 2.2 Agentschap voor Binnenlands Bestuur 68 2.2.1 Binnenlands bestuur 68 2.2.2 Stedenbeleid 69 2.2.3 Inburgering 71 2.2.4 Diversiteit 71 2.5 Agentschap voor Facilitair Management 72 2.6 Agentschap voor Overheidspersoneel 72 2.6.1 Communicatiebeleid en -acties 73 2.6.2 Vooruitblik 74 2.7 Vlaams Agentschap voor Rekrutering en Selectie 74 3 Internationaal Vlaanderen 75 3.1 Departement Internationaal Vlaanderen 75 3.2 Toerisme Vlaanderen 77 3.3 Vlaams Agentschap voor Internationale Samenwerking 79 3.4 Vlaams Agentschap voor Internationaal Ondernemen (FIT) 79 4 Financiën en Begroting 82 5 Onderwijs en Vorming 84 10 5.1 Instrumenten voor geïntegreerde communicatie 84 5.2 Departement Onderwijs en Vorming 86 5.3 Agentschap voor Onderwijsdiensten 86 5.4 Agentschap voor Hoger Onderwijs, Volwassenenonderwijs en Studietoelagen 87 5.4.1 Afdeling Hoger Onderwijs 88 5.4.2 Afdeling Volwassenenonderwijs 88 5.4.3 Afdeling Studietoelagen 89 5.5 Agentschap voor onderwijscommunicatie 90 5.5.1 Afdeling Informatie en Communicatie 90 5.5.2 Klasse 91 5.5.3 CANON Cultuurcel 92 5.6 Agentschap voor Infrastructuur in het onderwijs 93 6 Economie, Wetenschap en Innovatie 94 6.1 Departement Economie, Wetenschap en Innovatie 94 6.2 Agentschap Economie 95 6.2.1 Communicatieacties 95 6.2.2 Evaluatie 97 6.3 Instituut voor Innovatie door Wetenschap en Technologie 97 6.4 Vlaamse Instelling voor Technologisch Onderzoek (VITO) 98 6.5 ParticipatieMaatschappij Vlaanderen NV (PMV) 98 6.6 Limburgse Reconversiemaatschappij nv (LRM) 99 7 Cultuur, Jeugd, Sport en Media 100 7.1 Departement Cultuur, Jeugd, Sport en Media 100 7.1.1 Overkoepelende communicatie-initiatieven 100 7.1.2 Project Organisatieontwikkeling 101 7.1.3 Campagne van analoog naar digitaal 101 11 7.2 Bloso 101 7.2.1 Algemene communicatieacties 101 7.2.2 Evaluatie van het communicatiebeleid 103 7.2.3 Vooruitblik 103 7.3 Agentschap Kunsten
Recommended publications
  • Best Practices in Rural Development Flanders – Belgium
    Best practices in rural development Flanders – Belgium Nominated and winning projects Competition Prima Plattelandsproject 2010 Preface At the beginning of April 2010, the Prima Plattelandsproject competition was launched. In the frame of this competition the Flemish Rural Network went in search of the best rural projects and activities in Flanders, subsidized under the Rural Development Programme 2007-2013 (RDP II). No fewer than 35 farmers or organisations submitted their candidacy. A total of 32 candidates were finally retained by the Flemish Rural Network. These were distributed as follows in function of the competition themes: - added value through cooperation: 15 candidates; - smart use of energy in agriculture and rural areas: 0 candidates; - care for nature and biodiversity: 8 candidates; - communication and education as an instrument: 6 candidates; - smart marketing strategies: 3 candidates. The provincial juries decided which of the submitted files could continue to the next round (up to 3 projects per theme per province). Then an international jury selected the five best candidates for each theme for the whole of Flanders. After that, everyone had the opportunity to vote for their favourite(s)on the www.ruraalnetwerk.be website. No less than 7300 valid votes were registered! The four winning projects were honoured on 14 January 2011 during an event at the Agriflanders agricultural fair. Picture: The four winning projects. Since all 18 projects can be considered “best practices”, this brochure gives an overview of the winning and the nominated projects by theme. The texts and photographs were provided by the applicants, unless otherwise indicated. Enjoy your read! Flemish Rural Network Theme “Added value through cooperation” WINNING PROJECT: Library service bus Zwevegem Project description: The main facilities (including the municipal administrative centre and the library) are located outside of the city centre in the municipality of Zwevegem, in the extreme north of the town.
    [Show full text]
  • OECD Skills Strategy Flanders
    OECD Skills Studies OECD Skills Strategy Flanders Assessment and Recommendations Please leave this page blank. PAC will complete this page. FOREWORD │ 3 Foreword People’s skills are at the heart of Flanders’s vision for the future, which is a society where people learn for and through life, are innovative, trust one another, enjoy a high quality of life, and embrace their unique identity and culture. As globalisation and digitalisation transform jobs, how societies function and how people interact, the impetus for getting skills right is growing. People will need higher levels of skills and a well-rounded set of skills, including cognitive, social and emotional, and job- specific skills, to flourish in life both in and out of work. Flanders performs well compared to most OECD countries on most measures of skills development and use. The skills proficiency of Flemish adults exceeds the OECD average and skills mismatch is low. High-performance work practices that stimulate the use of skills are widely adopted by firms in Flanders. There are many good governance arrangements in place to support co-ordination and collaboration in adult learning across government departments, levels of government and with stakeholders. Financial incentives for adult learning help to reduce the burden for individuals and employers, promote cost-sharing and reduce under-investment. However, some challenges remain. Adult learning could be strengthened, in particular for older workers, immigrants, adults in flexible forms of employment and low-skilled adults. Shortages in professional, technical and scientific occupations persist due to a low number of graduates in science, technology, engineering and mathematics (STEM).
    [Show full text]
  • OECD Reviews of School Resources: Flemish Community of Belgium 2015
    OECD Reviews of School Resources Flemish Community of Belgium 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, OECD Reviews of School Resources equity and effi ciency of school education. The series considers four types of resources: fi nancial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as Flemish Community 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 of Belgium country reports and thematic studies. Contents Deborah Nusche, Gary Miron, Paulo Santiago and Richard Teese Chapter 1. School Education in the Flemish Community of Belgium Chapter 2. Funding of School Education in the Flemish Community of Belgium Chapter 3. Provision of School Places in the Flemish Community of Belgium Chapter 4. The Teaching Workforce in the Flemish Community of Belgium OECD Reviews of School Resources Flemish Community of Belgium Consult this publication on line at http://dx.doi.org/10.1787/9789264247598-en. This work is published on the OECD iLibrary, which gathers all OECD books, periodicals and statistical databases. Visit www.oecd-ilibrary.org for more information. ISBN 978-92-64-24758-1 91 2015 10 1 P 9HSTCQE*cehfib+ OECD Reviews of School Resources: Flemish Community of Belgium 2015 Deborah Nusche, Gary Miron, Paulo Santiago and Richard Teese This work is published under the responsibility of the Secretary-General of the OECD.
    [Show full text]
  • Provision of School Places in the Flemish Community of Belgium
    OECD Reviews of School Resources: Flemish Community of Belgium 2015 © OECD 2015 Chapter 3 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 statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. 95 3. PROVISION OF SCHOOL PLACES IN THE FLEMISH COMMUNITY OF BELGIUM Context and features The Flemish education system provides extensive choices for families.
    [Show full text]
  • Table of Contents – 3
    TABLE OF CONTENTS – 3 Table of Contents Summary: Strengths, Challenges and Recommendations ...................................................................... 5 Strengths .................................................................................................................................................... 5 Challenges ................................................................................................................................................. 5 Recommendations ..................................................................................................................................... 6 Chapter 1 Introduction ............................................................................................................................. 7 1.1 The OECD policy review of Belgium (Flanders)................................................................................ 8 1.2 The structure of the report ................................................................................................................... 9 1.3 A snapshot of the system ..................................................................................................................... 9 1.4 Strengths and challenges ................................................................................................................... 15 1.5 System-wide issues ........................................................................................................................... 16 Chapter 2 Policy Recommendations .....................................................................................................
    [Show full text]
  • Images of Immigrants and Refugees in Western Europe
    FINANCING QUALITY EDUCATION FOR ALL The Funding Methods of Compulsory and Special Needs Education Kristof De Witte, Vitezslav Titl, Oliver Holz and Mike Smet Financing Quality Education For All The Funding Methods of Compulsory and Special Needs Education Financing Quality Education For All The Funding Methods of Compulsory and Special Needs Education Kristof De Witte, Vitezslav Titl, Oliver Holz and Mike Smet Leuven University Press The authors acknowledge financial support of the government of the German-speaking Community of Belgium, Steunpunt Onderwijsonderzoek (SONO) of the Flemish Ministry of Education, and KU Leuven Fund for Fair Open Access. The views expressed in this publica- tion are the sole responsibility of the authors and do not necessarily reflect the views of the German-speaking Community of Belgium or the Flemish government. Published in 2019 by Leuven University Press / Presses Universitaires de Louvain / Universi- taire Pers Leuven. Minderbroedersstraat 4, B-3000 Leuven (Belgium). © Kristof De Witte, Vitezslav Titl, Oliver Holz and Mike Smet, 2019 This book is published under a Creative Commons Attribution Non-Commercial Non- Derivative 4.0 Licence. Further details about Creative Commons licenses are available at http://creativecommons. org/licenses/ Attribution should include the following information: Kristof De Witte, Vitezslav Titl, Oliver Holz and Mike Smet, Financing Quality Education For All: The Funding Methods of Compulsory and Special Needs Education. Leuven, Leuven University Press. (CC BY-NC-ND 4.0) ISBN 978 94 6270 191 5 (Paperback) ISBN 978 94 6166 300 9 (ePDF) ISBN 978 94 6166 301 6 (ePUB) https://doi.org/10.11116/9789461663009 D/2019/1869/33 NUR: 805 Layout: Crius Cover design: Frederik Danko Cover illustration: Contents List of Figures 9 List of Tables 11 Chapter 1.
    [Show full text]
  • General Analysis Report
    IO1A3 – General Analysis Report 1 Table of Contents 1. Introduction 3 2. European recommendations 5 3. SME touristic sector need analysis 7 3.1. Background research 7 3.2. Materials and methods 13 3.3. Results and conclusions 15 3.3.1. Qualifications 15 3.3.2. Authenticity 16 3.3.3. Digitalisation 17 3.3.4. Sustainability 19 3.3.5. General 22 3.4. Examples of good practices 24 3.5. Touristic SMEs national reports 74 4. VET providers in tourism offer analysis 75 4.1. Background research 75 4.2. Materials and methods 78 4.3. Existing training programs 81 4.4. Conclusions and results 109 4.4.1. Qualifications 109 4.4.2. Authenticity 111 4.4.3. Digitalisation 113 4.4.4. Sustainability 114 4.4.5. Recommendations for action 116 4.5. Touristic VET national reports 117 5. References 118 Page 2 1. Introduction This document is the result of a careful analysis carried out within the R.I.S.To.VET - Rural Innovative Sustainable Tourism for VET project (project number: 2019-1-PL01- KA202- 065682) funded by the European Commission under the Erasmus+ Programme - KA2, Strategic Partnership for Innovation and Exchange of Good Practices. The project is carried out by a consortium of partners composed by: WSBINOZ - Wyższa Szkoła Biznesu i Nauk o Zdrowiu (Poland) (coordinator), VVTA – Living Stone Dialoog, ViaVia Tourism Academy (Belgium), ILI - FRIEDRICH-ALEXANDER-UNIVERSITAET ERLANGEN NUERNBERG (Germany), Co.Net - COWORKING E NETWORKING SICILIA APS (Italy), Ergasia Ekpaideftiki Anonymi Etairia (Greece), CEIPES – International Centre for the promotion of Education and Development (Italy).
    [Show full text]
  • Higher Education Qualifications Framework in Flanders (Belgium)
    HHHiiiggghhheeerrr EEEddduuucccaaatttiiiooonnn QQQuuuaaallliiifffiiicccaaatttiiiooonnnsss FFFrrraaammmeeewwwooorrrkkk iiinnn FFFlllaaannndddeeerrrsss (((BBBeeelllgggiiiuuummm))) 2008 A presentation for compatibility with the Framework for Qualifications of the European Higher Education Area Higher Education Qualifications Framework in Flanders (Belgium) A presentation for compatibilitywith the Framework for Qualifications of the European Higher Education Area Index 1. Flanders 2. Higher Education in Flanders 2.1. Higher education bodies 2.2. Higher education legal framework 2.3. General objectives of the higher education programmes 2.4. Higher Education Institutions 2.5. Admission requirements 2.6. Learning agreements 2.7. Tuition fees 2.8. Academic year 2.9. Curriculum 2.10. Council for disputes about decisions on study progress 2.11. Credit system 2.12. Diploma Supplement 2.13. Quality assurance and accreditation 2.14. Lisbon Recognition Convention 3. Cycle descriptors 3.1. First cycle descriptors 3.2. Second cycle descriptors 3.3. Third cycle descriptors 4. EQF for lifelong learning Higher Education Qualifications Framework in Flanders (Belgium) 2 A presentation for compatibility with the Framework for Qualifications of the European Higher Education Area Introduction The rationale for the Framework for Qualifications of the European Higher Education Area is to provide a mechanism to relate national frameworks to each other so as to enable international transparency, international recognition of qualifications and international mobility of learners and graduates. The first, second and third cycles established in the Bologna Process are the key elements of the overarching framework. These cycles can be best understood by reference to internationally acceptable descriptors which have been developed jointly by stakeholders across Europe – the so-called “Dublin descriptors”. Qualification descriptors are designed to be read as general statements of the typical achievement of learners who have been awarded a qualification on successful completion of a cycle.
    [Show full text]
  • Equity in Education Thematic Review
    EQUITY IN EDUCATION THEMATIC REVIEW COUNTRY ANALYTICAL REPORT FLANDERS Thu Dang Kim Koen Pelleriaux University of Antwerp 2006 1 TABLE OF CONTENTS EXECUTIVE SUMMARY ............................................................................................................................. 4 SECTION I: CONTEXT ................................................................................................................................. 8 CHAPTER 1: COUNTRY‟S CONTEXT AND CURRENT EQUITY SITUATION ........................... 8 1.1 Economic, social, and cultural background of the Flemish Community ......................................... 8 1.2 Distribution of competence between federal state and Communities .............................................. 9 1.3 Main structural features of the educational system ........................................................................ 11 1.3.1 Educational networks ........................................................................................................... 15 1.3.2 Two track approach: regular and special schools ................................................................. 15 1.4 Most important obstacles to equity in according to the government ............................................. 18 SECTION II: OPPORTUNITIES AND OUTCOMES ................................................................................. 20 CHAPTER 2: PROFILE OF EQUITY IN EDUCATION ....................................................................... 20 2.1 Participation in the different educational
    [Show full text]
  • STI in Flanders DEPARTMENT of ECONOMY, SCIENCE & INNOVATION
    STI in Flanders DEPARTMENT OF ECONOMY, SCIENCE & INNOVATION KONING ALBERT II-laan 35 bus 10 Science, Technology & Innovation 1030 Brussels www.ewi-vlaanderen.be Policy & Key Figures - 2016 STI in Flanders Science, Technology & Innovation Policy & Key Figures – 2016 2 Table of contents Foreword ...................................................................................................................................................... 7 Chapter 1 Science, Technology and Innovation system in Flanders .......................... 9 1 Competencies in the field of science, research and innovation .................................................. 10 1.1 Federalism in Belgium ............................................................................................................................. 10 1.2 Competencies in the field of science, research and innovation ...................................... 11 Direct support for R&D and innovation in the broad sense ....................................... 12 All research related to the community (= person-related) and the regional (= territorial related) competencies ................................................................................................................... 12 Access to finance ................................................................................................................................. 13 2 General orientations of Flemish STI policy ............................................................................................... 13 2.1 Instruments
    [Show full text]
  • Flemish Community of Belgium National Report on the Development
    Flemish Community of Belgium National report on the Development and State of Art of Adult Learning an Education (ALE) 6th International Conference on Adult Education (CONFINTEA VI) Ministry for Education and Training International Relations Office 9 June 2008 Belgium_Confintea_VI_Flemish_Communit_4 1 0 GENERAL OVERVIEW .................................................................................................................................. 5 0-1 CONTEXTUAL INFORMATION ......................................................................................................................... 5 Sources .......................................................................................................................................................... 6 0-2 GENERAL STATISTICS .................................................................................................................................... 7 Sources ........................................................................................................................................................ 12 1 POLICY, LEGISLATION & FINANCING .................................................................................................. 13 1.1. LEGISLATIVE & POLICY FRAMEWORKS OF ALE .......................................................................................... 13 1.1.1. ALE in Flanders ................................................................................................................................. 13 1.1.2. Government .......................................................................................................................................
    [Show full text]
  • Chapter 6: Setting and Linguistic Variables
    Chapter 6: Setting and linguistic variables 6.1. Introduction In chapter 4, we formulated a number of hypotheses about the effects of feature- and speaker- related factors on second dialect acquisition. In chapter 5, we described how the feature- related factors were operationalized. In section 6.4 of the present chapter, we will discuss all dialect features that were entered as linguistic variables in the present study and we discuss the results of the implementation of some of the feature-related factors for each feature. First, however, we will deal with geographical and socio-demographic aspects of the research location (i.e. Maldegem) (section 6.2). The next section (6.3) is devoted to the linguistic situation of Maldegem. We first discuss the three language varieties spoken in Maldegem (section 6.3.1) and then present the phonological characteristics of the Maldegem dialect from a geographical perspective (section 6.3.2). The phonological dialect features that were involved in the present study are discussed in more detail in section 6.4. We conclude with a schematic summary of the Maldegem phonological and phonetic system (section 6.5). 6.2. The research location The present study in the secondary acquisition of a dialect by children who were raised in Standard Dutch or a substandard variety was carried out in Maldegem. Recall from chapter 5 that our informants were selected on the basis of the fact that they were living and going to school in Maldegem. In this section we discuss the geographical location of Maldegem and its socio-demographic characteristics. Maldegem is a municipality in the outer northwest of the province of East-Flanders.
    [Show full text]