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 levels ............................................................................. 20 2.1.1 Participation rates in early childhood education programs ................................................... 20 2.1.2 Participation rates in pre primary education ............................................................................. 20 2.1.3 Participation rates in compulsory education (primary and secondary education) ................ 20 2.1.4 Participation in tertiary education (non-university and university) ...................................... 20 2.2 Progression through primary, secondary and tertiary education ..................................................... 20 2.3 Unqualified and early school leavers ............................................................................................. 21 2.4 Graduates in education ................................................................................................................... 21 2.4.1 Higher Secondary Education (Flanders) ............................................................................... 21 2.4.2 Tertiary Education ................................................................................................................ 21 2.5 Evidence from tests: TIMMS, PISA and IALS.............................................................................. 21 2.5.1 Evidence from TIMMS -1999 .............................................................................................. 21 2.5.2 Evidence from PISA ............................................................................................................. 22 2.5.3 Evidence from IALS ............................................................................................................. 25 2.6 Life chances ................................................................................................................................... 25 2.6.1 Increasing effect of educational level on life chances .......................................................... 25 2.6.2 Bottleneck jobs ..................................................................................................................... 26 SECTION III: CAUSES AND EXPLANATIONS ....................................................................................... 27 CHAPTER 3: INTERGENERATIONAL TRANSMISSION OF INEQUALITY .............................. 27 CHAPTER 4: UNDERSTANDING THE CAUSES OF INEQUITY ...................................................... 32 4.1 Motivational barriers ...................................................................................................................... 32 4.1.1 Results of the longitudinal research „LOSO‟........................................................................ 32 4.1.2 Gender differences regarding motivation ............................................................................. 34 4.2 Institutional barriers ....................................................................................................................... 36 4.2.1 Differentiation in Flemish education .................................................................................... 37 4.3 Social and cultural barriers............................................................................................................. 40 2 4.3.1 Pre-school and primary education ............................................................................................ 40 4.3.2 Secondary education ............................................................................................................. 40 4.3.3 Tertiary education ................................................................................................................. 41 4.4 Economic barriers .......................................................................................................................... 45 SECTION IV: POLICIES, PROGRAMS AND INITIATIVES ................................................................... 47 CHAPTER 5: ACTIVE EDUCATIONAL POLICIES BEARING ON EQUITY ............................... 47 5.1 The new integrated equal opportunities policy (GOK) .................................................................. 47 5.1.1 The right to enrol in the school of one‟s choice ................................................................... 48 5.1.2 The local consultative bodies ............................................................................................... 49 5.1.3 Integrated support for schools .............................................................................................. 49 5.2 Role of Pupil Guidance Centers „CLB‟ ......................................................................................... 51 5.2.1 Principles of the working method ......................................................................................... 52 5.2.2 Staff of CLB ......................................................................................................................... 53 5.2.3 Problems associated with the integration of PMS and MST towards CLB .......................... 53 5.2.4 CLB and their role in the transfer towards special education ............................................... 54 5.2.5 Points of interest for the future ............................................................................................. 55 5.3 Integrated education (GON) ........................................................................................................... 56 5.3.1 Integrated education in pre-school and primary education ................................................... 57 5.3.2 Integrated education in secondary education ........................................................................ 57 5.3.3 Integrated education in tertiary education ............................................................................ 57 5.3.4 Problems associated with GON ............................................................................................ 57 5.4 Project Autisme .............................................................................................................................. 58 5.5 Basic Education: ............................................................................................................................ 58 5.6 Organization of second chance schools (TKO).............................................................................. 58 5.6.1 Working method of TKO ..................................................................................................... 59 5.6.2 Target group ......................................................................................................................... 59 5.6.3 Results of TKO ..................................................................................................................... 60 5.7 Reception class for foreign newcomers ......................................................................................... 60 5.7.1 Organizationally conditions and conditions concerning the content for primary education 61 5.7.2 Organizationally conditions and conditions concerning the content for secondary education61 5.8 Programs to support potential school dropouts .............................................................................. 62 CHAPTER 6: NON-EDUCATIONAL POLICIES THAT AFFECT OUTCOMES IN THE EDUCATION SECTOR ............................................................................................................................ 63 6.1 Child and family ............................................................................................................................. 63 6.2 Integration policy for immigrants .................................................................................................. 64 6.2.1 Objectives ............................................................................................................................. 64 6.2.2 Target group ........................................................................................................................