The Flemish school with a large evaluatieprobleem stuck. That concludes the annual report of the Flemish inspectorate. “The evaluation policy encourages not with the educational goals. Schools evaluate not good or they their learning goals achieve and whether the students treated the components of the curriculum sufficient control,” says inspector-general Lieven Viaene on the presentation of the report.
The Onderwijsspiegel 2019 brings together the results of the scans of 250 educational institutions between January and June 2018. In the report, the biggest problems cited. the
Important areas for improvement are the evaluation and the feedback to the students, but also developing the quality turns out poor. It is a conclusion that is not surprising after a week in which the decline in the quality of Flemish education daily, the headlines pulled out.
Read also In 2003, yet absolute world top: the quality of education fell sharply, Primary education
During the scans in the primary school got 96 per cent of schools, mainstream primary education, a favourable opinion of which 33 percent have a favorable opinion with real issues. Six schools in mainstream elementary education (or 4 percent) received an adverse opinion. the
The schools for primary education are strong in human resources and professional development, pupil guidance, and dealing with diversity. Also the areas of mathematics, English and French, the learning and living environment, the habitability, safety and hygiene are good. the
The quality development of schools is a point. Concrete is, in particular, work in terms of evaluating how the school works, how students evaluate and how they act. Also the box art education in many schools is not good.
Special elementary education
In special elementary education, eleven of the seventeen schools have a favourable opinion and one school a favourable opinion with real issues. Five schools were given an unfavourable opinion.
The learning and living environment there is good to very good, but there are generally more working points than in mainstream primary schools. The focus is often on care and less on learning.
Secondary education
52 schools in secondary education (86 percent) received a favourable opinion, of which 34 schools have a favourable opinion with real issues. Nine schools were given an unfavourable opinion. the
Secondary schools score well for classical languages and physical education. Three-quarters of the schools has yet to work with the quality development. Also here is mainly the evaluation point. In many schools that hinders an insufficiently developed assessing pupils the substantiation of the issued certificates. the
Mathematics, French, and boxes from the hard sector are also points for attention, also here again, especially in the area of evaluation and orientation.
In the special secondary education received seven of the eight schools have a favourable opinion and got one school from a favourable opinion with real issues. In the centres for part-time vocational secondary education were three schools studied, two of them received a favourable opinion with points for attention, one received an adverse opinion.
