Education In Belgium Research Articles

The future of midwifery care and education in Belgium: A discussion paper

BackgroundAdvanced education of midwives acting during the first 1000 days in life is key in optimum care provision for intergenerational health and wellbeing. AimThis paper provides a comprehensive analysis of the current context of midwifery care and (inter)national trends in midwifery education. Gaps for optimizing midwifery education in Belgium are defined. ResultsSocietal, medical, and technological changes including medicalization of birth impact the midwife's profession and competency requirements. The World Health Organization demands adapted midwifery competency frameworks to meet these changes and achieve universal health coverage by 2030. While the European Union's directives address the recognition of professional qualifications of midwives, basic midwifery programs in Europe range from vocational to master's programs. In Belgium, basic midwifery programs are direct-entry bachelor programs; however, the program length varies according to the region. A horizon scanning by the Belgian Health Care Knowledge Center concluded that an extension and advancement of the current midwifery program are urgently needed to enable midwives to fulfil an autonomous role in accordance with national laws and international directives. DiscussionBasic midwifery education anno 2023 does not fit (1) the changes in women's health towards 2030; (2) the future demands regarding midwifery competence, and (3) the current and future demands for autonomy according to the legal frameworks. ConclusionAn extension and advancement of the basic midwifery programs are needed to sufficiently arm midwives to meet changes they are confronted with. Therefore, a debate involving all stakeholders concerned with the future of midwifery care and education is recommended.

Development of a competency framework for advanced practice nurses: A co-design process.

The aim of the study was to develop a comprehensive competency framework for advanced practice nurses in Belgium. A co-design development process was conducted. This study consisted of two consecutive stages (November 2020-December 2021): (1) developing a competency framework for advanced practice nurses in Belgium by the research team, based on literature and (2) group discussions or interviews with and written feedback from key stakeholders. 11 group discussions and seven individual interviews were conducted with various stakeholder groups with a total of 117 participants. A comprehensive competency framework containing 31 key competencies and 120 enabling competencies was developed based on the Canadian Medical Education Directions for Specialists Competency Framework. These competencies were grouped into seven roles: clinical expert and therapist, organizer of quality care and leader in innovation, professional and clinical leader, collaborator, researcher, communicator and health promoter. The developed competency framework has resemblance to other international frameworks. This framework emphasized the independent role of the advanced practice nurse and provided guidance in a clear task division and delegation to other professionals. It can provide a solid foundation for delivering high-quality, patient-centred care by advanced practice nurses in the years to come. This competency framework can guide further development of advanced practice nursing education in Belgium and represents a starting point for future evaluation of its feasibility and usability in education and clinical practice. Advanced practice nurses and healthcare managers can also use the framework as an instrument for personal and professional development, performance appraisal, and further alignment of these function profiles in clinical practice. Finally, this framework can inform and guide policymakers towards legal recognition of advanced practice nursing in Belgium and inspire the development of advanced practice nursing profiles in countries where these profiles are still emerging. What problem did the study address? The absence of a detailed competency framework for advanced practice nurses complicates legal recognition, role clarification and implementation in practice in Belgium. A rigorously developed competency framework could clarify which competencies to integrate in future advanced practice nursing education, mentorship programs and practice. What were the main findings? The competency framework outlined seven roles for advanced practice nurses: clinical expert and therapist, organizer of quality care and leader in innovation, professional and clinical leader, collaborator, researcher, communicator, and health promoter. Differentiation from other expert nursing profiles and clinical autonomy of advanced practice nurses were pivotal. Where and on whom will the research have impact? The comprehensive competency framework for advanced practice nurses and the collaborative methodology used can inspire other countries where these profiles are still emerging. The competency framework can be used as an instrument for role clarification, performance appraisals, continuous professional development, and professional (e-)portfolios. The competency framework can guide policymakers when establishing Belgian's legal framework for advanced practice nurses. The authors have adhered to CONFERD-HP: recommendations for reporting COmpeteNcy FramEwoRk Development in health professions. No patient or public contribution in the design of the study. A patient advisory panel commented on the developed competency framework.

Eyecare staff knowledge in three Belgium nursing homes

Aims/Purpose: Vision loss in elderly people may affect physical and mental health and speed up cognitive decline. Identifying visual dysfunction and staff education may improve ophthalmic care in nursing homes, but it is not yet known which practices have been implemented in Belgium.Methods: Prospective cross‐sectional survey performed in Belgium between December 2022 and January 2023, by email and hardcopy. Survey questions were based on the literature, were focused on monitoring practices, staff knowledge, and other aspects shown to affect residents' vision care. Descriptive statistics and Chi‐Square analysis were used for data analysis.Results: A total of 46 staff members (31 women, 15 men) of three Belgium nursing home staff were interviewed. The questionnaire revealed that there was not enough access to screening tools to identify vision impairments.Conclusions: Access to monitoring procedures or screening tools are not commonly available staff education in Belgium nursing homes may be insufficient.Keywords: Staff education, staff knowledge, nursing home, ophthalmic screening.

Global surgery education in Belgium: Student’s knowledge, attitudes and exposure

Purpose Understanding how medical students perceive global surgery will be essential in strengthening the global surgery workforce by 2030. This study investigated the knowledge, attitudes and exposure of Belgian medical students towards global surgery and identified avenues for medical institutions to include meaningful educational opportunities. Methods An online survey was distributed to first to final year medical students across Belgian universities using social media. Data were collected on demographics, exposure, knowledge and attitudes towards global surgery. Odds ratios with 95% confidence intervals were calculated. Results A total of 304 medical students participated from four Belgian universities. A minority reported having exposure to global surgery (24.7%), and most wanted more exposure (75.3%). Almost all respondents agreed (94.4%) that it is a relevant topic for medical students, and most agreed (71%) more compulsory education on the topic is needed. Only 13 to 44% of students could correctly answer questions testing global surgery knowledge. Personal/family responsibilities were the most important barrier to pursuing global surgery careers. Conclusions Global surgery knowledge and exposure is limited among Belgian medical students despite interest in the field. These results advocate for the inclusion of decolonised global surgery education alongside equitable international clinical internships in medical education worldwide.

Parental involvement in secondary education in Belgium, France and Luxembourg: Associations with family and school characteristics

AbstractAlthough evidence generally suggests that parental involvement is beneficial for the academic success of students, much less is known about the determinants of this involvement. The study examined the associations between parental characteristics, beliefs and two types of parental involvement (school‐based and home‐based) in secondary education in three countries in Europe. Data from 1757 parents from nineteen public secondary schools in three European countries (six in Luxembourg, six in France and seven in Belgium) were analysed using multiple regression analyses. Models predicted overall significant but relatively low portions of variance in the home‐ and school‐based involvement of parents. Different patterns of results emerged from the three very different samples. When controlling for family background and school environment, parental self‐efficacy—associated for example with the role of parents at school—appeared to be central indicators of parental involvement. Results are discussed in terms of research on parental involvement and family‐school communication, as well as in relation to school practices involving parents.

The Role of Accountability in the Belgian Education System: From Control Regulation to Autonomous Regulation

Since 2017, new modes of regulation have been implemented in French-speaking Belgium and have resulted in responsibilization and accountability policies. This article aims to define the characteristics of control regulation, which corresponds to explicit and official rules implemented by the central government. Based on a textual analysis (NVivo® software) of legal texts published between 2017 and 2019, it aims to understand this regulation. This article consists, firstly, of an analysis of the way in which these texts define concepts reflecting the reform of governance in French- speaking Belgium (accountability, autonomy, etc.). Secondly, the “consistency” between this analysis and the literature is examined. This analysis is enriched by a qualitative analysis of interviews conducted with stakeholders in the system (N = 5) regarding the way they mobilize these concepts. The aim is to approach autonomous regulation, corresponding to the rules produced within the organization by the individuals who make it up and their interpretation, so that it corresponds to their “reality in the field.” Based on these levels of analysis, this article intends to identify the extent to which these stakeholders take up the meaning of these concepts from the corpus and/or the literature in their discourse, but also how they alter, deviate from, or interpret it.

‘The existential tendency’ in climate change education: an empirically informed typology

Climate change education (CCE) brings about existential concerns of students. Teachers in turn are confronted with didactic demands to take into account the existential challenge climate change elicits. However, conceptual haziness about how to understand ‘the existential’ in CCE complicates didactic research on the topic, impedes researchers to get a nuanced understanding of ‘the existential’ in CCE, and, thus, hinders the development of empirically grounded knowledge that can offer guidance for teachers. Therefore, this article presents an empirically informed typology that categorises and illustrates diverse expressions of the existential dimension of CC in concrete educational practice. It employs a methodology inspired by Wittgenstein’s user perspective on language, focusing on ordinary and basic traits in our use of language to identify and classify diverse recognisable ways in which the existential is expressed in educational practices. The empirical material comes from case studies of 15 CCE courses in higher education in Belgium. The results distinguish Existential moment, Life quake, Existential dilemma, Existential deliberation, Existential reflection on existential questions, Existential reflection on existential experiences and Existential norm. This typology can be seen as an analytical tool for didactic research on how to recognise and handle expressions of the existential tendency in practice.

Professional learning of late-career teachers in early childhood education: A matter of (im)balance between personal resources, job resources, and job demands

This study explores late-career teachers' (LCT) engagement in professional learning activities in the context of early childhood education in Belgium. Using the job demands-resources model, this study draws on moderation mixture model to investigate the interaction between LCT’ engagement in professional learning activities (EPLA) and their personal resources, job resources, and job demands (N = 183). We found four distinct profiles and showed that the profile one belongs to affects the strength and direction of the relation between job demands and EPLA. Results are discussed in relation to limitations, implications for practice, and future research.

Current and future trends and issues facing technology education in Finland—Taking part in an international Delphi study

This study is part of an international research collaboration aimed at identifying current and future trends and issues in technology education in Belgium, Finland, Japan and the USA. The three-round Delphi method was utilised to solicit information from technology education stakeholders in Finland from November 2019 to April 2020. The panel of experts (N=31) comprised technology education teacher educators, researchers and experts of the national LUMA (STEM) 2020 programme and technology education developers. During the Delphi process both quantitative and qualitative approaches were utilized in gathering information and analysing the findings. In this article the focus is on comparing the most relevant trends and issues identified by craft and technology education professionals after Round 3. The data were analysed using qualitative content analysis. These findings reveal the unclear role of technology education in Finland and the need for a clear definition for it on the national curriculum level.

Hoe geven we les in en over de islam?

How do we teach about and into Islam in Flemish and Dutch schools? This is the leading question of this special issue of Religie & Samenleving. Its relevance must be understood against recent societal developments (secularization, increasing religious diversity) as well as against pedagogical-didactical developments about teaching about, teaching into and teaching from religion in governmental and non-governmental (denominational) schools. This introductory essay elaborates on the historical and legal background of formal Islamic religious education in Belgium (Flanders) and in the Netherlands. Hereto, we first outline the constitutional frameworks in both countries, in which the provision of government-subsidized religious education should fall. Subsequently, we describe the organization of Islamic religious education, which in the Netherlands is mainly offered at Islamic schools, while in Belgium it is a subject facilitated by the government in official schools. We also show how Catholic schools in Flanders have reflected on a suitable offer for the increasing number of pupils with a Muslim background in these schools. We end our introduction by showing how in recent years, teacher education institutions in both countries have invested in preparing their students for teaching about or in Islam.

Passive Freedom of Education: Educational Choice in Flanders and The Netherlands

According to the ECHR, parents have the right to have their children educated in conformity with their own religious and philosophical convictions. In this contribution, we examine how this passive freedom of education is granted in the Belgian (Flemish) and Dutch education systems, which are both characterised by substantial funding of non-governmental (mainly Christian) schools. In order to do so, we will have a closer look at the diversity between denominational schools as well as to the diversity within these schools, with a particular focus on their school identity and their policy concerning Religious Education (RE). In addition, attention will be given to the organisation of RE classes in governmental schools, which is also considered a means to guarantee the passive freedom of education. Our analysis brings us to the conclusion that, in spite of a similar legal and financial framework, the Dutch constellation is currently best able to guarantee passive freedom of education for all in today’s secularised, pluralistic context.

Belgium and probability in the nineteenth century: The case of Paul Mansion.

This paper explores how the Belgian mathematician Paul Mansion became interested in probability theory. In comparison to many other countries at the time, probability theory had a much stronger presence in Belgium. In addition, Mansion, who was an avowed Catholic militant, had found probability theory to be a useful means of reflecting on certain problems pertaining to determinism and randomness that were arising in scientific debates at the time. Mansion's work took place during a time of consolidation of mathematical education in Belgium, as well as a new interest in probabilistic results and the foundation of the Institute for Philosophy in Louvain by his friend Désiré Mercier. The present paper addresses how these aspects intersected at the turn of the twentieth century.

Ethnic discrimination in secondary education: Does the solution lie in multicultural education and the ethnic school composition?

Ethnic discrimination is a serious problem in education. Previous quantitative research is predominately focused on the consequences of ethnic discrimination. Very little is known, however, about the characteristics of the school context that influence the initial experience of ethnic discrimination. This knowledge is essential to support schools in how to organize in a way that diminishes the likelihood of adolescents being discriminated against. This study examines the relationship between multicultural education and perceived ethnic discrimination, and the moderating role of the ethnic composition of the student population. Multicultural education is a broad concept. The focus lies on the three main actors: multicultural policy from the perspective of the principal, multicultural teaching from the perception of the teacher and students’ perception of multicultural teaching. The results of a multilevel analysis on a large-scale dataset (N = 2715 students, 38 schools) collected in secondary education in Belgium show that students of ethnic Belgian descent are more likely to report ethnic discrimination by peers if the school applies a more multicultural policy or if the school has a high concentration of students with an other-than-Belgian background. Students with an other-than-Belgian background are more likely to report ethnic discrimination by teachers if the school applies a more multicultural policy. If students perceive that their teachers pay attention to multicultural education, they are less likely to report ethnic discrimination by teachers, but more by peers. The ethnic composition is not directly related to perceived ethnic discrimination, nor does it play a moderating role.

The Olympic Oath and so Much More: A Biographical Interpretive Analysis of the Life of Victor Boin, 1886–1974

Victor Boin (1886–1974) was one of Belgium’s most multi-talented athletes of the first quarter of the twentieth century, as evidenced by his achievements as an Olympic medallist in both water polo and fencing, and as a former vice-world champion, European champion, and Belgian champion in respectively swimming, ice skating, and jiujitsu. On a global level, Boin is well known for being the first modern athlete who swore the Olympic oath on behalf of all competing athletes during the 1920 Olympics in Antwerp. However, less international scholarly attention has been paid to Boin’s important role concerning the development, promotion, and professionalization of sports and physical education in Belgium and beyond. Drawing on a biographical interpretive analysis, this study enhances understanding about Boin’s multifaceted career as an athlete, (sports) journalist, and sports manager. Both primary (for example, archival documents, visual representations, and audio-visual materials) and secondary sources are examined to contextualize Boin’s life in light of relevant historical events and evolutions in both Belgian and international Olympic sports.

When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education

Despite a decade of diversity policy plans, a wave of student rallies has ignited debates across western European university campuses. We observe these debates from a situated call for anti-racism in Belgian higher education institutions, and critically reflect on the gap between diversity policy discourse and calls for anti-racism. The students’ initiatives make a plea for racial literacy in the curriculum, to foster a critical awareness on how racial hierarchies have been educated through curricula and institutional processes. Students rethink race as a matter to be (un)learned. This pedagogical question, on racial literacy in the curriculum, is a response to diversity policies often silent about race and institutionalised racisms. Students request a fundamental appeal of knowledgeability in relation to race; diversity policy mostly envisions working on (racial) representation, as doing anti-racist work. This article argues how racial literacy might offer productive ways to bridge the disparities between students’ calls for anti-racism and the institutional (depoliticised) vocabulary of diversity. We implement Stuart Hall’s critical race theory and Jacques Rancière’s subjectification as key concepts to study and theorise these calls for anti-racism as a racial literacy project. This project can be built around engagement as educational concept. We coin possibilities to deploy education as a forum of engagement and dialogue where global asymmetries such as race, gender and citizenship can be critically addressed.

The Implementation of the European Prison Rules Regarding Education in Belgium and Ireland

Abstract Reintegration of prisoners into community life is more than one of the desired outcomes of detention; it is a right. A long-standing tradition of international standards has been developed over time to regulate individualised reintegration plans, based on learning and working activities, relations with the outside world and assistance post-release. The European Prison Rules – adopted by the Committee of Ministers of the Council of Europe – are an outstanding result of this normative production. The purpose of this study is to evaluate and compare the implementation of international standards on prison education in Belgium and Ireland. The analysis of law, practices and domestic data points out the features of the prison education services in the two countries. Eventually, interviewing experts in the field allowed illustrating the initiatives that Belgium and Ireland are undertaking to respond to some current obstacles that the delivery of educational activities is facing. This research shows that despite the efforts of the two countries to comply with international standards on prison education, inadequate detention conditions – characterised by scarcity of resources and lack of specialised staff – hamper the reintegration of prisoners.

Persistent and transient inefficiency in adult education

This paper evaluates the inefficiency of adult education programs. Using an advanced four-component stochastic frontier model on Belgian adult education data, we distinguish between persistent and transient inefficiency of adult education programs. Whereas persistent inefficiency is structural and difficult to tackle because of its time-invariant nature, transient inefficiency can be eliminated somewhat easily without a major structural change. Thus, reduction in different inefficiency components may require different policy measures. Our results indicate that despite the presence of persistent inefficiency, the overall inefficiency is mainly driven by the transient component, and hence, at the control of the adult education management. The findings suggest that social interaction is relevant in adult education as both more sessions and more learners per program increase educational efficiency. Moreover, adult education programs seem to be particularly useful for young less-educated learners.

Understanding foreign language education and bilingual education in Belgium: a (surreal) piece of cake

ABSTRACT The aim of the present article is to provide an overview of the current state of affairs regarding foreign language education and bilingual education in the different parts of Belgium. In a brief historical contextualisation, we explain how language education in Belgium has been shaped by the country’s political and economic history, which has led to legal constraints concerning the language(s) of instruction as well as foreign language education. A paradoxical situation has now emerged: on the one hand, an apparently straightforward organisation of language education according to a ‘one community – one language’ principle; on the other hand, a complex and heterogeneous reality with respect to the organisation of the school system in general and language education in particular. We illustrate the present situation with figures from the different language communities (Dutch-, French-, and German-speaking) on (a) foreign languages learned at school in regular settings, and (b) alternatives to the regular framework that bypass the constrictive legislation, such as CLIL. The data reveal the intricate make-up of language education in Belgium, reflecting a tailor-made approach taken by each of the three official language communities.

«Like Air Bricks on Earth»: Notes on Developing a Research Agenda Regarding the Post-War Legacy of New Education

This article presents the building blocks of a new research agenda through which the author aims to fill a gap in the existing scholarship on the history of new education in Belgium and its international links. In particular, the War years and the decades immediately following the Second World War remain un(der)explored. Since the author has only just begun to tackle this research agenda, the article presents preliminary thoughts, questions, and a critical reflection on issues related to developing such an agenda. It does this in a programmed way. The article is built on a review of the research that the author has already undertaken on the history of new education, on Ovide Decroly in particular, in search of the elements he considers equally important for a study of the post-War period. The article is organised into two main sections, focusing on the dimensions of space and time, respectively. The article distinguishes the Epoch of new education from the recuperation of the new education legacy through appropriation processes in the post-War period; it discusses the need for a transnational dimension and calls for international collaboration; moreover, it introduces the notion of contemporariness as a concept for critical assessment of the post-War legacy of new education.

Applying new approaches while organizing higher education in Belgium

Applying new approaches while organizing higher education in Belgium