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1 Education System

Basically there is no Belgian education system. Instead, there are three: the Flemish, French and German-speaking communities each have their own.

Belgium consists of three regions and three language communities and has no less than seven governments. Luckily, for education purposes it is quite clear who is responsible. Responsibility has been decentralized to the different communities.Footnote 1 This results in three systems: Flemish, French and German-speaking (see Fig. 5.1). As there is only a very limited offer of higher education in the German-speaking community, two systems are relevant for higher education.Footnote 2 In international education comparisons and statistics, the Flemish and French communities of Belgium are usually dealt with separately (Box 5.1).Footnote 3

Fig. 5.1
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Structure of education systems in Belgium. (a) Flemish community. (b) French community. (c) German-speaking community (Eurydice 2014) see Fig. 3.1b for standardized legend

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Box 5.1: Belgium – The Basics

  • 11.2 million inhabitants

  • Capital: Brussels

  • Federal monarchy

  • Education is governed by the Flemish, French and German-speaking communities, each with their own government

Belgians are generally quite happy with their education system. Results are around average in the PISA report on 15-year-olds’ achievements, although there are wide variations within the country. For example, science score is an above-average 518 for the Flemish community while the French community scores a below-average 487 (OECD 2013).

All communities have a system with a compulsory primary school until the age of 12, followed by different types of secondary education. Each school type is organized in three ‘cycles’, normally taking 2 years (see Fig. 5.1). After the first cycle of secondary education, around age 14, differentiation is made into four types of education.Footnote 4 From all levels, progression into higher education is possible, but from the vocational stream this is rare (Vlaamse Overheid 2014; Federation Wallonie-Bruxelles 2014) (Box 5.2).

Box 5.2: Education in Belgium

  • Compulsory between the ages of 6 and 18 or until graduation from secondary school

  • Governed by the Flemish, French and German-speaking communities

  • Primary education (6–12 years) and secondary education (12–18 years) each organized in three cycles

  • Four general types of secondary education

  • Universities in Flemish and French communities, organization of rest of higher education landscape is in development

  • Secondary school diploma gives general entrance to higher education, with a few exceptions

  • Compulsory education free, higher education tuition fees regulated by governments

Generally speaking, most regular schools recognize high ability with acceleration, enrichment projects and streaming (Freeman 2002a, p. 84). In the Flemish community, an extensive infrastructure for gifted children and youngsters in primary and secondary education exists. There are research centers, such as the Centre for giftedness research in Antwerp, which has recently been renamed Exentra,Footnote 5 different associations focusing on spreading information,Footnote 6 lobbying and/or organizing activities.Footnote 7 While there are no recognized special schools for gifted children, a number of schools run so-called ‘kangaroo classes’. Here, gifted children at the school come together 2–4 h per week to work on special projects (Infolijn Onderwijs 2014).

In the French community, a parents’ association is also very active.Footnote 8

In general, a secondary school diplomaFootnote 9 gives access to higher education. There are a few exceptions, for studies which are very popular. In Flanders, entrance exams are organized for dentistry and medicine. In the French community, some measures restrict student numbers in popular studies such as veterinary science and psychology. For arts colleges, special admission criteria apply.

Belgian universities generally have a good reputation. KU Leuven is the world’s oldest surviving catholic university, founded in 1425. In 1970, it was split in a Flemish (Leuven) and a French (Louvain) university. The Flemish part is the largest university in Belgium with over 46,000 students. In international rankings, Ghent and Leuven universities score in the top-100 (ARWU 2013).Footnote 10 In the Flemish community, the other main type of higher education institution is locally known as hogeschool. In English it is called university college, which can lead to confusion, as they are very different from university colleges in the Netherlands. All recognized Flemish university colleges are associated with a university, following a recent structure change.Footnote 11

In the French community, there are two types of HEIs apart from universities: colleges (Hautes Ecoles) and arts colleges. A new system was due to be introduced in late 2014, reforming the structure and organizing the institutes in five geographic clusters (Eurydice 2014, chapter 7.1).

There is one institute recognized by all communities, the Royal Military Academy. Finally, there are some universities that do not fall under Belgian jurisdiction but are recognized in a foreign country: for example Boston University Brussels. These institutions are excluded from this overview.

Contrary to education, research is partly under federal policy and is also conducted at federal scientific institutions. These are regulated by the Belgian Science Policy Office (BELSPO).

2 Culture and Policy Towards Excellence

It is difficult to make general statements about Belgium and this also applies to the culture and policy towards excellence. However, three observations can safely be stated:

  1. 1.

    Attention for excellence in Belgium has come later than in the Netherlands;

  2. 2.

    Focus on excellence is stronger in the Flemish community than in the French community;

  3. 3.

    Excellence in education is hardly supported by policy or funding from any level of government (Box 5.3).

Box 5.3: Key Players in Excellence

The following institutions are the most important players in the field of talent and excellence in education:

  • The ministries of Education of the Flemish and French communities

  • The Interuniversity Councils of both communities

  • Exentra, the centre for giftedness research based in Antwerp

  • Parents’ associations Hoogbegaafd Vlaanderen and Bekina (Flemish) and EHP-Belgique (French)

Belgium exhibits a tradition of egalitarianism, but not as strong as, for example, the Nordic countries. The educational policy goals in the French community refer more to equality measures than in the Flemish community (IBE 2012 Footnote 12), where ‘a thoroughly personal education’ also exists as a main goal.

In the Flemish community, the problems of gifted children are a much-discussed subject, but there are no official policies, apart from the legal possibility to accelerate in primary school. In 2006, a group of parliamentarians proposed to make more provisions for gifted children in the schools (Vlaams Parlement 2006), but this was dismissed. As a result no special legislation on excellence in education exists. General legislation allows schools some freedom to organize their own initiatives for talented pupils, but there is no funding available.

The French community first conducted a research project on the needs of gifted children in schools in 1999. Subsequently, an inter-university networkFootnote 13 was established with three roles: giving information to the public,Footnote 14 facilitating research and disseminating research findings (Brasseur et al. 2001). However, this network was discontinued in 2012 after community funding ended (Federation Wallonie-Bruxelles 2012). In the same year, three parliamentarians made a proposal to officially recognize the needs of gifted children in schools (Parlement de la communauté Française 2012). In January 2014, a debate was held in the French community’s parliament on the question: Why should the specific needs of young people with high potential be officially recognized? No decisions on the issue have been taken at the time of writing (Box 5.4).

Box 5.4: Local Terminology

The word ‘honors’ is used in Belgium, but there are also other terms in use to refer to (programs for) gifted and talented children and students:

  • enfants/jeunes/élèves/étudiants à haut potentiel (children/youngsters/pupils/students with high potential)

  • élèves talentueux (talented pupils)

  • surdoués (highly gifted)

  • hoogbegaafd (highly gifted)

  • talentvolle studenten (talented students)

  • leervoorsprong (‘ahead in learning’)

At the universities, there are some specialists in the field of gifted education and talent development. In January 2014, Hasselt University established a chair for the study of gifted children in schools and gifted adults in the workplace (Furniere 2014).Footnote 15

3 Honors Programs per University

The higher education sector in Belgium is currently undergoing great reforms. While stability exists at the university level, the educational reform progresses soundly at the level of universities of applied sciences. Therefore, we limited the search for honors programs to the universities. In total, six programs were found, three of which are at Ghent University. An overview of universities with programs is shown on Map 5.1. Table 5.1 depicts all Belgian universities.

Table 5.1 Honors programs at Belgian universities
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Map 5.1
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Belgian universities with honors programs, 2014

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Since 2010, Flemish universities have developed honors programs. Some small programs have been running for a few years. The first university-wide program in Ghent started in 2013. So far, the only French university offering an honors program is Université Catholique de Louvain, which participates in an inter-university honors program with two other universities.

3.1 Katholieke Universiteit Leuven

Founded in 2013, the honors program at KU Leuven’s Faculty of Law strives to acquaint students with top-notch lawyers and broaden their horizons, encouraging them to think beyond law. The top 20 students (measured in grade point average) are invited to participate in the program. Over 90 % of students accept the invitation.Footnote 16 Apart from the top 20, there are also five ‘wild card slots’. They are meant for students who do not score as high but are socially involved either in- or outside the university. These students are selected on the basis of a cover letter describing their motivation. During the academic year, students participate in eight interactive, work field-related honors classes, provided by well-known lawyers and scholars. There are also excursions to national or international institutions. Upon successful completion of the program, the participants receive an extra certificate. KU Leuven explicitly refers to ‘the Dutch tradition’ in their description of the honors program.Footnote 17 In autumn 2014, the program expanded because of its success. In addition to last-year bachelor students, it now includes first-year master students (Table 5.2).

Table 5.2 Katholieke Universiteit Leuven – Honoursprogramma
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3.2 Ghent University

3.2.1 General

The Quetelet Colleges is a new university-wide program, the first of its kind in Belgium. All first year bachelor students may apply. Admission is based on grades and a cover letter, and finally an interview. In the Quetelet Colleges students participate in four modules spread over the second and third bachelor year. Every module consists of ten lectures, with a new theme every week. The specialist lecturer provides knowledge and insights and also discusses with the students. The theme of the first module is: ‘What is science?’ The second module revolves around ‘Science & Society’, and the third module is ‘The revolutions of the 20th century’. During the last module ten scientific or societal challenges of the twenty-first century are discussed. The students themselves put the last module together. To complete the program, students must attend all lectures, participate in discussions and write two short papers for each module. Upon completion of the program, students receive a certificate and a personalized letter of recommendation from the university rector (Table 5.3).

Table 5.3 Ghent University – Quetelet Colleges
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3.2.2 Specific

Before starting the university-wide program, Ghent University already had some departmental honors programs. The first is the interfaculty honors program in Life Sciences, in which different departments in this area work together in a program focused on scientific research. The second is the Honors Awards in Sciences program, focusing on broadening and deepening the studies. Students in both programs work individually.

The honors program in Life Sciences includes both general and specific components. The general part consists of lessons, lectures, and self-study. The lessons take place in the first semester. The specific part consists of project-related laboratory work and writing a scientific paper. Laboratory work can also be done abroad, for example in developing countries. Upon successful completion of the program, students receive a special certificate (Tables 5.4 and 5.5).

Table 5.4 Ghent University – Honors Program in Life Sciences
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Table 5.5 Ghent University – Honors Award in Sciences program
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3.3 University of Antwerp

Founded in 2011, the Honours College at the University of Antwerp focuses on the department (faculty) of Pharmaceutical, Biomedical and Veterinary Sciences. There are plans to offer a university-wide honors program in Antwerp (Gazet van Antwerpen 2012), but this has not started yet.

The goal of the Honours College involves allowing ‘talented students to reach their maximum potential’. Each year, all students who have obtained all their credits in their first year and scored at least ‘good’Footnote 18 are invited for an information session at the start of their second year. Interested students apply with a cover letter describing their motivation; eventually 12 students are selected. Candidates must be motivated, have a broad academic interest, be ambitious and accept the challenge of doing ‘a whole lot of extra’. In their first semester, the theme is ‘exploring scientific research’. In their second semester and following summer vacation they undertake an individual honors research project, which is usually conducted during an internship. During the third and fourth semesters, students follow a series of interdisciplinary lectures and debates about science and society and also write a paper. Finally, students develop the results they obtained during the research project in further detail and present them in writing or verbally. This presentation could take the form of a discipline-oriented symposium or a 1-day congress, including a poster or an oral presentation, or of a scientific article, review or protocol. Upon successful completion, participants receive an extra certificate (Table 5.6).

Table 5.6 University of Antwerp – Honours College
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3.4 Inter-university Program

The Université Métropolitaine – Honours College is an extra-curricular program combining the development of scientific skills with discovering the borders with other disciplines. The program includes multiple partners; KU Leuven (KULAK campus), Université Catholique Louvain (UCL) in Mons and French university PRES Université Lille Nord de France. Together, they started an institute called Metropolitan University, which organizes the program. Forty spots annually exist, 10 for Mons, 10 for Leuven and 20 for Lille. Students from every discipline who are in their second or third bachelor year can apply. Selection is based on study results, motivation and language knowledge. Every institution organizes the selection for its own students. After the group is formed, they kick off with a 4-day summer school. Then they enter a ‘broadening module’. Under guidance of a professor, students work in a group around one of the themes of the summer course with the ultimate goal of writing a scientific article. Upon successful completion of the program, students receive a certificate signed by the three partner institutions (Table 5.7).

Table 5.7 Université Métropolitaine – Honours College
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We have seen that honors programs are already developed at some Belgian universities and more may follow in the coming years. We now move to the last country in the Benelux: Luxembourg.