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Belgium (Flanders)
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Belgium (Flanders)
Teachers and teaching conditions, primary education (TALIS 2018)
  • In Flemish Comm. (Belgium), teachers in primary education are, on average, 40 years old, which is lower than the average age of teachers across the countries and economies participating in TALIS for primary education (41 years old). Furthermore, 24% of teachers in primary education in Flemish Comm. (Belgium) are age 50 and above (average across participating countries and economies 23%).
  • 83% of teachers in primary education have a permanent contract (an ongoing contract with no fixed end-point before the age of retirement) (average across participating countries and economies 84%). At the same time, 73% of teachers in primary education in Flemish Comm. (Belgium) are employed full-time (across all their employments), which is lower than the average in the countries and economies participating in TALIS (84%).
  • In Flemish Comm. (Belgium), 93% of teachers in primary education reported that, all in all, they are satisfied with their job (average across participating countries and economies 90%). Moreover, 74% of teachers in primary education are satisfied with the terms of their teaching contract (apart from salary) (average across participating countries and economies 65%). In Flemish Comm. (Belgium) 75% of teachers in primary education reported being satisfied with their salaries (average across participating countries and economies 47%).
  • 31% of teachers in primary education reported experiencing stress in their work "quite a bit" or "a lot", which is higher than the average across participating countries and economies (17%).
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Who the teachers are

    Teachers' age in primary education is relatively young in Belgium (Flanders) compared to other OECD and partner countries with available data. (39.6 Years, rank 12/14 , 2018) Download Indicator

    The total working years as a teacher in Belgium (Flanders) is comparatively long at primary level. (17 Years, rank 3/14 , 2018) Download Indicator

    In primary education, the total number of years working in other non-educational roles in Belgium (Flanders) is one of the shortest among all OECD and partner countries with available data. (1.1 Years, rank 10/14 , 2018) Download Indicator

    In Belgium (Flanders), the teachers in primary education worked more in other non-educational roles compared to those lower secondary level. (-0.9 Years, rank 7/8 , 2018) Download Indicator

    In Belgium (Flanders), the share of female teachers in primary education is relatively large. (84.1 %, rank 4/14 , 2018) Download Indicator

    In Belgium (Flanders), the share of female teachers is one of the smallest in primary compared to lower secondary education. (14 % points, rank 10/14 , 2018) Download Indicator

    Initial and induction training of teachers

    A large share of teachers in primary education were instructed on subject content, pedagogy and classroom practice in Belgium (Flanders). (94.5 %, rank 3/14 , 2018) Download Indicator

    The share of primary education teachers who participated in some kind of induction at their current school is one of the lowest in Belgium (Flanders) among all OECD and partner countries with available data. (23.9 %, rank 10/14 , 2018) Download Indicator

    A smaller share of teachers participated in some kind of induction at their current school in primary compared to lower secondary level in Belgium (Flanders). (-24 % points, rank 9/9 , 2018) Download Indicator

    A small share of teachers in primary education feel well prepared in facilitating transitions in Belgium (Flanders). (21.9 %, rank 10/14 , 2018) Download Indicator

    In Belgium (Flanders), the percentage of primary education teachers who received formal training in facilitating play is especially low. (37.6 %, rank 13/13 , 2018) Download Indicator

    The proportion of primary education teachers who feel prepared in facilitating play is relatively small in Belgium (Flanders). (23.4 %, rank 12/13 , 2018) Download Indicator

    Professional development of teachers

    The proportion of primary education teachers who attended at least one professional development activity in the last year is especially large in Belgium (Flanders). (97.9 %, rank 2/14 , 2018) Download Indicator

    The share of principals in primary education who attended at least one professional development activity in the last year is especially large in Belgium (Flanders). (100 %, rank 1/14 , 2018) Download Indicator

    In Belgium (Flanders), a similar proportion of principals attended at least one professional development activity in the last year in primary compared to lower secondary education. (0 % points, rank 1/3 , 2018) Download Indicator

    Teachers' practices

    The proportion of class time spent on keeping order in the classroom in primary education is one of the smallest in Belgium (Flanders) among all OECD and partner countries. (14.4 %, rank 11/14 , 2018) Download Indicator

    In Belgium (Flanders), the share of class time spent on keeping order in the classroom is less important in primary compared to lower secondary education. (-0.9 % points, rank 10/10 , 2018) Download Indicator

    ICT for teaching

    A small share of primary education teachers received formal training in using ICT for teaching in Belgium (Flanders). (49.4 %, rank 11/14 , 2018) Download Indicator

    A small share of primary education teachers feel well prepared in using ICT for teaching in Belgium (Flanders). (23.7 %, rank 13/14 , 2018) Download Indicator

    In Belgium (Flanders), the percentage of primary education teachers who report a high need for professional development in using ICT for teaching is relatively low. (15.1 %, rank 10/14 , 2018) Download Indicator

    The share of primary education principals who report that the delivery of quality instruction is hindered by a shortage of digital technology for instruction is one of the highest in Belgium (Flanders) among all OECD and partner countries with available data. (37.1 %, rank 3/14 , 2018) Download Indicator

    Teaching students with special needs

    A large proportion of primary education principals report that the delivery of quality instruction is hindered by a shortage of teachers with competencies in teaching students with special needs in Belgium (Flanders). (49.1 %, rank 3/14 , 2018) Download Indicator

    Modifying lessons for students with special needs is a source of stress for a share of primary education teachers in Belgium (Flanders). (62.4 %, rank 3/14 , 2018) Download Indicator

    The difference in the share of teachers for whom modifying lessons for students with special needs is a source of stress is larger than 10 percentage points in primary compared to lower secondary education. (17.6 % points, rank 2/11 , 2018) Download Indicator

    Teachers' satisfaction with their jobs

    The proportion of teachers who report being satisfied with their salary at primary level is especially important in Belgium (Flanders). (75.1 %, rank 2/14 , 2018) Download Indicator

    In Belgium (Flanders), the share of primary education teachers who report being satisfied with the terms of their teaching contract apart from salary is relatively large. (73.9 %, rank 3/14 , 2018) Download Indicator

    In primary education, the share of teachers reporting there is a collaborative culture characterised by mutual support is larger in Belgium (Flanders) compared to other OECD and partner countries with available data. (86.7 %, rank 4/14 , 2018) Download Indicator

    In Belgium (Flanders), a large share of primary education teachers report that their school provides staff with opportunities to actively participate in school decisions. (89.5 %, rank 2/14 , 2018) Download Indicator

    In primary education, a high percentage of teachers in Belgium (Flanders) report that they experience a lot of stress in their work. (30.6 %, rank 2/14 , 2018) Download Indicator

    In Belgium (Flanders), the difference between female and male teachers who report stress in primary education is comparatively large. (-10.2 % points, rank 8/8 , 2018) Download Indicator

    The proportion of primary education teachers for whom having too much administrative work is a source of stress in is especially high in Belgium (Flanders). (70.7 %, rank 1/14 , 2018) Download Indicator

    Teachers’ working conditions, mobility and risk of attrition

    In primary education, the percentage of full-time teachers in Belgium (Flanders) is relatively low compared to other OECD and partner countries with available data. (73.5 %, rank 12/14 , 2018) Download Indicator


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    General findings
    
                            
    • Across OECD countries and economies participating in TALIS, teachers are 44 years old and principals are 52 years old, on average. Furthermore, 20% of principals across the OECD are aged 60 and above.
    • In the OECD countries and economies participating in TALIS, 47% of principals are women, compared to 68% of teachers.
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    • In OECD countries and economies participating in TALIS, 65% of teachers report frequently calming students who are disruptive and 84% report frequently explaining how new and old topics are related.
    • During a typical lesson, teachers spend 78% of classroom time on actual teaching and learning, on average in the OECD countries and economies participating in TALIS.
    • In the past five to ten years, classroom time spent on actual teaching and learning has decreased in about half of the countries and economies participating in TALIS.
    • 84% of teachers report having control over determining course content in their class, on average across in OECD countries and economies participating in TALIS.
    • 81% of teachers say that they work in a collaborative school culture characterised by mutual support, on average in OECD countries and economies participating in TALIS. Furthermore, 59% of principals took actions on a regular basis to support co-operation among teachers to develop new teaching practices in the 12 months prior to the survey.
    • On average in OECD countries and economies participating in TALIS, only 21% of teachers report participating in collaborative professional learning at least once a month and 28% engage in team-teaching with the same frequency.
    • About half of teachers in the OECD countries and economies participating in TALIS "frequently" or "always" let students use ICT for projects or class work, but 25% of school principals report that delivery of quality instruction in their school is hindered by a shortage or inadequacy of digital technology for instruction.
    • In the OECD countries and economies participating in TALIS, 27% of teachers work in classes with at least 10% of students with special needs (i.e. those for whom a special learning need has been formally identified because they are mentally, physically, or emotionally disadvantaged). But, 32% of school principals report that delivery of quality instruction in their school is hindered by a shortage of teachers with competence in teaching students with special needs.
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    • During their initial education and training, 79% of teachers in the OECD countries and economies participating in TALIS were instructed on subject content, pedagogy and classroom. Only 42% of teachers report having participated in some kind of formal or informal induction when they joined their current school.
    • In the OECD countries and economies participating in TALIS, taking part in some kind of in-service training is commonplace among teachers and principals, with 94% of teachers and 99% of principals attending at least one professional development activity in the year prior to the survey.
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    • Across OECD countries and economies participating in TALIS, 26% of teachers "agree" or "strongly agree" with the statement that their profession is valued in society. Between 2013 and 2018, the percentage of teachers reporting that the profession is valued in society has increased in almost half of the countries and economies with available data.
    • Nine out of ten teachers and 95% of school leaders report that, all in all, they are satisfied with their job, on average in OECD countries and economies participating in TALIS.
    • 39% of teachers and 47% of school leaders report being satisfied with their salaries, on average in OECD countries and economies.
    Visualisations
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    • Across OECD countries and economies participating in TALIS, 82% of teachers have a permanent contract while 12% of teacher are employed on contracts of one year or less.
    • 18% of teachers report experiencing stress in their work "a lot", on average in OECD countries and economies participating in TALIS. 49% of teachers report that having too much administrative work is a source of stress they experience at work "quite a bit" or "a lot".
    • A quarter of teachers report that they would like to leave teaching within the next five years, on average across the OECD countries and economies participating in TALIS. Furthermore, 14% of teachers age 50 or would like to leave teaching in the next five years.
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    • Only 10% of teachers report that they have never received feedback in their schools. On average across the OECD, the forms of feedback most commonly used are based on classroom observations and students' school-based and classroom-based results.
    • 71% of teachers who received feedback in the 12 months prior to the survey report that it had a positive impact on their teaching practice. In all countries and economies participating in TALIS, teachers who report receiving feedback based on multiple methods are more likely to find that the feedback they received had a positive impact on their teaching.
    • The proportion of teachers who work in schools where appraisal can result in a salary increase or financial bonus is 55% in schools where school management has responsibility over salaries. In schools where school management does not have responsibility over salaries, the proportion is only 30%.
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    • The proportion of female teachers represents over three quarters of the primary teaching force (TALIS average 78%), which is higher than the proportion in lower secondary education of 63%.
    • Less than half of teachers (46% on average) cited receiving formal training in facilitating transitions from early childhood education to primary education. However, a slightly smaller share of teachers (38%) said they felt well or very well prepared in this area.
    • Thirty-seven percent (37%) of teachers report modifying lessons for students with special needs is a source of stress "quite a bit" or "a lot" in primary in contrast to 29% in lower secondary.
    • Teachers in upper secondary education reported being involved in fewer collaborative activities than their peers in lower secondary education. Teaching jointly as a team in the same class shows significant decreases among teachers in upper secondary (5 percentage points difference).
    • Almost a quarter of teachers (23%) in upper secondary education stated they would like to leave teaching in the next five years. Teachers satisfied with their salaries and terms of employment, and who consider the school provides opportunities to engage in discussion and has a collaborative culture are less likely to state they will leave teaching.
    Visualisations
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    Key
    Diagram of funding flows - Belgium (Flanders)

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    Key
    Country Reviews for Belgium (Flanders)

    Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
    All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2021 for more details about the data collections.

    B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.

    For additional notes, please refer to annexes in the list of links below the introductory country profile text.