Institutions, levels and training models 

In the 2019–2020 academic year, the reformed teacher education programmes were launched. The reform of teacher education was part of the Flemish Government’s 2014–2019 Coalition Agreement and the 2014–2019 Education Policy Note. The aim of these reforms was to enhance the quality of teacher education, including strengthening knowledge of subject content, essential pedagogical skills and classroom management. 

The reforms were established through the Decree of 4 May 2018 on the development of associate degree programmes within university colleges (or universities of applied sciences) and the strengthening of teacher education within university colleges and universities. This decree forms the basis of the current content, structure, and organisation of teacher education. 

Structure of teacher education 

Since the 2019–2020 academic year, teacher education programmes have been provided exclusively by higher education institutions. Since September 2019, there have been six types of teacher education programmes in Flanders, each with its own purpose and targeting a specific group of prospective teachers: 

The associate degree programmes in education for secondary education are offered by university colleges within higher vocational education in the field of Education. These programmes are classified at level 5 of the Flemish Qualifications Framework. They are aimed at prospective teachers who have already gained several years of professional experience in a teaching subject and wish to pass on this knowledge as teachers of technical or practical subjects. 

The bachelor programmes for early childhood education, primary education, and secondary education are offered by university colleges within professionally oriented higher education in the field of Education. These programmes are classified at level 6 of the Flemish Qualifications Framework. Those wishing to become teachers in primary education choose the Bachelor of Education for early childhood or primary education. The Bachelor of Education for secondary education is aimed at those who wish to teach one or more subjects in the first or second stage of secondary education, in the third stage of vocational secondary education, or in adult education.

The Master of Education programmes for secondary education and for arts subjects are offered by universities or by university colleges within a School of Arts, as part of academic education. These programmes are classified at level 7 of the Flemish Qualifications Framework. The Decision of the Flemish Government of 13 July 2018 established which Master of Education programmes may be offered. These programmes are aimed at prospective teachers who wish to teach one or more subjects in the second and/or third stage of secondary education, in part-time arts education, or in adult education. 

Programme content of teacher education 

The decree of 4 May 2018 established that a teacher education programme must form an integrated whole, combining one or more subject areas with the teaching component, or leraarschap, which includes subject didactics and classroom management. Teacher education is designed as a blend of theoretical and practice-oriented learning, also engaging with current societal themes and developments. 

The educational graduate programme for secondary education comprises 90 credits, of which at least 30 credits are devoted to the practical component. 

The educational bachelor programmes span 180 credits, with a minimum of 45 credits allocated to practical training. 

The educational master programmes for secondary education and arts subjects consist of 90 or 120 credits, following directly on from an academic bachelor degree. The practical component in a master programme must cover at least 30 credits, while the teaching component (leraarschap) requires a minimum of 45 credits. However, a student can only be awarded the educational master’s diploma if they successfully complete a total of 60 credits in the teaching component. 

The remaining 15 credits can be obtained in one of three ways: 

University colleges offering an educational graduate programme for secondary education verify whether the candidate possesses sufficient subject-specific expertise. Within the Council of the Flemish Universities of Applied Sciences and Arts (VLHORA), these institutions have agreed on a common procedure for this assessment. 

Admission requirements for bachelor programmes 

The admission requirements for educational bachelor programmes are the same as those for other bachelor programmes at university colleges (Articles II.178–179, Codex Higher Education). For shortened pathways within the educational bachelor programmes, a number of specific admission requirements apply in addition to the general entry conditions. 

To gain access to the shortened educational bachelor programme for secondary education with one teaching subject, a student must hold one of the following qualifications or combinations of qualifications: 

A shortened educational bachelor programme for secondary education without specification of teaching subjects is accessible to students who already hold a bachelor’s or master’s degree, or a qualification recognised as equivalent to a master’s degree under a legal provision, a European directive or an international agreement. 

Admission requirements for master programmes 

Admission requirements for Master of Education programmes are the same as for other master’s programmes (Articles II.180–183, Codex of Higher Education). 

A student who already holds a master’s degree may, on the basis of that qualification, be exempted from the subject-specific component of an educational master’s programme for secondary education or arts subjects. In such cases, the universities offering the educational master’s programme provide the teaching component, including a cluster of subject didactics, as a shortened pathway within the programme. 

Curriculum, level of specialisation and learning outcomes

The programme structures of all teacher education programmes are designed to lead to the established core competences. These core competences are organised into 10 functional domains: 

These 10 functional domains are further translated into specific competences. Elements such as diversity, pupils with specific educational needs, and school administration are incorporated within them. 

Teacher education providers are free to design their curricula, provided they enable every student to achieve the core competences.

Within the educational graduate programme, students select a teaching subject based on their professional experience, from the options offered by the university college. The teaching subjects that may be offered within an educational graduate programme are defined in the Decision of the Flemish Government of 17 May 2019 on access to and organisation of the educational graduate programme for secondary education. 

According to the decree of 4 May 2018, students in the educational graduate programme must choose at least one teaching subject. However, within VLHORA it has been agreed that a maximum of one teaching subject may be included. 

University colleges verify at the point of enrolment whether the candidate possesses sufficient subject-specific expertise in the chosen teaching subject. The criteria for this are also laid down in the Decision of 17 May 2019. 

Educational bachelor programmes for pre-primary and primary education prepare students to become ‘class teachers’. They teach all subjects in pre-primary and primary education respectively. 

In educational bachelor programmes for secondary education, students choose two teaching subjects from the offer of the university college. The Flemish Government has established a list of teaching subjects that university colleges may offer within the educational bachelor programme for secondary education through the Decision of the Flemish Government of 22 June 2018 establishing the list of teaching subjects. The subjects studied during the programme subsequently determine the graduate’s teaching qualification in practice.

Within the educational master’s programmes, students select at least one subject-specific pedagogy (subject didactics) from the offer of the university college or university, which ensures that the student has the necessary subject-specific prior knowledge. The Flemish Government has defined a list of subject didactics that may be offered by university colleges, within a School of Arts, and by universities within the educational master’s programmes for secondary education and the arts. This was established through the Decision of the Flemish Government of 13 July 2018 establishing the list of educational master’s programmes. The subject didactics followed during the programme subsequently determine the graduate’s teaching qualification in the field. 

Teacher educators 

The professional development of teacher educators is the responsibility of the institutions. 

Qualifications, evaluation and certificates

Since the 2019–2020 academic year, teacher education programmes have been delivered exclusively by higher education institutions. Educational graduate programmes for secondary education are offered by university colleges within professional higher education in the field of Education. These programmes are classified at level 5 of the Flemish Qualifications Framework. Educational bachelor programmes are also provided by university colleges within professional higher education in the field of Education and are classified at level 6 of the Flemish Qualifications Framework. 

Educational master’s programmes for secondary education and for arts subjects are delivered by universities or by university colleges within a School of Arts, as part of academic higher education. These programmes are classified at level 7 of the Flemish Qualifications Framework. 

Alternative pathways 

Flexible pathways 

Since the reform, teacher education programmes have placed increased emphasis on pathways for career changers. Career changers are students who enter teacher education after completing an initial qualification and/or gaining professional experience. Institutional governing bodies have the option to offer programmes or programme components wholly or partly through distance learning (Article II.70, Codex Higher Education). Most teacher education providers make use of this flexibility and offer adaptable pathways that can be followed through evening classes, weekend provision or distance learning. 

Shortened pathways 

In addition, the decree of 4 May 2018 laid down a number of provisions allowing educational teacher training programmes for secondary education to be offered in a shortened format: 

Shortened pathways are also available within the bachelor programmes for pre-primary and primary education. However, the regulations governing these pathways are not formally established by decree. Access to these shortened programmes is restricted to candidates who hold a relevant prior qualification. 

The decree of 4 May 2018 concerning the development of graduate programmes within university colleges and the strengthening of teacher education within university colleges and universities stipulates that teacher education programmes within shortened pathways should make increased use of the possibility to combine teacher training with an ‘LIO’ position (teacher-in-training). A teacher-in-training is employed as a teacher in primary education, secondary education, part-time arts education, adult education or basic education. They receive a salary while simultaneously undertaking a teacher training programme. In consultation with the teacher education provider, the school assumes responsibility for part of the practical training component.