In social advancement education, as well as teachers recruited on the basis of a teaching diploma, some courses are entrusted to experts from the world of work. This input enables learners to learn about a trade or profession and means that the education that is provided can be adapted constantly to reflect changing knowledge and techniques. Teachers in higher social advancement education must obtain the CAPAES: before the CAPAES is awarded, a committee appointed by the Minister in charge of secondary education examines the student’s professional and educational dossier, which summarises a training programme centred on specific competencies that teachers must acquire before teaching in higher education, and is delivered by universities and teaching institutes that provide social advancement education. Teachers in higher social advancement education (teachers of technical courses, general courses, etc.) must acquire the CAPAES during the initial years of their career in order to meet the requirements for being formally appointed or hired.
In part-time arts education, in each of the domains, functions are defined for each of the specialities. For example, in the domain of plastic, visual, and spatial arts, the function of ‘ceramics professor’ is defined for five specialities (pottery, ceramics, sculptural ceramics, metalwork, and glasswork). The qualifications required and those deemed to be sufficient can be diplomas, certificates or years of practical experience acquired either in a public or private service or institution, or in a trade or profession, excluding education.
Teachers in distance learning (markers or course designers) are responsible for preparing the courses, supervising the students and correcting their work. They are teachers in the area that they teach. For administrative subjects, the professors are civil servants at the highest level. They operate under the responsibility of a team of specialist inspectors assisted by fifteen task officers.
Instructors from FOREM and Bruxelles Formation are selected both from the educational environment and from the professional environment. The situation is similar in most of the numerous bodies (public social welfare centres, non-profit organisations, etc.) that run training courses.