2018 Decree on learning outcomes for compulsory education

Policy development
Regulation/Legislation
Belgium-FL
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Timeline
  • 2016Design
  • 2017Legislative process
  • 2018Approved/Agreed
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28011

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

The learning outcomes (LO) principle is systematically promoted in the EU policy agenda for education, training and employment since 2004. At national level, the LO form the basis on which the national qualifications frameworks (NQFs) are built and therefore they have an influence on the definition and writing of qualifications and curricula. With the Act on the qualification structure, the Flemish parliament and government adopted in 2009 a comprehensive qualifications framework based on learning outcomes and covering all types and levels of qualifications from formal education and training and from the professional qualifications system. The 2006 EU key competences framework served as one of the reference documents. As a result, delegates provided the Flemish Parliament with their recommendations on improving key competences. The competences referred to included self-knowledge; personal development; social and human skills; self-reliance; knowledge and use of languages; critical thinking and problem solving; knowledge and handling of political and social challenges; skills in ICT, new media, arts and culture; learning-to-learn; and scientific and research competences. Two reports were produced for the Department of Education, underlining the importance of joint ownership of the curriculum and a shared meaning attributed to it.

Objectives

Goals and objectives of the policy development.

At the end of a stage, learning outcomes determine what a secondary school learner must know and be able to do. The final attainment levels in secondary education date from the mid-1990s and so were more than 20 years old; there was a need to update them. For specific subjects, this means that the learning outcomes are adapted to, amongst other things, new knowledge about or new applications of, for example, mathematics or economics.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The public debate on the attainment targets/learning outcomes for secondary education, including vocational-oriented secondary education (initial VET) took place in between February and June 2016. It involved around 40 000 participants, half of which were young learners. In January 2018, the Decree on the renewal of the learning outcomes for compulsory education (for all pupils) was adopted by the Flemish Parliament. The decree was set up by the Flemish Ministry of Education and Training and stipulates 16 key competences, based on the results of the public debate.

  1. Physical and mental well-being,
  2. Dutch,
  3. Other languages,
  4. Digital and media literacy,
  5. Social competences,
  6. Maths, sciences, technology and STEM,
  7. Civic competences,
  8. Historical awareness,
  9. Spatial awareness,
  10. Sustainable development,
  11. Economic and financial competences,
  12. Judicial competences,
  13. Learning and research competences (critical thinking, problem solving, creativity),
  14. Self-consciousness and self-expression,
  15. Entrepreneurial competences,
  16. Cultural consciousness and expression.

In Dutch, mathematics, financial and digital literacy, each learner will have to achieve 'basic literacy' by the end of the first degree of secondary education (lower secondary education). All these key competences need to be considered as broad thematic domains, which will be further operationalised in attainment targets. For that reason, development committees, comprising representatives of...

The public debate on the attainment targets/learning outcomes for secondary education, including vocational-oriented secondary education (initial VET) took place in between February and June 2016. It involved around 40 000 participants, half of which were young learners. In January 2018, the Decree on the renewal of the learning outcomes for compulsory education (for all pupils) was adopted by the Flemish Parliament. The decree was set up by the Flemish Ministry of Education and Training and stipulates 16 key competences, based on the results of the public debate.

  1. Physical and mental well-being,
  2. Dutch,
  3. Other languages,
  4. Digital and media literacy,
  5. Social competences,
  6. Maths, sciences, technology and STEM,
  7. Civic competences,
  8. Historical awareness,
  9. Spatial awareness,
  10. Sustainable development,
  11. Economic and financial competences,
  12. Judicial competences,
  13. Learning and research competences (critical thinking, problem solving, creativity),
  14. Self-consciousness and self-expression,
  15. Entrepreneurial competences,
  16. Cultural consciousness and expression.

In Dutch, mathematics, financial and digital literacy, each learner will have to achieve 'basic literacy' by the end of the first degree of secondary education (lower secondary education). All these key competences need to be considered as broad thematic domains, which will be further operationalised in attainment targets. For that reason, development committees, comprising representatives of education networks, teachers and academics, were established.

In preparation for formulating the learning outcomes, relevant frames of reference were sought per (cluster of) key competence(s). Eventually, the learning outcomes were drawn up by experts organised by, and together with, the Agency for Higher Education, Adult Education, Qualifications and Study Allowances (AHOVOKS) in development committees.

To keep study programmes up to date, all programmes are screened at least every five years and if necessary, adjustments will be made. The educational goals will also be periodically screened for their topical value and to keep them in line with the challenges and expectations of society.

2016
Design
2017
Legislative process
2018
Approved/Agreed
2019
Implementation

The gradual implementation of the attainment targets started in September 2019 in the first year of the first degree of secondary education.

2020
Implementation

In 2020, further gradual implementation of the attainment targets for the first degree of secondary education continued.

2021
Implementation

On 10 February, 2021, the new attainment target for the second and third degrees of secondary education were adopted by the Flemish Parliament. They were developed based on the same key competences as mentioned above, to guarantee a continuous and logical learning process. They will be gradually introduced in secondary education starting from 1 September 2021.

2022
Implementation

In 2022, the Constitutional Court has overturned the new attainment targets for second and third grade secondary education. New (reduced but ambitious) minimum targets are being developed in consultation with the education umbrella organisations. Meanwhile, the overturned attainment targets can remain in force.

2023
Implementation

After the decision to overturn the attainment targets in 2022, new targets were set that were approved in March 2023. These new targets concern the first degree of secondary education and the final (7th) year of vocational secondary education.

2024
Implementation

The new attainment targets for the 1st, 2nd and 3rd degrees of all forms of secondary education were implemented starting from the 1. September 2024.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Flemish Department of Education and Training
  • Agency for Higher Education, Adult Education, Qualifications and Study Allowances (AHOVOKS)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices
  • Young people (15-29 years old)

Education professionals

  • Teachers
  • School leaders

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Using learning-outcome-based approaches and modularisation

The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.

Acquiring key competences

This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • Flexibility and progression opportunities at the core of VET

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.
Decree regarding the educational goals for the second and third degree of secondary education and various other related measures

Country

Belgium-FL

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Regulation/Legislation
Cite as

Cedefop, & ReferNet. (2025). 2018 Decree on learning outcomes for compulsory education: Belgium-FL. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28011