Post on 06-May-2015
André Maebe
Emmaüs Bovenbouw AalterA
alt
er
in E
uro
pe
André Maebe
Emmaüs Bovenbouw AalterA
alt
er
aeri
al vie
w
André Maebe
Emmaüs Bovenbouw AalterO
ffici
al fig
ure
s
AALTER
Inhabitants 18.670
Area: 81.9 km2
Population density: 228 inh/km2 (Belgium 337 /km2)
Non Belgians 221
Children at secundary age: 1521 8.1%
Children in secundary education in Aalter: 1003
Labour force (18-64) : 10.314 55%
Working part of labour force: 8548 80%
Woodland: 11,5 %
9.333 50%
9.337 50%
154 1.7%
67 0.7%
André Maebe
Emmaüs Bovenbouw AalterA
alt
er
– pic
ture
squ
e
sceneri
es
André Maebe
Emmaüs Bovenbouw AalterA
alt
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Cen
tre Marketplace and surrounding area
André Maebe
Emmaüs Bovenbouw AalterA
alt
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Ind
ust
rial zo
ne
Industrial zone creates 3800 jobs in Aalter
André Maebe
Emmaüs Bovenbouw AalterB
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ium
in a
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Belgium
•Area 30.582 km2 282 km long and 185 km wide
•The population density is one of the highest in Europe :331.4 inhabitants per sq. km
•The climate is mild and wet with small differences in temperatures
•The mean temperature in January is about 2.2°C and in July 17.8°C
•Belgium is a constitutional monarchy
•Two groups in the population: the Flemish are of Germanic origin and the Walloons of Celtic origin
•The Flemish speak Dutch and Dutch related dialects, whereas the Walloons speak French and also Picard and Walloon dialects
•Resulting from tensions between the French speaking and the Dutch speaking regions, the reforms since 1970 have transformed Belgium into a federal, community and regional state
•About 75% of the population are Catholics ( church going 7%) Protestantism, Judaism and Islam are the three other religions officially recognized.
•The employment rates of the active population are 28% in industry, 69% in services and 2.6% in agriculture which amounts to only 1.8% of the GDP.
André Maebe
Emmaüs Bovenbouw AalterFe
dera
l S
tate
The three Regions (the Brussels-Capital Region, the Flemish Region and the Walloon Region) responsibilities include, among other things, those issues tied to a particular geographical area such as the economy, public works and transportation, the environment and agriculture.
The three language communities (the French-speaking Community, the Flemish Community and the German-speaking Community) responsibilities include, among other things, education, cultural issues (including radio and television) and personal issues (such as individual health care).
Belgium is a federal State, composed of Communities and Regions
The Federal state keeps competences in several domains, such as foreign affairs, national defence, justice , finances, social security and an important part of public health and inner affairs
André Maebe
Emmaüs Bovenbouw AalterEm
maüs
in A
alt
er
André Maebe
Emmaüs Bovenbouw AalterO
ur
school
André Maebe
Emmaüs Bovenbouw AalterEd
uca
tional n
etw
ork
s:
• community education (GO) is education organised by the public body ‘Flemish Community Education’, under the authority of the Flemish Community. The constitution provides that community education must be neutral.• subsidised publicly run schools (OGO) are municipal education organised by the municipalities, and provincial education organised by the provincial administrations. • subsidised privately run schools (VGO) deliver education organised by a private person or private organisation. The governing body is often a non-profit-making organisation (VZW). Privately run education mainly consists of catholic schools.
André Maebe
Emmaüs Bovenbouw AalterFo
rms
of
ed
uca
tion
André Maebe
Emmaüs Bovenbouw AalterFl
em
ish e
duca
tional
stru
cture
André Maebe
Emmaüs Bovenbouw AalterEm
maüs
Str
uct
ure
Emmaüs BovenbouwUpper Secundary SchoolEmmaüs Bovenbouw
Upper Secundary School
ASOGeneral Education
ASOGeneral Education
TSOTechnical Education
TSOTechnical Education
BSOVocational Education
BSOVocational Education
André Maebe
Emmaüs Bovenbouw AalterSci
en
ce labs
André Maebe
Emmaüs Bovenbouw AalterSom
e p
ictu
res
André Maebe
Emmaüs Bovenbouw AalterG
enera
l S
truct
ure
ASOGeneral Education
ASOGeneral Education
EconomicsEconomics LatinLatin SciencesSciences
•Broad general education
•Provides a very firm foundation for passing on tertiary education
•Economics•Mathematics•Languages
•Economics•Mathematics•Languages
•Mathematics•Physics•Chemistry•biology
•Mathematics•Physics•Chemistry•biology
•Latin•Mathematics•Languages
•Latin•Mathematics•Languages
André Maebe
Emmaüs Bovenbouw AalterG
enera
l S
truct
ure
Sci
en
ces:
7h
–
Ma
the
ma
tics:
6 o
r 8
Sci
en
ces:
7h
Mo
de
n L
an
gu
ag
es
Sci
ien
ces:
7h
La
tin 4
h
Eco
no
mic
s 4
h
Ma
the
ma
tics:
6 o
r 8
h
Eco
no
mic
s 4
h
Mo
de
rn L
an
gu
ag
es
10
h
La
tin:
4h
Ma
the
ma
tics
6h
La
tin:
4h
Mo
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rn L
an
gu
ag
es
10
h
Mo
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rn L
an
gu
ag
es
10
h
Ma
the
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tics:
6
or
8h
Sciences Latin Economics
ASOGeneral Education
ASOGeneral Education
se
Sec
ond
leve
lT
hird
leve
l
André Maebe
Emmaüs Bovenbouw AalterSch
ool ti
meta
ble
Monday Tuesday Wednesday Tursday Friday
8.30-9.20 Aesthetics Bio Chem Dutch English
9.20-10.10 Dutch German Physics Math Dutch
10.10-10.20 Break Break Break Break Break
10.20-11.10 Math French Math Chem Project
11.10-12.00- Religion Bio History Dutch Religion
12.00-12.50 Lunch Lunch
Free
Lunch Lunch
12.50-13.40 Bio History Physical Ed English
13.40-14.30 French French Physical Ed Physics
14.30-14.40 Break Break Break Break
14.40-15.30 Math German Math Geography
15.30-16.20 Comp Spanish
Timetable: 5 Sciences - Mathematics
André Maebe
Emmaüs Bovenbouw AalterTe
chnic
al Str
uct
ure
TSOTechnical Education
TSOTechnical Education
ElectromechanicsElectromechanics ElectricityElectricity MechanicsMechanics
•General and technical theoretical subjects
•Afterwards students can exercise a profession or go on to tertiary education
TradeTrade
André Maebe
Emmaüs Bovenbouw AalterTe
chnic
al ed
uca
tion
la
bs
André Maebe
Emmaüs Bovenbouw AalterV
ocat
iona
l Str
uctu
re
BSOVocational Education
BSOVocational Education
Car MechanicsCar Mechanics MechanicsMechanics
•Practical type of education
•Young people learn a specific profession in addition to receiving general education
André Maebe
Emmaüs Bovenbouw AalterPu
pil
Guid
an
ce C
ente
r (C
LB)
CLB is free of charge and based on four important pillars
Learning and studying The school career Preventive health care Social and emotional development
The supervision provided by the CLB has a multi-disciplinary character and focuses particulary on pupils with learning difficulties due to their social background and situation
André Maebe
Emmaüs Bovenbouw AalterE
mm
aüs
in a
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l
•653 students 416 in general 181 in technical and 56 in vocational education
•398 (61%) boys and 254 (39%) girls
•90 teachers 34 (38%) male and 56 (62%) female
•General education: 30 classrooms 4 computerclasses 4 labs
•Computer and internet connection in each classroom
•Two sports halls
•Technical and vocational education: 14 classrooms 5 computerclasses 5 labs
Pisa
resu
lts:
envir
onm
enta
l sc
ien
ce
Bonn, 31 March 2009
Andreas Schleicher and Pablo ZoidoIndicators and Analysis DivisionOECD Directorate for Education
Pisa
resu
lts
Sources of student attitudes?Relaying on less sources and optimism
André Maebe
Emmaüs Bovenbouw AalterPi
sa r
esu
lts:
Concl
usi
ons
In most countries, most 15-year-olds are familiar with environmental issues and show high levels of engagement
Performance in environmental science varies widely both within and across countries
- Close to 20% of students can tackle the most difficult environment related science questions in PISA 2006, such as finding alternative explanations for the increase of CO2 emissions and the rising temperature of the earth. In four OECD countries, Canada, Finland, Japan and Korea, a quarter or more of students can answer this question correctly.
- On the other side, across OECD countries, 16% of students cannot cope with very basic environment-related science questions, such as the role of freezing water in erosion
Students who have mastered the science of the environment feel better informed about complex environmental issues
Limited competency is often associated with self-satisfaction Schools are the most common place where students find out
about such issues- Higher-performing students are also using the media and to a lesser extent
the internet to find out about these issues .
- These conclusions emphasize the importance of our project
Some conclusions
André Maebe
Emmaüs Bovenbouw AalterC
om
en
ius
team
André Maebe
Emmaüs Bovenbouw AalterB
elg
ian
Beer