2.Emma S International Projects Belgium Presentation

Aalter in Europe

Aalter aerial view

Official figures 9.333 50% 9.337 50% 154 1.7% 67 0.7% Children in secundary education in Aalter: 1003 Woodland: 11,5 % Working part of labour force: 8548 80% Labour force (18-64) : 10.314 55% Children at secundary age: 1521 8.1% Non Belgians 221 Population density: 228 inh/km 2 (Belgium 337 /km 2 ) Area: 81.9 km 2 Inhabitants 18.670 AALTER

Aalter – picturesque sceneries

Aalter Centre Marketplace and surrounding area

Aalter Industrial zone Industrial zone creates 3800 jobs in Aalter

Belgium in a nutshell Belgium
Area 30.582 km 2 282 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.

Federal State 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

Emmaüs in Aalter

Our school

Educational networks:
• 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.

Forms of education

Flemish educational structure

Emmaüs Structure Emmaüs Bovenbouw Upper Secundary School ASO General Education TSO Technical Education BSO Vocational Education

Science labs

Some pictures

General Structure ASO General Education Economics Latin Sciences
Broad general education
Provides a very firm foundation for passing on tertiary education
Economics
Mathematics
Languages
Mathematics
Physics
Chemistry
biology
Latin
Mathematics
Languages

General Structure Sciences: 7h – Mathematics: 6 or 8 Sciences: 7h Moden Languages Sciiences: 7h Latin 4 h Economics 4h Mathematics: 6 or 8 h Economics 4 h Modern Languages 10h Latin: 4h Mathematics 6h Latin: 4h Modern Languages 10h Modern Languages 10 h Mathematics: 6 or 8h Sciences Latin Economics ASO General Education se Second level Third level

School timetable Timetable: 5 Sciences - Mathematics Geography Math German Math 14.40-15.30 Spanish Comp 15.30-16.20 Break Break Break Break 14.30-14.40 Physics Physical Ed French French 13.40-14.30 English Physical Ed History Bio 12.50-13.40 Lunch Lunch Free Lunch Lunch 12.00-12.50 Religion Dutch History Bio Religion 11.10-12.00- Project Chem Math French Math 10.20-11.10 Break Break Break Break Break 10.10-10.20 Dutch Math Physics German Dutch 9.20-10.10 English Dutch Chem Bio Aesthetics 8.30-9.20 Friday Tursday Wednesday Tuesday Monday

Technical Structure TSO Technical Education Electromechanics Electricity Mechanics
General and technical theoretical subjects
Afterwards students can exercise a profession or go on to tertiary education
Trade

Technical education labs

Vocational Structure BSO Vocational Education Car Mechanics Mechanics
Practical type of education
Young people learn a specific profession in addition to receiving general education

Pupil Guidance Center (CLB )
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

Emmaüs in a nutshell
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

Belgian liqueur

Pisa results: environmental science Bonn, 31 March 2009 Andreas Schleicher and Pablo Zoido Indicators and Analysis Division OECD Directorate for Education

Pisa results Sources of student attitudes? Relaying on less sources and optimism

Pisa results: Conclusions
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

Comenius team

Belgian Beer

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2.Emma S International Projects Belgium Presentation

by Tatizel on Nov 24, 2009

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