This presentation was given by Sien Van den Hoof from the Flemish Department of Education and Training at the GCES Conference on Governing Governing Education in a Complex World during the second Workshop A on participatory governance in Brussels on 17 October.

1. A public debate on the attainment targets in
Flanders
Example of a participative approach to curriculum reform
Sien Van den Hoof
17 October 2016

2. Overview
Rationale
Preparatory phase
Design
Results
Way forward
Epilogue

3. Rationale
Minister’s policy note (2014-2019)
Overall view on policy development: co-creation
Revision, update, reduction of the attainment targets

4. Preparatory phase
Consultative groups
Content
Technical aspects
Background papers
For the Flemish Parliament and interested audiences
Available through ministry website

5. Design

6. Design
A broad public debate in 2016
4 questions: What should every youngster learn at school
to participate in tomorrow’s society?
to achieve personal development?
to participate in the labour market?
for lifelong learning?

7. Design
Phases:
February-March - “50 Days of Education”: stimulating
debates
Online: designated website and platform, social media
Face-to-face: tools available through the website
March-April: Interim analysis
April - “5 Nights of Education”: deepening the debate
In 5 Flemish provinces
Based on the input from the 1st round
May - “Education festival”: handing over the results to the
Parliament
All involved stakeholders – whole-system approach
June-July: Final analysis - report

8. Design
A separate debate focused on the students
Organized by the Flemish Pupil Council
Selection and training of 10 youngsters
Kick-off at the Flemish Parliament: “Day
of the 100”
Debates in schools
Social media
“Back to school” for policy makers
Participation in the Education Festival
Final report

9. Design
Wide media coverage of both strands
Scientific evaluation of the public debate
Related scientific initiatives on the role and functioning of the
attainment targets:
“Scientific review on the functioning and efficiency of the
attainment targets as a policy instrument” (Simons &
Kelchtermans, 2016)
GCES Case Study (OECD, 2016)

10. Results
Public debate: thematic clusters
1. Personal development and self-knowledge
2. Social competences
3. Self-reliance and practical competences
4. Knowledge and use of languages
5. Critical thinking and problem solving
6. Political and societal questions
7. Learning competences
8. Philosophical and ethical questions
9. ICT and new media
10. Sustainability questions
11. Professional competences
12. Scientific and research competences
13. Arts and culture
14. Basic knowledge

11. Results
Student debate: themes
• Health
• Mental balance
• Building on strengths
• Ready for life after secondary education
• Connected to one another
• Both feet in the world

12. Results
Overall findings:
Creativity, out-of-the box thinking,…
Connections, context, systems thinking, …
Critical, inquiry thinking
Well-being of pupils and general health

13. Way forward
Analysis of the results and findings
Debates in the Flemish Parliament
Decisions regarding
- Content
- Functions
- Form
- Development procedure
Timing: first new attainment targets by April 2017
(Implementation September 2018)

14. Epilogue
New approach to involve stakeholders in policy development
Large-scale approach with many different players
Considerable dynamics about a complex topic
Fun 
Traditional stakeholders
Lobbyists
Individuals with a loud voice
External private firm vs government
Time consuming – need for intensive monitoring of the process
It’s not research
Importance of initial questions
Availability of background information
Accountability and feedback towards participants
How to continue the participative approach during next phases?