Music Education in Belgium

I. Political Framework. 2

II. School System and Structure. 3

III. Music Education in Schools. 8

IV. Music Curricula. 9

I. Political Framework

Belgium’s special (cultural) political situation, with three different language communities that are clearly separated from each other, means that the political framework is crucial to understanding the current situation, and also with regard to the form and importance of general music education. Since 1993 Belgium has been a federal state, split into three language communities and into three regions (Flanders, with its capital Brussels, Wallonia with its capital Namur, and the municipal region of Brussels). The population is divided into the three language communities as follows:

·      Flemish community – approx. 5.8 million inhabitants

·      French community – approx. 4.2 million inhabitants

·      German-speaking community – approx. 70,000 inhabitants

Since the end of the 1970s responsibility for culture and education policy has no longer lain with the national government but with the three individual language communities.

II. School System and Structure

This division of responsibility for education policy is reflected in differences in the education system in the individual language communities.

Compulsory schooling in Belgium is generally from the age of  6 to 18. The basic structure of the education system is also the same throughout the country:

In all three language communities schools are maintained by three different bodies:

·      An official and neutral education system that is directly dependent on the community’s various ministries.

·      An official, subsidised education system maintained by the provinces or municipalities.

·      An independent (denominational or non-denominational) subsidised education system maintained by bodies 95% of which are members of the Catholic education federation.

Despite the fact that for over 30 years responsibility for school education has lain with the regional governments of the three language communities (i.e. there has been a federal education policy largely comparable to the system in Germany and Switzerland) differences in the education systems, timetables and the content of curricula have so far remained slight.

French-speaking community

Since 1999 timetables and curricula for the years of compulsory education from age 6 to age 14 have no longer been drawn up for each individual school year; instead they cover a number of years, forming an integrated educational level. The final year of kindergarten was incorporated into the first school level, since nearly all children of that age attend kindergarten, although this is not compulsory.

·      1^st level: ages 5-8 (final kindergarten year plus the 1^st and 2^nd years of elementary school)

·      2^nd level: ages 8-12 (3^rd to 6^th year of elementary school)

·      3^rd level: ages 12-14 (1^st and 2^nd year of secondary school)

Basic competences were worked out for each of the levels, which also included music.

III. Music Education in Schools

Elementary school

Until the rewording of the basic competences in 1999 music education was part of the teaching responsibilities of the class teacher (elementary school teacher) through the six years of elementary school education. Although the elementary school curriculum provided for one hour of music a week, little attention was paid to the subject of music and for various reasons the music lesson was generally not held: these reasons included overcrowded timetables, insufficient qualifications on the part of the elementary school teacher, lack of material for the teaching of music and financial constraints at the school that precluded the engagement of qualified music teachers. The reform incorporated the single school subject “Music Education” into the compound subject “Arts Education” that consisted of two components “Visual Arts” and “Music Education”.

Secondary school

In the lower school from 12-14 years (3^rd level of education, see above) between one and four hours per week of art and/or music are provided for. The school itself decides how many hours of which subject are taught. This minimum number of hours can be increased. From the 3^rd year of secondary school (from age 14) music is no longer compulsory as a school subject except in arts departments (one hour of music a week for the last four school years).

Final school examination in music

Some secondary schools offer music as a core subject in the final school-leaving examination that entitles the pupil to university entrance. However, it must be pointed out that not only is the number of such schools extremely limited but all lessons in music and the arts are organised not at the secondary school itself but in close cooperation with local music schools and academies, where, in some cases, the lessons are also held.

Of great importance: extra-curricular art and music education

Extra-curricular education in the arts and music begins from the age of five and includes the fields of visual arts, recitation, drama, dance and music.

Extra-curricular music education:

·      Extra-curricular music education takes place in collaboration with officially recognised music academies and private music schools. In the French community there are 95 state-approved music academies for approximately 4 million inhabitants. These academies receive funds from the French community that cover the personnel costs of the teaching staff, among other things.

·      For children under 12, children from families with at least three children, children of unemployed parents or parents receiving income support, extra-curricular music education is free of charge. In all other cases a very low fee of around € 75 per school year is charged (from age 11). It is due to these excellent conditions that extra-curricular music education in Belgium enjoys particularly high standing in comparison with other countries.

·      In the extra-curricular system a pupil must attend at least three hours of music tuition a week. This can be increased however, provided the necessary teaching resources are available.

·      All timetables and curricula are laid down by the Ministry of Culture and Education. The course structure is identical at all music academies and the level of proficiency to be attained in the examinations at the end of each school year is stipulated by music school inspectors.

·      In addition to the officially recognised music academies there are about 140 private music schools maintained by private organisations, associations, societies or other non-profit bodies. The cost of attending these courses depends of the number of lessons taken.

·      In the French community there is one music school for every 200,000 inhabitants.

IV. Music Curricula

Basic competences

For all three levels of education so-called “transversal competences” have been elaborated that apply to both music education in schools and the visual arts. The specific content and standards to be attained of the general “disciplinary competences” change according to the different age groups and the local, social and cultural circumstances.

Transversal competences

·      Acquisition of a sensory language

·      Ability to recognise personal sensations and emotions and to recognise and respect those of other pupils

·      Acceptance and respect of one’s own culture and that of the other pupils

·      Placing one’s own capacities at the disposal of others

·      Sufficient confidence to express pleasure and present one’s own products

·      Self-assessment, critical analysis and argumentation

General disciplinary competences

·      Development of receptiveness to the world of sound: appreciation and acquisition of an artistic and musical language

·      Personal expression using the voice, body and instruments

·      Rhythmic and melodic activity and creation