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SURVEY OF SCHOOLS: ICT IN EDUCATION

COUNTRY PROFILE: BELGIUM

November 2012

This report was prepared by the Contractor: European Schoolnet and University of Liège under contract SMART 2010/0039.

The views expressed in this report are those of the authors and do not necessarily reflect those of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the information provided in this document.

Copyright 2012. Material in this report may be freely reproduced provided the source is acknowledged.

Table of Contents

1. Introduction ............................................................................................................................................... 4

ICT in the Belgian school education system ................................................................................................ 4

The Survey of Schools: ICT in Education ..................................................................................................... 5

2. ICT infrastructure ...................................................................................................................................... 6

Availability of computers for educational purposes ...................................................................................... 6

Broadband .................................................................................................................................................... 7

‘Connectedness’ ........................................................................................................................................... 8

Frequency of ICT use in class .......................................................................................................................... 9

Frequency of ICT use by teachers in class .................................................................................................. 9

Students’ ICT use ....................................................................................................................................... 10

3. Digital confidence ................................................................................................................................... 12

Teachers .................................................................................................................................................... 12

Students ..................................................................................................................................................... 14

4. Professional development ...................................................................................................................... 16

Time spent on training ................................................................................................................................ 16

Engagement in training .............................................................................................................................. 17

5. School support measures ....................................................................................................................... 19

ICT coordinator ........................................................................................................................................... 19

Incentives ................................................................................................................................................... 20

7: Clusters .................................................................................................................................................. 22

The digitally supportive school ................................................................................................................... 22

Digitally confident and supportive teachers ................................................................................................ 23

The digitally supportive student .................................................................................................................. 24

The digitally equipped school ..................................................................................................................... 25

Conclusion ...................................................................................................................................................... 27

ANNEX ........................................................................................................................................................... 28

Tables ......................................................................................................................................................... 28

Notes .......................................................................................................................................................... 33

1. INTRODUCTION

ICT IN THE BELGIAN SCHOOL EDUCATION SYSTEM

In Belgium the three Communities are responsible for education, but there are the following exceptions: the determination of the end and the beginning of compulsory school attendance; the minimum requirements for the issuing of diplomas; and the regularisation of retirement for the employees in the educational system, all of which are in the hands of the federal state. Full-time compulsory education lasts until the age of 16, and until the age of 18 for part time compulsory school attendance. In the Flemish Community1 the Department for Education and Training takes care of policy preparation and internal autonomous agencies are responsible for policy implementation. Educational provision, recognised, funded and inspected by the public authorities, is organised by different (public and private) school governing bodies on the basis of freedom of education. In the French Community2 competence for education lies with the Communities, whereas training is a regional responsibility. The Federal State’s powers with respect to education are very limited. Education is either organised by the French Community or subsidised by it and provided they comply with laws, decrees and orders, controlling authorities enjoy fairly extensive autonomy, particularly with regard to methods of education and assessment. All educational facilities in the German-speaking Community3 are organised and financed by the Community or are subsidised by the Community.

According to Eurydice’s Key Data on Learning and Innovation through ICT at school in Europe4, in Belgium there are national strategies covering training measures5 for ICT in schools, e-learning, e-inclusion, digital/media literacy and e-skills development, and for digital/media literacy only in the Flemish Community. There are research projects in all of these except for e-inclusion. Central steering documents exist for most ICT learning objectives6 at secondary education level, except for using social media (although this may be inferred in other guidance in the Flemish Community), and for using a computer, searching for information, and using multimedia, at primary education level in the Flemish Community, with reference to using mobiles and developing programming skills in guidance for secondary level only in the German-speaking Community. In primary schools ICT is taught as a general tool for other subjects/or as a tool for specific tasks in other subjects. At primary and secondary education level support is provided across the country in ICT hardware areas for computers, projectors or beamers, DVDs, videos, TV, cameras, and also for smartboards, virtual learning environments in German-speaking and Flemish Communities, and for all ICT software categories7.support is provided. According to official steering documents, both students and teachers at both primary and secondary level are expected to use ICT in class in all subjects. There are no central recommendations on the use of ICT in student assessment. Public-private partnerships for

1 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Belgium-Flemish-Community:Overview

2 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Belgium-French-Community:Overview

3 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Belgium-German-Speaking-Community:Overview

4http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/129EN.pdf, published in 2011, specifically the following tables and associated commentaries: A6, B6, B7, C2, C3, C4, C12 and E10

5 from the following areas: ICT in schools, e-learning, e-inclusion, digital/media literacy, e-skills development.

6i.e. knowledge of computer hardware and electronics, using a computer, using mobile devices, using office applications, searching for information, using multimedia, developing programming skills, and using social media.

7 from a range of hardware and software, i.e. computers, projectors or beamers, DVDs, videos, TV, cameras, mobile devices, e-book readers, smartboards, virtual learning environments; tutorial software, office applications, multimedia applications, digital learning games, communication software, digital resources.

promoting the use of ICT are encouraged for private funding for hardware and software in schools in the Flemish speaking community

THE SURVEY OF SCHOOLS: ICT IN EDUCATION

In 2011, the European Commission Directorate General Communications Networks, Content and Technology8 launched the Survey of Schools: ICT in Education, the primary goal of which is to benchmark countries' performance in terms of access, use and attitudes to ICT at grades 4, 8 and 11. The Survey of Schools is one of a series within the European Union's cross-sector benchmarking activities comparing national progress to Digital Agenda for Europe (DAE) and EU2020 goals. The Survey is funded by the European Commission Communications Networks, Content and Technology Directorate General and is a partnership between European Schoolnet and the Service d’Approches Quantitatives des faits éducatifs in the Department of Education of the University of Liège. The survey took place between January 2011 and May 2012, with data collection in autumn 2011, and covered 31 countries (the EU27, Croatia, Iceland, Norway and Turkey). In four countries (Germany, Iceland, Netherlands and the United Kingdom) the response rate was insufficient, making reliable analysis of the data impossible; therefore the findings in this report are based on data from 27 countries.

This country profile should be read in conjunction with the Report of the Survey of Schools: ICT in Education (the ‘main report’). The profile presents key indicators concerning access, use and attitudes to Information and Communication Technology in primary and secondary schools derived from responses to surveys completed by head teachers, teachers and students, showing national results against the EU average and, where possible, for grade 8 only. Charts for this grade are shown but not for other grades for reasons of brevity and clarity and because results at this grade tend to be indicative of all grades (i.e. having the characteristics and revealing issues found both at grade 4 and at grade 11). The text provides information about the results and rankings at other grades and a reference to the particular chart in the main report.

The full report, country profiles, background information, questionnaires, tables, details of the methodology and the raw data are freely available at https://ec.europa.eu/digital-agenda/en/pillar-6-enhancing-digital-literacy-skills-and-inclusion. The authors may be contacted at [email protected] and information about the survey is at http://essie.eun.org.

8 www.ec.europa.eu/dgs/connect/

2. ICT INFRASTRUCTURE

AVAILABILITY OF COMPUTERS FOR EDUCATIONAL PURPOSES

A computer is defined as a desktop or laptop, netbook or tablet computer, whether or not connected to the internet, available for educational purposes in school. In Belgium the number of computers available to students is above the EU average at all grades (see main report fig. 1.1), except for grade 4 where it is close to the EU mean. In most countries the older the student the more the computers and this pattern is reflected in Belgium, in fact more so. Fig. 2.1 shows that at grade 8 Belgium ranks sixth on this indicator with 4 students per computer.

As for computers connected to the internet in schools, in Belgium there are desktop computers above the EU average at all grades, ranking second at grade 8 (fig. 2.2) with five students per desktop. There is below the EU average of laptop computers at all grades, in the lower half of the rankings.

Within the overall four students per computer, grade 11 general students have the use of the highest numbers of online PCs in Belgium (four students to each computer).

There is a negative correlation in Belgium between levels of online desktop and laptop computers and the percentage of students from low-income families in a school, i.e. the higher the percentage of students from low-income families the fewer computers available to them.

4 5

0

5

10

15

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30

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NO

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DK

CY BE

EE

EU

CZ FI

AT

IE

FR

HU

PT LT

SK

MT LV

SL

PL

HR

BG

IT

RO

EL

TR

Fig. 2.1: Students per computer (Grade 8, country and EU level, 2011-12)

5 7

63

14

0

50

100

150

200

250

CY BE AT CZ EE ES FI FR PT IE LT EU SK LV MT HU DK PL SI SE NO BG HR IT RO EL TR

Fig. 2.2: Students per internet-connected desktop and laptop computer (Grade 8, country and EU level, 2011-12)

Desktops Laptops

BROADBAND

In Belgium broadband speeds at all grades are higher than in most other countries, but nevertheless between 4 and 17% of students, depending on grade, are in schools without broadband.

In Belgium, broadband speeds in most schools are considerably higher compared to other countries, most students being in schools over 5mbps, although less at grade 4 (fig 2.3). The percentages of students in schools with broadband speeds faster than 10mbps is generally higher at all grades than the EU mean, notably at grade 11 where it this is over 70% (fig 2.3).

Figure 2.4 shows how Belgium compares with other countries at grade 8: ranked in the lowest five for the percentage of students in schools with more than 100 mbps but with over 60% in schools with more than 10mbps. Belgium ranks higher, in the middle group of countries, at all other grades (main report fig 1.8).

There is a relationship between the population size of the school’s locality and broadband speed in Belgium at grade 8, more densely populated areas having faster broadband speeds.

17%

8%

6%

5%

6%

4%

4%

7%

14%

17%

8%

10%

6%

6%

4%

6%

26%

21%

14%

19%

5%

18%

6%

15%

13%

22%

10%

28%

8%

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25%

46%

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13%

28%

16%

4%

2%

5%

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10%

4%

11%

0% 20% 40% 60% 80% 100%

Belgium

EU

Belgium

EU

Belgium

EU

Belgium

EU

Gra

de 4

G

rade

8

Gra

de

11ge

n G

rade

11

voc

Fig. 2.3: Broadband speed (% students excluding 'don't know', Belgium and EU, 2011-12)

No broadband

<2mbps

2-5 mbps

5-10 mbps

10-30 mbps

30-100 mbps

>100 mbps

0%

20%

40%

60%

80%

100%

NO

DK

SE

FI

EE

AT

PT

CZ LV

LT

TR

BG

IE

SL

EU

SK

CY

RO

ES

HR

HU

FR

EL

BE

IT

PL

MT

Fig. 2.4: Broadband speed (Grade 8, country and EU level, 2011-12, ranked by >100mbps, 2011-12)

>100mbps 30-100mbps 10-30mbps 5-10mbps 2-5mbps <2mbps No broadband

‘CONNECTEDNESS’

Percentages of students in schools that have ‘connected’ characteristics, e.g. having a website or a virtual learning environment (VLE) are shown below, as well as those with none of these items. In Belgium, the percentage of students in schools with a website is higher than the EU mean at all grades, except grade 4 where it is lower, and at 100% at grade 8 and grade 11 vocational. The percentage of students in schools with a virtual learning environment is notably above the EU mean at all grades except for grade 4 where it is lower. Percentages of students in ‘unconnected’ schools are generally close to or below the EU average depending on the grade.

Belgium ranks well above other countries as regards virtual learning environments at grade 8, as seen in fig. 2.6, in the top ten, as is the case at grade 11 general. At grade 11 vocational Belgium is ranked third but is in the bottom ten at grade 4 (main report fig. 2.10).

In Belgium, large numbers of students are in schools with local area networks, with more than 90% having wired local area networks. Of the schools with VLEs, the majority offer external access to both teachers and students, although at grade 4 this applies mainly to teachers, almost twice the percentage compared to students (main report section 1).

66%

79%

100%

86%

98%

92%

100%

93%

19%

32%

73%

58%

79%

61%

89%

63%

23%

15%

0%

10%

0%

7%

0%

6%

0% 20% 40% 60% 80% 100%

Belgium

EU

Belgium

EU

Belgium

EU

Belgium

EU

Gra

de 4

G

rade

8

Gra

de

11ge

n G

rade

11

voc

Fig. 2.5: Percentage of students in connected schools - website, virtual learning environment, no connectedness

(Belgium and EU, 2011-12)

School website

VLE

No connectedness

73% 61%

0%

20%

40%

60%

80%

100%

NO

PT

DK

FI

SE

ES

FR

BE

AT

SL

EU

IE

EE

LV

SK

LT

RO

PL

EL

TR

CY CZ

BG

MT

HR

IT

HU

Fig. 2.6: % of students in schools with a virtual learning environment

(Grade 8; country and EU level, 2011-12)

FREQUENCY OF ICT USE IN CLASS

FREQUENCY OF ICT USE BY TEACHERS IN CLASS

Teachers’ frequency of use of ICT equipment in lessons is shown in the charts below. In Belgium use of ICT by teachers is close to the EU average at all grades, although lower at grade 4. There are generally fewer teachers using ICT in more than 25% of lessons, notably at grade 4, less than the EU average, except at grade 8 which is slightly higher. The most intense use is at grade 11 general where about one in five use ICT with their students in more than 75% of lessons (fig. 3.1).

There are generally lower percentages of teachers using ICT in more than 25% of lessons than the EU average at at all grades except grade 8 (fig 3.2).

Teachers in Belgium are relatively low users of ICT in lessons: when considering percentages using ICT in more than one in four lessons, in the bottom three at grade 4.

5%

3%

17%

7%

14%

7%

19%

19%

4%

10%

5%

7%

5%

8%

13%

12%

14%

11%

15%

11%

15%

13%

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13%

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19%

33%

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11%

10%

4%

7%

9%

7%

8%

6%

6%

6%

5%

4%

Belgium

EU

Belgium

EU

Belgium

EU

Belgium

EU

Gra

de 4

G

rade

8

Gra

de

11ge

n G

rade

11

voc

Fig. 3.1: Frequency of use of ICT equipment by teachers in lessons (in % students, Belgium and EU, 2011-12)

>75% of lessons

51-75% of lessons

25-50% of lessons

11-24% of lessons

6-10% of lessons

1-5% of lessons

<1% of lessons

Don't know

13%

36%

32%

46%

29%

32%

32%

50%

0% 20% 40% 60% 80% 100%

Grade 4

Grade 8

Grade 11gen

Grade 11voc

Fig. 3.2: Teachers' use of ICT in at least 25% of lessons (% students, Belgium and EU, 2011-12)

Belgium

EU mean

Fig 3.3 shows Belgium ranks fifteenth at grade 8 and is also in the middle group of countries at grade 11 (see main report fig 2.2).

STUDENTS’ ICT USE

Students at grade 8 and 11 were asked how frequently they used various items of ICT equipment in their lessons for learning purposes. The chart below shows their reported intensity of use of a school computer, and their own laptop or mobile phone. In Belgium student use of computers in class is at or below the EU mean depending on the grade. The use of students’ own laptops is close to, but slightly below, the EU mean at all grades. Mobile phone usage is above the EU mean at grade 8 but below at grade 11.

36% 32%

0%

20%

40%

60%

80%

100%

PT IE

TR

EE

CY

SK

HR

SI

SE

DK

FR

MT LV

CZ

BE

EL

RO

IT

EU

NO

HU

FI

LT

ES

BG

AT

LU

PL

Fig. 3.3: Teachers' use of ICT in more than 25% of lessons (Grade 8, EU and country level, 2011-12)

47

53

40

51

64

64

10

11

7

11

8

16

43

28

20

35

37

46

0 20 40 60 80 100

Belgium

EU

Belgium

EU

Belgium

EU

Gra

de 8

G

rade

11g

en

Gra

de 1

1voc

Fig. 3.3: Percentages of students using ICT equipment in class for learning, at least once a week

(Belgium and EU, 2011-12)

School desktop or laptop computer

Own laptop

Own mobile phone

At grade 8 students’ reported use of desktop computers is eighth lowest in Europe, less than half saying they use them at least once a week (fig. 3.5). Low use is also the case at grade 11 general although closer to the EU average a grade 11 vocational where 64% of students report using a school desktop/laptop (see main report fig. 2.5).

Compared to other countries at grade 8 (fig.3.6), students in Belgium are in the middle group of countries as users of their own mobile phone, ranked tenth, with average use of their own laptop in school compared to other countries. At grade 11 there is much less use of their own mobile (around one in five students) particularly at grade 11 general with Belgium is ranked last, and also low use of their own laptop, in the bottom five at grade 11, although close to the EU average at grade 8 (see main report fig 2.5).

Students report using interactive whiteboards less frequently than the EU average at all grades, in the bottom ten rankings, except 11 vocational where Belgium ranks seventh (see main report fig. 2.6).

Concerning students’ ICT-based activities during lessons, Belgium is above the EU countries as measured by frequency of use at grade 11, but notably lower at grade 8 where it ranks third, 27% of students reporting they ‘never or almost never’ use a computer in lessons during the last year (main report, fig. 3.8).

53 47

0

20

40

60

80

100

BG

MT

DK

SK

CY

HR

TR

LT

HU

PL

EL

CZ

NO

PT

SE

IE

EU

ES

EE

RO

BE

LU

IT

LV

FR

AT

SI FI

Fig. 3.5 Use of school desktop/laptop for learning purposes at least weekly (% students, grade 8, country and EU level, 2011-12)

43

28

10

11

0

20

40

60

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100

LT

LV

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CY HR

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SK

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CZ

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EU

EL IE

SL

FR

IT

ES

TR

MT

Fig. 3.6 Use of own mobile phone or laptop for learning purposes at least weekly (% students, grade 8, country and EU level, 2011-12)

Own mobile phone Own laptop

3. DIGITAL CONFIDENCE

TEACHERS

In Belgium teachers’ confidence in their operational skills with ICT is below to the EU mean at all grades (close to ‘somewhat’), particularly at grade 4. Their confidence in social media skills is markedly lower than the EU mean (between ‘a little’ and ‘somewhat’) at all grades.

Fig. 4.1: Teachers’ self-confidence in their operational and social media skills

(by grade; mean score of students with 1 being 'none' and 4 being 'a lot'; Belgium and EU; 2011-12)

2.98

2.41

2.55

2.04

1 1.5 2 2.5 3 3.5

Operational skills

Social media skills

Fig. 4.1a: grade 4

Belgium

EU

3

2.37

2.81

1.93

1 1.5 2 2.5 3 3.5

Operational skills

Social media skills

Fig. 4.1b: grade 8

Belgium

EU

3.01

2.38

2.95

2.09

1 1.5 2 2.5 3 3.5

Operational skills

Social media skills

Fig. 4.1c: grade 11 gen.

Belgium

EU

3.16

2.51

2.91

2.09

1 1.5 2 2.5 3 3.5

Operational skills

Social media skills

Fig. 4.1d: grade 11 voc.

Belgium

EU

Comparing confidence levels at grade 8, teachers’ confidence in their operational skills Belgium ranks second lowest (fig. 4.1e). At other grades (see main report, fig. 4.13) Belgium is ranked last at grade 4, second last at grade 11 vocational, but in the middle group of countries at grade 11 general, just below the EU average.

As regards social media confidence Belgium is in the lowest group of countries at grade 8 (fig 4.1f), second from last, and this is even more true at grade 11 vocational (ranked lowest), while also in the lowest group of countries at other grades (see main report 4.14).

3 2.81

1

1.5

2

2.5

3

3.5

LU

AT

PT

MT IE

P

L SI

FR

SE

N

O

DK

S

K

CZ IT

E

U

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Y ES

B

G

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U

LT

BE

H

R

1 'N

one'

, 2

' A li

ttle'

, 3

'Som

ewha

t', 4

'a lo

t'

Fig. 4.1e Teachers' confidence in their operational skills (Grade 8, country and EU level, 2011-12)

2.37

1.93

1

1.5

2

2.5

3

3.5

EE

TR

S

E

FI

IE

NO

S

K

DK

M

T LU

PT SI

PL

ES

FR

R

O

EU

IT

B

G

HR

LT

AT

E

L C

Z H

U

CY BE

LV

1 'N

one'

, 2

' A li

ttle'

, 3

'Som

ewha

t', 4

'a lo

t'

Fig. 4.1f Teachers' confidence in their social media skills (Grade 8, country and EU level, 2011-12)

STUDENTS

In Belgium students’ confidence in their social media and operational ICT skills is below the EU mean (close to ‘somewhat’) at all grades. The mean score of Belgian students declaring confidence in their operational skills is below the EU average at all grades, as shown in fig 4.2. Belgian students’ mean score in relation to their confidence in their ability to use the internet safely and responsibly is also below the EU average at all grades, as is their confidence in their social media skills.

Fig. 4.2: Students' self-confidence in their ICT skills

(by grade; mean score of students with 1 being 'none' and 4 being 'a lot'; Belgium and EU; 2011-12)

2.98

2.58

2.63

2.41

2.77

2.42

2.42

1

1 1.5 2 2.5 3 3.5

Safe internet use

Responsible internet use

Operational skills

Social media skills

Fig. 4.2a: grade 8

Belgium

EU

3.16

2.93

2.88

2.78

3.04

2.82

2.72

2.59

1 1.5 2 2.5 3 3.5

Safe internet use


Operational skills

Social media skills

Fig. 4.2b: grade 11 gen.

Belgium

EU

2.98

2.75

2.78

2.55

2.84

2.58

2.55

2.3

1 1.5 2 2.5 3 3.5

Safe internet use


Operational skills

Social media skills

Fig. 4.2c: grade 11 voc.

Belgium

EU

Confidence in operational skills is much lower than the EU mean amongst grade 8 students (fig. 4.2d), and is in the lowest five ranked countries at grade 11 (see main report fig. 4.18).

Belgium is below the average in social media competencies at all grades, ranking in the bottom group of countries at grade 11 (see main report fig. 4.19).

At grade 8 students are below the EU average in terms of confidence to use the internet safely and in bottom ten countries at other grades. In terms of confidence to use the internet responsibly Belgium is ranked one from last at grade 8, but in the middle group of countries at grade 11 vocational, although still below the EU average at grade 11 (see main report fig 4.16, 4.17)..

2.63 2.42

1

1.5

2

2.5

3

3.5

PL

PT

FR

NO

LT

H

U

SE

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E

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Y IT

EU

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T D

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L IE

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TR

LU

1 'N

one'

, 2

' A li

ttle'

, 3

'Som

ewha

t', 4

'a lo

t'

Fig. 4.2d Students'' confidence in their operational skills (Grade 8, country and EU level, 2011-12)

4. PROFESSIONAL DEVELOPMENT

TIME SPENT ON TRAINING

A lower percentage of grade 4 and 8 students in Belgium is taught by teachers who have invested more than 6 days in professional development activities during the past two years, compared to the EU average. The same is the case for grade 11 students both in general and vocational education, albeit to a much lesser extent, where the situation in Belgium is close to the EU average.

More students are in schools where teachers have spent between 1 and 3 days on ICT professional development activities, above the EU mean. Those who have spent no time are above the EU mean at all grades, except at grade 11 vocational which is close to the average.

29%

12%

13%

5%

16%

11%

10%

10%

35%

19%

31%

16%

30%

23%

28%

21%

14%

48%

32%

61%

35%

45%

40%

49%

0% 20% 40% 60% 80% 100%

Belgium

EU

Belgium

EU

Belgium

EU

Belgium

EU

Gra

de 4

G

rade

8

Gra

de 1

1gen

G

rade

11v

oc

Fig. 5.1: Time invested by teachers in professional development activities during the past two years (in % of students; excluding '4-6 days' and '< 1 day';

Belgium and EU; 2011-12)

No time

1-3 days

> 6 days

ENGAGEMENT IN TRAINING

As Fig. 5.2 below shows, Belgium is above the EU average at grade 11 in terms of students in schools where teachers have recently undergone ICT training provided by school staff, but below at grades 4 and 8. Belgium ranks notably below the EU average at all grades when considering the percentage of students taught by teachers who engage in training through online communities. The situation in Belgium is much closer to, and at grade 11 vocational above, the EU average when considering the percentage of students in schools taught by teachers engaging in voluntary, personal learning about ICT in their own time.

Fig. 5.2: Means through which teachers have engaged in ICT related professional development during the past two years

(by grade; in % of students; Belgium and EU; 2011-12)

70%

40%

25%

59%

39%

14%

0% 20% 40% 60% 80% 100%

Personal learning about ICT in your

own time

ICT training provided by school

staff

Participation in online communities

Fig. 5.2a: grade 4

Belgium

EU

74%

51%

31%

74%

43%

8%

0% 20% 40% 60% 80% 100%


own time


staff


Fig. 5.2b: grade 8

Belgium

EU

72%

44%

28%

68%

48%

9%

0% 20% 40% 60% 80% 100%


own time


staff



Belgium

EU

71%

41%

28%

78%

48%

14%

0% 20% 40% 60% 80% 100%


own time


staff



Belgium

EU

Fig. 5.2e shows that at grade 8 low percentages of teachers in Belgium (ranked second lowest) have taken part in professional development in the preceding two years, notably below the EU average, and a low percentage also takes part in pedagogical ICT training or online communities. At all grades teachers have had much less subject-specific ICT training that the EU average, generally in the bottom five group of countries, although close to the average at grade 11 vocational. Students at all grades are likely to be in schools where few teachers take part in online communities than average, notably at grades 8 and 11 general where they are the lowest ranking. Apart from grade 8, students are much less likely than the EU mean to be in schools where teachers have taken part in pedagogical ICT training (see main report fig. 4.6-4.8).

In Belgium at all grades percentages of students taught by teachers for whom ICT training is compulsory are among the lowest in the EU (main report, fig 4.2), ranked in the lowest five countries. As regards involvement in personal learning about ICT in their own time, percentages (in the range 59-73% - see main report fig 4.4) are below the EU average at all grades except 11 vocational, where at 78% it is above and ranks twelfth The percentage of students taught by teachers participating in training provided by school staff is above the EU average at grade 11, in the middle group of countries, but below at other grades (see main report, fig 4.5).

Between 10 and 29 per cent of students are taught by teachers who have not spent any time on ICT-related professional development activities during the preceding two years (main report, fig 4.11); more than double the EU average at grades 8 and 4 (ranked second highest), and close to average at grade 11.

36%

53%

14%

33%

31%

AT

BE

BG

HR

CY CZ

DK

EE

FI

FR

EL

HU

IE

IT

LV

LT

LU

MT

NO

PL

PT

RO

SK

SI

ES

SE

TR

EU

Fig. 5.2e: Participation in professional development (Grade 8, by type, country and EU, 2011-12)

Pedagogical Subject Online communities

5. SCHOOL SUPPORT MEASURES

Students in Belgium are in schools where ICT strategies are implemented (main report, fig. 5.3) are above the EU average at grade 8, around 33% being in such schools. At grade 11 they are above the average, and at grade 4 are below the average in the bottom group of countries for students attending schools that have ICT strategies implemented. There are low percentages, around 15%-22%, of students at all grades who go to a school where there is a specific strategy to support teacher collaboration (main report, fig. 5.7). Belgium is fifth from bottom at grade 4 regarding strategies about responsible internet and social media, and sixth from bottom at grade 11 general, but close the EU average at grade 8 and 11 vocational (see main report fig. 5.10). Generally EU average percentages of students in Belgium are in schools with change management programmes at all grades (main report, fig. 5.14), although in the bottom five at grade 4.

ICT COORDINATOR

In Belgium, compared to the situation at EU level (see Fig. 6.1), many students are in schools where ICT coordinators are provided at all grades, although slightly below the average at grade 4.

Students are in schools that employ full time ICT coordinators above the EU mean at grade 8, close to the average at grade 11, and considerably below at grade 4. Compared to the situation at EU level (see fig 6.2) ICT coordinators in Belgium are more much less likely to be rewarded for their support at all grades. The percentage of students in schools where ICT coordinators also provide pedagogical support is close to the EU level at all grades, and considerably above at grade 4.

For further details please refer to Section 5 of the survey report.

INCENTIVES

In Belgium few students are in schools where there are incentives or rewards for using ICT, and the percentages is below the EU average at all grades, except for equipment and training hours at grade 8 which are above. At grade 11 the provision of additional equipment as an incentive is above the EU average.

14%

11%

1%

0%

1%

39%

35%

17%

17%

4%

0% 20% 40% 60% 80% 100%

Additional training hours

Additional equipment

Competitions and prizes

Financial incentives

Reduction of teaching

Fig. 6.3a: Percentages of students in schools with incentives to reward teachers using ICT in T&L (grade 4;

in % of students; Belgium and EU; 2011-12)

Belgium

EU

For further details please refer to Section 5 of the survey report.

46%

53%

9%

2%

0%

39%

33%

15%

12%

2%

0% 20% 40% 60% 80% 100%





Reduction of teaching hours

Fig. 6.3b: grade 8

Belgium

EU

24%

39%

10%

2%

2%

37%

38%

18%

14%

2%

0% 20% 40% 60% 80% 100%







Belgium

EU

38%

46%

7%

0%

0%

42%

43%

18%

20%

4%

0% 20% 40% 60% 80% 100%







Belgium

EU

7: CLUSTERS

THE DIGITALLY SUPPORTIVE SCHOOL

In Belgium, around 60% of students at grade 8 are in a digitally supportive school (i.e. having strong concrete support measures for teachers to use ICT in teaching and learning), a higher proportion of students in vocational education compared to the EU average situation (see Fig. A). The percentages of students in grade 4 and 11 general education are lower compared to the EU average; in addition, very high percentages (around 50%) of students at these two grades are in schools with weak policy and weak support. This situation seems to suggest a stronger policy focus at school level to integrate ICT in teaching and learning in lower secondary and vocational education, as opposed to primary and upper secondary general education. The percentage of students in this measure at grade 11 vocational is around the EU level.

At grade 8 Belgium ranks above the EU average considering schools with strong policy and strong support (type 1) but more than a third of students are in schools with weak support (type 3 and type 4). At grade 4 and 11 vocational Belgium ranks in the bottom ten countries on type 1, but in the middle rank of countries close at 11 general (see main report fig. 8.1).

DIGITALLY CONFIDENT AND SUPPORTIVE TEACHERS

Percentages of students taught by digitally supportive teachers (i.e. teachers with high confidence/attitude as well as high access to ICT and low obstacles encountered) are higher in Belgium at grade 11 general compared to the EU averages (see Fig. B). Conversely, at all other grades 4 the percentage of students taught by digitally positive teachers is particularly low while the percentage taught by teachers with low confidence/attitudes, low access and high obstacles is very high (approaching 70%). This seems to confirm a particularly weak situation in primary education concerning ICT use in teaching and learning, already suggested by the fact that less frequent digitally supportive schools are also encountered at this level.

At grades 4 and 8, the majority of students are being taught by higher percentages of teachers with low confidence/attitude and low access to ICT and facing high obstacles in Belgium compared to the EU average situation (see main report fig. 8.3).

25

37

25

20

16

6

34

37

0% 20% 40% 60% 80% 100%

Croatia Greece

Italy France Cyprus

Romania Hungary

Poland Finland

EU Sweden

Spain Latvia

Portugal Austria Turkey

Estonia Belgium

Denmark Slovakia Bulgaria

Lithuania Malta

Norway Ireland

Slovenia Czech_Rep

Fig. 7.1: Digitally supportive schools (% students, grade 8, EU and country level, 2011-12

School type 1 - Strong policy & strong support School type 2 - Weak policy & strong support School type 3 - Strong policy & weak support School type 4 - Weak policy & weak support

A low percentage of students at grade 8 compared to other countries is in schools with type 1 teachers (fig. 7.2) but at grade 11 general Belgium is among the upper group of countries, ranked seventh, in the middle group close to the EU average at 11 vocational, yet ranks fifth from the bottom at grade 4 (main report fig. 8.3).

THE DIGITALLY SUPPORTIVE STUDENT

A digitally supportive student being defined as having high ICT access and use at school and at home, the percentages of such students in Belgium are below EU means as can be seen in fig C.

18

23

11

31

32

24

39

22

0% 20% 40% 60% 80% 100%

Luxembourg Greece Cyprus Finland

Sweden Croatia

Romania Belgium

Denmark Latvia Malta

Czech_Rep Italy

Lithuania Turkey

EU France Norway Poland Austria

Bulgaria Estonia

Spain Slovakia Hungary Slovenia Portugal

Ireland

Fig. 7.2: Digitally supportive teachers (% students, grade 8, EU and country level, 2011-12)

Type 1 - • high teachers confidence/ attitude & high access/low obstacles Type 2 - • high teachers confidence/ attitude & low access/high obstacles Type 3 -• low teachers confidence/ attitude & high access/low obstacles Type 4 -• low teachers confidence/ attitude & low access/high obstacles

On this measure, percentages of type 1 grade 8 students are among the lowest in Europe (fig. 7.3), ranked fourth from the bottom, and in the bottom five at grade 11 (main report fig. 8.5).

THE DIGITALLY EQUIPPED SCHOOL

A digitally equipped school is well equipped, has fast broadband (above 10mbps) and is ‘connected’ (i.e. has at least one of these: a website, email for teachers and students, a local area network, a virtual learning environment). Analysis of the data revealed three clusters of schools according to these measures:

• Type 1: Highly digitally equipped schools, characterised by relatively high equipment levels, fast broadband and relatively high connectedness

• Type 2: Partially digitally equipped schools, with lower than type 1 equipment levels, slow (less than 10mbps) or no broadband, and some connectedness

29 18

36 25

31 24

53 66

36 46

50 55

18 16

28 30

19 21

0% 20% 40% 60% 80% 100%

EU Belgium

EU Belgium

EU Belgium

grad

e 11

voc

grad

e 11

gen

grad

e 8

Fig.C: Percentages of students by profile in terms of ICT use at home and at school (all grades, Belgium and EU, 2011-12)

Student profile 1 - High access/use at school & home

Student profile 2 - Low access/use at school & high access/use at home

student profile 3 - Low acess at school & home

24

31

55

50

21

19

0% 20% 40% 60% 80% 100%

Finland Austria Ireland

Belgium Luxembourg

Slovenia Croatia France

Romania Italy

Greece Spain

Sweden EU

Czech_Rep Hungary

Malta Slovakia

Cyprus Portugal Bulgaria Estonia Poland Latvia

Norway Lithuania

Turkey Denmark

Fig.7.3: Digitally supportive students (% students, grade 8, EU and country level, 2011-12)

Student profile 1

Student profile 2

Student profile 3

• Type 3: As type 2 but with no connectedness

In Belgium, over half of grade 11 general students are in type 1 schools and few students (except at grade 4) are in type 3 schools.

Fig. 7.4 shows how Belgium compares with other countries at grade 8 on this measure. No students are in type 3 schools compared to other countries and large numbers are in type 2 relative to other countries. Belgium ranks in the middle group of countries at all other grades (main report, fig. 1.13).

39 37

18 24

53 55

46 50

40 48

82 68

47 39

54 44

22 15

0 8

0 5

0 6

0% 20% 40% 60% 80% 100%

Belgium EU

Belgium EU

Belgium EU

Belgium EU

Gra

de

4 G

rade

8

Gra

de

11

gen

Gra

de

11 v

oc

Fig. D: Digitally equipped schools (in % students, Belgium and EU, 2011-12)

Type 1: Highly digitally equipped schools

Type 2: Partially digitally equipped schools

Type 3: Schools with low equipment levels, slow (less than 10mbps) or no broadband, and no connectedness

24

18

68

82

8

0% 20% 40% 60% 80% 100%

Finland Sweden

Denmark Norway France

Malta Portugal

Latvia Spain

Estonia EU

Austria Belgium Ireland

Lithuania Bulgaria Croatia Cyprus

Czech_Rep Greece Poland

Hungary Slovenia

Italy Romania Slovakia

Turkey

Fig. 7.4: Digitally equipped schools (% students, grade 8, country and EU level, 2011-12)

Type 1

Type 2

Type 3

CONCLUSION

Students in Belgium enjoy above EU average infrastructure conditions: in computer provision (particularly at grade 11), fast broadband (although twice the percentage of grade 4 students than the EU average are in schools without broadband) ‘connectedness’ (except at grade 4 again). Frequency patterns of teachers’ use of ICT equipment show a divide between grades 8 and 11 where it is around the EU mean and grade 4 where it is well below EU average. Student use is most frequent at grade 11 vocational and below EU average at other grades. Both student and teacher confidence levels in ICT are consistently below EU average, particularly with regards to use of social media. In- and out of school professional development provision and uptake appear uneven, while in-school support from an ICT coordinator appears to be more the rule in secondary than primary schools.

Analysis of the findings in the Survey of Schools: ICT and education suggests a ‘5C approach’ to addressing issues identified in the survey:

§ Capacity building, through sustained investment in teachers’ professional development § Concrete support measures, accompanying specific policies at school level § Combined policies and actions, in different policy areas within a systemic approach § Country-specific support, addressing large differences and degrees of ICT provision and

implementation § Competences: these four actions directed at increasing effectively and dramatically young

people’s digital competence and the key competences described in the European framework.

ANNEX

TABLES

Note: For reasons of space, only selected country-EU data tables are shown here; those for all-country charts (e.g. fig. 2.2) are available online. SE = Standard Error.

Fig. 2.1 Computers per 100 students

COUNTRY Grade4 SE1 Grade8 SE2 Grade11gen SE3 Grade11voc SE4

Belgium 13.3 (1.4) 23.5 (3.3) 28.5 (3.6) 38.6 (4.2)

EU 14.5 (0.7) 21.1 (1.2) 23.2 (7.7) 33.6 (10.6)

Fig. 2.3 Broadband speed

Level COUNTRY NoBroadband SE1 LessThan2 SE2 From2to5 SE3 From5to10 SE4 From10to30 SE5

1. Grade4 Belgium 17.3% (7.2) 13.6% (5.0) 25.7% (6.3) 12.6% (5.9) 14.2% (5.6)

EU 8.0% (1.3) 16.5% (2.3) 21.4% (2.4) 22.1% (2.2) 19.5% (2.2)

2. Grade8 Belgium 5.5% (0.9) 7.7% (4.9) 13.5% (6.8) 9.5% (5.0) 35.7% (8.8)

EU 5.0% (0.8) 9.6% (1.3) 19.1% (2.3) 27.7% (2.4) 24.8% (2.3)

3. Grade11gen Belgium 5.7% (4.2) 5.7% (4.1) 5.0% (3.6) 8.1% (4.7) 45.5% (8.7)

EU 3.7% (1.3) 6.2% (0.8) 18.0% (2.8) 23.2% (3.0) 25.4% (3.9)

4. Grade11voc Belgium 4.1% (3.1) 3.8% (0.6) 6.0% (3.5) 7.6% (3.9) 45.7% (7.9)

EU 6.5% (1.8) 6.2% (1.3) 15.2% (3.0) 21.2% (2.6) 24.2% (4.6)

From30to100 SE6 MoreThan100 SE7

15.3% (5.5) 1.3% (0.2)

8.6% (1.4) 4.0% (1.3)

25.8% (7.4) 2.4% (0.4)

8.6% (1.6) 5.2% (1.2)

24.8% (7.1) 5.3% (3.8)

13.3% (2.6) 10.3% (8.0)

28.4% (6.9) 4.3% (3.1)

15.7% (7.1) 10.9% (5.3)

Fig. 2.5 Connectedness

Level COUNTRY SchWebsite SE1 VLE SE2 NoConnect SE3

1. Grade4 Belgium 66.4% (7.5) 19.0% (4.8) 22.5% (7.0)

EU 69.7% (3.6) 26.8% (2.0) 15.9% (2.2)

Level COUNTRY SchWebsite SE1 VLE SE2 NoConnect SE3

2. Grade8 Belgium 100.0% (0.0) 72.5% (8.7) 0.0% (0.0)

EU 86.0% (1.6) 61.4% (3.0) 8.4% (1.2)

3. Grade11gen Belgium 97.6% (2.4) 79.1% (6.9) 0.0% (0.0)

EU 91.7% (3.1) 61.0% (7.9) 7.0% (2.9)

4. Grade11voc Belgium 100.0% (0.0) 89.1% (4.8) 0.0% (0.0)

EU 93.1% (1.8) 63.5% (4.7) 5.8% (1.6)

Fig. 3.1 ICT equip use by teachers

Level COUNTRY MoreThan75 SE1 From51to75 SE2 From25to50 SE3 From11to24 SE4 From6to10 SE5

1. Grade4 Belgium 4.9% (2.5) 3.9% (2.1) 2.9% (1.8) 13.9% (4.5) 32.9% (6.8)

EU 3.0% (0.4) 10.0% (2.4) 13.9% (1.4) 18.0% (1.8) 19.1% (2.1)

2. Grade8 Belgium 16.8% (3.7) 5.2% (2.4) 11.1% (2.5) 10.9% (2.6) 15.6% (3.0)

EU 7.4% (1.0) 6.8% (0.8) 14.7% (0.9) 20.7% (1.2) 18.9% (1.4)

3. Grade11gen Belgium 14.0% (4.2) 5.1% (2.1) 10.9% (3.3) 13.2% (3.1) 21.4% (4.7)

EU 7.0% (1.0) 8.1% (1.4) 14.9% (1.4) 22.9% (3.8) 17.1% (1.8)

4. Grade11voc Belgium 18.8% (3.3) 12.5% (2.8) 13.0% (2.8) 21.0% (3.3) 10.8% (2.6)

EU 19.3% (1.4) 12.1% (1.2) 16.8% (1.0) 19.3% (2.8) 13.2% (1.3)

From1to5 SE6 LessThan1 SE7 DontKnow SE8

20.6% (5.8) 12.4% (5.9) 8.5% (3.6)

20.7% (2.7) 8.7% (1.4) 6.7% (1.4)

18.7% (3.2) 14.2% (3.5) 7.5% (2.7)

14.4% (1.0) 11.0% (1.0) 6.1% (0.8)

18.1% (4.9) 11.2% (4.1) 6.0% (2.7)

14.0% (1.5) 10.3% (1.4) 5.7% (0.9)

14.7% (3.2) 4.4% (1.9) 4.8% (1.8)

9.0% (1.5) 6.8% (1.1) 3.5% (0.5)

Fig 3.2

Frequency of ICT use by teachers COUNTRY Grade4 SE1 Grade8 SE2 Grade11gen SE3 Grade11voc SE4

Belgium 12.8% (4.1) 35.7% (4.5) 32.0% (5.7) 46.4% (4.6)

EU 28.8% (2.6) 32.0% (1.6) 31.8% (1.8) 49.9% (2.1)

Fig. 3.3

Using ICT equipment Level Country OwnMobPhone SE1 OwnLaptop SE2 SchoolComputer SE3

1. Grade8 Belgium 42.5 (3.5) 10.4 (2.1) 47.3 (3.7)

EU 28.0 (0.8) 11.2 (0.7) 53.3 (1.1)

2. Grade11gen Belgium 19.7 (2.3) 6.5 (2.2) 39.8 (4.5)

Level Country OwnMobPhone SE1 OwnLaptop SE2 SchoolComputer SE3

EU 34.6 (1.3) 10.7 (1.1) 50.5 (1.5)

3. Grade11voc Belgium 36.7 (2.3) 8.1 (1.3) 63.7 (3.8)

EU 45.6 (1.3) 15.5 (0.7) 64.3 (1.5)

Fig. 4.1

Scales Teachers ICT skills Level COUNTRY SocialMediaSkills SE1 OperatSkills SE2

1. Grade4 Belgium 2.04 (0.14) 2.55 (0.09)

EU 2.41 (0.03) 2.98 (0.02)

2. Grade8 Belgium 1.93 (0.08) 2.81 (0.07)

EU 2.37 (0.04) 3.00 (0.03)

3. Grade11gen Belgium 2.09 (0.11) 2.95 (0.07)

EU 2.38 (0.07) 3.01 (0.03)

4. Grade11voc Belgium 2.09 (0.10) 2.91 (0.06)

EU 2.51 (0.03) 3.16 (0.02)

Fig. 4.2 Scales Students ICT skills

Level country SocialMediaSkills SE1 OperatSkills SE2 RespInternUse SE3 SafeInternUse SE4

1. Grade8 Belgium 2.20 (0.04) 2.42 (0.04) 2.42 (0.04) 2.77 (0.04)

EU 2.41 (0.02) 2.63 (0.02) 2.58 (0.02) 2.98 (0.02)

2. Grade11gen Belgium 2.59 (0.06) 2.72 (0.05) 2.82 (0.05) 3.04 (0.05)

EU 2.78 (0.02) 2.88 (0.01) 2.93 (0.03) 3.16 (0.02)

3. Grade11voc Belgium 2.30 (0.05) 2.55 (0.05) 2.58 (0.04) 2.84 (0.05)

EU 2.55 (0.02) 2.78 (0.02) 2.75 (0.02) 2.98 (0.02)

Fig. 5.1

Time in professional development Level COUNTRY MoreThan6 SE1 From1to3 SE2 NoTime SE3

1. Grade4 Belgium 14.3% (4.4) 34.8% (6.8) 29.0% (7.1)

EU 47.5% (4.2) 19.4% (3.0) 11.9% (2.4)

2. Grade8 Belgium 31.7% (4.2) 31.2% (5.0) 12.6% (3.1)

EU 60.7% (1.6) 15.6% (1.0) 5.2% (0.5)


EU 44.7% (5.2) 23.1% (3.4) 11.0% (1.6)


EU 49.4% (3.2) 20.5% (3.0) 9.7% (1.6)

Fig. 5.2 Type of training

Level COUNTRY OnlineComm SE1 ICTtraining SE2 PersonalLearning SE3

Level COUNTRY OnlineComm SE1 ICTtraining SE2 PersonalLearning SE3

1. Grade4 Belgium 13.9% (4.4) 38.5% (6.6) 58.7% (7.0)

EU 25.4% (2.5) 40.3% (3.2) 70.0% (2.8)

2. Grade8 Belgium 7.7% (2.2) 42.9% (5.5) 73.5% (4.3)

EU 30.8% (1.6) 50.5% (1.7) 74.2% (1.3)


EU 28.0% (2.4) 43.5% (2.2) 71.7% (2.2)


EU 28.2% (1.5) 41.4% (3.6) 70.8% (1.5)

Fig. 6.1 ICT Coordinator

COUNTRY Grade4 SE1 Grade8 SE2 Grade11gen SE3 Grade11voc SE4

Belgium 59.3% (7.6) 87.9% (7.6) 81.3% (7.2) 93.0% (3.9)

EU 62.0% (3.6) 79.6% (1.9) 67.7% (4.8) 69.7% (3.5)

Fig. 6.2

Type of ICT coordinator Level COUNTRY AvailFullTime SE1 Rewarded SE2 ProvPedSupport SE3

1. Grade4 Belgium 6.4% (3.6) 12.9% (4.8) 93.8% (3.2)

EU 39.3% (3.0) 56.5% (3.0) 75.9% (2.3)

2. Grade8 Belgium 45.4% (8.7) 32.4% (8.4) 73.6% (8.4)

EU 34.8% (2.9) 70.6% (2.4) 72.5% (2.5)


EU 49.6% (6.9) 63.6% (7.7) 73.4% (4.2)


EU 49.7% (3.3) 63.6% (4.6) 71.5% (3.9)

Fig. 6.3

Incentives Level COUNTRY TrainingHours SE1 Equipment SE2 Competitions SE3 FinancialInc SE4 ReductionHours SE5 Other SE6

1. Grade4 Belgium 14.1% (4.5) 10.5% (4.1) 0.7% (0.1) 0.0% (0.0) 0.9% (0.1) 2.5% (1.5)

EU 30.1% (4.5) 26.6% (3.8) 12.9% (2.4) 13.0% (2.1) 2.9% (0.6) 12.8% (2.3)

2. Grade8 Belgium 46.2% (8.7) 52.5% (8.8) 9.4% (6.0) 2.3% (0.4) 0.0% (0.0) 19.1% (7.7)

EU 34.1% (2.6) 33.6% (1.9) 13.3% (1.6) 10.0% (1.0) 1.5% (0.4) 14.8% (1.8)

3. Grade11gen Belgium 23.6% (7.2) 38.6% (8.1) 10.1% (5.1) 2.4% (0.4) 2.4% (0.4) 4.2% (3.4)

EU 36.9% (9.1) 37.7% (3.5) 17.6% (4.4) 14.3% (2.8) 1.7% (0.7) 15.3% (5.0)

4. Grade11voc Belgium 38.2% (7.2) 46.4% (7.4) 6.9% (4.2) 0.0% (0.0) 0.0% (0.0) 8.3% (5.0)

EU 41.6% (8.1) 43.4% (7.7) 17.8% (4.2) 19.4% (4.9) 4.3% (1.3) 18.7% (4.5)

Fig. A

Digitally supportive schools Level COUNTRY Type1 SE1 Type2 SE2 Type3 SE3 Type4 SE4

Level COUNTRY Type1 SE1 Type2 SE2 Type3 SE3 Type4 SE4

1. Grade4 Belgium 24 (5.54) 12 (3.62) 11 (3.86) 53 (7.08)

EU 31 (2.70) 17 (3.17) 22 (2.53) 31 (2.98)

2. Grade8 Belgium 37 (8.03) 20 (6.27) 6 (3.62) 37 (9.14)

EU 25 (1.91) 25 (2.20) 16 (1.83) 34 (2.15)

3. Grade11gen Belgium 28 (7.24) 7 (4.24) 18 (6.21) 47 (8.28)

EU 26 (2.28) 15 (8.69) 25 (3.74) 34 (5.30)

4. Grade11voc Belgium 21 (5.75) 8 (3.77) 34 (7.03) 37 (7.09)

EU 25 (3.12) 7 (2.21) 34 (7.50) 34 (8.58)

Fig. B Digitally supportive teachers

Level COUNTRY Type1 SE1 Type2 SE2 Type3 SE3 Type4 SE4

1. Grade4 Belgium 5 (2.58) 17 (4.93) 34 (6.70) 45 (7.21)

EU 18 (2.02) 33 (2.95) 25 (2.33) 24 (2.64)

2. Grade8 Belgium 18 (4.16) 11 (2.86) 32 (3.84) 39 (4.52)

EU 23 (1.43) 31 (1.27) 24 (1.52) 22 (1.17)

3. Grade11gen Belgium 34 (5.06) 11 (3.58) 45 (4.89) 11 (3.26)

EU 28 (2.41) 27 (2.68) 26 (1.65) 19 (1.67)

4. Grade11voc Belgium 21 (3.86) 8 (2.45) 42 (4.60) 29 (4.51)

EU 25 (1.49) 20 (2.69) 26 (2.83) 28 (1.67)

Fig. C Digitally supportive students

Level COUNTRY Type1 SE1 Type2 SE2 Type3 SE3

1. Grade8 Belgium 24 (2.91) 55 (2.60) 21 (1.99)

EU 31 (1.00) 50 (0.85) 19 (0.67)

2. Grade11gen Belgium 25 (3.36) 46 (3.24) 30 (4.02)

EU 36 (1.18) 36 (1.00) 28 (1.47)

3. Grade11voc Belgium 18 (2.21) 66 (2.44) 16 (1.75)

EU 29 (1.60) 53 (1.03) 18 (1.37)

Fig. D Digitally equipped Schools


1. Grade4 Belgium 39 (6.93) 40 (6.79) 22 (6.76)

EU 37 (4.43) 48 (4.15) 15 (2.12)

2. Grade8 Belgium 82 (5.33) 18 (5.33) 0 (0.0)

EU 68 (2.87) 24 (3.31) 8 (1.16)

3. Grade11gen Belgium 53 (8.21) 47 (8.21) 0 (0.0)

EU 55 (12.27) 39 (10.34) 5 (2.06)

4. Grade11voc Belgium 0 (0.0) 46 (7.26) 54 (7.26)


EU 6 (1.88) 50 (13.83) 44 (12.07)

NOTES

EU mean. In this report, ‘EU mean’ refers to the weighted average for the 27 countries in the survey (EU27 without Germany, Netherlands and the United Kingdom, Croatia, Norway and Turkey).

Computer ratios. Any slight discrepancy between values in tables is explained by the slightly different method of calculation used. For further information please refer to the Technical Report.

Confidence. Teachers and students were asked to rate their level of confidence in their ability to perform ICT related tasks according to a scale ranging from ‘not at all’ to ‘a lot’. By subjecting the data to factorial analysis four scales emerged from the list of items. These included operational skills and social media skills and two additional scales related to students’ ability to use the internet safely and responsibly. For a detailed definition of these skills, please refer to section 4 of the survey report.

Participation. For the Survey of Schools: ICT and Education, 300 schools in Belgium were selected at random at each of four levels (grade 4, 8, 11 general and 11 vocational) and invited to participate in the survey. Fig. 1.1 shows the percentage of those schools in which at least one survey questionnaire was submitted, the EU average ranging from 35 to 40 percent depending on the grade. In Belgium at all grades participation levels exceeded the 20% threshold.

35.1

26.6

21.3

25.0

37.4

39.6

35.3

35.6

0 20 40 60 80 100

Grade 4

Grade 8

Grade 11 gen

Grade 11 voc

Participation rates (% of sampled schools with at least one questionnaire completed, all grades, Belgium/EU, 2011-12)

Belgium

EU mean

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