California Conservative

John Stossel’s education documentary, “Stupid in America” received a lot of attention for exposing the problems in public education and advocating school choice. One interesting segment of the program focused on how the money follows the child in Belgium. Consequently, there was footage filmed of a Belgian student speaking several languages. This particular portion piqued my interest, compelling me to investigate the importance placed on learning a second language in that country. Researching, I learned much more about the differences between our two countries’ educational systems. Certainly, the system of education in Belgium could teach us a thing or two.

In Belgium, parents can choose to educate their children in Wallonia, where education is done in French; the Brussels Region, where both languages are available; or Flanders where education is done in Dutch. In Brussels, because there is a small German speaking community, there is an option to learn in German or French.

In the United States, there is a movement to educate students in English only, even though the most current research available suggests that students learn best when some bridging is allowed to take place; utilizing native language to clarify concepts until students are able to learn exclusively in a second language. Additional studies have indicated that the test scores of students, who are the product of high quality dual language programs, are stronger than those who discontinue studies in their native language. Knowledge in a first language transfers to a second language.

“Belgium is a multilingual community, with given subjects in a second language and studies of a third are required.”1 The health of their economy is based on foreign trade. Clearly they have good reason to place such importance on learning a second language. President Bush, borrowing from the Belgium playbook recently announced his National Security Language Initiative. He explained,

Deficits in foreign language learning and teaching negatively affect our national security, diplomacy, law enforcement, intelligence communities and cultural understanding. It prevents us from effectively communicating in foreign media environments, hurts counter-terrorism efforts, and hamstrings our capacity to work with people and governments in post-conflict zones and to promote mutual understanding. Our business competitiveness is hampered in making effective contacts and adding new markets overseas.

To address these needs, under the direction of the President, the Secretaries of State, Education and Defense and the Director of National Intelligence have developed a comprehensive national plan to expand U.S. foreign language education beginning in early childhood and continuing throughout formal schooling and into the workforce, with new programs and resources.2

One of the guidelines the European Commission wishes to impose on institutions of learning is:

Proficiency in three Community languages, as multilingualism is a fundamental element of the learning society and an essential condition for benefiting from the occupational and personal opportunities opened up by the
single market. The Commission proposes a creation of a “European Quality Label” which would be awarded to schools that have been the best in developing the teaching of languages.3

Belgium has “Homework Schools,” in which children receive help with their homework outside of school hours. Students attend such places because at the end of an academic year they must receive a minimum of 60 percent before being allowed to advance a grade. Children are not usually held back more than one year without ministerial intervention.4

In Belgium primary school, the main focus is on learning either the French or Dutch language and in learning mathematics. Students who haven’t earned a primary education certificate before age twelve may take a transition year of courses. If successful, the student can then enter the first of six years of secondary school or the second year of vocational studies.

In the United States, students have been allowed to advance grades regardless of whether or not they have made adequate yearly growth. The repercussions from such practices have been to graduate students needing remediation in order to achieve success in college or the work force. High percentages of students drop out of high school because it becomes too difficult. In Belgium, although students are permitted to leave full time education at the age of 15/16, they must remain in part time education or undergo an apprenticeship until age 18. NCLB is currently trying to address the travesty allowed to occur in public schools throughout the United States by attaching conditions to receiving federal funds. If nothing else, much attention has been drawn to the disparities in education that many public schools have been providing.

Specific to the French community of Belgium, students must have religious or moral instruction. In the United States, even though the phrase “wall of separation” occurs nowhere in the federal Constitution, laws have been upheld that force religion out of the schools. Other interesting differences, Special Education students receive most of their lessons in special schools. Secondary schools teachers are subject specialists. Those who teach the upper secondary school students are required to have greater qualifications and generally hold a doctorate. In our public school system, students with behavioral problems are allowed to disrupt class and teachers without subject mastery are allowed to instruct students in the middle schools.

Students attending college in Belgium must adhere to strict rules and customs. It would be highly unlikely to hang out at a bar with the instructor or engage in academic discourse during class time because,

A professor has a great deal of social prestige and still maintains a certain distance between him/herself and his/her students. Also, students do not interrupt a lecture to request explanation, depending on the type of course. Instead, they call on the professors by appointment only.5

Students who don’t pass exams are not necessarily given the option to continue in a program, there are no curves, and all grades are absolute.

There are many within the education system who would strive to make it better but there are many barriers to success. One in particular is the education unions which are more interested in spending money collected from members on political agendas instead of the communities that need additional resources. Another is that public funds do not follow the child. In the words of President Ronald Reagan, “The Great Communicator”, Mr. Weaver, “Tear down this wall!”

Footnotes/References:

FRENCH COMMUNITY OF BELGIUM

1, 3, 4, 5 U.S. & FOREIGN COMMERCIAL SERVICE, 07/03/2002

Nancy Salvato is the President of The Basics Project, a non-profit, non-partisan research and educational project whose mission is to promote the education of the American public on the basic elements of relevant political, legal and social issues important to our country. She is also a Staff Writer, for the New Media Alliance, Inc., a non-profit (501c3) coalition of writers and grass-roots media outlets, where she contributes on matters of education policy.

This entry was posted on Sunday, January 29th, 2006 at 3:52 pm and is filed under Academia, Articles, Education, Liberals, Op-Ed, Special Interests. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.