Objectives of general skills

• Analyse a situation of teaching and learning in reference to theories and methodological approaches resulting from developments in educational sciences.
• Master and appropriately mobilise knowledge, models, methods and techniques used in various fields of educational sciences in order to understand a teaching-learning situation.
• Analyse and model an educational action by critically selecting theories and methodological approaches, and taking into account multidisciplinary aspects.
• Develop and support a teaching-learning device, and implement and evaluate it.
• Master knowledge about different teaching-learning devices as well as implement them.
• Critically analyse the extent and limitations of different teaching-learning devices.
• Implement teaching-learning device with reference to models, taking into account the specificities of the situation encountered, involving professionals or not.
• Communicate and exchange information in the specific field of teaching and academic learning in a structured and adapted way to the intended purpose and relevant public.
• Present and structure data in a clear, precise, neutral, and non-oriented way.
• Present (orally and in writing) a personal and adapted summary to the public concerned (to colleagues, non-specialists, sponsors or hierarchy), resulting from their own productions or not.
• Appropriately use presentation materials.
• Work effectively with different actors as part of a team or a network of professionals in the specific field of teaching and academic learning.
• Contribute to the coordination and animation of a multi-professional and multi-disciplinary team.
• Identify professional networks, interact and collaborate with them, and research external expertise if necessary.
• Act ethically and professionally in the specific field of teaching and academic learning.
• Refer to ethical principles to define the framework of their professional practice.
• Act in compliance with specific legislative frameworks athe specific provisions of the context (code of ethics, educational projects, etc.).
• Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
• Assess and pursue professional and personal development in the specific field of teaching and academic learning.
• Adopt a reflexive stance in relation to their skills and practice and regulate their actions.
• Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
• Continue to train and improve their skills.

UE's Learning outcomes

The training aims the general objective and skills outlined in the general presentation of the administrative axis, ie, knowledge of legal and regulatory matters and expertise in administrative, logistical and financial aspects about the schools, the Decree of the Government of the French Community of 26 September 2007 determining the training plan on common component to all networks for the training of managers.

The training module aims to develop the ability to:
- Find information about the legislation and in education regulation and identify relevant resources to deal with a problem to which a director may face;
- Understand the meaning and scope of the legal basis;
- Find, in these legal bases (available on paper or electronic), the answer to a question on simple practical examples from everyday life.

UE Content

The legal texts considered cover basic education, secondary education and social advancement education, both for regular education (full-time or not) and for special education. Unless otherwise stated, the reference date for responses considered in evaluations is the date of the examination.

The information shall be authentic are those available online via the website www.gallilex.cfwb.be

The teaching unit includes four theoretical parts:
- The general principles of law;
- The general organization of education;
- The general organization of a school;
- Reading and understanding legal texts.

The course unit also includes a practical part, which consists of analyzing specific cases.

Prior experience

Not applicable

Term 1 for Integrated Assessment - type

• Written examination

Term 2 for Integrated Assessment - type

• N/A

Term 3 for Integrated Assessment - type

• Written examination