Flemish Community Belgium

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Flemish Community (Belgium)
Appendix 2 to the Report of the fifth Meeting of
the EU-wide Network of Civil Servants working in
the field of arts and cultural education. Graz
(Town hall/ Media Centre), June, 7 and 8 2006

• Department of Education and Formation
• Cultural entity, CANON.
• www.canoncultuurcel.be
• Brecht Demeulenaere, co-ordinator

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Social Demands towards Arts Education

• Lifelong Learning

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• Sociopolitical background
• Government targets social demands
• Specific research
• Social role of arts and culture education
• Lifelong and Life-broad Learning

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BackgroundGlobalization
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• 1. Economical insecurity
• 2. Political decline in power of nation-states
• Supranational institutions ? problematic aspects
  of democracy
• Economical organisations ? contra-democratic
  tendencies
• 3. Social changing structures, cohesion
• 4. Cultural focus on and problematisation of
  cultural identity
• Global culture vs. heritage
• Multicultural vs. intercultural vs. monocultural

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• 5. Psychological individual crisis
• Research on fear of crime in Flanders
• fear of crime is very high
• no link with criminality, but
• one is afraid because one feels economically
  insecure. People cant cope with the changes in
  society and the technological evolution, because
  they dont have enough social contacts.
• the media project these feelings of insecurity on
  criminality
• leads towards social distrust and hardening of
  attitudes , tendencies towards the political
  extreme right
• lack of social participation increases insecurity
• ELCHARDUS, M. SMITS, W., 2003, Bedreigd,
  kwetsbaar en hulpeloos onveiligheidsgevoel in
  Vlaanderen, 1998-2000. In Vlaanderen Gepeild!,
  Vlaamse Gemeenschap, Brussel, 99-136.

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B. Government Targets

• Work on peoples competencies
• Increase participation
• Create equal opportunities
• Offer permanent education

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C. Research hypotheses

• 1. Smits Social participation culture and
  school
• 2. Lievens Cultural participation
• Parental environment
• level of education and role of individual teacher
• 3. KBF poverty non participation
• Psychological instead of financial causes
• Important aspect of life.
• 4. Bamford individual and social benefits of
  arts education

• BAMFORD
• Quality rich arts education improves
• cognitive development and well-being
• community perceptions of schools
• interest in education and respect for the school
• local civic and social pride
• Perception of improved employment opportunities
• Re-engagement in civic pride and heritage issues
• participation of the broader community in the
  arts

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• Bibliography
• SMITS, W., Maatschappelijke participatie van
  jongeren. Bewegen in de vrijetijds-, sociale en
  culturele ruimte. Eindverslag van het Programma
  Beleidsgericht Onderzoek 'Maatschappelijke
  participatie van jongeren'. PBO99A/14/85 in
  opdracht van de Administratie Cultuur, Afdeling
  Jeugd en Sport van de Vlaamse Gemeenschap,
  Onderzoeksgroep TOR, Vakgroep Sociologie, Vrije
  Universiteit Brussel, 2004.
• LIEVENS, J., WAEGE, H. DE MEULEMEESTER, H,
  2005. Cultuurparticipatie gewikt en gewogen.
  Basisgegevens van de survey 'Cultuurparticipatie
  in Vlaanderen 2003-2004, Antwerpen.LIEVENS, J.
  WAEGE, H, 2005, Cultuurparticipatie in
  breedbeeld, Eerste analyses van de survey
  'Cultuurparticipatie in Vlaanderen 2003-2004,
  Antwerpen.
• DIERCKX, D., 2001, Armoedebestrijding in
  Vlaanderen, Recente evolutie inzake
  cultuurparticipatie en vrijetijdsbesteding,
  Brussel.
• BAMFORD, A., 2006, Global Research Compendium on
  the impact of the arts in education, Münster.

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D. Social potential of Arts and Culture Education

• Improvement of participation
• Countering the effects of social inequality
• Better individual ability and competencies
• Perception of education

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Conditions for succes?

• Quality poor quality arts education
  counterproductive
• Equal opportunities democratizing role of
  education
• Broad cultural concept not limited to
  the arts
• Start early leveling and stimulating impact
  school before 12
• Dont stop lifelong learning
• Dont limit life-broad learning

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E. Lifelong, Life-broad Learning

• Constantly changing environment
• Creativity cornerstone of EU economy
• Ageing of the European population
• Social mobility
• Life-broad learning
• Better social participation requires quality rich
  and affordable permanent cultural education.