Academic literature on the topic 'Learning strategies – Belgium'

The main outcome of the WebCEF project (2006-2009) is an online collaboration tool for self-, peer-, and expert assessment of oral proficiency in the foreign language using the Common European Framework of Reference (CEFR). One distinctive feature of WebCEF is that it brings together learners and assessors in virtual communities of practice, locally and internationally. Thanks to the use of low-threshold technology, this tool – available freely online – has been used successfully in formal, non-formal, and informal learning. Attesting to its continued relevance, WebCEF was awarded the European Language Label in 2011. In this chapter, the authors discuss an experience involving trainee teachers of English as a Foreign Language (EFL) of the University of Leuven (Belgium), EFL students at the Université de Savoie (France), and language teachers in France. It will be demonstrated how WebCEF can be a powerful platform for professional development through social mediation and a support for learner autonomy through assessment for learning.

This chapter assesses how the Jews of France, Belgium, and the Netherlands dealt with the unprecedented religious, educational, and cultural needs of their diverse constituents. The sharp increase in the number of alienated and unaffiliated Jews was a source of deep concern to rabbis and religious educators. In response, Orthodox institutions initiated liturgical changes that they hoped would make religious services more attractive. Liberal Judaism also made new inroads. Many young Jews had lived through the war years without any access to Jewish learning or Jewish communal life. In addressing the needs of this ‘lost’ generation, local Jewish educators not only had to develop innovative pedagogical techniques, such as informal classes, public lectures and discussion groups, and the use of radio, television, and film but also had to find ways of reintegrating young people into Jewish and general society. Thanks to funds received from the Claims Conference in the early 1950s and with the assistance of teachers and curricula supplied by American and Israeli agencies, Jewish pedagogues, rabbis, and administrators in western Europe not only formulated creative strategies to educate children, but also set about training new administrators, spiritual leaders, and schoolteachers.