VUB analyzes data on early childhood education as part of the international TALIS 2024 Starting Strong study

The Vrije Universiteit Brussel (VUB), under the leadership of Prof. Dr. Filip Van Droogenbroeck and colleagues, conducted the analyses on Flemish early childhood education as part of TALIS 2024 Starting Strong. In 2024, Flanders participated for the first time in this international study on staff in childcare and early childhood education, initiated by the OECD. The report describes the working conditions of teachers and school leaders in Flanders and compares them with those of their peers in several European countries.

Relatively highly educated teachers

Staff in Flemish preschools are highly educated. About 90% of preschool teachers hold at least a bachelor’s degree, compared to 60% in the reference countries. Flemish preschool teachers take on nearly all tasks themselves—more so than in other countries—and make only limited use of profiles such as childcare assistants, learning support staff, and interns.

Flemish teachers feel well prepared by their training, although less so in terms of digital skills and diversity. The latter is notable, as school leaders report that the student population in Flanders is highly diverse.

Longer workweek, fewer contact hours with children

Full-time Flemish preschool teachers work significantly more hours per week (35.1 hours) than their European colleagues (32.9 hours). They also have fewer contact hours with their pupils (26.4 hours compared to 30.0 hours). A quarter of their working time goes toward planning, preparation, meetings, and administrative tasks. Those working part-time spend proportionally more time on additional tasks such as administration and pupil follow-up.

Training of school leaders

Compared to their international peers, most Flemish preschool school leaders more often hold a bachelor’s degree rather than a master’s or doctorate and have on average less experience than their European colleagues.

The gender gap between teachers and school leaders is also more pronounced in Flanders than in other countries: there are relatively more male school leaders than teachers. School leaders are concerned about educational quality due to a shortage of sufficiently qualified staff, and less about material issues such as lack of indoor space or limited financial resources.

Large class sizes, less support staff

Classes in Flemish early childhood education are on average larger than in the reference countries. Teachers have access to less support staff.

Teachers do not primarily seek higher pay, but rather smaller class sizes, better and more spacious infrastructure, additional materials, and more support for children.

High job satisfaction, lower societal appreciation

Teachers and school leaders report high job satisfaction and are generally satisfied with their salary. Only 4 out of 10 preschool teachers feel that society values their work. This result is higher than in primary and secondary education in Flanders and also higher than among their European colleagues, but remains low overall.

The study was conducted by the VUB TALIS team, consisting of: Prof. Dr. Filip Van Droogenbroeck (promoter – spokesperson), Prof. Dr. Jerich Faddar, Prof. Dr. Jessy Siongers, Prof. Dr. Bram Spruyt, Prof. Dr. Valérie Thomas and Prof. Dr. Dimokritos Kavadias (co-promoters), Petrus Te Braak (postdoctoral researcher), Robin Simon and Kylian Almey (researchers).

More info:

• Filip Van Droogenbroeck
  ​Phone number available via the VUB press office
  ​Filip.Van.Droogenbroeck@vub.be
• Consult the report here: https://www.vlaanderen.be/onderwijsprofessionals/nieuwsberichten/talis-2024-starting-strong