Belgium – Education and training services – Framework service agreement concerning the recruitment of providers for continuing professional training for staff members at all levels of compulsory education and for WBE promotion and selection functions.

Opportunity description

This service contract concerns training services within the framework of continuing professional training for staff members at all levels of compulsory education and for WBE promotion and selection functions. Drawing on staff members’ experience, mobilize digital resources that facilitate collaboration. Experiment with these tools and highlight their added pedagogical value, taking into account the specific characteristics of their institution. Starting from the practices of MDP and mobilizing the skills developed at the IFPC, have MDP experience the difficulties encountered by pupils with specific needs in order to address diversity. Mobilize this experience to co-construct or adapt their teaching or educational practices. At the end of the training, reflect critically on their practices. Ministerial Circular No. 3314 of 22/09/10 makes possession of the CATAGSAE certificate mandatory for supervising climbing on artificial structures in primary and secondary schools. This training is necessary for anyone who does not have other certifications of technical and pedagogical skills in climbing. This updating of CATAGSAE knowledge is mandatory every 4 years in order to retain CATAGSAE certification. Ministerial Circular No. 3314 of 22/09/10 makes possession of the CATAGSAE certificate mandatory for supervising climbing on artificial structures in primary and secondary schools. This training is necessary for anyone who does not have other certifications of technical and pedagogical skills in climbing. Experience a collective framework that gives space to individuals and the group. Clarify concepts such as: exclusion, integration, differentiation, disability, difference, impairment … Take part in activities in different modes that enable encounters, expression and inclusion. Based on MDP practices, apply collaborative concepts and master differentiated teaching practices for all pupils, taking into account the steering plan or the objectives contract and/or WBE’s educational and pedagogical project. Experiment with these practices. Co-construct tools in order to implement these practices in their classroom. At the end of the training, reflect critically on their practices. Based on MDP practices, master the concepts and apply them through specific tools that meet the needs of pupils in their institution. Co-construct tools to help resolve these misunderstandings in their institution. At the end of the training, reflect critically on their practices. Integrate early warning signs of dropping out into the institution’s school engagement strategy, taking into account the school’s OASE and WBE’s educational and pedagogical projects. Co-create observation and analysis grids for at-risk situations in their institution. At the end of the training, reflect critically on their practices. Master the features of digital tools to support pupils with specific needs in compliance with WBE requirements. Co-construct teaching sequences incorporating digital tools to support pupils with specific needs in accordance with WBE curricula. At the end of the training, reflect critically on their practices. Based on MDP practices, master the concepts and apply them through specific tools that meet the needs of pupils in their institution. Experiment with the methods underlying explicit teaching. Co-construct tools to help resolve misunderstandings in the institution and to apply them in their classroom. At the end of the training, reflect critically on their practices. Drawing on MDP practices and mobilizing the skills developed at the IFPC, master the fundamentals of social interactions and conflict. Experiment with mediation tools. Adjust team practices. Co-construct methods and tools. At the end of the training, reflect critically on their learning. Starting from MDP practices and mobilizing the skills developed at the IFPC, integrate effective feedback mechanisms to differentiate the learning pathway in line with WBE curricula. Experiment with the principles of effective feedback. Co-construct teaching sequences incorporating these principles. At the end of the training, reflect critically on their practices. Mobilize resources that facilitate collaboration. Experiment with and sustainably implement these tools, and highlight their added pedagogical value, taking into account the specific characteristics of the institution. At the end of the training, reflect critically on their practices. Based on MDP practices, apply the concepts and master differentiated teaching practices for all pupils, taking into account the steering plan or the objectives contract and/or WBE’s educational and pedagogical project. Experiment with these practices. Co-construct tools in order to implement these practices in their classroom. At the end of the training, reflect critically on their practices. Based on MDP practices, apply the concepts and master differentiated didactic practices for all pupils, taking into account the steering plan or the objectives contract and/or WBE’s educational and pedagogical project. Boulevard du Jardin botanique 20-22 B-1000 Brussels Page 15 of 36 www.wbe.be Experiment with these practices. Co-construct tools that promote the implementation of these practices in their classroom, taking into account WBE curricula. At the end of the training, reflect critically on their practices. Starting from MDP practices and mobilizing the skills developed at the IFPC, integrate the concepts and methods of self-assessment and formative assessment. Experiment with these concepts. Construct a learning sequence incorporating formative assessment sessions. At the end of the training, reflect critically on their practices. Drawing on MDP practices and mobilizing the skills developed at the IFPC, understand the various bullying phenomena relating to their institution. Experiment with methods to combat bullying. Co-construct tools for a common institution-wide policy to combat and prevent bullying. At the end of the training, reflect critically on their learning. Starting from MDP practices and mobilizing the skills developed at the IFPC, co-construct tools to deconstruct these stereotypes and prejudices specific to the institution, taking into account WBE curricula. At the end of the training, reflect critically on their practices. Understand the phenomenon of agitation and aggression. Learn to physically manage agitation and physical aggression in children and young adults. As staff members of a specialized institution, a residential care home or a boarding school, be equipped to deal with this type of phenomenon. Advanced level: understand the phenomenon of agitation and aggression. Learn to physically manage agitation and physical aggression in children and young adults. As staff members of a specialized institution, a residential care home or a boarding school, be equipped to deal with this type of phenomenon. Based on MDP practices, mobilize the institution’s internal and external resources, including the CPMS. Co-construct tools that enable parents to become involved in their children’s educational pathway. At the end of the training, reflect critically on their practices. Raise awareness of first-aid measures. Establish a risk-prevention framework at school. Ensure their own safety and that of others. Raise awareness of the issues surrounding school climate. Lay the essential foundations for understanding the levers of a school climate favorable to all. Effectively integrate media education into your classroom practice. You will discover how to transform theoretical foundations into concrete, adaptable activities while avoiding common pitfalls. Discover the pillars of the educational approach to guidance and integrate them into both subject content and practical activities. Prepare those in promotion and selection functions to interact effectively with journalists, whether during interviews, press conferences or other situations involving the media. Structure their remarks, manage stress, and master verbal and non-verbal communication. Based on MDP practices, master the pedagogical use of games in order to support pupil motivation and engagement, taking into account WBE’s educational and pedagogical projects. Experiment with these methods. Co-construct tools for using game-based learning in their classroom, taking into account WBE curricula. At the end of the training, reflect critically on their practices. Based on MDP practices, apply the concepts and master flipped-classroom practices in support of differentiated teaching for all pupils, taking into account the steering plan or the objectives contract and/or the Organizing Authority’s educational and pedagogical project. Experiment with these practices. Co-construct tools in order to implement these practices in their classroom. At the end of the training, reflect critically on their practices. Procedure: open. Review the original TED notice for the complete requirement, lots, amendments and attachments.