Contact ISSA Member


VBJK

VBJK
Ghent
Belgium
(+32) 9 232 47 35
Geographical Focus
Regional levelInternational level
Type of organisation
NGO
Main Activity Type
Service ProvisionCapacity BuildingPolicy developmentAdvocacyResearch and knowledgeMonitoring and EvaluationPublishing
Focus
Quality PedagogyChild RightsAccess to ServicesParenting SupportSocial inclusion for Romani and migrant childrenSocial inclusion special needs
Targeted Age Groups
Birth to threeThree to SixSix to Ten
Members target groups
ChildrenVulnerable marginilized childrenParents/care-takersEducatorsPractitioners with migrant backgroundIn-service training providers

Mission

VBJK wants to support parents and educators, in a scientifically sound way, in the education of children within the family, the school and all early childhood services as fully-fledged educational environments, and this from a perspective of emancipation and solidarity, respecting children’s rights and diversity among families.
Main focus is aimed at values and projects dealing with:
- accessibility: early childhood services as a right for all children and their parents
- affordability of services
- a pedagogical approach, focusing on the holistic and multiple development of children
- participation as an essential value
- coherence and global approach
- focus on diversity, non-discrimination, and democracy
- looking at evaluation as a permanent, participatory and democratic process
- working towards a ‘new’ early years professional, being critical, reflective, open to dialogue and respecting diversity
- considering school and early childhood services as equal partners, sharing the same image on childhood and education
- valuing international cooperation and exchanging knowledge and ideas

News

Date: 23-06-2021

ISSA Members are at the Forefront of Innovations in the Early Years Sector in Europe

The European Commission’s ECEC webinar highlighted 7 initiatives from across Europe. ISSA or ISSA Members have been actively engaged in each of them.

Date: 06-04-2021

New Flemish ECEC Magazine is Launched by the ISSA Member

VBJK is launching the new Flemish magazine on ECEC Kindertijd . The first issue of the magazine will be published in the fall of 2021. 

Date: 12-02-2021

‘I like it here, it feels like a second home’ – EDUCAS presented to a broad international audience

EDUCAS project was presented to a broad international audience during the ISSA Connects Week in December 2020. 

Date: 28-10-2020

Early Childhood Education and Care Spaces - Children’s Vision

90 children, 3 to 6 years old from Belgium, Italy and Lithuania were asked to draw their favourite space of the school.

Date: 18-09-2020

Playing at Home is also Learning

Parents in Flanders, Belgium, tell through pictures what their children learn at home by playing. Two months without school and preschool. Two months without learning? Not at all, because playing is learning.

Resources and practices

Reclaiming transitions as inclusive relational spaces in times of crisis and beyond



Lessons learned from the COVID-19 pandemic

Investing in professionalization of ECEC staff to foster smooth transitions in times of crisis and beyond



Lessons learned from the COVID-19 pandemic

InTrans General Framework: What are Warm and Inclusive Transitional Inclusive Practices Across the Early Years



Draft document

START- Sustaining Warm and Inclusive Transitions across the Early Years. Final report with implications for policies and practices



Transitions across the home environment, early childhood education and care (ECEC) settings and compulsory school education (CSE) mark significant changes in the life of children and their families and communities.

The points of view of families, professionals, children



The EDUCAS project planned to start the Continuous Professional Development Paths (CPD) in the three countries involved (Belgium, Lithuania, Italy) with specific focus groups involving families and staff in the ECEC centers partners of the project. The aim of the focus groups has been:

Supporting the collaboration between ECEC core and assisting practitioners: Experiences of professional learning communities in two Slovenian pilot kindergartens



The purpose of this report is to demonstrate development and implementation of a common path of professional development for professionals: ECEC core and assisting practitioners in two Slovenian kindergartens involved in the VALUE project.

Supporting the collaboration between ECEC core and assisting practitioners: Experiences of contextual professional development in two Portuguese pilot schools



In this report we present a description and reflection of the learning path carried out in Portugal, by the teams of Lisbon and Santarém.

Supporting the collaboration between ECEC core and assisting practitioners: Experiences from Learning Labs at the three Danish pilot schools



This report examines the question "How can professional development in learning laboratories enhance professional identity, a holistic perspective approach to education and care (educare) and collaboration among and between core and assisting practitioners within Danish ECEC settings?"

Supporting the collaboration between ECEC core and assisting practitioners: Experiences of two Belgian pilot schools



In this Belgian Pilot Report, conducted as part of the VALUE project, we examine how collaborative learning between ECEC core and assisting practitioners can be supported as part of sustainable CPD (Continuous Professional Development) path in the context of Flemish community of Belgium. 

Value Roadmap: Pathways towards strengthening collaboration in early childhood



The ambition of this roadmap is to inspire you, as a reader, to strengthen collaboration between assisting and core practitioners in ECEC.

Supporting the collaboration between ECEC core and assisting practitioners: endline report of the VALUE project in four countries



In this VALUE endline report, the following question is examined: How can continuous professional development (CPD) strengthen professional identity, holistic approaches to educational work (educare) and cooperation between core and assisting practitioners working within the field of Early Childh

Supporting Social and Emotional Well-Being of Children in Early Childhood Education and Care through Team Reflection



These Guidelines are the outcome of the second part of the SEED project, during which a group reflection pathway, called WANDA1, was piloted with 80 ECEC practitioners with the aim to help them to deal with daily challenges in their practice so they could better support the socio-emotional well-b

The WANDA Method: Overview and Steps Forward



This resource summarizes the contents of the Peer Learning Activity (PLA) among ISSA members during 5 years, which focused on the WANDA methodology.

WANDA



To develop a new method of professionalization for low qualified practitioners in the 0-3 sector of the Flemish Community of Belgium, in 2010 Artevelde Hogeschool (University College in Gent) and VBJK (Center for Innovation in the Early Years), with ESF (European Social Fund) funds, started a pro

Quality of Early Childhood Education Services - Albania, Bosnia and Herzegovina, Kosovo, Montenegro



The report Quality of Early Childhood Education Services - Albania, Bosnia and Herzegovina, Kosovo, Montenegro resulted from a consultancy carried out by Jan Peeters from VBJK (ISSA's member from Flanders) for the UNICEF Regional Office for Europe and Central Asia (UNICEF ECARO).

NESET II Analytical Report: Transforming Europen ECEC services and Primary school into professional learning communities: drivers, barriers and ways forward



NESET II report on Professional Learning Communities. Each child its own story: Diversity in child care centres (from birth to 13 years) is a book acknowledging that every child starting at a childcare centre (day care, preschool and afterschool care) brings along its own experiences and its own

European Quality Framework: High 5 Quality Scan



The High 5 Quality Scan is an evaluation tool based on the European Quality Framework for Early Childhood Education and Care accompanying the 5 Steps to Quality Training Package.

European Quality Framework: 5 Steps to Quality



The training package 5 Steps to Quality is promoting the implementation of the European Quality Framework for Early Childhood Education and Care (EQF) with the aim to building and improving the quality in early childhood education and care services at country and organisation level.

Manual for Diversification of Programs for Preschool Education



Two ISSA members, CIP (Center for Interactive Pedagogy/Serbia) and VBJK/Belgium, co-authored this manual as a result of the work they carried out under two large projects in Serbia: