NARIC guide on Higher Education Systems in the European Union

II. Higher education in the Flemish Community
In the Flemish Community, the influence of the government on education institutions is not as important as in the French- or
German-speaking Communities.
Since the reform of 1994 of non-university higher education, the hogescholen are either autonomous (i.e. incorporated public
institutions) or belong to subsidised education organised by private organisations. In a few cases the provinces still act as
establishing body.
As regards universities, whether public or private, Flemish legislation also made them fairly autonomous in 1991.
A number of organisations have been created by the Flemish authorities and they fulfil a particular task or role on an
administrative or educational level in higher education.
The Department of Education:
passes legislation in the field of finances, defines the minimum standards of organisation, fields of studies, staff statutes,
quality control, admission policy;
determines the minimum and maximum tuition fees;
supervises the compliance with legislative standards (budget control);
evaluates the equivalence of foreign diplomas.
Vlaamse Onderwijsraad (VLOR)
VLOR is a supreme council, which has advisory authority for every type of education, except university education.
Vlaamse interuniversitaire Raad (VLIR)
Consultancy body for the Flemish universities and advisory body for university problems.
II.1. The institutions of higher education
Within higher education the following distinctions are made.
II.1.1. Hogescholen (non-university higher
education)
A distinction must be made between:
(a) one-cycle courses (three years);
(b) two-cycle courses (first cycle of two years; second cycle of two or three years). The two-cycle courses are academic.
Non-university higher education offering one-cycle courses is designed to train middle-level executives capable of performing
or supervising tasks with a high scientific and technical content. The training remains concrete in approach and is directly
focused on the profession concerned. Each area of training is focused on a small professional field (higher vocational
training).
Non-university higher education offering two-cycle courses is designed to train high-level executives and professionals. A
strong emphasis is placed on applying scientific knowledge to professional needs. The training is less concrete in approach
and is focused on a wider professional field. It is at the same time active in the fields of education at an academic level, of
thematic scientific research in collaboration with the universities or third parties, and of social service.