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Analysis of Systems and Practices in Education

Identifying the various mechanisms that generate and amplify school inequity and exclusion, overcoming school failure, and globally, contributing at fostering equity and efficiency of education and training systems are the main concerns and objectives of the Service d'analyse des Systèmes et des Pratiques d’enseignement - aSPe (Analysis of Systems and Practices in Education). In 1979, Gilbert de Landsheere, the founder of the Laboratoire de Pédagogie expérimentale (Laboratory of Experimental Education), which would become the aSPe later on, translated B.S Bloom’s publication, Human Characteristics and School learning into French. In this way, he significantly contributed to the spread of a conception of education and learning which led many education systems (included ours) to consider school achievement and success for all especially for the underprivileged, as a major objective.

In 1996, Marcel Crahay, who was the director of the centre at the time - Service de Pédagogie expérimentale (Centre of Experimental Education), published, on the basis of his research team’s works, his famous book Peut-on lutter contre l’échec scolaire?, translated into many languages. In 1999, he published L’école peut-elle être juste et efficace?, where the exclusion mechanisms (grade retention, segregation and relegation) which make our education system tremendously inequitable, are thorough observed and analyzed. A second edition of this book is available, with new contributions of Dominique Lafontaine, the current director of the Centre.

The research activities conducted at the aSPe are fully oriented towards the empirical search of malleable factors that improve education and instructional quality. Quality encompasses not only effectiveness, but equity as well, with a particular attention paid to low-achievers. Educational tools development, large-scale national and international assessments, school change and improvement, in service training for teachers and principals, professional training, missions in developing countries, observation and improvement of the school-families relationships,…, all the research projects and activities led by the aSPe contribute to the similar objective: improving the quality of education systems and instructional practices, reducing school failure, inequities linked to social and cultural background or gender, and, beyond, the possibly resulting school drop-out and exclusions.

Almost all our works are connected to that philosophy. Here will only be presented a brief overview of them, with the main related publications.

More information : aspe_activities.pdf

Various expertise domains in the field of education

  • School Achievement Evaluation - Participation in the surveys of the International Association for the Evaluation of Educational Achievement (IEA), PIRLS, and of the Organization for Economic Cooperation and Development (OECD), PISA.
  • Contribution to the conception and development of the external non-graduating assessments in the Wallonia-Brussels Federation (formerly French speaking Community of Belgium).
  • Development of statistic education and training indicators, study on educational and training systems, monitoring of educational outcomes.
  • Development of learning and assessment tools in various domains: mother language, modern languages, mathematics and sciences.
  • Follow-up and evaluation of educational improvements or reforms.

Various educational contexts

  • Primary and secondary education.
  • Universitary and non-universitary education.
  • Special education.
  • Trainer training.
  • Adult training.
  • Professional training.
  • Dual educational system.

Premières publications sur les résultats de l'étude

TALIS 2018 en FWB

4 numéros thématiques et
3 brochures TALIS en bref
sont disponibles sur le site


Limiter le nombre d’élèves par classe : une clé de la réussite scolaire ?

Dominique Lafontaine

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Understanding and Addressing Common-Method Bias in International Large-Scale Assessments: The Example of Reading Opportunities-To-Learn in PISA 2009

Les Cahiers des Sciences de l’Éducation n°39

Le redoublement est inefficace, socialement injuste, et favorise le décrochage scolaire

Les Cahiers des Sciences de l’Éducation n°38

Does reading literacy instruction vary according to language or culture?

Similarities and differences in English-, German-, and French-speaking education systems in PIRLS 2016

Les compétences des jeunes de 15 ans en sciences, en mathématiques et en lecture

Résultats de l’enquête PISA 2015 en Fédération Wallonie-Bruxelles

Les Cahiers des Sciences de l’Éducation n°37

Enquête internationale
PIRLS 2016

Les résultats des élèves de la Fédération

Au printemps 2016, 61 pays ou régions ont participé à l’enquête internationale PIRLS 2016 (Progress in International Reading Literacy Study) organisée par l’IEA pour évaluer les performances en lecture des élèves en 4e année de scolarité obligatoire. PIRLS est une campagne d’évaluation menée tous les 5 ans. Il s’agissait de la troisième participation de la Fédération Wallonie-Bruxelles à cette enquête. Les principaux résultats sont disponibles dans la

note de synthèse

rédigée par l'équipe de l'aSPe.    


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