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This report for the Flemish Community of Belgium forms part of the Organisation for Economic Cooperation and Development (OECD) Review of Policies to Improve the Effectiveness of Resource Use in Schools and explores how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education. This report considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources such as learning time. The policy recommendations attempt to build on and strengthen reforms that are already underway in the Flemish Community of Belgium. This report contains four chapters and respective annexes as follows: Chapter 1: School Education in the Flemish Community of Belgium; Chapter 2: Funding of School Education in the Flemish Community of Belgium and Annexes: (1) Funding flows in the Flemish Community of Belgium; (2) Calculation of the Operating Grant for a Sample Elementary School; and (3) Calculation of Staffing Hours and ICT Points for a Sample Secondary School; Chapter 3: Provision of School Places in the Flemish Community of Belgium; and Chapter 4. The Teaching Workforce in the Flemish Community of Belgium, and Annexes: (1) Number of School Staff, by Level, Type of Education and School Network, 2008, 2011, 2014; (2) Main Features of the Teaching Profession: Initial Education, Employment Status and Teacher Evaluation. The report concludes with additional annexes: (1) The OECD Review of Policies to Improve the Effectiveness of Resource Use in School; (2) Composition of the Review Team; and (3) Visit Programme. (Individual chapters also contain notes.)

Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic growth and social cohesion in OECD countries. But migrant students in most OECD countries tend to have lower education outcomes than their native peers. Extensive previous research has described the system level, school level and individual level factors that influence the education outcomes of migrant students. Building on such previous research, this paper looks at the ways in which "education policies" can influence these factors to help provide better educational opportunities for migrant students. (Contains 7 footnotes.) [This review was prepared for the OECD Thematic Review on Migrant Education. It was presented and discussed at the Second Meeting of the Group of National Experts on the Education of Migrants in Paris on 13-14 October 2008.]