Introduction
This essay explores the differences in high school curricula between the United States and Belgium, focusing specifically on subjects offered in American high schools that are typically absent in Belgian secondary education. Understanding these variations provides insight into how educational systems reflect cultural, societal, and economic priorities. The comparison will centre on elective subjects and specialised courses unique to the American context, examining their purpose and relevance. By drawing on academic sources and official educational frameworks, this essay aims to highlight key distinctions, analyse their implications, and consider the broader impact on student development. The discussion will be structured into sections addressing specific subject areas, followed by a conclusion summarising the findings.
Unique Subjects in American High Schools
Advanced Placement (AP) and Specialised Electives
One notable feature of American high schools is the prevalence of Advanced Placement (AP) courses, which allow students to engage with college-level material in subjects ranging from calculus to art history. These courses, administered by the College Board, are designed to prepare students for higher education and often grant college credit upon successful examination (College Board, 2023). In contrast, Belgian secondary education, while offering a rigorous curriculum, does not typically include such a formalised system of advanced courses with direct links to university credit. Instead, Belgian students follow structured tracks (general, technical, or vocational) with less flexibility for specialised electives (Eurydice, 2022). Arguably, the AP system reflects the American emphasis on early university preparation, a priority less pronounced in Belgium’s more streamed educational framework.
Extracurricular-Focused Subjects
American high schools often integrate subjects tied to extracurricular activities, such as band, choir, or theatre, into their academic curriculum, sometimes offering credits for participation. These courses aim to develop creative and interpersonal skills alongside traditional academics (Eccles and Barber, 1999). In Belgium, while extracurricular activities exist, they are generally separated from the formal curriculum and do not contribute to academic assessment. For instance, music or drama is often taught within the general curriculum but lacks the depth of specialised courses seen in the US. This distinction highlights differing views on the role of non-academic skills in education, with American schools placing greater emphasis on holistic development.
Vocational and Career-Oriented Classes
Another area of divergence is the availability of career and technical education (CTE) courses in American high schools, such as automotive repair, graphic design, or culinary arts. These subjects are tailored to prepare students for specific industries, reflecting the US system’s flexibility in accommodating diverse post-secondary pathways (US Department of Education, 2021). In Belgium, vocational education is more rigidly structured, primarily offered through distinct technical and vocational tracks rather than as electives within a general high school setting (Eurydice, 2022). Therefore, American students often have broader access to practical skills training within a comprehensive curriculum, a feature less common in Belgian schools.
Conclusion
In summary, high schools in the United States offer a range of subjects—such as Advanced Placement courses, extracurricular-focused classes, and vocational electives—that are generally absent or differently structured in Belgium. These differences underscore contrasting educational philosophies, with the American system prioritising flexibility, early specialisation, and holistic development, while Belgium adheres to a more streamed and academically focused approach. The implications of these distinctions are significant, as they shape students’ preparation for future careers and higher education in unique ways. Indeed, further research could explore how these curricular variations impact long-term outcomes, such as employability or academic success. Ultimately, understanding such differences fosters a broader appreciation of how educational systems adapt to cultural and societal needs.
References
- College Board. (2023) What Is AP? College Board.
- Eccles, J. S. and Barber, B. L. (1999) Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), pp. 10-43.
- Eurydice. (2022) Belgium: Overview of the Education System. European Commission.
- US Department of Education. (2021) Career and Technical Education. US Department of Education.
