Historical overview 

Adult education 

The origins of technical and vocational adult education date back to the 1950s and 1960s. This form of education was known as Education for Social Advancement (Onderwijs voor Sociale Promotie). Depending on the programme, learners could obtain an attestation of participation, a certificate or a diploma. During the 1960s and 1970s, the synergy between Education for Social Advancement and full-time secondary education was further embedded in legislation. 

In the period 1970–1980, other forms of continuing education emerged, such as literacy initiatives. In 1985, a more comprehensive concept relating to basic education was introduced, which was launched on an experimental basis in around five locations. This ultimately led to the establishment of the Centres for Adult Basic Education (CBE) through the decree of 12 July 1990. These centres focus specifically on low-skilled and educationally disadvantaged adults and aim to teach and improve basic competences that are essential for functioning in and participating in society. 

Education offering adults a second chance to obtain a diploma of secondary education emerged during the same period as the Centres for Adult Basic Education. For a long time, adults could only obtain a secondary education diploma by successfully completing examinations of the Central Examination Board of the Flemish Community after self-study. Over time, however, initiatives were developed with the aim of preparing adults for obtaining a secondary education diploma through a structured programme, known as second-chance education (tweedekansonderwijs). The decree of 2 March 1999 introduced the possibility of obtaining a secondary education diploma through Education for Social Advancement at the Centres for Adult Education (CVOs). 

Pillarisation (i.e. the organisation of social and educational provision along ideological lines) and various economic developments meant that by the end of the 1990s, adult education provision was extensive but highly fragmented. There were too many small centres with a poorly rationalised and insufficiently clearly profiled offer. The decree of 2 March 1999 set a number of developments in adult education in motion. A significant scaling-up was implemented, with an emphasis on greater autonomy, strategic planning and professionalisation. The sector was also given several innovative impulses, such as the introduction of modularisation and blended learning. The decree enabled a broadly accessible adult education provision, which lowered the threshold for participation in lifelong learning. In 2019, a new funding system came into effect that encourages centres to focus more strongly on vulnerable target groups and to enhance qualification-oriented provision, while also stimulating further scaling-up of the CVOs without centralising their offer. 

Entrepreneurship education 

The history of entrepreneurship education goes far back, all the way to the guilds. However, the use of apprenticeship contracts marked the starting point for small business training, where a student would spend four days per week learning on the job and one day per week attending classes at a training center. 

For self-employed professions and SMEs, an official framework for entrepreneurship training and youth education via apprenticeship contracts was already established in 1947. In 1959, guidance by pedagogical advisors was organized. This role was later taken over by the Institute for Continuing Education for Small Businesses, and from 1991 onwards by the Flemish Institute for Independent Entrepreneurship (VIZO). VIZO was established as a government agency. Since 2004, entrepreneurship training has been organized by the Flemish Agency for Entrepreneurship Training – SYNTRA Flanders, which falls under the Flemish minister responsible for work. From 2021, entrepreneurship training has been incorporated into VLAIO (Flemish Agency for Innovation & Entrepreneurship), under the Flemish minister responsible for the economy. 

Overview of current policy priorities 

In the Coalition Agreement 2024–2029 of the current Flemish Minister of Education, Zuhal Demir, the challenges facing adult education in Flanders are outlined, together with the policy priorities the minister intends to address. 

Within this agreement, adult education occupies a central position within two major strategic objectives. 

First, the minister aims to strengthen the connecting and emancipatory role of the Dutch language. The focus here is (1) on newcomers within the framework of an integration pathway, for whom the required language level will be raised to B1 oral proficiency as of 1 September 2027, and (2) on parents of school-age children. The standardised Dutch as a Second Language (NT2) test will be adjusted to B1 oral level and improved in quality. The minister intends for the Centres for Adult Education (CVOs) and Centres for Adult Basic Education (CBEs) to prioritise Dutch language courses, with particular attention to parents of school-age children. Through closer cooperation between primary, secondary and adult education, language integration pathways will be better aligned, and non-native-speaking parents will be guided towards the NT2 adult education provision. Consideration is also being given to how CVOs and CBEs can be sustainably supported in their provision relating to NT2, second-chance education and functional literacy. 

Secondly, the policy focuses on increasing participation in lifelong learning. CVOs must be able to respond more flexibly to changing learning needs, including through diploma-oriented programmes, modules leading to labour-market-relevant professional qualifications, and adjusted enrolment fees. Cooperation with VDAB and Syntra will be strengthened to have a more rational offer of labour-market-oriented programmes with a clear progression and referral structure. In addition, the exemption categories for enrolment fees will be reformed into an income-related system. Here too, lowering barriers is key, with the aim of helping especially lower-skilled adults gain easier access to adult education. 

In addition, a connection is made with the policy domain of the economy and the responsible minister. The policy note on the economy states the following: Talent is our most important resource. Investing in talent development for both young people and the active workforce in Flanders contributes to a resilient economy, innovation, employment, and societal progress. In this context, it is important to pay attention to the jobs of the future and the underlying training needs. Specific attention is given to STEM competencies. In light of the merger of the policy domains of Economy, Science and Innovation, and Work and Social Economy, efforts are being made to align and streamline the instruments and initiatives for training, lifelong learning, and skills development for employees and entrepreneurs. This also aims to support a meaningful training offensive to drive productivity growth and more sustainable work.