In the heart of Flanders, a troubling trend has emerged, shaking the foundations of its education system.
The journey from primary school to general secondary education, a pivotal transition for every child, is proving to be an elusive feat for an alarming number of young learners.
Recent reports from Het Nieuwsblad have painted a stark picture: the number of children in Flanders without a primary school diploma has nearly doubled in just six years.
In 2023 alone, over 4,800 children failed to secure this crucial certificate, compared to 2,600 in the academic year of 2017-2018.
Traditionally, most children obtain this diploma after six years of primary education. However, it’s worth noting that it can also be awarded to pupils who haven’t completed the standard trajectory or who require additional time to do so, perhaps due to repeating a year.
The consequences of not attaining this certificate are profound. While it’s still technically possible for these children to transition to secondary education, such occurrences are rare.
Instead, they often find themselves redirected to “first year B” classes, specifically designed for students facing learning difficulties. Here, they revisit the fundamental subjects of Dutch and mathematics, essential pillars of primary education.
After this initial year, educators must decide whether to progress these students to the first or second “year A” or retain them for another year in the B class.
Compounding the crisis is the emergence of a concerning trend: an increasing number of students entering 1B in the fourth or fifth grade, accounting for 3.6% of all pupils in these respective grades.
These students, aged around 12, find themselves on a trajectory divergent from the mainstream, potentially impacting their educational journey significantly.
Nowhere is this crisis more acutely felt than in the province of Antwerp, where demand for B stream classes has skyrocketed to the point where available spaces are virtually non-existent.
A myriad of factors contributes to this dire situation, including learning challenges among students and a lack of stimulation at home, with dwindling parental involvement in foundational skills such as reading comprehension and numeracy.
Moreover, the growing presence of pupils who don’t speak Dutch at home adds another layer of complexity. Experts warn that this underscores a critical failure of the current education system to adapt to the evolving realities of today’s diverse student population.
They advocate for a more immersive approach to language instruction to better support these children in their educational journey.
Critics argue that the actual proportion of children without diplomas might be even higher, suggesting that schools may be lowering standards to accommodate more students, even those lacking essential skills.
In light of these developments, urgent action is imperative. Flanders’ education authorities must confront this crisis head-on, implementing targeted interventions to support struggling students and address systemic shortcomings.
This article was created using automation technology and was thoroughly edited and fact-checked by one of our editorial staff members
