Primary Education in a changing society

The Flemish Education Council urges the new Flemish Government to develop a coherent future plan for primary education so that it can respond to societal changes and increasing educational challenges while ensuring the broad development of all children. This requires investments in basic funding, support for teachers and school teams, and strengthening policy capacity and school organization. It also calls for enhanced collaboration with other partners across different policy domains in broader society.

Societal context and shifts

Society is becoming increasingly diverse, leading to greater variety among students. Social changes—such as more single-parent and blended families, and the rising socio-emotional and care needs of students—impact both the organization and learning process in regular and special primary education. These factors result in additional expectations and pressure on school teams and their core tasks.

Furthermore, structural problems, such as a shortage of capacity in special primary education and a severe teacher shortage, pose a threat to the right to quality education for all children.

Increasing educational challenges

Primary schools have been struggling for some time to effectively manage the numerous tasks within broad-based education. Recent statistics on the rising number of students leaving primary education without a certificate indicate this issue. This reality conflicts with the ambitions of primary education.

The teacher shortage, which primarily affects schools facing the greatest societal challenges, is a significant threat to education quality. In some primary schools, only one or two teachers hold the appropriate qualifications. The number of children referred to special primary education is increasing, including preschoolers. The question remains whether this is a consequence of an overburdened regular primary education system. This situation calls for targeted and sustainable solutions across three tracks:

Track 1: Basic funding

Adequate and structural financing is essential. Operational funds must be increased to restore and enhance the purchasing power of primary schools. One-time investments, such as those for digitalization, should be structurally embedded within the operational budget.

Track 2: Teachers and school teams

Teachers need support through professional development, more time for consultation, and an improved teacher-student ratio. Special attention should be given to young children (ages 2.5 to 8) and to increasing diversity within teaching teams, ensuring they reflect society.

Track 3: Policy capacity and school organization

More administrative, policy, and pedagogical support is needed to enable effective governance and strong leadership. Similar to secondary education, the Flemish Education Council advocates for a full-time principal without teaching responsibilities in regular primary schools starting from 83 students.

Collaboration with other policy domains

Too often, education is expected to bear the responsibility for societal challenges. This can only work if there is complementary policy support in other sectors, with enhanced collaboration and alignment across policy areas. Structural solutions are needed for issues such as after-school care, lunch breaks, and poverty reduction.

Long-term vision on inclusion and the role of special (primary) education

A thorough reflection is needed on education for children with specific learning needs to develop a long-term vision on inclusion and the role of special (primary) education.