Belgium’s Education Minister Asks for Patience on Reforms
Flemish Education Minister Zuhal Demir (N-VA) has asked for patience as her ambitious education reforms take effect, stating that measurable results will only become visible in 10 to 12 years. Speaking in an interview with the Belga press agency, Demir cited England’s experience as evidence that comprehensive education reform requires a long-term commitment, according to VRT NWS.
A System Problem
Demir described the current state of Flemish education as a “system problem,” pointing to alarming statistics in the B-stroom, the lower track of secondary education. “In the B-stream, 1 in 4 students has insufficient basic literacy,” she said. “That is the result of policy choices from the past, which may have been understandable then, but which can no longer be justified today.”
The minister’s comments come at a critical juncture. On September 1, 2026, all primary schools in Flanders must begin implementing new “knowledge-rich” minimum goals for Dutch, mathematics, science, and technology, modeled on the British curriculum. The full rollout across all grades is expected by 2030-31, as outlined by Klasse.
The new goals are a direct response to two decades of declining performance. PISA 2022 results, published in December 2023, showed the steepest decline ever recorded for Flemish students, with mathematics scores falling from 518 to 501 points since 2018 and the number of low performers nearly doubling in 20 years, as VRT NWS reported.
The England Comparison
Demir points to England as a model for what Flanders can achieve. England’s education quality declined for years before a sudden improvement appeared in TIMSS 2019 results. English students have since returned to the world’s top performers, while Flanders has dropped in the rankings.
“The experience in England teaches us that we will only see results in 10 to 12 years,” Demir said. The minister acknowledged that her reform drive has met resistance: “With every reform there is friction, I understand that. But as a policymaker I must also take reality into account.”
Growing Opposition
The minister faces significant opposition from the education field. A survey by ‘De Tafel van Gert’ and iVOX among 2,000 teachers gave Demir an average score of 2.9 out of 10, with only 13 percent considering her a good education minister and 90 percent saying she pushes reforms too quickly, according to V-Nieuws.
The criticism extends to school leadership. In May 2026, more than 1,300 school directors signed an open letter criticizing the pace of reforms, lack of consultation, and late communication, as VRT NWS reported. Guy Voets, coordinating director at viio Tongeren-Borgloon, said the initiative was “fairly spontaneous” and reflected directors’ concerns that “what is happening here is a lot in a short time, it’s going much too fast.”
Demir has acknowledged the friction but remains committed to the timeline. In June, she confirmed in the Flemish Parliament that the reforms would proceed on September 1, receiving silent support from Minister-President Matthias Diependaele, as TVL reported.
A Long-Term Political Bet
The reforms taking effect this school year are extensive. Beyond the new minimum goals, they include the removal of pedagogical study days and optional leave days in secondary education, a reduction in exam and class council days, new language classes for non-Dutch-speaking newcomers, and the appointment of a behavior expert in every school, according to VRT NWS.
The 10-year timeline means results will only be visible under future governments, making this a long-term political bet for the N-VA. Demir’s predecessor, Ben Weyts, made a similar prediction in 2023, suggesting continuity in the party’s approach.
Demir’s message to teachers is one of patience and trust: “I’m not in this seat for myself. I’m here mainly for all Flemish students.” The minister has also emphasized that being strict is “a form of love,” framing her reforms as a matter of equal opportunity for all children, as Knack noted.
What to Watch For
The coming months will reveal whether the education field can be brought on board. The minister has promised more informal consultation with school directors, and the first year of implementation will be closely watched for signs of progress or further friction. The official implementation framework from Vlaanderen.be gives schools until 2031-32 to fully achieve the new goals, providing a window for adjustment.
For now, Demir’s message is clear: meaningful change takes time. Whether the political and educational establishment will grant her that time remains the defining question for the future of Flemish education.