Lifelong Learning on Either Side of the Border: the effects of government policy on adult education in The Netherlands and Belgium

Abstract

Although there is a tendency to develop policy plans on adult education at a European level, there are still large differences between the various EU countries. These national policy contexts depend on historical, cultural, economic and political factors and can have a profound impact on the way adult education is shaped and developed within a country. Two examples of such policies are presented to clarify this point. In the Netherlands, there is a strong emphasis on the vocational side of adult education. This is for a large part the result of the introduction of the Law on Adult and Vocational Education (Wet Educatie en Beroepsonderwijs) in 1996. The non vocational branch of the sector was rather marginalised by this new law. In Belgium, there has been a great effort to support, develop and streamline non vocational adult education. The special Flemish government decree (Decreet betreffende het sociaal‐cultureel volwassenenwerk) of 2003 was very important in that regard. This decree regulates all aspects of non vocational education or socio‐cultural work, including funding and quality assurance. Although the Flemish decree could be seen as a good practice of upgrading non‐formal adult education through legislation, it could also be considered a typical Flemish case, rooted in the traditions of adult education in Flanders.