Educational policies in French-speaking Belgium faced with the challenges of adults returning to school: A critical analysis

Abstract

Resumption of adult education is an increasingly common phenomenon in today's society, due to individual, social and economic factors. It represents both an opportunity and a challenge for educational policies, which must promote access, success and recognition of adult learning pathways. The aim of this study was to analyze educational policies in French-speaking Belgium with regard to adults returning to education, situating them in the European context and comparing them with the needs and expectations of the players involved. We conducted a qualitative study based on semi- directive interviews with policy-makers, institutional players and adults returning to school. The results showed that educational policies in French-speaking Belgium are marked by a certain ambivalence between a logic of emancipation and a logic of standardization, resulting in tensions between stated principles and observed practices. We have identified four areas for discussion: definition of the target audience, access to training, pedagogical support and validation of prior learning. We have suggested ways of improving the coherence and effectiveness of educational policies to encourage adults to return to school.