Flemish Region (Belgium)
Country overview
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Country reports and publications
View all reportsRead the latest OECD country notes, reviews and analysis.
- Diagram of education system in country language
- General methodological notes for ISCED diagrams
- ISCED mapping from the UOE data collection (school year 2020)
- Early Childhood Education and Care Systems dashboard
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Flemish Region (Belgium)
Adult skills (Survey of Adult Skills, PIAAC, 2023)
| Country note | Survey of Adult Skills (PIAAC) | Survey of Adult Skills 2023: Do Adults Have the Skills They Need to Thrive in a Changing World? | The Survey of Adult Skills - Reader's Companion | Understanding Skill Gaps in Firms: Results of the PIAAC Employer Module | Survey of Adult Skills 2023 Data Analysis Manual |
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Completion rates
In Flemish Region (Belgium), the completion rate of female new entrants to bachelor's programmes in Education, measured three years after the theoretical end of the programme, was among the lowest internationally. (64.7 %, rank 25/29 , 2023) Download Indicator
Female completion rates to bachelor's programmes in natural sciences, mathematics and statistics, measured three years after the theoretical end, placed Flemish Region (Belgium) among the highest internationally. (85.8 %, rank 2/29 , 2023) Download Indicator
Completion rates of female new entrants to ICT bachelor's programmes, three years after the theoretical duration, placed Flemish Region (Belgium) among the highest values across countries. (84.2 %, rank 2/29 , 2023) Download Indicator
Completion rates of female students in Engineering, manufacturing and construction bachelor's programmes, measured three years after the theoretical end, were among the highest internationally. (87.7 %, rank 3/29 , 2023) Download Indicator
Gap year
The share of female students who entered a bachelor's programme and took at least one gap year was among the lowest across countries with available data. (8.3 %, rank 23/23 , 2020) Download Indicator
The share of male students who entered a bachelor's programme and took at least one gap year placed Flemish Region (Belgium) among the lowest internationally. (9.8 %, rank 23/23 , 2020) Download Indicator
For all students who entered a bachelor's programme, the share who took at least one gap year ranked Flemish Region (Belgium) among the lowest across countries with available data. (9 %, rank 23/23 , 2020) Download Indicator
Skills differences by level of education
The mean literacy score for adults with tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (299 PIAAC Score, rank 4/31 , 2023) Download Indicator
The mean numeracy score for adults with tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (305 PIAAC Score, rank 3/31 , 2023) Download Indicator
Skills by parents' educational attainment
The mean score in adaptive problem solving for adults with at least one parent who attained tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (284 PIAAC Score, rank 3/31 , 2023) Download Indicator
The mean literacy score with at least one parent with tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (301 PIAAC Score, rank 3/31 , 2023) Download Indicator
The mean numeracy score with at least one parent with tertiary education is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (305 PIAAC Score, rank 5/31 , 2023) Download Indicator
Adults' skills
The change in mean literacy score in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is high compared to other countries participating in the Survey of Adult Skills (PIAAC). (3 PIAAC Score, rank 5/27 , 2023) Download Indicator
Teachers' salaries
In Flemish Region (Belgium), average actual salaries for upper secondary teachers aged 25-64 rank among the highest per hour of net teaching time across OECD and partner countries with available data. (95233 USD Equivalent, rank 4/34 , 2025) Download Indicator
After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (99533 USD Equivalent, rank 4/42 , 2025) Download Indicator
In Flemish Region (Belgium), the average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest among OECD and partner countries. (93560 USD Equivalent, rank 4/27 , 2025) Download Indicator
Teachers' salaries progression
It takes lower secondary teachers longer to progress through the salary scale in Flemish Region (Belgium) compared to other OECD and partner countries. (36 Years, rank 5/42 , 2025) Download Indicator
Organisation of the education system
The total compulsory instruction time for lower secondary students in Flemish Region (Belgium) is one of the shortest among OECD and partner countries with available data. (1899 Hours, rank 40/42 , 2024) Download Indicator
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General findings
- In the 2023 Survey of Adult Skills, literacy is defined as "accessing, understanding, evaluating, and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society" (Rouet et al., 2021). Proficiency in literacy is crucial for adults across their personal, social and professional spheres, given the prevalence of written communication in various aspects of life. Throughout the day, adults engage in a diverse range of reading activities, spanning from delving into extensive pieces of continuous text to swiftly scanning pages for pertinent information. Examples include reading emails, leaflets, timetables and instruction manuals.
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- In the 2023 Survey of Adult Skills, numeracy encompasses "accessing, using, and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life" (Tout et al., 2021). The skills and knowledge needed for work and civic participation, and in more personal spheres of life, have changed. Individuals are presented with ever-increasing amounts of information of a quantitative or mathematical nature through online or technology-based resources, which have to be located, selected or filtered, interpreted, and at times questioned and doubted, and analysed for their relevance to the responses needed.
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- The first cycle of the Survey of Adult Skills measured problem solving in technology-rich environments. This is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The survey assessed adults' ability to solve problems by establishing appropriate goals and plans, and accessing and using information through computers and computer networks.
In the 2023 Survey of Adult Skills, problem solving in technology-rich environments was replaced by adaptive problem solving (APS). This involves "the capacity to achieve one’s goals in a dynamic situation in which a method for solution is not immediately available. It requires engaging in cognitive and metacognitive processes to define the problem, search for information, and apply a solution in a variety of information environments and contexts" (Greiff et al., 2021).
APS has three important features. First, it emphasises individuals’ capacity to flexibly and dynamically adapt their problem-solving strategies to a dynamically changing environment. Second, it tests their ability to identify and select among a range of available physical, social and digital resources. Third, individuals need to monitor and reflect on their progress in solving problems, through metacognitive processes.
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Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities,
such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
for each publication.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026 in the Northern Hemisphere.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Sources Methodologies and Technical Notes of EAG 2025 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. However, OECD averages from Education at a Glance coming from the OECD database are the averages for the indicator reference year appearing in the Education GPS and may differ from averages in the book where averages can include data from multiple reference years, based on countries' data availability.
To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026 in the Northern Hemisphere.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Sources Methodologies and Technical Notes of EAG 2025 for more details about the data collections.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.